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All Journal REiD (Research and Evaluation in Education) Jurnal Psikologi Sosial Jurnal Ilmiah Psikologi Mind Set Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Psychological Research on Urban Society Gadjah Mada Journal of Psychology (GamaJoP)
Indrasari, Stephanie Yuanita
Faculty Of Psychology, Universitas Indonesia
Arts Humanities Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Public Health Social Sciences Other

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Peran persepsi keterlibatan orang-tua dan strategi pengasuhan terhadap parenting self-efficacy Stephanie Yuanita Indrasari; Laily Affiani
Jurnal Psikologi Sosial Vol 16 No 2 (2018): August
Publisher : Fakultas Psikologi Universitas Indonesia dan Ikatan Psikologi Sosial-HIMPSI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (189.184 KB) | DOI: 10.7454/jps.2018.8

Abstract

Pada anak usia kanak-kanak madya anak mengalami perubahan di beberapa aspek kehidupannya. Hal tersebut menjadi tantangan tersendiri bagi orangtua untuk menjalankan proses pengasuhan yang positif. Pengasuhan yang dilakukan orangtua terhadap anak akan memengaruhi perilaku anak. Penelitian ini bertujuan untuk melihat pengaruh persepsi keterlibatan orangtua (ayah dan ibu) dan strategi pengasuhan secara bersama-sama terhadap parenting self-efficacy. Pengukuran persepsi keterlibatan orangtua menggunakan alat ukur Reported Father Involvement Scales (Finley & Schwartz, 2004) dan Reported Mother Involvement Scales (Finley, Mira, & Schwartz, 2008), sedangkan pengukuran strategi pengasuhan menggunakan alat ukur Parenting Strategies Questionnaire (Laforce, 2004). Pengukuran parenting self-efficacy menggunakan alat ukur Self-Efficacy for Parenting Task Index (Coleman & Karraker, 2000). Partisipan dalam penelitian ini adalah 270 orangtua (ayah atau ibu, boleh tidak berpasangan) yang berusia pada rentang 25-45 tahun dan memiliki anak yang usianya kanak-kanak madya (5-12 tahun). Hasil penelitian menunjukkan adanya pengaruh persepsi keterlibatan ayah dan strategi pengasuhan secara bersama-sama secara signifikan terhadap parenting self-efficacy F (2, 267) = 13,805, p<0,01. Hasil penelitian menunjukkan adanya pengaruh persepsi keterlibatan ibu dan strategi pengasuhan secara bersama-sama secara signifikan terhadap parenting self-efficacy F (2, 267) = 11,021, p<0,01. Pada penelitian ini parenting self-efficacy dapat diprediksi oleh persepsi keterlibatan orangtua di masa lalu dan strategi pengasuhan.
Peran Pendidikan Profesi, Efikasi, dan Dukungan Sosial dalam Memprediksi Perilaku Inovatif Guru Satwika Parama Nandini; Stephanie Yuanita Indrasari
Gadjah Mada Journal of Psychology (GamaJoP) Vol 8, No 2 (2022)
Publisher : Faculty of Psychology, Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (325.364 KB) | DOI: 10.22146/gamajop.74544

Abstract

Menjadi inovatif merupakan salah satu kunci keberlangsungan suatu organisasi, termasuk institusi pendidikan. Guru, sebagai pemegang peran krusial dalam institusi pendidikan juga amat perlu mengembangkan perilaku inovatif agar dapat mencapai tujuan pendidikan di abad ke-21. Studi korelasional dilakukan untuk meneliti apakah keikutsertaan pada pendidikan profesi, efikasi guru, dan dukungan sosial di sekolah memprediksi perilaku inovatif pada guru sekolah dasar di Jakarta, Bogor, Bekasi, dan Depok. Sebanyak 234 partisipan mengisi kuesioner self-report untuk mengukur ketiga variabel tersebut. Analisis regresi majemuk dilakukan untuk mengolah data yang diperoleh. Hasil penelitian menemukan bahwa ketiga variabel signifikan memprediksi perilaku inovatif guru, namun pada dimensi yang berbeda-beda dari perilaku inovatif guru. Selain itu, dukungan sosial ditemukan menjadi kontributor terbesar dalam memprediksi perilaku inovatif guru. Implikasi dari hasil yang ditemukan menunjukkan urgensi pengembangan aspek pendidikan, personal, dan sosial guru agar dapat menerapkan perilaku inovatif dalam kesehariannya.
Kontribusi Academic Self-Efficacy dan Iklim Sekolah terhadap Kepuasan Hidup Siswa SMA Puti Annisa Utari; Lucia R. M. Royanto; Stephanie Yuanita Indrasari
Jurnal Ilmiah Psikologi MIND SET Vol 8 No 02 (2017): Desember
Publisher : Fakultas Psikologi Universitas Pancasila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35814/mindset.v8i02.332

Abstract

Teenage students who were previously accustomed to relying on adults, are expected to be independent and start thinking about their future. If they do not have enough mental readiness to deal with demands from their environment, it is feared that it can cause negative emotions that can result in the emergence of behavioral problems, such as depression and delinquency. These behavioral problems if not addressed immediately, will risk the poor development of students. Students are worried that they willfail to master the positive abilities that adults should have, such as the ability to control emotions and behave responsibly. Considering that students spend almost all of their time in school, the physical environment and social environment in schools should have a role in helping students to get through adolescence with positive self-development. Therefore, this study attempts to investigate the contribution of factors related to academic matters, namely academic self-efficacy and school climate on student life satisfaction. This study uses a quantitative approach using academic self-efficacy questionnaires, school climate, and student life satisfaction. The final respondents obtained were 211 class XII students from SMAN 5, SMAN 6,and SMAN 7 Depok. The data obtained were analyzed by multiple linear regression test. The results showed that academic self-efficacy and school climate had a significant contribution to student life satisfaction, both simultaneously and partially. No significant differences were found in the measurement of life satisfactionbetween female and malerespondents.
Encourage Teacher Innovative Behavior : The Interaction Role of Cognitive Flexibility and Teacher Self-Efficacy Khairunnisa Syafira Dumbi; Stephanie Yuanita Indrasari
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 10, No 1 (2024): March
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i1.10897

Abstract

This study aims to analyze the interaction role of cognitive flexibility and teacher self-efficacy in teacher innovative behavior in the context of curriculum change in Indonesian schools. This study used a quantitative survey method. Three instruments were used, namely the Teacher Innovative Behavior Scale, the Cognitive Flexibility Inventory, and the Teachers’ Sense of Efficacy Scale. Data were collected from 322 teachers from three educational levels in Jabodetabek. Descriptive analyses, correlation analyses, and moderation analyses were conducted. The findings revealed that cognitive flexibility, as a whole construct, and each dimension (the control and alternative dimension), positively predicts teacher innovative behavior. Specifically, only the alternative dimension that significantly interacts with teacher self-efficacy positively predicts teacher innovative behavior. In other words, teacher self-efficacy is significant as a moderator. The findings highlight the importance of addressing cognitive flexibility and teacher self-efficacy, which were not extensively researched before, in enhancing teachers’ innovative behavior. Innovative behavior is crucial for teachers, especially in the current era of change.
Twenty Years of Change : A Systematic Literature Review of Indonesian Teachers’ Responses to Curriculum Change Innarcaya Nadiar Nasution; Stephanie Yuanita Indrasari
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 10, No 1 (2024): March
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i1.10633

Abstract

This study investigates Indonesian teachers' responses to curriculum changes over the past twenty years, involving four curriculum changes. This study employed a qualitative approach, conducting a systematic literature review conforming to PRISMA 2020 guidelines. Utilizing databases such as Scopus, ERIC, EBSCO, ProQuest, Taylor & Francis, Science Direct, and Google Scholar with selection criteria focused on empirical studies capturing Indonesian teacher's responses toward curriculum changes within the last 20 years (2003-2023). Screening and quality assessment resulted in 26 studies for detailed content analysis. The findings showed teachers’ general openness and acceptance of new curricula, yet this does not translate into effective implementation and reliance on traditional methods. Persistent difficulties include struggles applying student-centered learning, developing learning material, authentic assessment, digital proficiency, and tailored curriculum. These challenges were attributed to inadequate training, resource constraints, student difficulties, cultural factors, and teacher practical competence. This review implied the need to shift schools and local government towards hands-on in-service teacher training and for policymakers to enhance effectiveness through a system of monitoring and incentives. It also suggested a re-evaluation of pre-service training and teacher recruitment criteria, ensuring teachers were equipped for transforming educational practices in Indonesia.
Twenty Years of Change : A Systematic Literature Review of Indonesian Teachers’ Responses to Curriculum Change Nasution, Innarcaya Nadiar; Indrasari, Stephanie Yuanita
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.v10i1.10633

Abstract

This study investigates Indonesian teachers' responses to curriculum changes over the past twenty years, involving four curriculum changes. This study employed a qualitative approach, conducting a systematic literature review conforming to PRISMA 2020 guidelines. Utilizing databases such as Scopus, ERIC, EBSCO, ProQuest, Taylor & Francis, Science Direct, and Google Scholar with selection criteria focused on empirical studies capturing Indonesian teacher's responses toward curriculum changes within the last 20 years (2003-2023). Screening and quality assessment resulted in 26 studies for detailed content analysis. The findings showed teachers’ general openness and acceptance of new curricula, yet this does not translate into effective implementation and reliance on traditional methods. Persistent difficulties include struggles applying student-centered learning, developing learning material, authentic assessment, digital proficiency, and tailored curriculum. These challenges were attributed to inadequate training, resource constraints, student difficulties, cultural factors, and teacher practical competence. This review implied the need to shift schools and local government towards hands-on in-service teacher training and for policymakers to enhance effectiveness through a system of monitoring and incentives. It also suggested a re-evaluation of pre-service training and teacher recruitment criteria, ensuring teachers were equipped for transforming educational practices in Indonesia.
Encourage Teacher Innovative Behavior : The Interaction Role of Cognitive Flexibility and Teacher Self-Efficacy Dumbi, Khairunnisa Syafira; Indrasari, Stephanie Yuanita
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.v10i1.10897

Abstract

This study aims to analyze the interaction role of cognitive flexibility and teacher self-efficacy in teacher innovative behavior in the context of curriculum change in Indonesian schools. This study used a quantitative survey method. Three instruments were used, namely the Teacher Innovative Behavior Scale, the Cognitive Flexibility Inventory, and the Teachers’ Sense of Efficacy Scale. Data were collected from 322 teachers from three educational levels in Jabodetabek. Descriptive analyses, correlation analyses, and moderation analyses were conducted. The findings revealed that cognitive flexibility, as a whole construct, and each dimension (the control and alternative dimension), positively predicts teacher innovative behavior. Specifically, only the alternative dimension that significantly interacts with teacher self-efficacy positively predicts teacher innovative behavior. In other words, teacher self-efficacy is significant as a moderator. The findings highlight the importance of addressing cognitive flexibility and teacher self-efficacy, which were not extensively researched before, in enhancing teachers’ innovative behavior. Innovative behavior is crucial for teachers, especially in the current era of change.
Unraveling the Path from Stress to Coping among Indonesian Emerging Adults: The Role of Cognitive Flexibility Indrasari, Stephanie Yuanita; Suradijono, Sri Hartati; Royanto, Lucia R.M.
Psychological Research on Urban Society Vol. 9, No. 1
Publisher : UI Scholars Hub

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

Abstract

Abstract Emerging adulthood (ages 18-25) is a developmental stage marked by significant life transitions, which can heighten stress levels. In Indonesia, urban dynamics and socio-cultural pressures further intensify this stress among emerging adults. Cognitive flexibility, the ability to adaptively shift thoughts and strategies in response to changing circumstances, is an important factor in effective coping. This study examined the relationships among stress and adaptive coping, with cognitive flexibility playing a role as a mediator, among Indonesian emerging adults over three months (Time 1: N = 512; Time 2: N = 166) using a two-wave cross-lagged panel model (CLPM). Results indicated that cognitive flexibility did not mediate the relationship between stress and adaptive coping. Although stress was not directly related to adaptive coping, it was negatively associated with cognitive flexibility. In turn, cognitive flexibility was positively related to adaptive coping. These findings highlight cognitive flexibility as an independent adaptive resource. Future research should incorporate it into academic and counseling programs, helping individuals better navigate complex and emotionally challenging situations.
Predictor factors for teacher innovative behavior during curriculum reform: The role of cognitive flexibility, positive affect, and negative affect Khairunnisa Syafira Dumbi; Stephanie Yuanita Indrasari
REID (Research and Evaluation in Education) Vol. 10 No. 2 (2024)
Publisher : Graduate School of Universitas Negeri Yogyakarta & Himpunan Evaluasi Pendidikan Indonesia (HEPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v10i2.72081

Abstract

Teacher innovative behavior is a key capability for maximizing teacher performance as well as the student learning process, especially when teachers face new changes in their education system such as curriculum reform. However, insufficient attention has been given to understanding the interaction of predictor factors to encourage teacher innovative behavior. This study aims to assess the role of cognitive flexibility, positive affect, and negative affect in predicting teacher innovative behavior. A cross-sectional and quantitative design was used for this study. The data collection procedure used convenience sampling, with questionnaires distributed online via social media through several teacher communities. Three instruments were used: the Teacher Innovative Behavior Scale, the Cognitive Flexibility Inventory, and the Positive Affect and Negative Affect Schedule. Data were collected from 322 teachers from three educational levels. Descriptive analysis, correlation analysis, and hierarchical multiple regression analysis were conducted. The result showed that cognitive flexibility and positive affect positively predict teacher innovative behavior. On the other hand, negative affect negatively predicts teacher innovative behavior. Regarding the model, the result indicates that cognitive flexibility plays a more crucial role in predicting teacher innovative behavior, explaining 28,1% of the variance in the model. Researchers and policymakers could use the outcome to create future research, policies, and programs to enhance the capabilities of teachers to perform innovative behavior, especially during the educational system's changes.
Co-Authors Dumbi, Khairunnisa Syafira Innarcaya Nadiar Nasution Khairunnisa Syafira Dumbi Khairunnisa Syafira Dumbi Laily Affiani Lucia R. M. Royanto Nasution, Innarcaya Nadiar Puti Annisa Utari Royanto, Lucia R.M. Satwika Parama Nandini Sri Hartati R. Suradijono