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All Journal Prosiding Temu Ilmiah Nasional X Ikatan Psikologi Perkembangan Indonesia Humaniora International Journal of Humanities Education and Social Sciences SINTHOP: Media Kajian Pendidikan, Agama, Sosial dan Budaya
Hurriyati, Evi Afifah
Bina Nusantara University
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Control and Emotional Reactivity Levels: Which One, Positive or Negative Emotional Reactivity Links with Effortful Control? Evi Afifah Hurriyati; Efi fitriana; Surya Cahyadi; Wilis Srisayekti
Humaniora Vol. 11 No. 1 (2020): Humaniora
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/humaniora.v11i1.6188

Abstract

The research investigated the relationship between effortful control and emotional reactivity in students. It also analyzed the description of each variable descriptively based on the levels of effortful control and the level of emotional reactivity. The method was by self-report through questionnaires distributed to students aged 18-30 years. There were 357 participants that were consisting of 94 male students and 263 female students. The measuring instrument was the Effortful Control from the Adult Temperament Scale Questionnaire (ATQ) Scale-Short form, and the Perth Emotional Reactivity Scale-Short Form scale. The result shows that there is a positive significant relationship between effortful control and positive emotional reactivity. However, the research shows that there is a negatively significant relationship between effortful control and negative emotional reactivity. It states that students with high levels of effortful control have high positive emotional reactivity. Likewise, students who have low levels of effortful have low positive emotional reactivity. However, individuals who have a high level of effortful control have low negative emotional reactivity and vice versa.   
When Obedience and Resilience Become a Burden: Tadayyun, Academic Resilience, and Dual Role Conflict among Student-Mothers in Online Learning Alifa Ashaira; Evi Afifah Hurriyati
International Journal Of Humanities Education and Social Sciences (IJHESS) Vol 5 No 4 (2026): IJHESS FEBRUARY 2026
Publisher : CV. AFDIFAL MAJU BERKAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55227/ijhess.v5i4.2137

Abstract

The rapid expansion of online higher education following the COVID-19 pandemic has significantly increased the participation of student-mothers, intensifying the challenges associated with balancing academic, domestic, and professional responsibilities. This situation has heightened the potential for multiple role conflict, particularly in relation to personal religiosity (tadayyun) and academic resilience as internal coping resources. Despite growing attention to work–family conflict, limited empirical research has examined how tadayyun and academic resilience jointly predict multiple role conflict among student-mothers engaged in online learning. This study aimed to analyze the role of tadayyun and academic resilience in predicting multiple role conflict among student-mothers participating in online higher education. A correlational research design was applied using multiple linear regression analysis. The sample consisted of 150 student-mothers selected through purposive sampling. Partial regression analysis indicated that tadayyun (β = 0.190; p < 0.05) and academic resilience (β = 0.650; p < 0.001) had positive and significant effects on multiple role conflict, with academic resilience identified as the strongest predictor. Simultaneous testing (ANOVA) produced an F-value of 114.747 (p < 0.001), confirming the statistical significance of the regression model. The coefficient of determination (R² = 0.610) showed that 61% of the variance in multiple role conflict was explained by tadayyun and academic resilience, while 39% was influenced by other factors beyond the model. These findings demonstrate that tadayyun and academic resilience collectively exert a substantial predictive influence on multiple role conflict among student-mothers in online learning contexts. Future research is encouraged to include more diverse populations and explore additional mediating or moderating variables to better understand the dynamics of role conflict in higher education.
Developing the Al-Ghazali Learning Values Scale: Initial Evidence of Validity and Reliability among Online Learners Hayati, Pelita; Hurriyati, Evi Afifah
Sinthop: Media Kajian Pendidikan, Agama, Sosial dan Budaya Vol. 5 No. 1 (2026): January-June
Publisher : Lembaga Aneuk Muda Peduli Umat, Bekerjasama dengan LaKaspia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69548/sinthop.v5.i1.83.43-53

Abstract

Learning values play an important role in shaping students’ attitudes toward knowledge, discipline, and academic responsibility. Although Al-Ghazali’s educational philosophy provides a rich framework for value-based learning, empirical instruments designed to measure these values remain limited in contemporary educational research. This study aimed to examine the initial psychometric properties of the Al-Ghazali Learning Values Scale among students engaged in online learning. The instrument was developed based on key dimensions derived from Al-Ghazali’s educational thought, including sincerity in learning, academic ethics, self-reflection, perseverance in seeking knowledge, and the integration of knowledge with moral and spiritual purposes. The preliminary scale consisted of 28 items and was administered to 263 Muslim students enrolled in online learning programs. Item validity was examined using corrected item–total correlation, while internal reliability was assessed using Cronbach’s alpha coefficient. The results indicated that all items met the minimum validity criterion and demonstrated strong internal consistency, with a Cronbach’s alpha coefficient of 0.894. The Kaiser–Meyer–Olkin statistic also indicated excellent sampling adequacy. These findings provide preliminary empirical evidence supporting the feasibility of the Al-Ghazali Learning Values Scale as a tool for examining value-based learning within the context of contemporary educational research.
Co-Authors Alifa Ashaira Apriyani Taryaka Efi fitriana Efi Fitriana Efi Fitriani Gde Agus Surya Cahyadi Hayati, Pelita Mawarni, Ratri Dyah Muhamad Nanang Suprayogi Nanda Annisa Ratri Dyah Mawarni Taryaka, Apriyani Wilis Srisayekti, Wilis Yi Ying Yi Ying