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All Journal Jurnal Konseling dan Pendidikan Jurnal Selaras : Kajian Bimbingan dan Konseling serta Psikologi Pendidikan Sosio e-kons Consilium : Berkala Kajian Konseling dan Ilmu Keagamaan RESEARCH AND DEVELOPMENT JOURNAL OF EDUCATION (RDJE) Orien: Cakrawala Ilmiah Mahasiswa Journal of Academia Perspectives Jurnal Selaras : Kajian Bimbingan dan Konseling serta Psikologi Pendidikan TERAPUTIK: Jurnal Bimbingan dan Konseling Candradimuka: Journal of Education Qudwah Qur'aniyah: Jurnal Studi Al-Qur'an dan Tafsir Jurnal Keilmuan Pendidikan (JKP) SAP (Susunan Artikel Pendidikan) Journal of Psychology and Education Counseling (JPEC)
Tanti Ardianti
Universitas Indraprasta PGRI
Religion Arts Humanities Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Kontribusi resiliensi terhadap motivasi belajar siswa broken home Renanda Nurul Meydiana; Tanti Ardianti; Burhanudin Burhanudin
Orien: Cakrawala Ilmiah Mahasiswa Vol 2, No 3 (2023)
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/ocim.v2i3.7008

Abstract

the purpose of this research is to find out whether there is a positive and significant relationship between resilience and the learning motivation of broken home students. The school that became the subject of this research was SMP Negeri 12 Depok. The type of research used in this study is quantitative research, using a descriptive approach and interview, questionnaire and observation methods. The results of this study indicate that there is a significant influence between resilience and learning motivation of broken home students at SMP Negeri 12 Depok. This is shown based on the results of hypothesis testing which shows a significant value (2-tailed) instrument 0.000 < 0.05, then H0 is rejected and H1 is accepted, so it can be concluded that there is a significant relationship between resilience and learning motivation of broken home students at SMP Negeri 12 Depok.
Peranan Progresivisme dalam Peningkatan Moralitas Siswa di Era 4.0 Ramdani, Irham; Ardianti, Tanti; Suharyati, Henny
Sosio e-Kons Vol 16, No 1 (2024): Sosio e-Kons
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/sosioekons.v16i1.21426

Abstract

Progresivisme merupakan salah satu aliran filsafat pendidikan yang dapat digunakan sebagai dasar epistimologi bagi pengembangan pendidikan partisipasif, ada beberapa alasan yang mendasarinya. Pertama, bahwa progresivisme kurang menyetujui adanya pendidikan yang bersifat otoriter. Kedua, inti perhatian aliran ini adalah pada hasil kemajuan atau progress. Kemajuan dan sebuah progress yang tumbuh dalam ilmu pengetahuan maka itulah yang dipandang oleh progresivisme merupakan bagian utama dari kebudayaan. Ketiga, sebuah pengalaman dalam proses kemajuan adalah ciri dinamika hidup. Keempat, Progresivisme tidak cukup hanya mengakui buah pikiran atau ide, teori-teori, atau cita-cita sebagai hal yang konkrit, tetapi yang ada itu harus berarti bagi suatu kemajuan atau maksud-maksud baik yang lain. Kelima, progresivisme mewajibkan manusia untuk dapat memfungsikan jiwanya untuk bergerak dan mengelola hidup yang mempunyai banyak persoalan yang silih berganti. Penelitian ini merupakan penelitian metodologis studi literatur atau pencarian literatur Tujuan dari penelitian ini adalah untuk menganalisi bagaimana perana filsafat progresivisme dalam meningkatkan moraitas siswa di era 4.0 ini.
INNOVATIVE WORK BEHAVIOR IN HIGHER EDUCATION: A SYSTEMATIC LITERATURE REVIEW Ardianti, Tanti; Tukiran, Martinus; Mariana, Diah
Research and Development Journal of Education Vol 10, No 2 (2024)
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/rdje.v10i2.23807

Abstract

Many studies have aimed to identify the factors influencing Innovative Work Behavior (IWB). However, there is still a lack of comprehensive research on these factors, particularly in the context of higher education. This research aims to identify the key factors affecting IWB within the higher education environment. Using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) method, three relevant studies were selected and analyzed. This paper uses a literature review methodology, drawing from various sources. The findings suggest that five critical factors influence IWB in higher education: Innovation Culture, Collaborative Work Environment, Leadership Support, Resources and Facilities, and Student Engagement. These findings can help higher education institutions, academic researchers, and policymakers understand and promote innovative work behavior among faculty members. This study also contributes to bridging the research gap regarding IWB in higher education and offers insights for future research and interventions to enhance innovation among faculty members.
Learning organisation and sundanese leadership as drivers of teachers’ innovative behaviour: the mediating role of psychological empowerment Tanti Ardianti; Didik Notosudjono; Hendarman Hendarman
Jurnal Konseling dan Pendidikan Vol. 14 No. 1 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1201900

Abstract

Teachers’ innovative behaviour is critical for maintaining educational quality and organisational adaptability. Despite its importance, the psychological mechanisms by which organisational and culturally grounded leadership contexts promote such behaviour, especially in non-Western settings, remain underexplored. Guided by empowerment theory, this study proposes and empirically tests a process-oriented model in which a learning organisation and Sundanese leadership shape teachers’ innovative behaviour through psychological empowerment. A quantitative survey was administered to 178 permanent foundation teachers from private junior high schools in East Bogor Regency, Indonesia. The data were analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM) to assess both direct and indirect relationships among the study constructs. The results show that learning organisation significantly affects psychological empowerment but not teachers’ innovative behaviour. Sundanese leadership also does not directly influence innovative behaviour. Psychological empowerment significantly affects innovative behaviour and fully mediates the effects of learning organisation and Sundanese leadership. This study contributes to the literature by integrating learning organisation, Sundanese leadership, and psychological empowerment within a unified explanatory framework and highlighting the importance of cultural context in understanding teacher innovation. The findings imply that schools should strengthen teachers’ psychological empowerment and culturally grounded leadership practices to effectively foster innovative behaviour among teachers.
Manajemen Sekolah Berbasis Data Sosial-Budaya Membangun Identitas, Kohesi, dan Regulasi Emosi Siswa Evi Fitriyanti; Tanti Ardianti; Sumaryati Tjitrosumarto; Dwi Prasetyo Rini; Valentino Isnaldianto
SAP (Susunan Artikel Pendidikan) Vol. 10 No. 3 (2026): SAP
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/sap.v10i03.1820

Abstract

School management in Indonesia still tends to focus on administrative and academic aspects, while the utilization of students' socio-cultural data has not been systematically integrated into school management. This study aims to explore school management practices based on socio-cultural data in building students' cultural identity, strengthening social cohesion, and developing students' emotional regulation. The study used a qualitative approach through interviews. Data analysis was conducted thematically following Creswell's stages with the assistance of NVivo 12 software. The results show that socio-cultural data is used as a basis for planning contextual and responsive school policies, learning, and services. This practice contributes to the formation of inclusive students' cultural identity, strengthening social cohesion, and developing emotional regulation through a supportive school climate. The implementation of this approach is supported by the commitment of leaders and collaboration of educators, but still faces limitations in competency and an integrated data collection system.
The Magnified Imperfection : The Relationship between Body Dysmorphic Disorder and Self-Acceptance of Vocational School Students Akbar Fillah; Yuda Syahputra; Tanti Ardianti
Jurnal Keilmuan Pendidikan Vol. 2 No. 1 (2026): Jurnal Keilmuan Pendidikan (JKP)
Publisher : Asosiasi Asesmen Pendidikan (AAP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63203/040952900

Abstract

This study aims to provide an overview and determine the relationship between Body Dysmorphic Disorder and Self-Acceptance in Students of SMK Pembangunan Jaya Yakapi. The research was conducted using quantitative methods. The data and sources in this study were students at SMK Pembangunan Jaya Yakapi, totaling 275 students and were determined to be the source of research data, this research was a random sampling study. The author's data analysis technique uses Linear Regression by collecting data, processing data, and interpreting data. The results of data interpretation values through Pearson correlation analysis show a significant negative relationship between Body Dysmorphic Disorder (BDD) and Self-Acceptance (SA) in students, with a correlation coefficient of r = -0.674 and a significance level of p = 0.000. The correlation coefficient value is included in the strong category which indicates that the higher the level of BDD that students have, the lower the level of self-acceptance.
Resiliensi Akademik Siswa Pascapandemi Covid-19 Dalam Perspektif Bimbingan dan Konseling Neng Triya Suryaman; Candra Prasiska Rahmat; Tanti Ardianti
TERAPUTIK: Jurnal Bimbingan dan Konseling Vol 6, No 2 (2022): Teraputik: Jurnal Bimbingan dan Konseling
Publisher : Pusat Kajian Bimbingan dan Konseling FIPPS Unindra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26539/teraputik.624482

Abstract

Perubahan sistem pembelajaran setelah pandemi COVID 2019 menuntut siswa memiliki kemampuan beradaptasi terhadap berbagai tantangan akademik. Penelitian ini bertujuan menganalisis resiliensi akademik siswa pascapandemi dalam perspektif bimbingan dan konseling. Penelitian menggunakan metode kepustakaan dengan pendekatan tinjauan literatur sistematis terhadap tujuh artikel ilmiah yang diterbitkan pada tahun 2022. Data dianalisis menggunakan teknik analisis isi untuk mengidentifikasi faktor-faktor yang memengaruhi resiliensi akademik dan implikasinya terhadap layanan bimbingan dan konseling. Hasil kajian menunjukkan bahwa resiliensi akademik dipengaruhi oleh faktor internal berupa harapan, efikasi diri, regulasi emosi, dan motivasi belajar, serta faktor eksternal berupa dukungan keluarga, sekolah, teman sebaya, dan lingkungan belajar yang kondusif. Layanan bimbingan dan konseling berperan penting dalam memperkuat kemampuan adaptasi siswa melalui berbagai strategi intervensi. Temuan ini menegaskan bahwa penguatan resiliensi akademik perlu menjadi fokus pengembangan layanan bimbingan dan konseling untuk mendukung keberhasilan belajar siswa pada masa pascapandemi.
Evaluating The Effectiveness And Applicability Of Iso 21001:2018 For Quality Assurance In Higher Education Tanti Ardianti; Irham Ramdani
International Journal of Management, Innovation, and Education Vol 3, No 2 (2024): International Journal of Management, Innovation, and Education
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/ijmie.v3i2.12742

Abstract

This study critically evaluates the effectiveness and applicability of the ISO 21001:2018 standard as a framework for quality assurance in higher education institutions. The research aims to examine how the standard’s principles such as organizational context, leadership, stakeholder engagement, and continual improvement are implemented and adapted to the unique characteristics of higher education. Using a qualitative descriptive approach, the study analyzes empirical findings from institutional documentation, interviews with quality managers, and secondary literature related to educational management systems. Results reveal that ISO 21001:2018 provides a structured and globally recognized model for enhancing educational quality through data-driven decision-making, risk-based thinking, and stakeholder-centered management. However, its full applicability is challenged by contextual factors such as institutional autonomy, cultural diversity, and resource disparities across universities. Despite these limitations, the study concludes that ISO 21001:2018 remains a valuable tool for promoting transparency, accountability, and continuous improvement within academic institutions, provided that its implementation is contextualized to align with higher education governance and learning outcomes.
Digital Literacy and Teacher Innovative Behavior: The Mediating Role of Psychological Empowerment Tanti Ardianti; Didik Notosudjono; Hendarman
Candradimuka: Journal of Education Vol. 4 No. 2 (2026): Candradimuka: Journal of Education
Publisher : Pusat Penerjemah dan Penyunting Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60012/cje.v4i2.207

Abstract

This study aims to examine the effect of digital literacy on teacher innovative behavior, with psychological empowerment as a mediating variable. A quantitative approach with a survey design was employed. The participants consisted of 178 teachers from private junior high schools in the Eastern region of Bogor Regency, Indonesia, selected using multistage random sampling. Data were collected through a structured questionnaire using a five-point Likert scale and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicate that digital literacy has a positive and significant effect on both psychological empowerment and teacher innovative behavior, although its direct effect on innovative behavior is relatively small. Psychological empowerment has a strong and significant effect on innovative behavior and serves as a partial mediator in the relationship between digital literacy and innovative behavior. These findings suggest that digital literacy contributes to teacher innovation not only directly but also indirectly through psychological empowerment. The study highlights the importance of integrating digital competence and psychological factors in promoting innovative behavior among teachers. The findings provide both theoretical and practical implications for improving teacher innovation in the context of digital education.
The Relationship Between Parental Roles in Preparing Children for School and Preschool Children's Adaptation Ability Robbiattul Hadawiah; Syifa Jauhar Nafisah; Tanti Ardianti
Journal of Psychology and Education Counseling (JPEC) Vol. 2 No. 1 (2026): JPEC MEI 2026
Publisher : CERDAS AKADEMIKA NUSANTARA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64624/jpec.v2i1.286

Abstract

Entering formal education is an important transition in preschool children’s development that requires social, emotional, cognitive, and behavioral adaptation. Parents play an important role in supporting this transition through early stimulation, emotional support, guidance, and learning experiences before children enter the school environment. This study aimed to examine the relationship between parental roles in preparing children for school and the adaptation ability of preschool children at TK Islam Shiraathal Jannah, Jakarta. The study employed a quantitative approach with a correlational design. The sample consisted of 22 parents selected through total sampling because all members of the population were included as respondents. Data were collected using questionnaires and supported by structured observations in the school environment. Data analysis involved descriptive statistics, the Shapiro–Wilk normality test, linearity testing, and Pearson Product-Moment correlation using SPSS version 25. The results showed that parental roles were categorized as very high, with a mean score of 85.55, while children’s adaptation ability was categorized as moderate, with a mean score of 52.82. Correlation analysis revealed a positive and significant relationship between parental roles and preschool children’s adaptation ability (r = 0.557, p = 0.007, 95% CI = 0.18–0.79). These findings indicate that stronger parental roles in preparing children for school are associated with better adaptation ability. However, because the study used a correlational design, the findings should not be interpreted as evidence of a causal relationship. The findings highlight the importance of collaboration between parents and schools in supporting children’s adaptation during the transition to formal education.
Co-Authors Ajeng Sekar Arum Akbar Fillah Andi Efendi Burhanudin Burhanudin Candra Prasiska Rahmat Devi Ratnasari Diah Mariana Didik Notosudjono Dina Anggara Dwi Prasetyo Rini Evi Fitriyanti Evi Fitriyanti Fijriani Fijriani Fijriani Hendarman Hendarman Hendarman Henny Suharyati Irham Ramdani Kasmanah Kasmanah Lucky Riandika Marfu&#039;i Mariana, Diah Neng Triya Suryaman Nurul Huda Adzkiyah Renanda Nurul Meydiana Rezky Permata Sari Robbiattul Hadawiah Solihatun Solihatun Sri Mauli Sumaryati Tjitro Sumarto Syahputra, Yuda Syifa Jauhar Nafisah T. Sunarto Tukiran, Martinus Valentino Isnaldianto Yopi Yulianti