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All Journal TAZKIYA JOURNAL OF PSYCHOLOGY KONSELI: Jurnal Bimbingan dan Konseling (E-Journal) JIP (Jurnal Intervensi Psikologi) Jurnal Psikologi Teori dan Terapan AL-ATHFAL : JURNAL PENDIDIKAN ANAK Journal Psikogenesis Jurnal Paedagogy Psyche: Jurnal Psikologi Psikoborneo : Jurnal Ilmiah Psikologi Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran JIP (Jurnal Intervensi Psikologi) Jurnal Kajian Bimbingan dan Konseling
Puji Lestari Suharso
Universitas Indonesia
Religion Arts Humanities Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Boosting Verbal Memory Capacity in Elementary School Students : A Face to Face Intervention Study Nuha, Faza Izzuddin; Suharso, Puji Lestari
Jurnal Paedagogy Vol. 12 No. 2 (2025): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v12i2.14389

Abstract

This study aims to measure the effectiveness of non-technological working memory interventions in improving the verbal working memory capacity of a third-grade student, who experiences learning difficulties in reading comprehension and maintaining focus in class.The research employed a qualitative approach using a single-case reversal design (A1BA2) over 12 sessions. The intervention focused on enhancing D's phonological loop function through face-to-face, non-digital working memory training exercises, such as the odd one out and listening recall tasks. Data were collected through semi-structured interviews with parents and teachers, as well as non-participatory observations in both school and home environments. Data analysis involved comparing pre- and post-intervention performance to identify changes in working memory abilities. The findings indicate that this intervention can enhance verbal working memory capacity, supporting improvements in reading comprehension and focus. This suggests that non-technological, easily implementable interventions can provide a practical solution for enhancing cognitive abilities in children, particularly those from low socioeconomic backgrounds, with potential long-term benefits for academic performance.
The Role of Career Exploration Behavior as A Mediator in The Relationship Between Social Support and Career Decision Self-Efficacy Among High School Students Barusi, Atika Rahmania El; Suharso, Puji Lestari
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 10 No. 1 (2024): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i1.10245

Abstract

This study aims to analyze the role of career exploration behavior as a mediator of the relationship between social support and career decision self-efficacy (CDSE) among high school students. This study used a cross-sectional study design with a quantitative approach. The participants were in 10th and 11th grade in Jabodetabek High Schools (N = 130). Data were collected using convenience sampling. The instruments used in this research comprised the Career Decision Self-Efficacy-Short Form (CDSE-SF), Adolescent Social Support Scales (ASSS), and Career Exploration Survey (CES). All data were analyzed statistically by descriptive, correlation, and mediation analysis. The results show that career exploration behavior fully mediates the relationship between social support and CDMSE (c = 0.208; p < 0.001). While external support from parents, teachers, and friends is crucial, internal factors are equally essential to help high school students plan their careers effectively. High school students need access to various useful information from their surroundings to actively engage in career exploration and gain the confidence needed to make informed career decisions. In this study, it was found that for students to have career decision self-efficacy, social support and career exploration behavior are needed in high school students.
MENALI Workshop to Improve Teacher Strategies for Teaching Preschool Children at Risk of Developmental Language Disorder (DLD) Ayuningtyas, Aradewi Laksmi; Suharso, Puji Lestari; Hapsari, Indri
Psikoborneo: Jurnal Ilmiah Psikologi Vol 11, No 2 (2023): Psikoborneo: Jurnal Ilmiah Psikologi
Publisher : Program Studi Psikologi, Fakultas Ilmu Sosial dan Ilmu Politik, Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/psikoborneo.v11i2.11281

Abstract

Developmental language disorder (DLD) is a disorder that affects children's language and/or speech abilities. The diagnosis of DLD usually appears at the age of 5 years and over, but signs of children at risk for DLD begin to appear at the age of 3 years or preschool years. Therefore, the teacher's role is needed in understanding and teaching preschool children at risk of DLD in teaching and learning activities. An intervention program in the form of a MENALI (Mengajar Anak dengan Resiko DLD) workshop was conducted at one of the kindergarten in West Jakarta to improve teacher teaching strategies for preschool children at risk of DLD. The results of the intervention show that this intervention has been shown to significantly improve teacher teaching strategies for preschoolers at risk of DLD. The results of the intervention follow-up also showed that there was progress in the language skills of preschoolers at risk of DLD.Developmental language disorder (DLD) merupakan gangguan perkembangan bahasa yang mempengaruhi kemampuan berbahasa dan/atau berbicara pada anak.  Diagnosis DLD biasanya muncul pada usia 5 tahun ke atas, namun tanda-tanda anak dengan resiko DLD mulai terlihat pada usia 3 tahun atau masa usia prasekolah. Oleh karena itu, diperlukan peran guru dalam memahami dan mengajar anak prasekolah dengan resiko DLD dalam kegiatan belajar mengajar. Sebuah program intervensi berupa workshop MENALI (Mengajar Anak dengan Resiko DLD) dilakukan di salah satu KB-TK di Jakarta Barat untuk meningkatkan strategi mengajar guru pada anak prasekolah dengan resiko DLD. Hasil intervensi menunjukkan bahwa program ini terbukti secara signifikan meningkatkan strategi mengajar guru pada anak prasekolah dengan resiko DLD. Hasil follow up intervensi juga turut menunjukkan bahwa terdapat kemajuan kemampuan berbahasa anak prasekolah dengan resiko DLD.
Parental Empathy as a Dual-Process Regulatory Mechanism in Early Caregiving: A Systematic Review Srikandi, Putri Gevi; Kurniawati, Farida; Suharso, Puji Lestari
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 2 (2025)
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.2025.112-14

Abstract

Purpose – Parental empathy is widely treated as a protective resource in early caregiving, yet the literature remains theoretically fragmented and methodologically heterogeneous, limiting a clear explanation of how empathy shapes caregiving quality and child development. This review addresses that gap by examining parental empathy as a dual-process regulatory mechanism rather than a uniformly beneficial parental trait.Design/methods/approach – A systematic literature review following PRISMA 2020 was conducted across ProQuest, Taylor & Francis Online, ScienceDirect, and APA PsycNet. Twenty-six peer-reviewed empirical studies published between 2015 and 2025 were synthesized thematically to identify recurrent patterns in how parental empathy operates across caregiving contexts.Findings – The review indicates that parental empathy operates through two distinct pathways. other-oriented empathic concern supports attuned, responsive, and developmentally supportive caregiving, whereas empathic distress weakens parental regulatory capacity and is associated with reactive parenting, heightened stress, and less adaptive child outcomes. Across the evidence base, the developmental significance of empathy depended less on empathic feeling alone than on parents’ ability to remain emotionally engaged without becoming dysregulated.Research implications/limitations – The review integrates psychological, developmental, intervention, and neurobiological evidence, but most included studies were conducted in Western contexts and relied heavily on self-report measures. The synthesis was also conducted by a single reviewer, which may limit interpretive breadth.Practical implications – Parenting interventions should move beyond promoting empathy in general and instead strengthen emotional regulation under caregiving stress. Programs are likely to be more effective when they explicitly distinguish empathic concern from empathic distress and treat that distinction as a practical target of intervention design.Originality/value – This review reconceptualizes parental empathy as a dual-process regulatory mechanism in early caregiving. By distinguishing regulated concern from dysregulated distress, it extends existing empathy theory into the parenting domain and provides a more precise conceptual basis for research and intervention, particularly in underexamined non-Western and developing -country contexts where caregiving strain may intensify empathic distress.Paper type Systematic literature review
Goal Commitment as Mediator of Relationship between Emotional Intelligence and Career Decision Difficulties among Vocational High School Students Zamira, Thalia; Suharso, Puji Lestari
Jurnal Kajian Bimbingan dan Konseling Vol. 9, No. 1
Publisher : citeus

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Vocational high school students were provided with a curriculum designed to facilitate their transition into the workforce. Elicitation studies have indicated that vocational high school students experience difficulties in making career decisions. The internship program is designed to enhance students' emotional intelligence and goal commitment, thereby preventing career decision-making difficulties. This research aims to investigate the mediating effect of goal commitment in the relationship between emotional intelligence and career decision-making difficulties. This quantitative correlational research was conducted in a vocational high school in Bogor with a total of 173 participants using a self-report questionnaire of CDDQ, TEIQue-SF, and HWK Scale. Mediation analysis was processed using Hayes PROCESS. Results showed that goal commitment plays a partial mediation role in the relationship between emotional intelligence and career decision-making difficulties (c’ = -0.19, p < 0.001; c = -0.25, p < 0.001). This research will also present the limitations and suggestions for future study.
Co-Authors Ayuningtyas, Aradewi Laksmi Barusi, Atika Rahmania El Dini Pepen Daengsari Hasby, Andini Hasna Hafizhah Salma Indri Hapsari Iskandar, Desiree Rizkika Kurniawati, Farida Meilita Jamilah Samosir Nindia Nahardita Nuha, Faza Izzuddin Oki Gunawan Rose Mini Agoes Salim Srikandi, Putri Gevi Utami, Annisa Nurul Zamira, Thalia