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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Educational, Health and Community Psychology Jurnal Psikologi Terapan dan Pendidikan Jurnal Prima Edukasia Indonesian Journal of Disability Studies PSYMPATHIC INSAN Jurnal Psikologi dan Kesehatan Mental Jurnal ORTOPEDAGOGIA Cakrawala Dini : Jurnal Pendidikan Anak Usia Dini Psikostudia : Jurnal Psikologi Bantenese Jurnal Pengabdian Masyarakat Al-Qalb : Jurnal Psikologi Islam Jurnal Layanan Masyarakat (Journal of Public Service) Jurnal Riset dan Inovasi Pembelajaran Jurnal Syntax Fusion : Jurnal Nasional Indonesia Berajah Journal Buletin Riset Psikologi dan Kesehatan Mental (BRPKM) Cerdika: Jurnal Ilmiah Indonesia Eduvest - Journal of Universal Studies Liberosis: Jurnal Psikologi dan Bimbingan Konseling Society Jurnal Pendidikan Anak Indonesian Journal of Islamic Psychology International Conference on Social Science
Pramesti Pradna Paramita, Pramesti Pradna
Departemen Psikologi Pendidikan Dan Perkembangan, Fakultas Psikologi Universitas Airlangga
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Pendidikan inklusi: Tantangan dan strategi implementasinya Andriyan, Ade; Hendriani, Wiwin; Paramita, Pramesti Pradna
Jurnal Psikologi Terapan dan Pendidikan Vol. 5 No. 2 (2023): November
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/jptp.v5i2.25076

Abstract

Kebijakan pendidikan inklusi dirumuskan berdasarkan prinsip kesetaraan agar anak berkebutuhan khusus dapat mengakses pendidikan sebagaimana anak normal lainnya di sekolah reguler. Penelitian ini bertujuan untuk mengulas hambatan atau tantangan yang dihadapi dalam penyelenggaraan pendidikan inklusi di sekolah serta menjabarkan strategi yang dapat diaplikasikan untuk mengoptimalkan penyelenggaraan pendidikan inklusi. Metode penelitian ini menggunakan scoping literature review. Data diperoleh dengan meninjau beberapa situs database yakni Google Scholar, Research Gate, Science Direct, dan ERIC. Hasil dan kesimpulan penelitian menunjukkan tantangan atau hambatan yang dihadapi dalam penyelenggaraan pendidikan inklusi meliputi minimnya sarana penunjang pendidikan inklusi, terbatasnya pemahaman dan kompetensi yang dimiliki oleh para guru di sekolah inklusi, sistem kurikulum yang belum mengakomodasi kebutuhan ABK, stigma negatif dari masyarakat, manajemen dan sumber daya sekolah yang kurang memadai, dan lain sebagainya. Sementara itu, strategi yang dapat diterapkan untuk mengatasi hambatan implementasi pendidikan inklusi di sekolah antara lain dengan meningkatkan kualitas in-service training (INSET) kepada guru, menyediakan kurikulum inklusi, menyelenggarakan program awareness, school-based professional development programmes, family support, kontekstualisasi proses pembelajaran, keterlibatan pemerintah dalam penyediaan layanan dan fasilitas umum yang ramah bagi ABK, hingga kerjasama dan kolaborasi dengan stakeholders baik secara regional, nasional, maupun internasional. Temuan ini diharapkan dapat memberikan kontribusi bagi dunia pendidikan khususnya psikologi pendidikan dengan menjabarkan apa saja kendala yang masih menjadi permasalahan dalam implementasi pendidikan inklusi di tingkat sekolah. Selain itu, berbagai strategi yang telah diuraikan dapat memperkuat konsep dan temuan dari penelitian sebelumnya, serta digunakan sebagai referensi atau bahan pertimbangan dalam membuat langkah intervensi yang tepat sesuai dengan karakteristik permasalahan yang dihadapi.
Psychometric Properties of Indonesian Version of Teacher Classroom Management Efficacy Scale Paramita, Pramesti Pradna; Sharma, Umesh; Anderson, Angelika; Laletas, Stella
Psympathic : Jurnal Ilmiah Psikologi Vol. 10 No. 2 (2023): PSYMPATHIC
Publisher : Fakultas Psikologi, Universitas Islam Negeri (UIN) Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/psy.v10i2.24584

Abstract

Teacher self-efficacy (TSE) in classroom management is an important predictor of teaching practice, but there are limited studies on the application in Asian countries, particularly Indonesia. Therefore, this study aimed to describe psychometric properties of Classroom Management Efficacy scale in Indonesian version. Psychometric properties of the scale were evaluated using a total of 582 Indonesian teachers, who served as participants. The results supported a bifactor model with high internal consistency, showing that the scale could be psychometrically sound measure of TSE in classroom management in Indonesian version.
Peran Orang Tua terhadap Perkembangan Bahasa pada Anak dengan Usia Golden Age Wiyono, Gayuh Harimurti; Hendriani, Wiwin; Yoenanto, Nono H.; Paramita, Pramesti Pradna
Jurnal Pendidikan Anak Vol. 13 No. 1 (2024): Jurnal Pendidikan Anak
Publisher : Department of Early Childhood Education, Faculty of Education, Universitas Negeri Yogyakarta in in cooperation with in cooperation with the Perkumpulan Pengelola Jurnal PAUD (PPJ PAUD) Indonesia based on the MoU Number: 030/PPJ-PAUD/VIII/2020.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpa.v1i1-2.282

Abstract

Peran orang tua sebagai pendamping tumbuh kembang seorang anak di setiap perkembangannya termasuk perkembangan bahasa, pada penelitian ini peneliti ingin mengkaji bagaimana pola asuh dapat mempengaruhi perkembangan bahasa anak. Metode penelitian yang digunakan literatur review dengan adalah Systematic Literature Review, menggunakan artikel yang telah dikumpulkan dari Google Scholar dan sofware Publish for Perish. Hasil dari penelitian ini adalah pola asuh demokratis mempengaruhi perkembangan bahasa dikarenakan anak diberi kesempatan untuk bersosialisasi, selain itu pola asuh yang baik juga berasal dari orang tua yang memiliki latar belakang pendidikan yang tinggi, semakin tinggi latar belakang pendidikan orang tua maka pola asuh yang mereka terapkan juga semakin baik. Pola asuh yang baik adalah pola asuh demokratis dikarenakan anak diberi kebebasan untuk bersosialisasi namun dengan tetap memperhatikan norma sosial
Self-Efficacy and Self-Regulated Learning among College Students in Digital Learning: A Meta-analytic Study Aji Bagus Priyambodo; Fitri Andriani; Pramesti Pradna Paramita
Journal of Educational, Health and Community Psychology VOL 14 NO 4 DECEMBER 2025
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jehcp.vi.31416

Abstract

The success of students in digital learning depends largely on internal psychological factors such as self-efficacy and self-regulated learning (SRL). However, the strength and consistency of the relationship between these two constructs vary across studies. This meta-analysis synthesizes findings from seven empirical studies (total N = 1,971) published between 2020 and 2024 to estimate the magnitude of the relationship between self-efficacy and SRL among university students in digital learning contexts. Data were analyzed using the Sidik–Jonkman estimator model in Jamovi. Results revealed a large and significant overall effect size (r = 0.66, p < .001; 95% CI [0.29, 1.03]) with high heterogeneity (I² = 97.6%, Q = 221.73, p < .001). Publication bias analysis indicated no significant bias (Egger’s regression test p = .896; Fail-safe N = 1,861). This study extends previous correlational research by providing quantitative evidence on the robustness of the link between self-efficacy and SRL specifically in digital learning environments. The findings contribute to a deeper understanding of how students’ confidence in their learning abilities supports the development of effective self-regulation strategies, thereby informing future interventions to enhance digital learning outcomes in higher education.
Constraints and Strategies for Inclusive Education in Indonesia at the Primary School Level: A Literature Review Humayra' Nafisah Mar'atul Latif; Pramesti Pradna Paramita
IJIP : Indonesian Journal of Islamic Psychology Vol. 5 No. 2 (2023)
Publisher : Da'wa Faculty of Islamic State University Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/ijip.v5i2.71

Abstract

Inclusive education in Indonesia is designed for all learners, both "regular" learners and learners with special needs. Inclusive education also aims to facilitate students with special needs to be able to get along with peers in general by placing one educational environment together with "regular" students, so that it is expected to realize an educational environment that respects diversity and without discrimination. However, in its implementation there are obstacles that are not easy to face, both for inclusive schools and teachers who teach. The purpose of this research is to find out the obstacles faced by inclusive schools and teachers at the primary school level and also provide strategies that can be used to optimize inclusive education. The research method used is a qualitative method with a literature review approach. The results of the study show that some of the obstacles faced are the lack of special mentor teachers, the lack of teacher knowledge about students with special needs, the imposed curriculum, the school environment that is still not friendly for students with special needs, and so on. Teachers can use various models, strategies, media and learning resources that are tailored to the class. One strategy that schools can do is to bring in professionals to provide insight for all school members regarding students with special needs. One method or strategy that parents of children with special needs can do is to apply the TEACCH method. And for the government, the education office needs to coordinate internally, especially in the field of educators who can understand the concept and implementation of inclusion policies on an ongoing basis.
Mengeksplorasi Dasar-Dasar Genetik Perundungan: Analisis Kontemporer terhadap Kajian Ilmiah Shahzad Ali; Nurul Hartini; Nono Hery Yoenanto; Pramesti Pradna Paramita
Society Vol 12 No 2 (2024): Society
Publisher : Laboratorium Rekayasa Sosial, Jurusan Sosiologi, FISIP Universitas Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33019/society.v12i2.673

Abstract

Since the early 21st century, bullying has been a central focus for scholars, with various forms, such as relational, physical, cyber, and social bullying, receiving extensive attention. However, the role of genetic and hereditary factors in bullying remains underexplored. This study systematically reviews 31 scholarly articles published between January 2000 and December 2021. Articles were selected based on predefined inclusion criteria, including methodological rigor, relevance to genetic influences on bullying, and clear population samples. Data sources included Google Scholar, ResearchGate, SAGE Journals, and ERIC, with keywords such as “bullying and genetics,” “bullying and hereditary,” and “family genetics involvement.” The findings reveal significant associations between genetic predispositions and bullying behaviors. For example, genetic factors were found to account for approximately 70–77% of bullying perpetration and victimization in multiple studies, highlighting a strong hereditary influence. Traits such as impulsivity and aggression, often linked to genetic predispositions, were also shown to interact with environmental factors such as family dynamics and peer relationships, amplifying bullying tendencies. These results underscore the critical role of genetic and hereditary transmission in shaping bullying behaviors across generations. The study emphasizes the need for a multidisciplinary approach that integrates genetic research with environmental interventions to address bullying effectively. Practical implications include the development of targeted anti-bullying programs that consider individual genetic susceptibility alongside fostering supportive family and school environments to reduce the intergenerational transmission of bullying behaviors.
Self-Regulated Learning Of University Students In Digital Learning: Scoping Review Aji Bagus Priyambodo; Fitri Andriani; Pramesti Pradna Paramita
Proceedings of the 1st International Conference on Social Science (ICSS) Vol. 4 No. 1 (2025): Proceedings of the 6th International Conference on Social Science (ICSS)
Publisher : Green Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/icss.v4i1.265

Abstract

Entering the education revolution 5.0, the digitalization of learning in higher education is growing increasingly massive, but on the other hand there are still many students who have problems in Self-Regulated Learning (SLR) which has an impact on achieving learning outcomes that are not optimal. This study aims to describe student's application of SRL in digital learning along with things that influence student’s SRL in their learning practices. This study is a scoping review sourced from the ScienceDirect and EBSCOhost databases. Population (P) in this literature study are college students, Concept (C) that will be studied is self-regulated learning (SRL) and Context (C) in this study is digital learning. The publication year limit is between 2019-2024, resulting in a total of 71 articles. Duplication testing was carried out using Zotero and Rayyan to obtain 12 articles that met the inclusion criteria, then continued with the charting process using the Elicit application which was then validated using manual analysis from the author. From the results of the study it can be concluded that student's implementation of SRL strategies is reflected in their independence in using various digital learning tools. The form of SRL strategy in student digital learning includes personal functions, behavioral functions and environmental functions. Apart from that, there is the role of individual meaning of the learning environment which also influences the interaction of these three functions in forming students' SRL. Things that influence SRL in student digital learning include internal factors and external factors. In this study, the dynamics of SRL function and its determinants are discussed using a multi-perspective approach.
The Implementation Of The SAS Method With Picture Card Activities To Enhance Initial Reading Abilities Komang Astrini Widita Mahayasih; Pramesti Pradna Paramita
Eduvest - Journal of Universal Studies Vol. 4 No. 6 (2024): Journal Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v4i6.1163

Abstract

This study examines the case of two students, Y.A.A and R, both experiencing difficulties in reading, potentially indicating learning disorders or intellectual disabilities. Y.A.A, a 13-year-old boy, struggles with reading despite being active in other activities. R, on the other hand, shows signs of malnutrition during childhood and has difficulty in various academic subjects. Assessments using the WISC and VSMS indicate below-average intellectual abilities and social-communication skills. Informal reading tests reveal R's challenges in identifying letters, pronouncing words, and comprehending text. Cognitive, socio-emotional, and motivational aspects contribute to R's reading difficulties, suggesting a need for tailored interventions. The Synthetic Analysis Structure (SAS) method is proposed to improve R's reading skills, supported by psychoeducation for R's family and teachers. Evaluation shows promising progress in R's reading ability and emphasizes the importance of personalized interventions and parental involvement.
Optimizing Stimulation of Students with Disabilities Rahma Ardiani; Pramesti Pradna Paramita
Psikostudia : Jurnal Psikologi Vol 13, No 2 (2024): Psikostudia : Jurnal 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/psikostudia.v13i2.15030

Abstract

Problems often experienced by people with disabilities are the inability to respond quickly, difficulty controlling emotions, concentrating attention problems, difficulty applying language fluently for daily communication. The goal of this research is to describe stimulation for people with disabilities to fulfil their daily needs. The method used narrative review by taking from google scholars and JSTOR, so that found 13 journals are obtained from 2014-2024.Based on the reviews are people with disabilities have different limitations according to the types. The stimulation can provide independence, overcome the stigma, make things easier in academic and work contexts. Stimulations that ca be applied is communication and language practice, so they can interact with non-disabled people, then the stigma can be minimized. Activities of daily living should be available for all types, so they can regulate themselves independently. Motoric stimulation to support children’s mobilization as well as stimulation to increase attention and concentration. It can be concluded that stimulation can help people with disabilities achieve their potential, overcome obstacles, and manage themselves.Masalah yang sering dialami penyandang disabilitas yaitu ketidakmampuan merespon secara cepat, kesulitan mengontrol emosi, masalah pemusatan perhatian, kesulitan menerapkan bahasa yang baik sebagai komunikasi sehari-hari. Tujuan penelitian ini adalah untuk mendeskripsikan stimulasi bagi penyandang disabilitas dalam rangka pemenuhan kebutuhan hidup sehari-hari. Metode penelitia yang digunakan yaitu narrative review dengan mengambil data dari google scholar dan JSTOR, sehingga diperoleh 13 jurnal mulai tahun 2014 hingga 2024. Berdasarkan hasil review penyandang disabilitas memiliki keterbatasan yang berbeda sesuai jenis kebutuhan. stimulasi yang diberikan dengan tujuan mampu meningkatkan kemandirian, mengatasi stigma, memudahkan dalam konteks akademis dan pekerjaan. Stimulasi yang dapat diterapkan penyandang disabilitas, misalnya stimulasi komunikasi dan bahasa. Dimana dalam hidup bersosial tidak lepas dari berinteraksi baik sesama disabilitas maupun non disabilitas, sehingga dapat meminimalisasi stigma yang ada. Stimulasi activities of daily learning (ADL) menjadi stimulasi yang seharusnya ada di seluruh jenis disabilitas, supaya dapat mengatur dirinya secara mandiri. Stimulasi motorik sebagai penunjang mobilisasi anak, serta stimulasi peningkatan atensi sehingga siswa dapat konsentrasi menyelesaikan tugas-tugasnya dengan optimal. Dengan demikian stimulasi dapat membantu penyandang disabilitas mencapai potensi, menangani hambatan, dan mengelola diri secara mandiri.
Work Engagement: The Role of Social Support in Moderating Job Efficacy and Stress in Elementary School Teachers Happy May Sunday Baiti Rohmah; Pramesti Pradna Paramita; Suryanto Suryanto
Psikostudia : Jurnal Psikologi Vol 13, No 2 (2024): Psikostudia : Jurnal 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/psikostudia.v13i2.14162

Abstract

The results of previous research found that work engagement among teachers was in the low category. Based on the JDR model, there are several aspects that play a role in work engagement, namely: teacher efficacy, work stress and social support. The aim of this research is to see whether social support plays a moderating role in teacher efficacy and work stress on work engagement. The method used is quantitative, through distributing questionnaires using cluster random sampling techniques to measure work engagement, teacher efficacy, work stress and social support among primary school teachers in central Surabaya. The instruments used include Utrecht Work Engagement Scale, Indonesian version of Teachers' Sense of Efficacy Scale, Teacher Stress Inventory, and Multidimensional Scale of Perceived Social Support, then analyzed using Moderated Regression Analysis. As a result, social support provides a moderating role on teacher efficacy and work stress on engagement by 13.9%, which is relatively low. The results of this research can be used as a development tool to increase teacher work engagement by school principals or educational institutions.Hasil penelitian terdahulu ditemukan bahwa keterikatan kerja pada guru berada pada kategori rendah. Berdasarkan model JDR terdapat beberapa aspek yang berperan terhadap keterikatan kerja yakni: efikasi guru, stres kerja dan dukungan sosial. Tujuan dari penelitian ini untuk melihat apakah dukungan sosial berperan memoderasi efikasi guru dan stres kerja terhadap keterikatan kerja. Metode yang digunakan yakni kuantitatif, melalui penyebaran kuisioner dengan teknik cluster random sampling guna mengukur keterikatan kerja, efikasi guru, stres kerja, dan dukungan sosial pada guru sekolah dasar Surabaya pusat. Instrumen yang digunakan mencakup: Utrecht Work Engagement Scale, Indonesian version of Teachers’ Sense of Efficacy Scale, Teacher Stress Inventory, dan Multidimensional Scale of Perceived Social Support, kemudian dianalisis menggunakan Moderated Regression Analysis. Hasilnya, dukungan sosial memberikan peran moderasi pada efikasi guru dan stres kerja terhadap keterikatan sebesar 13,9% yang mana hasil tersebut tergolong rendah. Hasil penelitian ini dapat digunakan sebagai pengembangan peningkatan keterikatan kerja guru oleh kepala sekolah ataupun lembaga pendidikan.
Co-Authors Ade Andriyan Adisti, Shafira Tri Aji Bagus Priyambodo Aji Bagus Priyambodo Anderson, Angelika Angelika Anderson Atuna, Nur Yusriyyah Cholichul Hadi Citra Adelia Putri Riatmaja Dida Amanda Pratiwi Elsa Fabiola Fairus Hafizhah, Nadia Fitri Andriani Fitri Andriani Fitri Andriani Florencia, Dian Elanie Gayatri, Putu Angita Hanifa, Tsabita Happy May Sunday Baiti Rohmah Hasna Pratiwi Kuswardani Isfani, Rachma Setya Ismayati Purnama Ramadhani Komang Astrini Widita Mahayasih Laletas, Stella Latif, Humayra' Nafisah Mar'atul Mahendra Putri, Shafa Shafira Muryantinah Mulyo Handayani Nadia Farahmita Nono Hery Yoenanto Novia Nanda, Gusti Nur Rizky Amalia Jauza Nurul Hartini Pratama, Muhammad Fikri Pratiwi, Dida Amanda Putra, Yoga Santoso Putri, Nidya Almira Xavier Herda Putro, Wahyu Cahyono Rahma Ardiani Raiza Aulia Reinhard Theodore Rudy Rusdi Rusli Sarah Olga Marsaulina Silalahi Shahzad Ali Sharma, Umesh Soegiharto, Annisa Putri Stella Laletas Sudirman, Muchlisah Audina Suryanto, Suryanto Umesh Sharma Unita Werdi Rahajeng, Unita Werdi Veronika Suprapti Widyatamaka, Arya Wiwin Hendriani Wiyono, Gayuh Harimurti Yoenanto, Nono H.