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All Journal GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Holistik Jurnal Kesehatan Jurnal Kreativitas PKM Jurnal Ilmu Kedokteran dan Kesehatan Jurnal Medika Malahayati Psikologi Konseling: Jurnal Kajian Psikologi dan Konseling JURNAL ILMIAH KESEHATAN SANDI HUSADA JURNAL PSYCHOMUTIARA ARTERI : Jurnal Ilmu Kesehatan Jurnal Psikologi Malahayati Nathiqiyyah : Jurnal Psikologi Islam JOURNAL OF Mental Health Concerns Observasi: Jurnal Publikasi Ilmu Psikologi Seurune : Jurnal Psikologi Unsyiah Jurnal Ilmiah Kesehatan Sandi Husada Guidance: Jurnal Bimbingan dan Konseling
Supriyati Supriyati
Universitas Malahayati Bandar Lampung
Religion Humanities Biochemistry, Genetics & Molecular Biology Education Electrical & Electronics Engineering Health Professions Immunology & microbiology Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Pelatihan Efikasi Diri Mahasiswa Universitas Malahayati Vira Sandayanti; Supriyati Supriyati; Elsy Junilia; Dessy Hermawan; Sutikno Sutikno; Andre Pebrian Perdana; Syafik Arisandi; Rahayu Tias Wulan Amnesti; Atikah Dwi Sabila; Hamisyah Ramadhani; Yosa Oktasari; Zulfah Hartati
Jurnal Kreativitas Pengabdian Kepada Masyarakat (PKM) Vol 9, No 2 (2026): Volume 9 Nomor 2 (2026)
Publisher : Universitas Malahayati Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33024/jkpm.v9i2.23464

Abstract

ABSTRAK Mahasiswa berada pada masa transisi dari remaja menuju dewasa yang menuntut kemampuan belajar mandiri, pengaturan waktu, serta penyesuaian terhadap tuntutan sosial dan akademik. Keberhasilan pada tahap ini tidak hanya bergantung pada kemampuan kognitif, tetapi juga pada efikasi diri, yakni keyakinan individu terhadap kemampuan dirinya untuk mencapai tujuan (Bandura, 1997). Penelitian ini bertujuan untuk meningkatkan efikasi diri mahasiswa melalui pelatihan partisipatif berbasis teori Bandura. Kegiatan diikuti oleh 15 mahasiswa dan terdiri atas lima sesi: pengantar, self-awareness, self-efficacy, afirmasi positif, dan penutup. Evaluasi dilakukan dengan metode kuantitatif melalui pre-test dan post-test, serta kualitatif melalui observasi dan refleksi peserta. Hasil menunjukkan adanya peningkatan signifikan pada skor efikasi diri dari rata-rata 6,80 menjadi 8,27 (p = 0,003), serta peningkatan kepercayaan diri, kesadaran potensi, dan motivasi setelah pelatihan. Faktor pendukung keberhasilan meliputi metode partisipatif, dukungan sosial, dan pengalaman keberhasilan selama kegiatan. Secara keseluruhan, pelatihan efikasi diri ini efektif dalam mengembangkan keyakinan dan kesadaran diri mahasiswa, serta layak dijadikan program berkelanjutan dalam pengembangan pribadi dan kesiapan menghadapi tantangan akademik maupun dunia kerja. Kata Kunci: Efikasi Diri, Pelatihan, Mahasiswa, Afirmasi Positif, Kesadaran Diri.  ABSTRACT University students are in a transitional stage from adolescence to adulthood, which requires them to learn independently, manage their time effectively, and adapt to various social and academic demands. Success at this stage is not determined solely by cognitive abilities but also by self-efficacy an individual’s belief in their capability to organize and execute actions to achieve specific goals (Bandura, 1997). This study aimed to enhance students’ self-efficacy through a participatory training program based on Bandura’s self-efficacy theory. The training involved 15 students and consisted of five sessions: introduction, self-awareness, self-efficacy, positive affirmation, and closing. Evaluation was conducted using both quantitative methods (pre-test and post-test) and qualitative approaches (observation and participant reflection). The results showed a significant increase in self-efficacy scores from a mean of 6.80 to 8.27 (p = 0.003), along with improved self-awareness, confidence, and motivation among participants. Supporting factors included a participatory learning approach, a supportive environment, and small success experiences throughout the sessions. Overall, the self-efficacy training effectively enhanced students’ confidence, self-awareness, and motivation, making it a promising ongoing program for personal development and academic or career readiness. Keywords: Self-Efficacy, Training, University Students, Positive Affirmation, Self-Awareness.
Pengaruh Beban Kerja, Konflik Peran Ganda, dan Dukungan Sosial Keluarga terhadap Stres Kerja pada Karyawan Wanita yang Telah Menikah Supriyati Supriyati; Vira Sandayanti
GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Vol. 16 No. 3 (2026)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/gdn.v16i3.17337

Abstract

The increasing participation of women in the workforce presents various challenges, particularly in balancing family and work pressures, which can lead to work-related stress. This study was conducted to examine the effects of workload, dual-role conflict, and family social support on work-related stress among female employees. The research hypothesis posits that there is a significant relationship between workload, dual-role conflict, and family social support and work-related stress. A quantitative approach was used in this study, with a total of 188 female employees who were married, had children, were aged 25–55 years, and had a minimum of 1 year of work experience. Subjects were selected using simple random sampling. Data were collected using the work stress scale, work load scale, dual role conflict scale, and family social support scale. Multiple regression analysis was conducted using IBM SPSS Statistics. The results indicate that workload, dual-role conflict, and family social support simultaneously have a significant effect on work-related stress, accounting for 51.0% of the variance. Partially, workload and dual-role conflict have a significant positive effect on work-related stress, while family social support has a significant negative effect on work-related stress. These findings highlight the importance of workload management, work-family balance, and strengthening family support in reducing work-related stress among female employees.
Emotional intelligence and job stress as predictors of work–life balance among married female elementary school teachers Larasati Eka Setia Ningrum; Asri Mutiara Putri; Supriyati Supriyati
JOURNAL OF Mental Health Concerns Vol. 5 No. 5 (2026): August Edition 2026
Publisher : Indonesian Public Health-Observer Information Forum (IPHORR) Kerjasama dengan Unit Penelitian dan Pengabdian Kep Akademi Keperawatan Baitul Hikmah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56922/mhc.v5i5.3569

Abstract

Background: The increasing participation of women in the workforce has led to multiple-role demands, particularly among married female teachers, which may affect their work–life balance. Emotional intelligence and job stress are considered important factors influencing work–life balance. Purpose: To examine whether emotional intelligence and job stress predict work–life balance among married female elementary school teachers. Method: This quantitative correlational study involved 106 married female elementary school teachers recruited through convenience sampling. Participants were recruited from elementary schools in Kemiling District, Bandar Lampung, Indonesia. Data were collected using the Work–Life Balance Scale, Emotional Intelligence Scale, and Job Stress Scale. Data were analyzed using multiple regression analysis. Results: The findings indicated that emotional intelligence and job stress significantly contributed to work–life balance among married female teachers. Emotional intelligence showed a positive contribution, whereas job stress demonstrated a negative contribution to work–life balance. Conclusion: Higher emotional intelligence and lower job stress were associated with better work–life balance. School-based support and stress-management initiatives may help teachers manage competing work and family responsibilities. Keywords: Emotional Intelligence; Job Stress; Married Female Teachers; Work–Life Balance.
Co-Authors Achmad Farich Adelia Putri Lestari Adelia Sucita Afifah Dinillah Andini alfira Putri Andre Pebrian Perdana Arisandi, Syafik Asri Mutiara Putri Atikah Dwi Sabila Bella Ika Lestari Beta Gustilawati Bio Lerianza Candra Farid Rifai Cindi Damayanti Corryna Riva Destrado Deviani Utami Dewi Lutfianawati, Dewi Eneng Wulandari Evi Sunarti Farich, Achmad Festy Ladyani Mustofa Hamisyah Ramadhani Harkina, Prida Hermawan, Dessy Hesty Ahisya Hetti Rusmini Hidayat, Elsy Junilia Ira Hidayati Jimbris Kristianto Mombilia Junaidi Junaidi Junaidi Junaidi Larasati Eka Setia Ningrum Mohamad Rheza Firmansyah Zamzami Monica Prita Sari Muhammad Odis Nursyhabudin Mutia Pangesti Nina Herlina Nina Herlina Nur Sam Heni Mutiara Nurhafita Rahmawati Octa Reni Setiawati Octa Reni Setiawati Prida Harkina Rahayu Tias Wulan Amnesti Rahmad Purnama Reza Bagus Prakoso Rusmini, Hetti Sandayanti, Vira Siti Fatonah Sri Maria Puji Lestari Sri Maria Puji Lestari sutikno Sutikno Syifa Nurhaliza Tyani Khoerunnisa Sutrisno Vira Sandayanti Winda Retno Sari Yosa Oktasari Yuli Indah Lestari Zulfah Hartati