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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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Employee Job Satisfaction at SMEs: Kepuasan Kerja Karyawan pada UMKM Wahyu Aji Putra; Widyastuti
Academia Open Vol. 7 (2022): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.7.2022.5529

Abstract

This study is intended to explain how job satisfaction on UD Bumbu Masak Machmudah, Sidoarjo. In this research, the writer uses descriptive quantitative method using a single variable. The number of samples in this study were 135 respondents. The respondents in this study were all UD. Bumbu Masak Machmudah The sampling technique in this study used a saturated sampling technique to obtain research data. In collecting data, the authors distributed questionnaires to respondents and also interviews. In proving and analyzing this, validity and reliability tests, descriptive tests, and Crosstabs tests are used. The test results show that 17.8% of which 24 employees prove that employee job satisfaction is high, and the highest aspect of job satisfaction is the compensation aspect, which is 15.2%. And there is no difference between the job satisfaction of male and female employees and there is a difference between job satisfaction for employees with elementary, middle, and high school graduates. Highlights: The study focuses on job satisfaction in UD Bumbu Masak Machmudah, Sidoarjo, using a descriptive quantitative method with a single variable. A sample size of 135 respondents was chosen through saturated sampling, and data was collected through questionnaires and interviews. The test results indicate that 17.8% of employees have high job satisfaction, with the compensation aspect being the most significant. There is no gender difference in job satisfaction, but differences are observed based on educational background. Keywords: job satisfaction, UD Bumbu Masak Machmudah, descriptive quantitative method, sample size, compensation aspect.
Preschooler Social And Emotional Development During the Covid-19 Pandemic: Perkembangan Sosial dan Emosional Anak Prasekolah selama Pandemi Covid-19 Widyastuti
Academia Open Vol. 8 No. 2 (2023): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.9.2024.8614

Abstract

Pre-schoolers’ social and emotional development has impacted by Covid-19 pandemic. The pandemic has limited their activities. This study aims to narratively review various articles related to the social and emotional development problems of children affected by the COVID-19 pandemic and to find out its factors. Article reviews is used to collect data related to pre-schoolers social and emotional development and its factors during the pandemic. The result indicates that there are several psychological problems on pre-schoolers, namely anxiety, attachment issues, and maladaptive behaviour. The research also includes pre-schoolers’ social and emotional development moderating factors, namely parent belief, parenting stress, parenting efficacy, and school management. This research implies that boosting parent and school competencies to create playful and connected circumstances can help pre-schoolers’ develop their social and emotional competence. Highlights: The COVID-19 pandemic has negatively affected pre-schoolers' social and emotional development. Psychological issues, including anxiety and attachment issues, have emerged among pre-schoolers during the pandemic. Parental beliefs, parenting stress, and school management play crucial roles in moderating pre-schoolers' social and emotional development during these challenging times. Keywords: Pandemic covid-19, Preschool, Socioemotional Development
Hubungan Antara Efikasi Diri dengan Beban Kognitif Siswa SMP Muhammadiyah 1 Sidoarjo: Correlation Between Self Efficacy and Cognitive Load In Junior High School Muhammadiyah 1 Sidoarjo Defta Innayah Herliyanti; 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.10.2025.9574

Abstract

General Background: Cognitive load represents the mental effort experienced by students during learning activities and is closely related to working memory capacity. Specific Background: Junior high school students often encounter complex academic demands that may generate cognitive load, while psychological factors such as self-efficacy are assumed to be associated with students’ mental processing during learning. Knowledge Gap: Previous studies have examined cognitive load in various contexts; however, empirical evidence linking self-efficacy and cognitive load among junior high school students remains limited. Aims: This study aims to determine the relationship between self-efficacy and cognitive load among students of Muhammadiyah 1 Sidoarjo Junior High School. Results: Using a quantitative correlational design with 221 students selected through stratified random sampling, data analysis with Pearson correlation revealed a positive and significant relationship (r = 0.510; p < .001). The coefficient of determination indicated that self-efficacy contributed 26% to cognitive load variance. Novelty: This study provides empirical evidence on the positive correlation between self-efficacy and cognitive load within the context of junior high school students. Implications: The findings contribute to educational psychology by highlighting the role of students’ belief systems in relation to mental workload during learning processes. Keywords: Self Efficacy, Cognitive Load, Junior High School Students, Educational Psychology, Pearson Correlation Key Findings Highlights: A moderate positive correlation was identified between the two measured constructs. The independent variable accounted for 26% of variance in the dependent variable. Most participants were categorized within the moderate level for both measured variables.
Hubungan Antara Psychological Capital dengan Komitmen Organisasi Pada Pengurus Senior Ikatan Lembaga Mahasiswa Psikologi Indonesia 2024-2025: The Relationship Between Psychological Capital and Organizational Commitment in Senior Management of the Indonesian Psychology Student Association 2024-2025 Dani Anur Salih; 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.10.2025.11133

Abstract

General Background: Organizational commitment is a critical construct in organizational psychology that reflects employees’ attachment and loyalty toward their institution. Specific Background: Psychological capital, which encompasses hope, self-efficacy, resilience, and optimism, has been recognized as a positive psychological resource associated with work-related attitudes. Knowledge Gap: However, empirical evidence examining the relationship between psychological capital and organizational commitment within the specific institutional context studied remains limited. Aims: This study aims to examine the relationship between psychological capital and organizational commitment among employees. Results: The findings indicate a significant positive relationship between psychological capital and organizational commitment, suggesting that higher levels of psychological capital are associated with stronger organizational commitment. Novelty: The study contributes by providing empirical evidence within the examined institutional setting, reinforcing the relevance of psychological capital in organizational contexts. Implications: These findings highlight the importance of developing employees’ psychological resources as part of organizational strategies to foster stronger commitment and sustainable organizational performance. Keywords: Psychological Capital, Organizational Commitment, Positive Organizational Behavior, Employee Attitudes, Quantitative Study Key Findings Highlights: Positive association identified between personal psychological resources and institutional attachment. Hope, resilience, optimism, and self-efficacy demonstrate meaningful linkage with work loyalty. Empirical evidence supports the relevance of positive organizational behavior constructs.
Teaching Efficacy and Maladaptive Behavior in Preschool Settings: Efektivitas Pengajaran dan Perilaku Maladaptif di Lingkungan Pendidikan Anak Usia Dini Moh Basirul Fuad; 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.10.2025.12529

Abstract

General Background: Preschool children are in a critical developmental phase where social and emotional regulation shape future adjustment. Specific Background: Maladaptive behavior in early childhood education settings may disrupt learning processes and social interaction, while teachers’ teaching efficacy reflects their confidence in managing classroom challenges. Knowledge Gap: Although teacher self-efficacy has been widely examined, limited empirical evidence specifically analyzes its relationship with maladaptive behavior among preschool children in Indonesian Islamic kindergarten contexts. Aims: This study aims to examine the relationship between teaching efficacy and maladaptive behavior in preschool children at KB/TK Aisyiyah in Sidoarjo. Results: Using a quantitative correlational design with 200 teachers, data were collected through the Teacher Sense of Efficacy Scale and the Strengths and Difficulties Questionnaire. Spearman’s rho analysis revealed a significant negative correlation (r = -0.201, p = 0.004), indicating that higher teaching efficacy is associated with lower maladaptive behavior, although the contribution was relatively small (4.6%). Novelty: The study provides empirical evidence linking teaching efficacy and maladaptive behavior within a specific preschool institutional network in Indonesia. Implications: Strengthening teacher efficacy through professional development programs may support better behavioral management and promote healthier classroom environments in early childhood education. Keywords: Teaching Efficacy, Maladaptive Behavior, Preschool Children, Early Childhood Education, Teacher Self-Efficacy Key Findings Highlights: Significant negative correlation identified between educator confidence and behavioral difficulties. Majority of participants demonstrated moderate levels across both measured constructs. Statistical contribution indicates limited yet meaningful association within classroom contexts.
Analisis Rasch Model Bystander Effect Pada Bullying di SMP Negeri Mojokerto: Rasch Model Analysis of Bystander Effect on Bullying in Junior High School in Mojokerto Arfida Reta Sandeva; 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.10.2025.12721

Abstract

Background: Bullying remains a critical issue in Indonesian junior high schools, where bystanders play a central role in either reinforcing or preventing aggressive behavior. Understanding students’ bystander tendencies is essential for developing effective school-based interventions. Objective: This study aimed to analyze the bystander effect in bullying cases among junior high school students using the Rasch measurement model. Methods: A descriptive quantitative design was employed involving 278 students from SMP Negeri 2 Pungging, Mojokerto, selected through proportionate stratified random sampling. Data were collected using the School Bullying Bystander Scale (SBBS), adapted into Indonesian. Responses were analyzed using the Rasch Model to examine person measures, item functioning, and Wright maps. Differences across grade levels were tested using the Kruskal–Wallis method. Results: The findings indicate that most students tend to assume the defender role in bullying situations. However, significant differences were identified across grade levels, particularly in probully tendencies, with Grade VIII students showing higher scores compared to Grades VII and IX (p < 0.05). Rasch analysis revealed that 62 respondents were misfitting, suggesting response inconsistencies. One student demonstrated extreme probully behavior, while five students showed uncertainty in responding. Overall instrument reliability was acceptable, supporting the use of SBBS for assessing bystander roles. Conclusion: Although defender behavior predominates, the presence of probully tendencies—especially among Grade VIII students—highlights the need for targeted school interventions. The Rasch Model effectively mapped student bystander profiles and identified atypical response patterns. Future studies should involve broader samples and integrate intervention-based approaches to strengthen anti-bullying programs. Keywords: Bystander Effect, School Bullying, Junior High School, Rasch Model, Student Behavior Key Findings Highlights: • Most students exhibited defender tendencies in bullying situations.• Grade VIII students showed significantly higher probully behavior than other grades.• Rasch analysis detected 62 misfitting respondents, indicating response inconsistency and measurement noise.
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