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All Journal Proyeksi: Jurnal Psikologi Jurnal Psikologi Pendidikan dan Konseling E-Dimas: Jurnal Pengabdian kepada Masyarakat Jurnal Inventa JURNAL MAHASISWA BK AN-NUR : BERBEDA, BERMAKNA, MULIA Psikologi Konseling: Jurnal Kajian Psikologi dan Konseling Reswara: Jurnal Pengabdian Kepada Masyarakat Indonesian Journal of Cultural and Community Development Jurnal Pesut : Pengabdian untuk Kesejahteraan Umat G-Couns: Jurnal Bimbingan dan Konseling Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Proceedings of The ICECRS Procedia of Social Sciences and Humanities Jurnal Psikologi Pendidikan dan Konseling Psycho Idea Indonesian Journal of Islamic Studies Psikologia : Jurnal Psikologi Nabatia Jurnal Psikologi Poseidon: Jurnal Ilmiah Psikologi dan Psikologi Kemaritiman Academia Open
Widyastuti
Universitas Muhammadiyah Sidoarjo
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Journal : academia open

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Adaptasi dan Validasi Instrumen School Bystander Behaviour Scale (SBBS) untuk Siswa SMP: Analisis Rasch Model: (Adaptation and Validation of The School Bystander Behaviour Scale (SBBS) Instrumen for Junior High School Students: Rasch Model Analysis) Diky Zulkiflismin Zuhri; Widyastuti Widyastuti
Academia Open Vol. 10 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12722

Abstract

General Background Bullying in junior high schools involves not only perpetrators and victims but also bystanders whose responses shape peer dynamics. Specific Background The School Bystander Behaviour Scale (SBBS) was developed to classify students as passive bystanders, defenders, or probully, yet it has not been adapted for Indonesian contexts. Knowledge Gap No prior study in Indonesia has examined SBBS using Rasch Model analysis. Aims This study aimed to adapt SBBS into Indonesian and evaluate its psychometric properties among 251 Grade 7–9 students using proportionate stratified random sampling. Results The adapted scale demonstrated adequate unidimensionality and excellent item reliability, although several items showed misfit statistics and low discrimination, while person reliability remained weak. Wright map analysis revealed item gaps and limited respondent ability variation, indicating the need for item refinement. Novelty This research provides the first Indonesian SBBS adaptation assessed through Rasch Model, offering detailed evidence on item functioning and respondent consistency. Implications The findings support the preliminary use of SBBS for measuring bystander behaviour in Indonesian junior high schools while highlighting the necessity of revising problematic items and improving data collection procedures to strengthen future applications. Keywords: School Bullying, Bystander Behaviour, Rasch Model, Instrument Adaptation, Junior High Students Key Findings Highlights: Several items require revision due to misfit and weak discrimination. Item reliability was excellent, while respondent consistency remained low. Wright map revealed gaps in item difficulty across student ability levels.
The Self Regulation Predicts Preschool School Readiness: Regulasi Diri Memprediksi Kesiapan Sekolah pada Anak Usia Prasekolah Shevia Dwi Puspitasari; Widyastuti Widyastuti
Academia Open Vol. 10 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.13300

Abstract

General Background School readiness is a multidimensional construct encompassing cognitive, social, emotional, physical, and communication competencies required for successful transition to formal education. Specific Background Self regulation, involving cognitive, emotional, and behavioral control, is considered a foundational component of children’s socio emotional development during the preschool period. Knowledge Gap Previous studies have largely examined associations without addressing causal direction or have focused on primary school populations rather than preschool children entering formal schooling. Aims This study aimed to examine the relationship between self regulation and school readiness among preschool children aged 5–6 years in Sidoarjo Regency using a quantitative causal approach. Results Analysis of data from 106 participants using simple linear regression indicated a positive and statistically significant relationship between self regulation and school readiness (F < 0.05), with a contribution of 9.3% and a correlation coefficient of r = 0.306, categorized as low. Most children demonstrated moderate levels of both variables. Novelty The study provides empirical evidence on preschool populations and examines directional association rather than mere correlation, positioning self regulation as a foundational element of readiness for formal schooling. Implications Findings suggest that strengthening children’s ability to manage attention, emotions, and behavior may support smoother adaptation to structured learning environments, although additional factors beyond the present model also contribute to readiness outcomes. Highlights: Most participants demonstrated moderate levels across both measured constructs. Statistical testing indicated a significant positive association with low strength (r = 0.306). The predictor accounted for 9.3% of variance, indicating substantial contribution from other variables. Keywords: Self Regulation; School Readiness; Preschool Children; Early Childhood Education; Socio Emotional Development
The Emotional Regulation and School Readiness in Preschool Children: Regulasi Emosi dan Kesiapan Sekolah pada Anak-Anak Prasekolah Fitriana Salsabilla Firdaus; Widyastuti Widyastuti
Academia Open Vol. 10 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.13301

Abstract

General Background: School readiness represents a multidimensional set of foundational competencies required for successful transition from preschool to formal education, encompassing cognitive, social, physical, and emotional domains. Specific Background: Emotional maturity—particularly emotional regulation—has been identified as a core component of children’s ability to adapt to academic demands, interpersonal interactions, and classroom routines at the elementary level. Knowledge Gap: Prior studies have broadly examined emotional development, yet limited research has focused specifically on emotional regulation as a distinct construct associated with school readiness among preschool children. Aims: This study aimed to determine whether a statistically significant positive relationship exists between emotional regulation and school readiness in preschool children aged 5–6 years in Sidoarjo. Results: Using a quantitative non-experimental correlational approach with a cross-sectional design and Pearson product-moment analysis, the findings indicated a significant positive correlation between emotional regulation and school readiness (r = 0.288; p = 0.006), with emotional regulation accounting for 8.3% of the variance in readiness scores. Novelty: The research isolates emotional regulation—rather than broad emotional development—as the focal predictor, employing validated standardized instruments adapted to the Indonesian context. Implications: These findings suggest that emotional self-management skills constitute an important internal factor associated with children’s preparedness for formal schooling, while also highlighting the presence of additional internal and external determinants that warrant further investigation. Highlights: A statistically significant positive association was identified between children’s ability to manage emotions and preparedness for entering formal schooling. The measured predictor accounted for a modest proportion of variance, indicating substantial contribution from other unexamined factors. Most participants were categorized at moderate levels across both assessed constructs, reflecting typical developmental patterns in the sampled population. Keywords: Emotional Regulation; School Readiness; Preschool Children; Social Emotional Development; Early Childhood Education
World Map Media Improves Country Identification Skills in Elementary Students: World Map Media Meningkatkan Kemampuan Identifikasi Negara pada Siswa Sekolah Dasar Fadilah Eka Febriani; Widyastuti Widyastuti
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.13317

Abstract

General Background: Geography learning in elementary education requires concrete visual media to support students’ spatial understanding and country identification skills. Specific Background: Conventional instructional approaches often limit students’ engagement and accuracy in recognizing countries on a world map. Knowledge Gap: Despite the availability of various visual learning tools, structured implementation of World Map–based media for systematic country identification learning remains underexplored in elementary classroom contexts. Aims: This study aims to examine student learning outcomes after the application of World Map–based media in teaching country identification. Results: The findings demonstrate measurable improvement in students’ ability to recognize and correctly identify countries, as reflected in increased post-instruction scores compared to prior performance. Students showed better spatial recognition and map-reading accuracy during the learning process. Novelty: The study introduces a structured classroom application of physical World Map media specifically designed for country identification tasks at the elementary level. Implications: These findings contribute to geography education practices by supporting the integration of visual-spatial instructional media to facilitate more interactive and meaningful learning experiences in elementary social studies classrooms. Keywords: World Map Media, Country Identification, Geography Learning, Elementary Education, Visual Learning Key Findings Highlights: Students demonstrated higher post-instruction achievement in recognizing global locations. Classroom activities showed improved spatial orientation accuracy. Visual map-based instruction supported more active student participation.
Co-Authors Abd Rochman Fahmi Achmad Masduki Fadli Aditya Nugraha Irawan Ainur Faizah Akbar Wiguna Amelia Solikhah Ameliya Anggraini Ananda Rheza Ardi Pradana Bagaskara Abdul Azis Andriani Eko Prihatiningrum, Andriani Eko Arfida Reta Sandeva Arliska Putri Arianti Arum Trissandy Asyifa Qulubiyah Dani Anur Salih Defta Innayah Herliyanti Diky Zulkiflismin Zuhri Dinda Tira Virratih Effy Wardati Maryam Fadilah Eka Febriani Faizatul Agustina Farra Dwi Susilo Wardhani Fathu Rahman Feri Tirtoni Fitriana Salsabilla Firdaus Friska Nur Anggraini Frita Emita Garnis Ghozali Rusyid Affandi Iffany Nabelliasari Ima Faizah Imam Mahfudzi Joko Sulilo Joko Susilo Lely Ika Mariyati Lilik Isro&#039; atin Miftakhul Hepy Maharani Moh Basirul Fuad Mohammad Faizal Amir Mohammad Thursin Aji Muhammad Wildan Al Jawahiri Nadia Eka Putri Sugiarto Nurfi Laili Rita Wahyu Widiastuti Septian Dwi Mursini Septian Dwi Mursini Shafa Safiyah Shevia Dwi Puspitasari Silmida Faujiah Siti Cholifah Siti Nur Khoiriyah Siti Umrotul Ainiyah Wahyu Aji Putra Wenny Widiyanti Yulvamah Firdausi Yuni Sukmawati