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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Ilmiah Psikologi Terapan Jurnal Ilmu Pendidikan Cakrawala Pendidikan Jurnal Psikologi Jurnal Penelitian dan Pengembangan Pendidikan Jurnal Pendidikan Indonesia Humanitas: Indonesian Psychological Journal Journal of Education and Learning (EduLearn) Journal of Educational, Health and Community Psychology Lingua Cultura Mimbar Sekolah Dasar PSYMPATHIC Indigenous: Jurnal Ilmiah Psikologi Jurnal Psikologi Ulayat: Indonesian Journal of Indigenous Psychology Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal Psikologi Teori dan Terapan Journal of Psychological Science and Profession Journal of Educational Research and Evaluation Jurnal Ilmiah Sekolah Dasar Humaniora Jurnal Psikologi Ulayat: Indonesian Journal of Indigenous Psychology Psikostudia : Jurnal Psikologi Journal Psikogenesis Jurnal Ilmiah Psikologi Mind Set Psibernetika ANIMA Indonesian Psychological Journal Provitae: Jurnal Psikologi Pendidikan Jurnal Paedagogy Journal of Innovation in Educational and Cultural Research Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Penelitian dan Pengukuran Psikologi: JPPP Psychological Research on Urban Society Jurnal Penelitian Pendidikan Indonesia Seurune : Jurnal Psikologi Unsyiah Jurnal Pendidikan Progresif Jurnal Kajian Bimbingan dan Konseling
Rose Mini Agoes Salim
Fakultas Psikologi Universitas Indonesia
Arts Humanities Education Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Library & Information Science Mathematics Neuroscience Public Health Social Sciences Other

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Parental Support on College Students’ Career Adaptability: The Role of Proactive Personality as Mediator Hartanto, Natassha Safira Abigail; Salim, Rose Mini Agoes
Jurnal Ilmu Pendidikan Vol 27, No 1 (2021): June
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v27i1p8-16

Abstract

In dealing with the changes posed by the industrial era 4.0, college students need to have career adaptability. One of the factors that influence the development of career adaptability is parental support. However, some previous studies have shown inconsistencies in the influence of parental support on career adaptability. The inconsistency of the results indicates that there is the involvement of internal factors, namely proactive personality. This study aims to examine the role of proactive personality in mediating the effect of parental support on a student’s career adaptability. Participants involved in this research were undergraduate students (N equals 551) from various universities in Jakarta, Bogor, Depok, Tangerang, and Bekasi, who are in their 6th semester or more. The three research variables were measured using The Career Adapt-Ability Scale (CAAS), The Career-Related Parent Support (CRPSS), and the Proactive Personality Scale (PPS). Data processing was performed statistically using Pearson Correlation and PROCESS macros from Hayes. The results showed that parental support can influence career adaptability through proactive personality. Based on the limitations of this study, further research is suggested to consider the role of personality in parents, the characteristics of participants, and other factors that are likely to affect career adaptability.
Peran Persepsi Dukungan Sosial sebagai Mediator antara Trait Mindfulness dan Motivasi Akademik Mahasiswa Rahmadini, Rizqika; Salim, Rose Mini Agoes
Jurnal Penelitian dan Pengembangan Pendidikan Vol. 7 No. 3 (2023): October
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppp.v7i3.58907

Abstract

Selama pembelajaran jarak jauh, mahasiswa banyak yang merasa kesulitan mempertahankan motivasi akademik. Studi terdahulu menemukan trait mindfulness dapat meningkatkan motivasi akademik, namun hubungan kedua variabel tersebut masih inkonsisten. Penelitian ini bertujuan untuk menganalisis peran persepsi dukungan sosial sebagai mediator antara trait mindfulness dan motivasi akademik pada mahasiswa yang menjalani perkuliahan jarak jauh. Tipe penelitian adalah kuantitatif non-eksperimental dengan desain cross-sectional study. Data dikumpulkan menggunakan tiga alat ukur yang telah diadaptasi yaitu Academic Motivation Scale (AMS), Mindful Attention Awareness Scale (MAAS), dan Multidimensional Scale of Perceived Social Support (MSPSS). Terdapat total 162 mahasiswa jenjang  sarjana dan pascasarjana yang menjadi partisipan. Analisis data dilakukan menggunakan mediasi model 4. Hasil penelitian menunjukkan ketiga variabel berhubungan positif dan linear, serta persepsi dukungan sosial memediasi hubungan trait mindfulness dan motivasi akademik secara penuh. Dengan demikian, semakin tinggi trait mindfulness yang dimiliki mahasiswa akan membantu mereka melihat situasi pembelajaran secara lebih positif dan menerima dukungan sosial, dan mahasiswa dapat meningkatkan pula motivasi akademik. Implikasi dari temuan ini bagi mahasiswa bisa mencoba mengembangkan praktik mindfulness dalam kehidupan kesehariannya maupun mengikuti pelatihan berbasis meditasi.
How do internal factors impact career adaptability of undergraduate Papua students? Agoes Salim, Rose Mini
Indigenous Vol 6, No 3 (2021): November
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/indigenous.v6i3.14213

Abstract

Abstract. The data from this study show that students from the region of Papua tend to have difficulty adapting to lectures, have low graduation rates, have difficulty attending lectures, and so on, indicating a low likelihood of career adaptability. The distinctive characteristics of Papuan people result in many of them conforming to social influences, such as friendships while prioritizing friendships over academics. On the other hand, students from the region of Papua who excelled at the lecture may have an intrinsicunderlying value to their success. Therefore, this study aims to analyze the career adaptability of Papuan students as influenced by core self-evaluation (CSE) and perceived peer support (PPS) as internal factors. The respondents of this study were 176 Papuan undergraduate students enrolled in universities throughout Papua and other provinces in Indonesia. The instruments of this study, which were distributed online, included the Social Provision Scale, the Core Self-Evaluation Scale, and the Career Adaptability Scale.Data processing was carried out by using multiple regression with stepwise method. The results show that CSE and PPS significantly contribute to the career adaptability of Papuan students in tertiary institutions. These results are expected to provide insight into the significance of developing a positive core self-evaluation and perceptions of peer support to increase career adaptability. The limitation is in online data collection, which limits feedback if some items are not understood. In addition, it is not possible to determine the seriousness of the respondents when filling out the questionnaire. The average respondents already have fairly good CSE indicating fairly good educational orientation, which is different from thegeneral phenomenon observed in other Papuan students.Keywords: career adaptability; core self-evaluation; perceived peer support; Papuan undergraduate students.
Pengalaman Pembelajaran Jarak Jauh Mahasiswa : Peran Self-Regulated Online Learning Dan Persepsi Dukungan Sosial Terhadap Motivasi Akademik Rahmadini, Rizqika; Salim, Rose Mini Agoes
Journal of Research and Measurement in Psychology: JPPP Vol 12 No 2 (2023): Jurnal Penelitian dan Pengukuran Psikologi Vol 12 No 2 Oktober 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat UNJ dan Program Studi Psikologi Fakultas Pendidikan Psikologi Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JPPP.122.03

Abstract

College students have higher academic requirements and responsibilities compared to previous education levels. Being academically motivated is very important so that success at college can be achieved. However, remote learning due to COVID-19 pandemic rises new challenges for college students in maintaining their academic motivation level. Previous research has shown that self-regulated learning (SRL) and perceived social support have a significant positive relationship with academic motivation. This study aims to determine the effect of self-regulated online learning (SROL) which is SRL in an online learning environment, as well as perceived social support on the academic motivation of college students who participated in remote learning, either fully online or blended learning between online and offline. A total of 162 undergraduate and postgraduate students were involved in this study. Academic motivation is measured through the Academic Motivation Scale (AMS); SROL is measured through the Self-Regulated Online Learning (SROL) scale; and perceived social support is measured through the Multidimensional Scale of Perceived Social Support (MSPSS). The results of multiple linear regression analysis indicate that SROL and perceived social support together have a positive and significant effect of 35.9% on academic motivation. Furthermore, SROL was found to make a greater contribution to the academic motivation of college students participating in remote learning compared to perceived social support.
The Effectiveness of a Psychoeducation Intervention Program for Enhancing Self-Esteem and Empathy : A Study of Emerging Adult College Student Cathlin, Cintya Amelia; Salim, Rose Mini Agoes
Jurnal Paedagogy Vol 11, No 3 (2024): Jurnal Paedagogy (July 2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v11i3.11414

Abstract

This research examines the effectiveness of psychoeducation intervention programs among emerging adult college students. We used the quantitative method with single-subject designs—Kirkpatrick evaluation model conducted by targeting two measurement levels: reaction and learning. Quantitative data analysis used the Rosenberg Self-Esteem Scale (RSES) and the Basic Empathy Scale (BES). Qualitative data were measured through baseline, treatment, and follow-up assessments. The findings of this research demonstrated that enhancing self-esteem and empathy through this program was effective. Significant changes in the subjects' knowledge and attitudes were observed after the intervention. This research suggests that emerging adult college students can gain a deeper understanding of their potential and experience a positive mind and emotional states through increased self-esteem and empathy.
Pelatihan “menjadi guru terbuka terhadap pengalaman baru” untuk mewujudkan potensi kreatif guru taman kanak-kanak Mayangsari, Indria; Salim, Rose Mini Agoes
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 10, No 2 (2024): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020243750

Abstract

Rendahnya keterbukaan terhadap pengalaman baru dapat menyebabkan minimnya motivasi guru TK untuk mempelajari hal-hal baru, mengembangkan diri, dan mewujudkan potensi kreatifnya dengan mencoba berbagai hal baru untuk menumbuhkan lingkungan belajar yang menarik dan menyenangkan. Tujuan penelitian ini adalah untuk mengetahui efektivitas pelatihan menjadi guru terbuka dalam meningkatkan pemahaman guru TK mengenai keterbukaan terhadap pengalaman baru. Penelitian ini merupakan jenis penelitian kuantitatif dengan desain one group pretest posttest untuk mengetahui ketahanan efek pembelajaran sebelum dan sesudah intervensi. Pengolahan data menggunakan ANOVA repeated measure. Hasil penelitian menunjukkan bahwa pelatihan “Menjadi Guru yang Terbuka terhadap Penagalaman Baru” efektif meningkatkan pemahaman guru tentang keterbukaan terhadap pengalaman baru. Beberapa faktor perlu diperhatikan untuk mendukung ketahanan efek pembelajaran pasca pelatihan, seperti keterlibatan otoritas yang lebih tinggi di sekolah untuk mendukung penerapan keterbukaan, serta upaya pembentukan konsep diri guru yang positif.
Development and validation of questionnaire to assess preschool teachers’ knowledge, attitude, and self-efficacy on performing first-aid in children Prasetya, Damar; Salim, Rose Mini Agoes
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 10, No 2 (2024): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020243944

Abstract

Despite the importance of performing first aid in child emergencies and injuries, a tool that assess preschool teachers’ knowledge, attitude, and self-efficacy in performing these particular skill is still lacking. This study aims to validate the content and face validity of this questionnaire about performing first aid in specific preschool teacher population based on American Heart Association (AHA) recommendation. Content and face validation index were measured in this study. The questionnaire, initially comprising 40 items across three domains (knowledge, attitude, and self-efficacy), was derived from extensive literature review, guidelines, and expert suggestions. Evaluation was performed by eight experts and initial testing conducted on preschool teachers which resulted in a final version with 34 items —18 for knowledge, 4 for attitude, and 12 for self-efficacy—demonstrating strong content and face validity. This questionnaire is then considered valid to be tested in the subsequent phase reliability study and can contribute to assess and to improve preschool teachers’ competence in performing first aid for children.
Self-concept, self-esteem, dan self-efficacy mempengaruhi pengambilan risiko guru Khadijah, Siti; Salim, Rose Mini Agoes
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol 10, No 2 (2024): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020243777

Abstract

Rendahnya keberanian mengambil risiko dapat menghambat seorang guru TK dalam mengembangkan diri, memanifestasikan potensi kreatifnya dengan mencoba pendekatan pembelajaran baru, menciptakan lingkungan belajar yang inovatif, menarik, menyenangkan, dan mudah dipahami. Melalui keberanian guru dalam mengambil risiko, guru TK dapat mengembangkan pemahaman pada self-concept, self-esteem, dan self-efficacy. Tujuan penelitian ini adalah untuk mengetahui efektivitas pelatihan pengambilan risiko dalam meningkatkan pemahaman guru TK mengenai pengembangan keberanian mengambil risiko. Metode penelitian ini menggunakan penelitian kuantitatif quasi-experimental dengan desain one group pre-test post-test untuk mengetahui ketahanan efek pembelajaran sebelum dan sesudah intervensi. Analisis data yang digunakan dalam penelitian ini adalah Repeated Measures ANOVA. Hasil penelitian menunjukkan bahwa pelatihan “Mengembangkan Keberanian Mengambil Risiko” efektif dalam meningkatkan pemahaman guru tentang mengembangkan keberanian mengambil risiko. Beberapa faktor perlu diperhatikan untuk mendukung ketahanan efek pembelajaran pasca pelatihan, seperti keterlibatan otoritas yang lebih tinggi di sekolah untuk mendukung penerapan pengambilan risiko, serta upaya motivasi guru yang tinggi.
The Mediating Role of Adversity Quotient in The Relationship Between Parental Support and Career Adaptability among Generation Z Vocational High School Students Hadi, Nia Priscilla Natasya; Salim, Rose Mini Agoes
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 10, No 4 (2024): December
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i4.13499

Abstract

This study aims to analyze the mediating role of adversity quotient in the relationship between parental support and career adaptability among Generation Z vocational high school students. This quantitative, non-experimental study involved 627 twelfth-grade students from five schools in Jakarta and Banten, aged 16-18 (M=17.2), with a majority of female students (65.6%). Data was collected using the Career Adaptability Scale-5 (CAS-5), Career Related-Parent Support Scale (CRPSS), and Adversity Response Profile-Quick Take (ARP). Data was analyzed using R studio. The results showed that the adversity quotient partially mediated the relationship between parental support and career adaptability. The adversity quotient possessed by Generation Z vocational high school students can help them overcome difficulties in achieving career goals and adapting to the ever-changing career context due to the development of Industry 4.0 and the use of technology in the workplace. Parental support perceived by Generation Z vocational high school students significantly contributes to increasing students' career adaptability. This implies that the role of parents is crucial because the higher the parental support, the more students will have the ability to adapt to changing career contexts, especially Generation Z vocational high school students who will experience career transitions into the workforce.
Peran Kecerdasan Emosional Sebagai Mediator antara Mindfulnes dengan Motivasi Akademik Mahasiswa selama PJJ Wilinda, Noveni; Salim, Rose Mini Agoes
Journal of Research and Measurement in Psychology: JPPP Vol 12 No 1 (2023): Jurnal Penelitian dan Pengukuran Psikologi Vol 12 No 1 April 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat UNJ dan Program Studi Psikologi Fakultas Pendidikan Psikologi Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JPPP.121.08

Abstract

Academic motivation is an important factor that supports student success in their learning activities. This study aims to examine the role of emotional intelligence as a mediator in the relationship between mindfulness and academic motivation. The participants in this study were 161 undergraduate and postgraduate students doing distance learning. Data collection was carried out by distributing questionnaires online and the sampling technique used was convenience sampling. The measurement tools used are the Academic Motivation Scale (AMS), the Mindful Attention Awareness Scale (MAAS), and the Wong Law Emotional Intelligence Scale (WLEIS). The data obtained were analyzed quantitatively using the PROCESS v3.5 macro from the model Hayes 4. The results showed that emotional intelligence acts as a mediator in the relationship between mindfulness and academic motivation. Students' awareness of the "here and now" situation makes them more aware of and regulates their emotions so that they are able to increase their academic motivation. Implications and suggestions for further research are discussed further.
Co-Authors Afifah, Rifda Nabila Airin Y Saleh Airin Yustikarini Saleh Almira Rizki Pontania Amanda, Gianti Anggun Pratiwi Annisa Maulidya Chasanah Annisa Nurul Utami Ardianingsih, Wulansari Astri Setiamurti Astri Setiamurti Atikah Ainun Mufidah Atikah Ainun Mufidah Ayu Aulia Nurvinkania Azkya Milfa Laensadi Cathlin, Cintya Amelia Damar Prasetya Dara Suci Amini Dara Suci Amini, Dara Suci Dian Cahyani, Dian Dias Amartiwi Putri Gavinta Elizabeth Kristi Poerwandari, Elizabeth Kristi Felinsa Oktora Tanau Fitriani Yustikasari Lubis Frieda Maryam Mangunsong Frieda Maryam Mangunsong Siahaan Gianti Amanda Ginandra, Regia Lidwina Giyati Retnowati Hadi, Nia Priscilla Natasya Hartanto, Natassha Safira Abigail Hayuning Zaskya Nugrahani Indria Mayangsari Jamhari Jamhari Jesslin Jesslin Karina, Nungky Karina Korifanny Petrisia Kurniawati, Farida Kusumasari Kartika Hima Darmayanti kusumawati, Hazatriningrum Lalita, Maya Nirmala Tyas Lutfiana, Aviva Lydia Freyani Hawadi Maridha Normawati Maridha Normawati MARIDHA NORMAWATI Maula, Maizan Rahmah Mayangsari, Indria Melly Preston Melly Preston Mufidah, Atikah Ainun Nabila Syafira Audi Syahroel Nadia, Yasmin Nungky Karina Putri Nur Aisyah Rumalutur Nur Aisyah Rumalutur Nurfitriyanie Nurfitriyanie Nurnahdiyah Nurnahdiyah Nurvinkania, Ayu Aulia Petrisia, Korifanny Pontania, Almira Rizki Prasetya, Damar Pratiwi Widyasari Preston, Melly Puji Lestari Suharso Puji Lestari Suharso Putri, Shafira Oktaviani R. Urip Purwono Raditya, Dewa Gede Nata Rafika Rahmi, Rafika Rahmadini, Rizqika Ramdhan, Subhanallah Retnowati, Giyati Rini Hildayani Rumalutur, Nur Aisyah Safitri, Shahnaz Saleh, Airin Y Sarrah Hasyim Abdullah Savitri, Luh Surini Septiana, Eva Setiamurti, Astri Siahaan, Frieda Maryam Mangunsong Siti Khadijah Siti Khadijah Siti Shaliha Stella Bunga Parmawati Subhanallah Ramdhan Tiza Annisa Urip Purwono Utami, Annisa Nurul Wilinda, Noveni Winda Ria Sutjonong Wulansari Ardianingsih Wuri Prasetyawati Wuri Prasetyawati Yaumil Fadhilah Yunandar, Annisa Nabila Ramadhani