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All Journal Journal of Psychological Science and Profession Pendas : Jurnah Ilmiah Pendidikan Dasar Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Insight: Jurnal Ilmiah Psikologi Psikostudia : Jurnal Psikologi Jurnal Pengabdian Masyarakat IPTEKS Abdimas: Jurnal Pengabdian Masyarakat Universitas Merdeka Malang Al-Isyraq: Jurnal Bimbingan, Penyuluhan, dan Konseling Islam Indonesian Journal of Cultural and Community Development Indonesian Journal of Education Methods Development Indonesian Journal of Innovation Studies Jurnal Social Library Proceedings of The ICECRS Procedia of Social Sciences and Humanities Al-Ijtima: Jurnal Pengabdian Kepada Masyarakat Indonesian Journal of Islamic Studies Psikologia : Jurnal Psikologi Jurnal Pengabdian Pada Masyarakat Abdimas Mandalika Emergent: Journal of Educational Discoveries and Lifelong Learning (EJEDL) Journal of Social Comunity Services EduInovasi: Journal of Basic Educational Studies Journal of Social Science Journal of Islamic Psychology Al-Ijtimā: Jurnal Pengabdian Kepada Masyarakat Indonesian Journal Health Science and Medicine Proceeding of International Conference on Social Science and Humanity PAEDAGOGIE Academia Open
Nurfi Laili
Program Studi Psikologi, Universitas Muhammadiyah Sidoarjo
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The Relationship Between the Self Control and Self Regulated Learning in Students of the Faculty of Psychology and Educational Sciences at University : Hubungan antara Kontrol Diri dengan Self Regulated Learning pada Mahasiswa Fakultas Psikologi dan Ilmu Pendidikan di Universitas Dyah Rizqi Nurdiani Fitri; Nurfi Laili
Academia Open Vol. 7 (2022): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.7.2022.5490

Abstract

This study aims to determine the relationship between self-control and self-regulated learning in students of the Faculty of Psychology and Education at the University of Muhammadiyah Sidoarjo who have a tendency to have low levels of self-regulated learning. The population in this study were students of the eighth amounting to 463 students and the sample of this study was 210 students who were taken using cluster sampling technique. The data collection technique uses a psychological scale with a likert, namely the self-control scale and a self -regulated learning scale compiled by researchers based on aspects of the scale. The data analysis technique used is the Spearman rho assisted by JASP software. The results of data analysis obtained rxy = 0.694 with a significance value of 0.001 < 0.05, then the proposed hypothesis is accepted, which means that there is a significant positive relationship between self-control and self-regulated learning in eighth semester students of the Faculty of Psychology and Educational Sciences at the University of Muhammaadiyah Sidoarjo. Highlights: Relationship between self-control and self-regulated learning: The study explores the connection between self-control and self-regulated learning in students with low levels of self-regulated learning. Sample and data collection: The study includes 210 eighth-semester students from the Faculty of Psychology and Education at the University of Muhammadiyah Sidoarjo. Data was collected using Likert scales developed by the researchers. Statistical analysis and results: Spearman rho analysis with JASP software revealed a significant positive relationship (rxy = 0.694, p = 0.001) between self-control and self-regulated learning, confirming the proposed hypothesis. Keywords: self-control, self-regulated learning, students, University of Muhammadiyah Sidoarjo, relationship
Emotional Intelligence Associated with Reduced Academic Stress in Adolescents: Kecerdasan Emosional Berkaitan dengan Pengurangan Stres Akademik pada Remaja Nur Wardatur Rohmah; Nurfi Laili Laili
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.10.2025.8703

Abstract

General Background: Academic stress is a psychological condition experienced by adolescents due to academic demands, achievement pressure, and fear of academic failure. Specific Background: Emotional intelligence involves the ability to recognize, regulate, and manage emotions, which supports student adaptation to academic challenges. Knowledge Gap: Empirical evidence examining the correlation between emotional intelligence and academic stress among junior high school students remains limited. Aims: This study examined the relationship between emotional intelligence and academic stress among grade 9 students at SMP Negeri 1 Wonoayu. Results: This quantitative correlational study involved 182 students selected through quota sampling. Data were collected using the Emotional Intelligence Scale (30 items; α = 0.881) and Academic Stress Scale (21 items; α = 0.91), analyzed using Pearson product moment correlation. Findings showed a significant negative correlation between emotional intelligence and academic stress (r = -0.016; p = 0.035). Most students demonstrated moderate levels of academic stress (64%) and emotional intelligence (65%), with emotional intelligence contributing 2.6% to academic stress variability. Novelty: This study provides empirical evidence focusing on junior high school students, expanding research beyond university populations. Implications: Emotional intelligence development may be considered in student psychological support to manage academic pressure. Highlights: Statistical Testing Revealed a Significant Inverse Association Between Psychological Self-Regulation Ability and Learning Pressure. Majority of Participants Demonstrated Moderate Levels of Learning-Related Tension and Socio-Emotional Competence. Emotional Self-Management Accounted for a Small Proportion of Variability in Learning-Related Strain. Keywords: Emotional Intelligence, Academic Stress, Adolescent Students, Psychological Adaptation, School Pressure
Social Support and Optimism Associated with Student Subjective Well Being: Dukungan Sosial dan Optimisme yang Berkaitan dengan Kesejahteraan Subjektif Siswa Nur Fajriatus Tsani; Nurfi Laili
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.10.2025.9334

Abstract

General Background: Final-year senior high school students face academic and psychological demands requiring adaptive coping resources to maintain positive psychological functioning. Specific Background: Grade XII students often experience anxiety and stress related to graduation examinations and future educational decisions, which may contribute to negative emotional conditions. Knowledge Gap: Empirical evidence regarding the combined relationship between social support, optimism, and subjective well-being among Indonesian final-year students remains limited. Aims: This study examined the relationship between social support and optimism with subjective well-being among grade XII students at SMAN 3 Sidoarjo. Results: Using a quantitative correlational design involving 191 students, data were collected through adapted subjective well-being, social support, and optimism scales. Multiple correlation analysis showed a significant positive relationship between social support and optimism with subjective well-being, with an R square value of 0.268. Partial correlation analysis also showed significant positive relationships between social support and subjective well-being (r = 0.321, p < 0.05) and optimism and subjective well-being (r = 0.460, p < 0.05). Novelty: This study provides quantitative evidence of the combined and partial relationships between psychosocial resources and student subjective well-being in Indonesian secondary education. Implications: The findings support strengthening social and psychological support systems within schools and families to promote positive student psychological conditions. Highlights: Combined Psychosocial Variables Explained 26.8 Percent of Psychological Condition Variance. Peer and Environmental Assistance Showed Moderate Association With Positive Life Evaluation. Positive Expectation Toward Future Conditions Demonstrated Stronger Statistical Correlation Than Interpersonal Assistance. Keywords: Social Support, Optimism, Subjective Well-Being, High School Students, Correlational Study
Psychological Well Being Predicts Parenting Stress in Mothers of Special Needs Children: Kesejahteraan Psikologis Memprediksi Stres Parenting pada Ibu Anak dengan Kebutuhan Khusus Ashil Rizal Achmad Yani Yani; Nurfi Laili
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.10.2025.9504

Abstract

General Background: Parenting stress constitutes a complex psychological condition arising from the physical, emotional, and mental demands of childrearing, particularly in families of children with special needs. Specific Background: Mothers of children attending special schools often serve as primary caregivers and encounter sustained caregiving burdens that may relate to personal resilience and psychological well-being. Knowledge Gap: Despite growing research on parenting stress, limited empirical evidence clarifies the relative contribution of resilience and psychological well-being among mothers of children with special needs in Indonesian special school contexts. Aims: This study examines the relationship between resilience and psychological well-being with parenting stress among mothers of children with special needs enrolled in special schools in Sidoarjo. Results: Using a quantitative correlational design with multiple regression analysis on 76 participants, the findings indicate that resilience and psychological well-being jointly account for 27% of the variance in parenting stress, with psychological well-being showing a significant negative association, whereas resilience alone is not statistically significant. Novelty: The study highlights the differential role of psychological well-being compared with resilience within a Implications: These findings underscore the importance of supporting maternal psychological well-being as a central factor associated with parenting stress in families raising children with special needs. Highlights: Psychological well-being shows a significant negative association with maternal caregiving strain. Combined predictors explain 27% of variability in maternal stress levels. Resilience alone does not reach statistical significance in the regression model. Keywords: Parenting Stress; Psychological Well Being; Resilience; Mothers; Special Needs Children
Brain Gym Associated With Fine Motor Development in Intellectual Disability: Latihan Otak Berkaitan dengan Perkembangan Motorik Halus pada Disabilitas Intelektual Ulfa Unzilatur Rohmah; Nurfi Laili
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.10.2025.9626

Abstract

General Background: Children with intellectual disabilities experience developmental delays, including limitations in fine motor abilities required for daily tasks such as writing, coloring, cutting, and pasting. Specific Background: Fine motor skills depend on coordinated small muscle movements, and structured learning interventions are needed to support development in special education contexts. Brain gym, consisting of coordinated body movements, is used to stimulate brain coordination and support learning activities. Knowledge Gap: Empirical evidence using single-subject experimental designs examining brain gym application for fine motor development in children with intellectual disabilities remains limited. Aims: This study aimed to determine whether the brain gym method is associated with improvements in fine motor skills among children with intellectual disabilities at SLB Aisyiyah Tulangan Sidoarjo. Results: Using a single subject research A–B–A design and structured observation, fine motor performance in writing, pasting, coloring, and cutting increased from a total pretest score of 8 to a posttest score of 13. Paired sample t-test analysis showed a significant difference between measurements (t = 5.000; p = 0.015 < 0.05). Novelty: The study documents measurable changes in multiple fine motor indicators through a single-subject experimental framework. Implications: The findings support movement-based learning activities as complementary practices in special education programs to support fine motor skill development. Highlights: Observational Scoring Increased Across Writing, Pasting, Coloring, and Cutting Activities After Treatment. Statistical Testing Confirmed Significant Differences Between Baseline and Post-Intervention Measurements. Structured Movement Sessions Demonstrated Measurable Progress Within an a–B–a Experimental Design. Keywords: Brain Gym, Fine Motor Skills, Intellectual Disability, Single Subject Research, Special Education  
Social Support and Self Efficacy Predict Adolescent Well Being: Dukungan Sosial dan Efikasi Diri Memprediksi Kesejahteraan Remaja Auliyah Rohmah; Nurfi Laili
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.10.2025.9833

Abstract

General Background: Subjective well-being constitutes a multidimensional construct encompassing positive affect, minimal negative affect, and cognitive evaluations of life satisfaction, representing a central indicator of adolescent psychological functioning. Specific Background: Adolescents living in orphanages encounter distinct developmental challenges due to limited parental care, making social support and self-efficacy salient psychosocial resources within institutional settings. Knowledge Gap: Although prior studies have examined social support or self-efficacy separately, limited empirical evidence addresses their simultaneous association with subjective well-being among adolescents residing in orphanages. Aims: This study aimed to examine the relationships between social support and self-efficacy with subjective well-being among adolescents living in orphanages in the Candi region. Results: Using a quantitative correlational design with saturated sampling of 106 adolescents, data were analyzed through multiple correlation analysis. Findings revealed significant positive correlations between social support and subjective well-being (r = 0.407, p < .001) and between self-efficacy and subjective well-being (r = 0.489, p < .001). Simultaneously, both predictors were significantly associated with subjective well-being (F = 25.300, p < .001), accounting for 32.9% of the variance (R² = 0.329). Most participants were categorized at moderate levels across variables. Novelty: This study integrates social support and self-efficacy within a single predictive model focused specifically on adolescents in orphanage contexts. Implications: Strengthening perceived social support and self-efficacy may serve as strategic targets for psychosocial programs aimed at promoting adolescent subjective well-being in institutional care environments. Highlights: Perceived Interpersonal Assistance Showed a Statistically Significant Positive Correlation With Life Satisfaction and Affective Evaluation. Personal Capability Beliefs Demonstrated a Stronger Correlation Coefficient Compared With External Relational Resources. The Combined Model Explained 32.9% of Variance Among Youths Residing in Institutional Care Settings Keywords: Subjective Well-Being, Social Support, Self-Efficacy, Adolescents, Orphanages
Psychoeducation and Self Esteem Improvement Among Junior High Bullying Victims: Pendidikan Psikologis dan Peningkatan Harga Diri pada Korban Perundungan di Sekolah Menengah Pertama Moch Bachrul Sidik; Nurfi Laili
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.10.2025.12531

Abstract

General Background: Bullying remains a persistent school-based social problem affecting students’ psychological well-being and academic adjustment. Specific Background: Low self-esteem increases vulnerability among bullying victims, while psychoeducation has been proposed as a preventive and rehabilitative strategy. Knowledge Gap: However, empirical evidence on structured psychoeducational programs in Indonesian junior high schools is still limited. Aims: This study examined psychoeducation in strengthening self-esteem among bullying victims at SMP Negeri 2 Wonoayu. Results: Using a quasi-experimental one-group pretest–posttest design involving 15 students, significant improvement was found between pretest (26.27) and posttest (34.73) scores (Sig. 0.000). Students demonstrated better emotional regulation, self-acceptance, and resistance to peer pressure after the intervention. Novelty: This research provides school-based evidence of psychoeducation as a cognitive–educational intervention targeting self-esteem recovery among adolescent bullying victims. Implications: The findings support psychoeducation as a preventive school strategy to foster supportive learning environments and promote students’ psychosocial resilience. Keywords: Psychoeducation, Bullying, Self Esteem, Junior High School, Student Mental Health Key Findings Highlights: Significant score improvement observed after structured intervention. Participants showed positive cognitive and emotional shifts. School-based programs support healthier peer environments.
The Role of Self-Efficacy and Emotional Support on Teacher-Student Relationships among Special Guidance Teachers at Muhammadiyah Inclusive Schools in Sidoarjo : Peran Efikasi Diri dan Dukungan Emosi terhadap Relasi Guru Siswa pada Guru Pembimbing Khusus di Sekolah Inklusi Muhammadiyah Kabupaten Sidoarjo Nurfi Laili; Vanda Rezania; Eko Hardi Ansyah
Academia Open Vol. 10 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Sidoarjo

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

Abstract

A positive teacher-student relationship model can improve student self-efficacy, especially for those with special needs. Self-efficacy, which is students' belief in their ability to complete tasks, is strongly influenced by interactions with teachers. Teachers who provide emotional support play a significant role in strengthening students' self-efficacy, helping them overcome learning challenges, and encouraging active participation in the educational process. This study aims to model the relationship between teacher-student relationships, self-efficacy, and emotional support among special guidance teachers teaching in inclusive schools. The population in this study was 50 special guidance teachers teaching in Muhammadiyah inclusive schools in Sidoarjo Regency. The sampling technique used was saturated sampling. The measuring instruments used were the Teacher Student Relationship Scale (TSRS), an adaptation of the General Self-Efficacy to measure teacher self-efficacy, and the Teacher Emotional Support Scale (TESS), especially in the emotional support domain from the theory of Hamre & Pianta (2009). Data analysis used regression analysis to examine the relationship and influence between variables. The software used in this analysis was JASP. The targeted output is acceptance in Intuition: Journal of Scientific Psychology (S3) and IPR of research results posters. Highlights: Positive teacher-student relationships strengthen self-efficacy in inclusive settings. Emotional support is a key factor in overcoming learning challenges. Regression analysis reveals interconnections among relationship, support, and efficacy. Keywords: Emotional Support; Inclusive School; Self-Efficacy; Teacher Student Relationship; Special Guidance Teacher
Internal Locus of Control Self Efficacy and Career Maturity: Lokus Kontrol Internal, Keyakinan Diri, dan Kematangan Karier Herlina Dewanti; Nurfi Laili
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.10.2025.13339

Abstract

General Background: Career maturity is a crucial developmental task for vocational high school students as they prepare to enter the workforce. Specific Background: Empirical findings indicate that many students demonstrate moderate to low levels of career maturity, particularly in career planning and decision making. Psychological factors such as internal locus of control and self-efficacy are theoretically linked to students’ readiness to manage career development tasks. Knowledge Gap: Although previous studies have examined these variables separately, limited research has analyzed their simultaneous relationship within a specific vocational school context. Aims: This study aims to analyze the relationship between internal locus of control and self-efficacy with career maturity among vocational high school students at SMK X in Sidoarjo. Results: Using a quantitative correlational design with 264 respondents, the findings reveal a significant simultaneous relationship between internal locus of control and self-efficacy with career maturity (Sig. F Change = 0.000 < 0.05; R = 0.881; R² = 0.777). Novelty: The study provides contextualized empirical evidence within a single vocational school, offering a focused analysis of internal psychological predictors of career maturity. Implications: Strengthening students’ internal locus of control and self-efficacy through structured career guidance programs may support the development of more mature career planning and decision-making processes. Keywords: Internal Locus of Control, Self Efficacy, Career Maturity, Vocational High School Students, Career Development Key Findings Highlights: Simultaneous analysis reveals strong statistical association among the three measured constructs. Psychological belief in personal agency aligns with higher readiness for occupational planning. Confidence in personal capability corresponds with stronger preparation for vocational decision processes.
Self Concept and Future Orientation in Career Maturity: Konsep Diri dan Orientasi Masa Depan dalam Kematangan Karier TARISHA JAFNA DIAH ZAHRANI; Nurfi Laili
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.10.2025.13343

Abstract

General Background: Career maturity represents a crucial developmental task for vocational high school students transitioning to higher education or the workforce. Specific Background: Many students experience uncertainty in career planning due to unclear self-understanding and vague future orientation, which may hinder structured career decision-making. Knowledge Gap: Previous studies have predominantly examined self-concept and future time perspective separately, with limited research integrating both variables simultaneously in explaining career maturity among vocational students. Aims: This study aims to examine the relationship between self-concept and future time perspective with career maturity among twelfth-grade students of SMK X Sidoarjo. Results: Using a quantitative correlational design involving 264 students selected through proportionate random sampling, the findings reveal significant positive relationships between self-concept and career maturity, as well as between future time perspective and career maturity. Multiple regression analysis indicates that both variables simultaneously contribute significantly to career maturity. Novelty: The study offers an integrated correlational model combining two internal psychological constructs within a single framework for vocational students. Implications: The findings underline the importance of strengthening self-understanding and structured future orientation through school-based career guidance programs to support adaptive career planning and decision-making. Keywords: Self-Concept, Future Time Perspective, Career Maturity, Vocational High School Students, Career Development Key Findings Highlights: Internal psychological factors jointly explain substantial variance in students’ vocational readiness. Positive self-evaluation aligns with structured planning and autonomous decision processes. Long-term goal orientation relates to systematic exploration of occupational pathways.
Co-Authors Adhim, Muhammad Rozaqul Ahmad Naufal, Ahmad Akbar Wiguna Akhmad Kholis Akhmad, Sapari Bagus Amalia , Rahma Amaliyah Syabana Ashil Rizal Achmad Yani Ashil Rizal Achmad Yani Yani Auliyah Rohmah Azizah Alifia Salsabila Cholichul Hadi Devi Widyas Putri Dian Putri Linayanti Dwi Retno Wulandari Dyah Rizqi Nurdiani Fitri Effy Wardati Maryam Eko Hardi Ansyah Fahmawati, Zaki Nur Faizah, Rosna Nur Fanny, Anna Masyithoh Fardana, Nur Ainy Fika Megawati Fitria Nur Hasanah Ghozali Rusyid Affandi Giasus, Rayhan Ravadhan Hanafi, Soraya Henny Rachmawati Herlina Dewanti Ika Wulan Ramadhani Istiqomah, Riska Dwi Izaaz Dhiya Ulhaq Kemil Wachidah Marzuqo Sahdiana, Nadiya Maulidhah , Chafi Rozyi Putri Moch Bachrul Sidik Mufarrochah , Hanif Muhlasin Amrullah Nawangsari, Nur Ainy Fardana Nikmatul Alfiyah Ningtyas, Laila Purnama Nisa’, Fina Zakiyyatun Noer Maunatur Rohmah Novitasari Novitasari Novitasari, Nur Eka Nur Fajriatus Tsani Nur Wardatur Rohmah Paryontri , Ramon Ananda Paryontri, Ramon Ananda Permata, Nadia Galih Prasetyo , Adi Puspitasari, Tika Putri, Devi Widyas Putri, Lefiani Larasati Rahma Amalia Rahma, Alifia Rahman , Mirza Asyraqi Rakhmat Auliya` Hidayat Ramadhani, Dea Lilla Ramandha, Jesia Rifatus Sholikah Rizka Febiyanti Rochmawati, Mauliyah Nur Rohma, Fitrotun Nasichatur Rohmah, Auliyah Rohmatunnadjila Rohmatunnadjila Rosa, Bunga Firda S., Mai Siswati E. R. Safira Abadi Salsabila Rizqi Rosesanthy Saputri, Rivanny Yuliana Soliha, Imroatus Suliani, Likis TARISHA JAFNA DIAH ZAHRANI Tsani , Nur Fajriatus Ulfa Unzilatur Rohmah Vanda Rezania WIDYASTUTI Widyastuti Widyastuti Widyastuti Wisyastuti, Wdiyastuti Zaki Nurfahmawati Zidan, Muhammad Zidanil Ilmi Naf'an Munif