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All Journal Humanitas: Indonesian Psychological Journal Syntax Literate: Jurnal Ilmiah Indonesia NUSANTARA : Jurnal Ilmu Pengetahuan Sosial JURNAL PENDIDIKAN TAMBUSAI Psikologi Konseling: Jurnal Kajian Psikologi dan Konseling Jurnal Ilmiah Psyche Jurnal Consulenza : Jurnal Bimbingan Konseling dan Psikologi Jurnal Penelitian Pendidikan, Psikologi Dan Kesehatan (J-P3K) Klinik: Jurnal Ilmiah Kedokteran dan Kesehatan
Rizki Fitlya, Rizki
Unknown Affiliation
Arts Humanities Economics, Econometrics & Finance Education Environmental Science Health Professions Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Pengaruh Anger Management Training dalam Menurunkan Perilaku Agresivitas Pada Siswa SMP LKIA Pontianak Safira Aprisia Rahayu; Rizki Fitlya; Nur Kur’ani Nur Kur’ani
PSIKOLOGI KONSELING Vol. 19 No. 2 (2025): Jurnal Psikologi Konseling
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/7m25zy86

Abstract

Masa remaja adalah periode krusial dengan gejolak emosi dan tekanan jiwa, sering disebut sturm und drang atau pencarian jati diri. Ketidakstabilan emosi remaja dapat memicu perilaku agresif, yaitu tindakan menyakiti orang lain. Fenomena ini menjadi perhatian serius, terbukti dari peningkatan prevalensi kekerasan pada anak dan remaja (SNPHAR 2024), serta observasi dan wawancara di SMP LKIA Pontianak yang menunjukkan tingginya kasus perilaku agresif siswa, seperti memukul, menendang, mengumpat, dan kurangnya rasa hormat terhadap guru.Tanggapan orang tua yang kurang kooperatif saat dipanggil pihak sekolah mengenai perilaku anaknya akan memperparah kondisi ini. Penelitian ini bertujuan menguji pengaruh Anger Management Training dalam menurunkan perilaku agresif pada siswa SMP LKIA Pontianak. Metode penelitian desain one group pretest-posttest, membandingkan hasil sebelum dan sesudah intervensi. Delapan siswa dipilih melalui Purposive Sampling sebagai partisipan. Analisis data Uji-T berpasangan (Paired Sample T-test) menunjukkan nilai signifikansi 0,000, mengindikasikan pengaruh signifikan intervensi. Persentase perilaku agresif siswa menurun 16%, dari 58% (pre-test) menjadi 42% (post-test). Hasil penelitian menunjukkan sebelum intervensi, peserta banyak di kategori sedang (62,5%) dan tinggi (37,5%), dengan indikator menonjol seperti mengumpat dan memukul. Setelah intervensi, 37,5% peserta berada di kategori rendah dan 62,5% di kategori sedang.
Pengaruh Efikasi Diri terhadap Kecemasan Akademik dalam Mata Pelajaran Matematika Siswa MTs Negeri 1 Pontianak Aisah Eka Fitriani; Widya Lestari; Rizki Fitlya
Jurnal Ilmiah Kedokteran dan Kesehatan Vol. 4 No. 1 (2025): Januari : Jurnal Ilmiah Kedokteran dan Kesehatan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/klinik.v4i1.5474

Abstract

Mathematics education is a cornerstone in developing students’ critical and analytical thinking skills. This study aimed to examine the effect of self-efficacy on academic anxiety among students of MTs Negeri 1 Pontianak. A quantitative correlational design was employed with 148 students selected via proportional stratified random sampling. Data were collected using the Self-Efficacy Questionnaire for Mathematics (SEQ-M, 20 items) and an adapted 18-item State-Trait anxiety Inventory. Content validity was established by expert panels and reliability coefficients were α = 0.931 for self-efficacy and α = 0.965 for anxiety. Inferential analyses included Kolmogorov–Smirnov normality tests, scatterplot linearity assessments, Pearson correlation, and simple linear regression. Results indicated a significant negative correlation between self-efficacy and academic anxiety (r = –0.438; p < 0.001). The regression coefficient of –0.609 shows that each unit increase in self-efficacy reduces academic anxiety by 0.609 points. Self-efficacy accounted for 19.2% of the variance in anxiety levels (R² = 0.192). Descriptive findings revealed most students scored at moderate levels of self-efficacy (69.1%) and anxiety (86.4%). These outcomes support Bandura’s social cognitive theory, emphasizing belief in one’s capabilities as a buffer against negative emotional responses in mathematics. Practical implications include designing mastery-oriented learning activities, providing targeted positive feedback, and implementing coping strategies and emotion-regulation training. Future research should investigate moderating factors such as social support and self-regulated learning, and adopt qualitative approaches to capture students’ subjective experiences.
Co-Authors Aisah Eka Fitriani Anjani Irma Noviyanti Charisma, Putri Anisa Dhitia Utami Elly Trisnawati Febrianti, Renita Febriyanti, Nindy Indah Budiastutik Kanti Rahayu Kur Ani, Nur Kur'ani, Nur Marlenywati Marlenywati Nur Kur’ani Nur Kur’ani Nur Kur’ani Putri Amanda Putri, Dellyta Nabila Ramadhan, Riszky Risna Hayati Safira Aprisia Rahayu Vidyastuti Vidyastuti Widya Lestari Widya Lestari Yuli Sartika