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PENDEKATAN NARATIF DALAM KONSELING RATIONAL EMOTIVE BEHAVIOR THERAPY (REBT) UNTUK MENGELOLA EMOSI Purbaning Tyas, Prias Hayu
JURNAL FOKUS KONSELING Vol 1, No 2 (2015)
Publisher : JURNAL FOKUS KONSELING

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AbstractÂ The research aims to obtain an overview of the effectiveness of the narrative approach in counseling Rational Emotive Behavior Therapy (REBT) to manage emotions. The approach used in this study is a quantitative approach using a quasi-experimental methods. The study design used is one group pretest-posttest design using purposive sampling technique. The samples were 6 students who score low emotion management. The instrument used in the form of guidelines for the interview to express emotion management profile of students in class X. The results showed that: (1) there are 6 students of 14 students interviewed, have a tendency to be difficult to manage emotions appropriately; (2) The narrative approach in counseling REBT apparently quite effective for improving emotional intelligence on aspects of self-awareness, self-regulation, self-motivation, empathy, and social skills. This recommendation is addressed to the teacher guidance and counseling, further research, and study of Guidance and Counseling Program. Â Keywords: counseling REBT, narrative approach, manage emotions.

HUBUNGAN ANTARA DUKUNGAN SOSIAL TEMAN SEBAYA DAN STATUS PENCAPAIAN IDENTITAS DIRI PADA REMAJA PANTI ASUHAN SANTO YUSUP SINDANGLAYA Ayu Dwi Prameswari, Benedikta Vitalita; Purbaning Tyas, Prias Hayu
Jurnal Bimbingan Konseling dan Psikologi Vol 5 No 2 (2025): Jurnal Bimbingan Konseling dan Psikologi (JUBIKOPS)
Publisher : Universitas Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56185/jubikops.v5i2.1127

Penelitian ini bertujuan untuk mengetahui seberapa tinggi dukungan sosial teman sebaya pada remaja di Panti Asuhan Santo Yusup Sindanglaya, mengetahui status identitas diri yang telah dicapai oleh remaja, serta menganalisis hubungan antara dukungan sosial teman sebaya dengan status pencapaian identitas diri. Penelitian ini menggunakan metode kuantitatif dengan pendekatan deskriptif korelasional. Subjek penelitian berjumlah 92 remaja berusia 15–18 tahun yang tinggal di panti asuhan tersebut. Instrumen yang digunakan berupa dua kuesioner: skala dukungan sosial teman sebaya dan skala status pencapaian identitas diri. Data dianalisis menggunakan korelasi Spearman’s rho. Hasil penelitian menunjukkan bahwa 45,7% remaja memiliki tingkat dukungan sosial teman sebaya yang sangat tinggi, dan 68,48% remaja telah mencapai status identity achievement. Terdapat hubungan positif yang signifikan antara dukungan sosial teman sebaya dengan pencapaian identitas diri (p < 0,001; rs = 0,350). Temuan ini mengindikasikan bahwa dukungan teman sebaya memegang peran penting dalam membantu remaja membentuk dan mencapai identitas dirinya.

Kebermaknaan Hidup Pemimpin Organisasi Mahasiswa Yang Mengalami GAP Year Sugiharto, Bagas; Purbaning Tyas, Prias Hayu
SOLUTION Vol 7, No 1 (2025)
Publisher : Universitas Sanata Dharma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/sol.v7i1.12336

This research aims to (1) identify the various ways to interpret the dynamics of personal development for organizational leaders who have experienced a Gap Year, (2) understand the different perspectives of organizational leaders who have experienced a Gap Year regarding suffering in finding meaning in life, (3) determine the various influences felt by organizational leaders who have experienced a Gap Year as a result of their search for meaning in life, and (4) identify the various obstacles in the process of finding meaning in life within each dynamic of the organization led by organizational leaders who have experienced a Gap Year. This research employs a qualitative method with a phenomenological approach. Data collection was conducted through observation and interviews with two research subjects who are organizational leaders who experienced a Gap Year due to working before attending university. The research results indicate that both subjects were able to find meaning in life as organizational leaders who had experienced a Gap Year. The data obtained shows that both (1) subjects had their own ways of finding meaning in their lives. (2) Although some events within the organization evoked negative emotions such as anger and disappointment, both subjects tried to accept and be grateful for them as part of the journey. (3) Age differences with their members also influenced the emergence of problems that hindered the discovery of meaning in life, although both subjects were ultimately able to overcome them. (4) Various problems present in the organization served as a form of maturation and supported self-actualization as organizational leaders.

TINGKAT PERILAKU PHUBBING PADA GENERASI Z Watulangkow, Talita Katrin; Purbaning Tyas, Prias Hayu
SOLUTION Vol 6, No 1 (2024)
Publisher : Universitas Sanata Dharma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/sol.v6i1.9442

This study was conducted with the aim of, (1) describing the level of phubbing behavior in Generation Z by students of the Guidance and Counseling study program at the Sanata Dharma University of Yogyakarta, class of 2021, and (2) proposing activity topics for the Guidance and Counseling study program based on the highest score of the item scores. Descriptive quantitative is the research method in this study. The subjects of this study were students of the Guidance and Counseling study program at the Sanata Dharma University class of 2021, who are included in Generation Z and 103 students became respondents. The level of phubbing behavior in Generation Z reviewed in this study is based on the development of the Generic Scale of Phubbing with aspect nomophobia, interpersonal conflict, self-isolation, and problem acknowledgment. The data collection techniques were carried out directly using a 52-item questionnaire. There are 46 valid items, with a Cronbach Alpha reliability index of 0,899. The result of the study revealed that: (1) there are no students who have very high level of phubbing behavior, 1 student (1%) has a level of phubbing behavior in the high category, 26 students (25,2%) have a level of phubbing behavior in the medium category, 58 students (56,3%) have a level of phubbing behavior in the low category, and 18 students (17,5%) have a level of phubbing behavior in the very low category. The results indicate that the majority of students from 2021 have low levels of phubbing behavior, they have a concern and directed focus on ongoing communication with others, without smartphones as a distraction. (2) Based on the results of the study, several activities are proposed for the Guidance and Counseling study program at Sanata Dharma University in Yogyakarta, including individual counseling and stadium general with topics such as “Phubbing and Social Bonds in Generation Z”, “Phubbing: Understanding the Psychological Aspects behind the Rise of Smartphone Use”, and “Phubbing: Interpersonal Communication Challenges in the Digital Era”.

EDUCATIONAL IMPLICATIONS OF THE RELATIONSHIP BETWEEN PSYCHOLOGICAL WELL-BEING AND FEAR OF MISSING OUT AMONG UNIVERSITY STUDENTS USING SOCIAL MEDIA Alicia Wulan Cahyani; Prias Hayu Purbaning Tyas
EDUCATIONE Volume 4, Issue 1, January 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i1.162

Networked technologies have become integral to university life, simultaneously enabling collaboration and learning support while heightening social comparison and notification-driven checking. Within this ecology, Fear of Missing Out (FoMO) has been linked internationally to lower psychological well-being (PWB), yet evidence is scarce for Indonesian teacher-education students whose developmental tasks and relational demands may render specific facets of PWB especially sensitive. This study aimed to (a) describe FoMO and PWB levels among undergraduates in a teacher-education faculty and (b) test their association, providing context-specific, facet-aware evidence to inform student supports. Using a cross-sectional, quantitative correlational design, 168 FKIP Universitas Sanata Dharma students completed validated measures: ON-FoMO (post try-out 19 items) and Ryff’s PWB (post try-out 46 items). Analyses in SPSS included descriptive statistics, Kolmogorov–Smirnov normality checks, linearity tests, and two-tailed Pearson correlations (α = .05). Results showed FoMO was predominantly Low/Very Low (59.4%) with 29.0% Medium and 11.9% High/Very High, while PWB was mainly High/Very High (58.3%) with 38.7% Medium. FoMO correlated moderately and negatively with PWB, r = −0.420, p < .001 (95% CI [−0.537, −0.287]), implying r² ≈ 17.6% variance explained. We conclude that greater FoMO is meaningfully associated with lower eudaimonic functioning in this cohort. Implications include tiered, low-cost supports: universal digital self-regulation workshops (notification control, time-boxing), micro-interventions that reinforce purpose and self-acceptance (values–goals alignment, reflective journaling), and short “dose” trials of reduced daily social-media use paired with mood/sleep tracking. Future research should employ longitudinal or experimental designs to establish directionality, integrate behavioral usage logs (screen-time, notifications), examine platform-specific behaviors (passive vs. active use, time-of-day), and model additional covariates (e.g., socioeconomic status, practicum load) to clarify mechanisms and boundary conditions.

SELF-REWARD BEHAVIOR AS A STRATEGY TO REDUCE ACADEMIC STRESS: EVIDENCE FROM EDUCATIONAL CONTEXT Claudea Amanda Kristiani; Prias Hayu Purbaning Tyas
EDUCATIONE Volume 3, Issue 2, July 2025
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v3i2.104

Academic stress is a pervasive issue among university students, driven by increasing academic demands, high expectations, and insufficient coping mechanisms. This study aimed to analyze the relationship between self-reward behavior and academic stress among sixth-semester students at the Faculty of Teacher Training and Education, Universitas Sanata Dharma Yogyakarta. Employing a quantitative correlational design, the research involved 212 respondents selected through purposive probability sampling. Data were collected via online questionnaires utilizing validated and reliable Likert and Guttman scales. The findings revealed that 80.2% of students reported high self-reward behavior, while 51.4% experienced high academic stress. Statistical analysis using Spearman’s rank correlation indicated a significant but weak negative relationship between self-reward and academic stress (r = -0.207, p = 0.002), suggesting that greater self-reward behavior is associated with reduced academic stress. In conclusion, while self-reward alone may not fully alleviate academic stress, it serves as a potential coping strategy that can enhance emotional well-being and support academic adjustment. The study contributes to the literature by highlighting the contextual effectiveness of self-reward in education and recommends further research to examine additional coping strategies and the long-term effects of self-reward interventions in diverse educational settings.

EDUCATIONAL IMPLICATIONS OF SOCIAL MEDIA INTENSITY ON UNIVERSITY STUDENTS’ PSYCHOLOGICAL WELL-BEING: A CORRELATIONAL STUDY Maria Retno Agustin; Prias Hayu Purbaning Tyas
EDUCATIONE Volume 3, Issue 2, July 2025
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v3i2.133

University students in Indonesia are experiencing emerging adulthood, a period marked by identity exploration, instability, and heightened sensitivity to social feedback, making psychological well-being (PWB) a critical resource for adaptive functioning. Social media has become central to students’ academic coordination, social connection, and identity work, yet its effects on well-being remain debated internationally and locally. This study aimed to examine the relationship between social media usage intensity and PWB among undergraduate students of the Faculty of Teacher Training and Education (FKIP), Universitas Sanata Dharma, cohort 2021. A quantitative correlational design was employed, using proportionally distributed samples (N = 278) from the faculty. Social media intensity was operationalized across four dimensions—attention, immersion, duration, and frequency—while PWB was assessed using Ryff’s six dimensions. Data were collected through validated Likert-scale questionnaires (reliability: α = 0.993 for intensity; α = 0.907 for PWB) and analyzed using Spearman’s rho correlation. Results showed that most students reported high to very high intensity (73.7%) and high to very high PWB (66.2%). A small but significant negative correlation emerged between intensity and PWB (ρ = –0.134, p = .026), indicating that heavier use is modestly associated with lower well-being. The study concludes that while social media engagement is pervasive, its negative impact on PWB is minimal at the cohort level, suggesting that individual usage patterns and regulatory skills moderate outcomes. Findings are beneficial for guiding digital literacy programs, well-being modules, and nuanced policies focusing on purposeful, active engagement. Future research should employ longitudinal or experimental designs and differentiate between active and passive use.

THE ROLE OF FAMILY SUPPORT IN ENHANCING PSYCHOLOGICAL WELL-BEING AMONG FINAL-YEAR EDUCATION STUDENTS Fransiska Citra Pratiwi; Prias Hayu Purbaning Tyas
EDUCATIONE Volume 3, Issue 2, July 2025
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v3i2.134

Final-year undergraduates face intense academic pressures, supervisory dynamics, and career uncertainty that can erode psychological well-being (PWB), while family support often serves as a primary resource in collectivist contexts. Objective: to assess the association between family support (emotional, informational, instrumental, appraisal) and Ryff-based PWB among final-year students. Quantitative correlational design at FKIP–Sanata Dharma University; sample n = 278 (Cohort 2021); 42-item family support scale (α = 0.969) and 39-item PWB scale (α = 0.918) using a 4-point Likert format; two-tailed Spearman’s ρ employed due to non-normality. Results: a strong positive association emerged between family support and PWB (ρ = 0.782; p < .001); family support levels were predominantly High/Very High (71.6%), as was PWB (70.5%), with only a small minority in lower categories. Higher perceived family support corresponds to better eudaimonic functioning (self-acceptance, autonomy, environmental mastery, positive relations, purpose in life, personal growth) during the thesis phase. Findings guide student services to screen for low family support and provide compensatory scaffolds (peer mentoring, writing/financial clinics) alongside autonomy-supportive family psychoeducation; at the policy level, they support enhancing advising capacity and structured family touchpoints at thesis milestones. Suggestions: future longitudinal, multivariate studies should test mediators (resilience, self-efficacy) and moderators (gender, SES, living arrangement), and differentiate support quality (autonomy support vs. control) in relation to specific PWB dimensions.

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