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All Journal Jurnal Ilmiah Psikologi Terapan Jurnal Psikologi AlphaMath: Journal of Mathematics Education Jurnal Psikologi Integratif AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Kosmik Hukum Jurnal Psikohumanika Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat Community Empowerment Psikobuletin: Buletin Ilmiah Psikologi INSPIRA: Indonesian Journal of Psychological Research Jurnal Penelitian dan Pengukuran Psikologi: JPPP Prosiding University Research Colloquium Jurnal Pendidikan Sosial dan Konseling PSIMPHONI Jurnal Ilmiah Multidisiplin Ilmu Jurnal Padamu Negeri Jurnal Ilmu Psikologi dan Kesehatan
Fatin Rohmah Nur Wahidah
Universitas Muhammadiyah Purwokerto
Religion Arts Humanities Computer Science & IT Education Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Neuroscience Physics Public Health Social Sciences Other

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Peran School Well-Being dan Grit terhadap Academic Achievement pada Siswa Sekolah Menengah Atas Azzahra, Nabilla Feylisha; Wahidah, Fatin Rohmah Nur; Na'imah, Tri; Noveni, Nia Anggri
JURNAL PSIKOLOGI Vol 21, No 2 (2025): Jurnal Psikologi
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jp.v21i2.29718

Abstract

Academic achievement merupakan hal yang penting karena academic achievement merupakan tolok ukur keberhasilan siswa dalam proses belajar. Tinggi rendahnya academic achievement dipengaruhi oleh kondisi sekolah dan ketangguhan siswa untuk mencapai tujuan akademik. Penelitian ini bertujuan untuk mengetahui pengaruh school well-being dan grit terhadap academic achievement pada siswa SMA Negeri 5 Purwokerto, Kabupaten Banyumas. Penelitian ini melibatkan 342 siswa SMA Negeri 5 Purwokerto. Alat ukur yang digunakan yaitu skala school well-being dan skala grit. Alat ukur academic achievement didapatkan dari transformasi nilai rapor semester gasal tahun ajaran 2023/2024. Pengolahan data penelitian menggunakan uji regresi berganda. Hasil penelitian menunjukkan bahwa school well-being dan grit berperan secara signifikan (F = 11,926, sig. = 0.000) baik secara bersama-sama maupun terpisah terhadap academic achievement siswa. Dengan demikian, semakin tinggi school well-being dan grit yang dimiliki oleh siswa maka akan mendorong academic achievement siswa. Oleh karena itu, sekolah diharapkan dapat menciptakan lingkungan pembelajaran yang nyaman sehingga siswa merasa sejahtera dan senang saat berada di sekolah dan dapat berprestasi. Selain itu, sangat penting bagi para siswa untuk mempertahankan keinginan dan dorongan yang ada dalam diri siswa guna meningkatkan academic achievement. Siswa dengan ambisi yang tinggi dapat mengatasi rintangan dan memaksimalkan potensi yang dimiliki.
Pengaruh Peer Pressure terhadap Academic Stress dengan Self-Control sebagai Moderator Mayasari, Dhiya' Farkhalina; Na'imah, Tri; ., Nur'aeni; Wahidah, Fatin Rohmah Nur
Jurnal Pendidikan Sosial Dan Konseling Vol. 4 No. 1 (2026): April - Juni
Publisher : CV. ITTC INDONESIA

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Abstract

Academic stress is a common issue faced by students due to the high academic demands. This study aimed to examine the effect of peer pressure on academic stress, with self-control as a moderating variable, among eleventh-grade students. An correlational quantitative approach was employed. The study population comprised 571 students, from whom a sample of 226 eleventh-grade students of Madrasah “X” was selected using simple random sampling. Data were collected using the Student Life Stress Inventory (SLSI), Peer Pressure Inventory (PPI), and Brief Self-Control Scale (BSCS). Data analysis was conducted using Structural Equation Modelling Partial Least Squares (SEM-PLS) with SmartPLS version 4, which involved evaluating both the outer and inner models. The results showed that peer pressure had a significant effect on academic stress. Self-control also had a significant effect on academic stress. However, self-control did not significantly moderate the relationship between peer pressure and academic stress , among eleventh-grade students of Madrasah “X”. Based on these findings, schools are recommended to develop self-management skills programs to help students cope with academic stress.
Self-Efficacy, Mathematical Reasoning, and Mathematics Anxiety among Junior High Students: A Moderated Mediation Study Wahidah, Fatin Rohmah Nur; Zakyatunissa, Zahra; Wijaya, Tommy Tanu
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 12, No. 1, May 2026
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v12i1.30367

Abstract

Mathematics anxiety is a persistent psychological barrier that negatively affects students’ learning processes and academic performance in mathematics. While previous studies have examined psychological and cognitive predictors of mathematics anxiety, limited research has explored their interaction using an integrative moderated mediation framework. Using a cross-sectional design, data were collected from 145 Grade VIII students at an Indonesian public junior high school. The relationships among variables were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicate that self-efficacy significantly reduces mathematics anxiety and positively predicts mathematical reasoning. Mathematical reasoning also negatively predicts mathematics anxiety and partially mediates the relationship between self-efficacy and anxiety. In addition, self-efficacy moderates the relationship between reasoning and anxiety (β = 0.149), indicating that reasoning skills are more effective at reducing anxiety when students have greater confidence in their mathematical abilities. Mediation analysis further reveals that mathematical reasoning partially mediates the relationship between self-efficacy and mathematics anxiety. These findings highlight the critical interplay between psychological and cognitive factors in mitigating mathematics anxiety, suggesting that reducing anxiety requires a dual-track approach that strengthens students’ mathematical reasoning while simultaneously fostering self-efficacy through confidence-supportive instructional practices such as problem-based and case-based learning.
Co-Authors ., Nur'aeni Agil, Hilda Meriyandah Andhieni Eka Putri Azzahra, Nabilla Feylisha Delya, Ananda Krisma Dewi Ratnasari Dewi Ratnasari Dewi, Syavira Berliana Syaskia Dyah Astorini Wulandari Dyah Astorini Wulandari Edi Joko Setyadi Eka Rizki Meilani Fitri, Tasya Gita Herdian Herdian, Herdian Ika Budi Nurani Imam Faisal Hamzah Iman Permadi Irawan, Muhammad Raynaldi Akbar Putra Luthfi Kalbu Adi Mayasari, Dhiya' Farkhalina Mildaeni, Itsna Nurahma Na'imah, Tri Na’imah, Tri Nerisha Nainaya Noveni, Nia Anggri Nuraeni, N Nur’aeni, Nur’aeni Nur’aeni Nur’aeni Nur’aeni Nur’Aeni, Nur’Aeni Oktaviana, Fannisa Dwi Pambudi Rahardjo Pambudi Rahardjo Permadi, Iman Prima Maharani Putri Qurrataayun, Alif Rahtami Susanti Retno Dwiyanti Rr. Setyawati Saefudin, Yusuf Sahra Dwi Mulya Sari, Ade Puspita Sheila Pradani Agustine Priyono Sulthani, Rifki Hanif Suwarti Suwarti Suwartono, S Tri Naimah, Tri Tri Nai’imah Tri Na’imah Ugung Dwi Ario Wibowo Wibowo, Muhammad Ridho Sukmo Wijaya, Tommy Tanu Yafia Nada Aubertha Zakyatunissa, Zahra