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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 JETL (Journal Of Education, Teaching and Learning) 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 Abdimas Mandalika Academia Open Jurnal Ilmu Komunikasi dan Media Kontemporer Jurnal Psikologi dan Kesehatan Mental Proceeding International Symposium on Global Education, Psychology, and Cultural Synergy
Widyastuti
Universitas Muhammadiyah Sidoarjo
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Negative Correlation Between Social Media Intensity and Emotional Intelligence: Korelasi Negatif Antara Intensitas Penggunaan Media Sosial dan Kecerdasan Emosional Ardiyanti; 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.10.2025.9834

Abstract

General Background: The rapid growth of internet penetration in Indonesia has positioned social media as an integral part of daily life, particularly among vocational high school students, raising concerns regarding emotional development in the digital era. Specific Background: Emotional intelligence, conceptualized through self-awareness, emotion regulation, self-motivation, empathy, and relationship management, is considered essential for students’ character formation, while intensity of social media use is reflected in frequency, duration, attention, and emotional engagement. Knowledge Gap: Although prior studies report associations between social media use and emotional intelligence, empirical evidence focusing on students at SMK Plus NU Sidoarjo remains limited. Aims: This study aimed to determine the relationship between intensity of social media use and emotional intelligence among students of SMK Plus NU Sidoarjo. Results: Using a quantitative correlational design with simple random sampling, data from 158 students were analyzed through Pearson product moment correlation. Findings revealed a significant negative correlation (r = -0.435; p = 0.000 < 0.05), indicating that higher intensity of social media use corresponds with lower emotional intelligence. Most students demonstrated moderate levels of social media intensity (69.6%) and emotional intelligence (63.3%). Novelty: This study provides institution-specific empirical data integrating validated measures of social media intensity and emotional intelligence within a vocational school context. Implications: The findings underscore the need for guided and balanced social media practices to support emotional regulation and social competence among vocational high school students. Highlights: Statistical Testing Demonstrated a Significant Inverse Association Between the Two Measured Variables (R = -0.435; P < 0.05). The Majority of Participants Were Categorized at a Moderate Level for Both Measured Constructs. Linear Model Assumptions Were Satisfied Based on Normality and Linearity Testing Prior to Hypothesis Examination. Keywords: Social Media Intensity, Emotional Intelligence, Vocational High School Students, Pearson Correlation, Quantitative Correlational Study
Psikoedukasi Peningkatan Penerimaan Orang Tua Terhadap Anak Penyandang Disabilitas Melalui Pola Asuh Positif: Psychoeducation on Enhancing Parental Acceptance of Children with Disabilities through Positive Parenting Elisa Dwi Anggraeni; 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.10.2025.10863

Abstract

General Background: Parents of children with disabilities frequently encounter psychological challenges that affect acceptance and caregiving practices. Specific Background: Limited parental understanding of positive parenting principles was identified at SLB Aisyiyah Porong through a preliminary community need assessment, indicating the necessity of structured psychoeducational intervention. Knowledge Gap: Although positive parenting and parental acceptance have been widely discussed, empirical evidence based on structured psychoeducation targeting parents of children with disabilities in this specific context remains limited. Aims: This study aimed to examine changes in parental understanding following a positive parenting psychoeducation program. Results: Using a pre-experimental one-group pre-test and post-test design involving parents of children with disabilities, statistical analysis with paired sample t-test revealed a significant increase in post-test scores compared to pre-test results, indicating improved understanding after the intervention. Novelty: This study provides contextual empirical evidence of positive parenting psychoeducation implemented within a special education school setting using structured assessment and statistical evaluation. Implications: The findings support the integration of systematic psychoeducation programs in special schools to strengthen parental awareness and acceptance in raising children with disabilities, contributing to family-based developmental support practices. Keywords: Positive Parenting, Parental Acceptance, Psychoeducation, Children with Disabilities, Pre Experimental Design Key Findings Highlights: Structured educational sessions led to measurable score improvement between pretest and posttest. Statistical testing confirmed significant change after intervention delivery. Program implementation within special school context demonstrated contextual feasibility.
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.
The Relationship Between Job Demands and Self-Efficacy on Academic Stress Levels in Working Students in Sidoarjo City : Hubungan antara Tuntutan Pekerjaan dan Efikasi Diri terhadap Tingkat Stres Akademik pada Mahasiswa yang Bekerja di Kota Sidoarjo Arizatun Nisa'; 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.10.2025.11141

Abstract

This study aims to examine the relationship between job demands and self-efficacy with academic stress among working university students in Sidoarjo. A quantitative approach was employed, involving 204 respondents who were either full-time or part-time working students. The sample was selected using a convenience sampling technique. Data were collected through a Likert-scale questionnaire covering three main aspects: academic stress, job demands, and self-efficacy. All instruments had undergone validity and reliability testing. Data analysis was conducted using multiple linear regression with the assistance of SPSS version 25.0. The results showed that both job demands and self-efficacy were significantly related to academic stress. Job demands had a positive relationship, while self-efficacy had a negative relationship with the level of academic stress among students. The coefficient of determination (R²) was 0.869, indicating that 86.9% of the variation in academic stress could be explained by the relationship between these two variables and academic stress. The regression model met all classical assumption tests, thus was considered valid. These findings highlight the importance of managing job demands and strengthening self-efficacy in reducing academic stress among working students.Highlight : Job demands positively correlate with academic stress — higher workload leads to higher stress levels. Self-efficacy acts as a protective factor — students with stronger belief in their abilities report lower stress. Regression model explains 86.9% of stress variation — indicating strong predictive value from both variables. Keywords : Academic Stress, Job Demands, Self-Efficacy, Working Students, Regression Analysis
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 Achmad Masduki Fadli Aditya Nugraha Irawan Ahmad Irsyad Ainur Faizah Ajeng Destya Ramadhani Warsito Ajeng Destya Ramadhani Warsito Akbar Wiguna Amanda Octavia Amelia Solikhah Ameliya Anggraini Ananda Rheza Ardi Pradana Bagaskara Abdul Azis Andriani Eko Prihatiningrum Ardiyanti Arfida Reta Sandeva Arizatun Nisa' Arliska Putri Arianti Arum Trissandy Asyifa Qulubiyah Dani Anur Salih Defta Innayah Herliyanti Devy Maharani Putri Dhea Puspa Dewi Diky Zulkiflismin Zuhri Dinda Tira Virratih Effy Wardati Maryam Elisa Dwi Anggraeni Evania Surya Dewi 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 Lisa Nur Aini Maghfiroh Imega Triyaninda Miftakhul Hepy Maharani Mirza Asyraqi Rahman Moh Basirul Fuad Mohammad Faizal Amir Mohammad Thursin Aji Muhammad Wildan Al Jawahiri Nadia Eka Putri Sugiarto Nadya Alisarani Naufal Edriansah Purnomo Nur Ainy Fardana Nawangsari Nurfi Laili Nurul Hartini Rita Wahyu Widiastuti Rosna Nur Faizah Septian Dwi Mursini Septian Dwi Mursini Shafa Safiyah Shevia Dwi Puspitasari Silmida Faujiah Siti Cholifah Siti Nur Khoiriyah Siti Umrotul Ainiyah Syafira Devi Anita Wahyu Aji Putra Wenny Widiyanti Yani Sylvania Yulvamah Firdausi Yuni Sukmawati