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PSIKOEDUKASI “STOP BULLYING! SAYANG DIRI, SAYANG TEMAN” Meilani Rohinsa; Jane Savitri; Marissa Chitra Sulastra; Elvin Freddrick Ciang; Gledy Ulina Sembiring
BEGAWE: Jurnal Pengabdian Masyarakat Vol. 3 No. 1 (2025): BEGAWE: Jurnal Pengabdian Masyarakat, April 2025
Publisher : Lembaga Berugak Baca

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62667/begawe.v3i1.156

Bullying merupakan permasalahan serius di lingkungan sekolah yang dapat menimbulkan dampak jangka panjang terhadap kesehatan mental dan sosial siswa. Berbagai data nasional menunjukkan tingginya angka kasus bullying, baik secara langsung maupun melalui media digital, yang menunjukkan pentingnya diadakan intervensi dini. Kegiatan pengabdian masyarakat ini bertujuan untuk meningkatkan pemahaman siswa terhadap bullying melalui pendekatan psikoedukasi berbasis service learning. Kegiatan dilaksanakan oleh Fakultas Psikologi Universitas Kristen Maranatha yang bekerja sama dengan SDK Gamaliel di Kabupaten Bandung pada tanggal 25 Februari 2025, dengan tema "Stop Bullying! Sayangi Diri, Sayangi Teman." Sasaran kegiatan ini adalah siswa kelas IV, V, dan VI dengan total partisipasi sebanyak 144 siswa. Metode yang digunakan meliputi pemaparan secara langsung, media visual, sesi mencairkan suasana, serta pre-post test untuk mengukur pemahaman siswa. Hasil kegiatan menunjukkan adanya peningkatan kesadaran siswa mengenai jenis-jenis, dampak, serta strategi pencegahan bullying. Program ini membuktikan bahwa keterlibatan aktif siswa dalam kegiatan edukatif dapat membentuk lingkungan belajar yang lebih aman serta mendorong dukungan dan kepedulian terhadap sesama

The Combined Role of Self-Esteem and Life Satisfaction in Enhancing Student Engagement Savitri, Jane; Kiswantomo, Heliany; Tambun, Grace Naulee
Journal An-Nafs: Kajian Penelitian Psikologi Vol. 8 No. 2 (2023): Journal An-Nafs: Kajian Penelitian Psikologi
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/psi.v8i2.4236

Student engagement is essential for academic success and holistic development, yet many studies have examined only isolated predictors of engagement. While self-esteem and life satisfaction have each been linked to engagement, few studies have investigated their combined effect, particularly within non-Western contexts such as Indonesia. Addressing this gap, the present study examines the joint and individual contributions of self-esteem and life satisfaction to student engagement among 397 active university students in Bandung City. Using a quantitative correlational design, data were collected through the University Student Engagement Inventory (USEI), the Rosenberg Self-Esteem Scale (RSES), and the Satisfaction with Life Scale (SWLS). Multiple regression analysis revealed that self-esteem and life satisfaction significantly predicted student engagement, both independently and simultaneously (R² = 0.31, p < .001). Self-esteem emerged as the stronger predictor, accounting for 21.3% of the variance, compared to 9.7% from life satisfaction. These findings underscore the importance of fostering both self-esteem and life satisfaction in educational settings to enhance student engagement. The study contributes a novel perspective by demonstrating the synergistic influence of these two psychological factors in a culturally specific context. Practical implications include the need for integrated student development programs that promote self-worth and subjective well-being. The study calls for future research to examine how each predictor influences different dimensions of engagement—behavioral, emotional, and cognitive—over time.

PELATIHAN ASERTIF UNTUK MENINGKATKAN PERSONAL SAFETY SKILLS PADA REMAJA TUNAGRAHITA Lastari, Sati; Wardani, Ria; Savitri, Jane
JIP (Jurnal Intervensi Psikologi) Vol. 17 No. 1 (2025): JIP: Jurnal Intervensi Psikologi
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/intervensipsikologi.vol17.iss1.art1

ABSTRAK: Remaja tunagrahita memiliki kerentanan tinggi terhadap kekerasan seksual karena keterbatasan dalam mengenali, menolak, dan melaporkan situasi berisiko. Penelitian ini mengkaji efektivitas pelatihan asertif untuk meningkatkan personal safety skills pada remaja tunagrahita. Pelatihan ini bertujuan memperkuat kemampuan untuk mengenali, menolak, dan melaporkan situasi berisiko kekerasan. Penelitian ini menggunakan desain eksperimental sejati dengan dua kelompok: kelompok eksperimen yang menerima pelatihan asertif dan kelompok kontrol yang tidak menerima intervensi. Sampel terdiri dari 18 remaja Perempuan tunagrahita ringan usia 13–19 tahun. Hasil uji paired-samples t-test menunjukkan peningkatan signifikan pada keterampilan keselamatan diri setelah intervensi (p = .027). Temuan ini menegaskan bahwa pelatihan asertif efektif dalam meningkatkan kemampuan anak untuk mengenali dan menetapkan batasan dalam situasi berisiko. Kata kunci: pelatihan asertif, personal safety skills, tunagrahita, remaja, pencegahan kekerasan seksual. ABSTRACT: Adolescents with intellectual disabilities are highly vulnerable to sexual violence due to limitations in recognizing, resisting, and reporting risky situations. This study examined the effectiveness of assertive training in enhancing personal safety skills among adolescents with intellectual disabilities. The training aimed to strengthen their ability to recognize, refuse, and report situations involving the risk of abuse. A true experimental design was used, involving two groups: an experimental group that received assertive training and a control group with no intervention. The sample consisted of 18 female adolescents with mild intellectual disabilities aged 13–19 years. Results of the paired-sample t-test showed a significant increase in personal safety skills following the intervention (p = .027). These findings suggest that assertive training effectively improves adolescents’ ability to recognize and establish boundaries in high-risk situations. Keywords: assertive training, personal safety skills, intellectual disabilities, adolescents, sexual abuse prevention.

PELATIHAN ASERTIF UNTUK MENINGKATKAN PERSONAL SAFETY SKILLS PADA REMAJA TUNAGRAHITA Lastari, Sati; Wardani, Ria; Savitri, Jane
JIP (Jurnal Intervensi Psikologi) Vol. 17 No. 1 (2025): JIP: Jurnal Intervensi Psikologi
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/intervensipsikologi.vol17.iss1.art1

ABSTRAK: Remaja tunagrahita memiliki kerentanan tinggi terhadap kekerasan seksual karena keterbatasan dalam mengenali, menolak, dan melaporkan situasi berisiko. Penelitian ini mengkaji efektivitas pelatihan asertif untuk meningkatkan personal safety skills pada remaja tunagrahita. Pelatihan ini bertujuan memperkuat kemampuan untuk mengenali, menolak, dan melaporkan situasi berisiko kekerasan. Penelitian ini menggunakan desain eksperimental sejati dengan dua kelompok: kelompok eksperimen yang menerima pelatihan asertif dan kelompok kontrol yang tidak menerima intervensi. Sampel terdiri dari 18 remaja Perempuan tunagrahita ringan usia 13–19 tahun. Hasil uji paired-samples t-test menunjukkan peningkatan signifikan pada keterampilan keselamatan diri setelah intervensi (p = .027). Temuan ini menegaskan bahwa pelatihan asertif efektif dalam meningkatkan kemampuan anak untuk mengenali dan menetapkan batasan dalam situasi berisiko. Kata kunci: pelatihan asertif, personal safety skills, tunagrahita, remaja, pencegahan kekerasan seksual. ABSTRACT: Adolescents with intellectual disabilities are highly vulnerable to sexual violence due to limitations in recognizing, resisting, and reporting risky situations. This study examined the effectiveness of assertive training in enhancing personal safety skills among adolescents with intellectual disabilities. The training aimed to strengthen their ability to recognize, refuse, and report situations involving the risk of abuse. A true experimental design was used, involving two groups: an experimental group that received assertive training and a control group with no intervention. The sample consisted of 18 female adolescents with mild intellectual disabilities aged 13–19 years. Results of the paired-sample t-test showed a significant increase in personal safety skills following the intervention (p = .027). These findings suggest that assertive training effectively improves adolescents’ ability to recognize and establish boundaries in high-risk situations. Keywords: assertive training, personal safety skills, intellectual disabilities, adolescents, sexual abuse prevention.

Parent-Adolescent Conflicts Viewed from Emotional Independence and Parenting Styles Vision, Vision; Savitri, Jane; Tjandraningtyas, Jacqueline
Psympathic : Jurnal Ilmiah Psikologi Vol. 11 No. 2 (2024): PSYMPATHIC
Publisher : Fakultas Psikologi, Universitas Islam Negeri (UIN) Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/psy.v11i2.26257

The level of parent-adolescent conflicts increases after children attain puberty, facilitated by hormonal changes and cognitive development, which are believed to contribute to adolescents developing a sense of emotional autonomy from parents. These changes often lead to parent-adolescent conflicts, facilitating more mature and equal relationships between both parties. Parenting styles in responding to adolescentsâ€™ growing need for independence also influence the conflicts. Therefore, this study aimed to investigate the impact of adolescentsâ€™ emotional autonomy and parenting styles on the level of conflicts. To achieve this objective, a quantitative study was conducted on 386 Junior and Senior High School students from X Foundation, Denpasar. The results of multiple regression analysis showed that both emotional autonomy and parenting styles significantly impacted parent-adolescent conflicts. The contribution of these variables was more pronounced for mothers (50%) than fathers (43%). Both authoritative and authoritarian parenting styles were found to influence conflicts. Therefore, reducing parent-adolescent conflicts required considering adolescentsâ€™ emotional autonomy and fostering authoritative parenting styles.

Pelatihan Self Efficacy Untuk Meningkatkan Readiness for Change pada Teknisi di PT â€œXâ€ Bandung Permadi, Azalia Cindy; Savitri, Jane; Kuntari, Indah Soca
Journal of Education, Humaniora and Social Sciences (JEHSS) Vol 5, No 2 (2022): Journal of Education, Humaniora and Social Sciences (JEHSS), November
Publisher : Mahesa Research Center

This research is aimed at investigating the impact of the Self-Efficacy Training to Improve Readiness for Change on the technicians of â€œXâ€ Ltd.. The research instrument used was Holtâ€™s (2003) RFCQ II questionnaire which has been modified by Puspitasari with the validity number of 0.321 to 0.807 and reability number of 0.843. The validity test of the research tool was conducted using the construct validity. The quantitative research method was employed to analyze the data obtained in this research. The research result has shown that there is a difference in the self-efficacy scores obtained by the experimental group consisting of Telkom Ltd. technicians before and after the training. A theoretical suggestion for following research is to conduct explorative research to find out other factors affecting the dimension of appropriateness. This is so that an effective training program can be arranged to increase the aforementioned dimension. A practical suggestion for Telkom Akses Ltd. is that the self- efficacy training is not only held for the companyâ€™s units in West Java Area, but also for all units in its other operating areas all over Indonesia.

PERSPEKTIF MASA DEPAN UNTUK KETERLIBATAN SISWA SMA Andamari, Stephanie; Savitri, Jane; Cahyono, Maria Yuni Megarini; Tjandraningtyas, Jacqueline Marie
JIP (Jurnal Intervensi Psikologi) Vol. 16 No. 1 (2024): JIP: Jurnal Intervensi Psikologi
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/intervensipsikologi.vol16.iss1.art3

School engagement is an important factor in learning influenced by social and personal contexts, including motivation. Theoretically, future time perspective (FTP) can enhance student motivation. The aim of this research is to determine whether FTP psychoeducation can increase school engagement in high school students. This research uses a quasi-experimental method with a non-equivalent control group design to examine whether FTP in the form of psychoeducation can enhance school engagement. There were 64 students who participated in this research, namely 33 students in the control group and 31 students in the experimental group. The results of the comparative test show that FTP psychoeducation has no effect on school engagement. The characteristics, conditions of students, and the design of FTP psychoeducation modules need to be considered in further research. Suggestions for more research on variables involving internal factors of students to increase school engagement.

PELATIHAN STRATEGI SELF-REGULATED LEARNING FASE FORETHOUGHT UNTUK STUDENT ENGAGEMENT SISWA SMP Aripin, Natania Alfega; Savitri, Jane; Megarini, Maria Yuni
JIP (Jurnal Intervensi Psikologi) Vol. 15 No. 2 (2023): JIP: Jurnal Intervensi Psikologi
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/intervensipsikologi.vol15.iss2.art4

Student engagement issues are commonly found in schools, particularly among junior high school students. One of the internal factors that can enhance student engagement is students' proficiency in utilizing self-regulated learning strategies during the forethought phase. SRL forethought was provided in the form of experiential training, where students learned through their own experiences. Participants in this research were 12 students in the control group and 11 students in the experimental group. The results of the difference test indicate that SRL forethought training is effective in improving student engagement in seventh-grade students (p=0.018; z=-2.358). The control group also demonstrated significant differences between pre and post-test conditions (p=0.40; z=-2.051). In conclusion, SRL forethought training is essential for students to prevent a decline in engagement in seventh-grade students. Subsequent researchers may conduct subject randomization based on student engagement categories to achieve a more balanced initial condition.

PERSPEKTIF MASA DEPAN UNTUK KETERLIBATAN SISWA SMA Andamari, Stephanie; Savitri, Jane; Cahyono, Maria Yuni Megarini; Tjandraningtyas, Jacqueline Marie
JIP (Jurnal Intervensi Psikologi) Vol. 16 No. 1 (2024): JIP: Jurnal Intervensi Psikologi
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/intervensipsikologi.vol16.iss1.art3

School engagement is an important factor in learning influenced by social and personal contexts, including motivation. Theoretically, future time perspective (FTP) can enhance student motivation. The aim of this research is to determine whether FTP psychoeducation can increase school engagement in high school students. This research uses a quasi-experimental method with a non-equivalent control group design to examine whether FTP in the form of psychoeducation can enhance school engagement. There were 64 students who participated in this research, namely 33 students in the control group and 31 students in the experimental group. The results of the comparative test show that FTP psychoeducation has no effect on school engagement. The characteristics, conditions of students, and the design of FTP psychoeducation modules need to be considered in further research. Suggestions for more research on variables involving internal factors of students to increase school engagement.

PELATIHAN STRATEGI SELF-REGULATED LEARNING FASE FORETHOUGHT UNTUK STUDENT ENGAGEMENT SISWA SMP Aripin, Natania Alfega; Savitri, Jane; Megarini, Maria Yuni
JIP (Jurnal Intervensi Psikologi) Vol. 15 No. 2 (2023): JIP: Jurnal Intervensi Psikologi
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/intervensipsikologi.vol15.iss2.art4

Student engagement issues are commonly found in schools, particularly among junior high school students. One of the internal factors that can enhance student engagement is students' proficiency in utilizing self-regulated learning strategies during the forethought phase. SRL forethought was provided in the form of experiential training, where students learned through their own experiences. Participants in this research were 12 students in the control group and 11 students in the experimental group. The results of the difference test indicate that SRL forethought training is effective in improving student engagement in seventh-grade students (p=0.018; z=-2.358). The control group also demonstrated significant differences between pre and post-test conditions (p=0.40; z=-2.051). In conclusion, SRL forethought training is essential for students to prevent a decline in engagement in seventh-grade students. Subsequent researchers may conduct subject randomization based on student engagement categories to achieve a more balanced initial condition.

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