Article Per Year (5 Year)
p-Index From 2020 - 2025
4.672
P-Index
This Author published in this journals
All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran JURNAL PENELITIAN ILMU PENDIDIKAN Jurnal Penelitian Humaniora Journal of Educational, Health and Community Psychology Paradigma Jurnal Inovasi Teknologi Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini REiD (Research and Evaluation in Education) GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Psychological Research and Intervention Psychology, Evaluation, and Technology in Educational Research Insight: Jurnal Ilmiah Psikologi G-Couns: Jurnal Bimbingan dan Konseling International Journal of Islamic Educational Psychology Acta Psychologia Journal of Basic Education Research World Psychology Journal of Indonesian Psychological Science (JIPS) Research Horizon Mangente: Jurnal Pengabdian kepada Masyarakat Journal An-Nafs: Kajian Penelitian Psikologi Jurnal Pendidikan Progresif
Kartika Nur Fathiyah
Universitas Negeri Yogyakarta
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

Published : 43 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 43 Documents
Search

 1   2   3   4   5 
Academic self-efficacy and teacher social support as predictors of academic flow mathematics among senior high school students in Jambi City Ramadhanti, Auliya; Fathiyah, Kartika Nur; Putra, Rahman Pranovri
Journal of Indonesian Psychological Science (JIPS) Vol 5, No 1 (2025): Journal of Indonesian Psychological Science (JIPS)
Publisher : UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jips.v5i1.29774

Abstract

Many senior high school students face challenges in situations that require mathematical skills, often resulting in low interest and discomfort in learning mathematics. This study aims to examine the influence of academic self-efficacy and teacher social support on academic flow in the context of mathematics learning among high school students. Employing a quantitative ex-post facto design, the study involved 420 students selected through a probability sampling method using a multistage cluster random sampling technique, due to the large population size. Data were collected using modified instruments: the Flow Perceptions Questionnaire (FPQ), the Academic Self-Efficacy Scale, and the Foreign Language Teacher Support Scale (FLTSS). Data analysis was conducted using prerequisite tests and multiple regression analysis. The findings revealed that both academic self-efficacy and teacher social support significantly predict students’ experience of academic flow in mathematics learning. Students who possess strong confidence in their academic capabilities and receive substantial social support from teachers are more likely to engage positively in mathematics learning through the experience of academic flow. These results highlight the importance of fostering students’ academic self-efficacy and enhancing the quality of teacher support to optimize academic flow in mathematics education. KEY WORDS: academic flow; academic self-efficacy; teacher social support; mathematics; high school student
Self-Efficacy as a Mediator Between Academic Social Support on Student Engagement in Public High School Students in East Lombok District Muhammad Andika Tanthawi; Kartika Nur Fathiyah
G-Couns: Jurnal Bimbingan dan Konseling Vol. 10 No. 01 (2026): January 2026, G-Couns: Jurnal Bimbingan dan Konseling (In Press)
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/g-couns.v10i01.7841

Abstract

This study originated from the observation of low student engagement among public high school students. Self-efficacy and academic social support are considered key factors that contribute to fostering good student engagement. Therefore, this research aims to investigate the role of self-efficacy as a mediator between academic social support and student engagement among high school students. This quantitative study employed a survey method and was conducted in four public high schools, with a total sample of 377 students. The sampling technique used was purposive sampling. Data collection was carried out using the Student Engagement Scale, the Perceived Academic Support Questionnaire (PASQ), and the Generalized Self-Efficacy Scale (GSES). Validity was assessed through expert judgment, while reliability was tested using Cronbach’s Alpha, yielding. This study examined the relationship between academic social support, self-efficacy, and student engagement at SMA Negeri Lombok Timur. Results showed that self-efficacy mediated the relationship between academic social support and student engagement (significant path c'), suggesting the importance of self-efficacy development in improving student engagement. Keywords: social academic support, student engagement, mediation model
Academic Buoyancy and Peer Support as Predictors of Student Engagement in Learners within Compulsory Education Fadila, Devia Rahma Hamimatul; Fathiyah, Kartika Nur
Journal of Basic Education Research Vol 6 No 3 (2025): September
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v6i3.2074

Abstract

Purpose of the study: This study aims to examine academic buoyancy and peer support as predictors of student engagement in high school students Methodology: This study is a quantitative study involving 324 high school students in Madiun who were selected by random sampling. The research instrument in this study used three scales: the student engagement scale, the academic buoyancy scale, and the peer support scale. Validity testing used content validity using the Gregory formula, while reliability using Chronbach Alpha with a value of 0.863 for the student engagement scale, 0.629 for the academic buoyancy scale, and 0.865 for the peer support scale. The data were analyzed using multiple linear regression techniques. Main Findings: The results of the study showed that academic buoyancy and peer support simultaneously had a significant influence on student engagement, which means that academic buoyancy and peer support together were predictors of student engagement in high school students Novelty/Originality of this study: This study reveals the unique role of academic buoyancy and peer support as predictors of high school student engagement, presenting a new perspective that combines academic resilience and social relationships in predicting learning engagement holistically.
Co-Authors Abdullah, Yahya Adum Sekar Fatimah Azzaro Anindhita Sasanti Rahajeng Apriliana Apriliana Ariyadi Warsito Asmadi Alsa Dyah Ayu Larasati Eko Budi Prasetyo Fadila, Devia Rahma Hamimatul Farida Agus Setiawati Farida Agus Setiyawati Farida Harahap Febri Fadjariyanti Fitri Rahmadani Ritonga Fitri, Aroviani Amsa Hafidha Tri Kurniati Hiryanto Inayati Murwani Rahayu Isti Yuni Purwanti Jannah, Ega Nurratul Kalyana Rupa Mahidhika Kiat, Ton Kurniati, Hafidha Tri Kusuma, Ratna Yanita Lilmuallafah, Lu’lu Inayatul Muhammad Andika Tanthawi Putra, Rahman Pranovri Putri, Yuki Andarifta Rahmatika Kurnia Rahmatika Kurnia Romadhani Ramadhanti, Auliya Ratu Ayuning Suci Reisya Yustika Wijayanti Riskya, Salwa Sheva Rita Eka Izzati Rizka Rahmasari Ronika Tindaon Rosa Virginia Ratih Krisnani Rosul, Ahmad Rosyida Ani Dwi Kumala Rouns, Eric Samsul Ariski Setiyawati, Diana Sharifa Rizqi Amalia Sigit Sanyata Siti Rohmah Nurhayati Sri Iswanti Sri Lestari Tria Widyastuti Vera Nur Choirina Wihelmina Yubilia Maris Yohanes Engelbertus Paji Yulia Ayriza Yulianingsih, Tri