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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 Edu Happiness : Jurnal Ilmiah Perkembangan Anak Usia Dini Seurune : Jurnal Psikologi Unsyiah Jurnal Pendidikan Progresif Jurnal Kajian Bimbingan dan Konseling COUNS-EDU: The International Journal of Counseling and Education
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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The Effect of Career Exploration Behavior and Parent-Child Career Congruence on College Student Career Adaptability Putri, Shafira Oktaviani; Salim, Rose Mini Agoes
Jurnal Kajian Bimbingan dan Konseling
Publisher : citeus

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Career adaptability can help college students to face the tasks that will arise in the world of work. This study aims to examine the effect of career exploration behavior and parent-child career congruence on career adaptability simultaneously and to see which variables contribute more to career adaptability. The participants involved in this study were final semester college students, starting from sixth semester in four Indonesian cities, namely Jakarta, Bogor, Tangerang, Bekasi, with a total of 538 students. This study used a non-experimental cross-sectional research design because data was only taken once, and non-probability convenience sampling was used. The measuring instruments used are Career Adapt-Abilities Scale, Career Exploration Behavior, and The Adolescent-Parent Career Congruence. The data obtained were then analyzed using a multiple regression test. The results showed that there was a simultaneous significant effect of career exploration behavior and parent-child career congruence on career adaptability. The results also show that career exploration behavior contributes more to career adaptability than parent-child career congruence. The research results can be used for college students to improve the ability of career adaptability through exploration and congruence activities.
Pelatihan “menjadi guru terbuka terhadap pengalaman baru” untuk mewujudkan potensi kreatif guru taman kanak-kanak Indria Mayangsari; Rose Mini Agoes Salim
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.
Self-concept, self-esteem, dan self-efficacy mempengaruhi pengambilan risiko guru Siti Khadijah; Rose Mini Agoes Salim
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.
Development and validation of questionnaire to assess preschool teachers’ knowledge, attitude, and self-efficacy on performing first-aid in children Damar Prasetya; Rose Mini Agoes Salim
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.
Teachers’ Self-Efficacy as a Mediator of Their Perception and Behavior regarding Creative Teaching for Elementary School Students Sutjonong, Winda Ria; Salim, Rose Mini Agoes; Safitri, Shahnaz
Mimbar Sekolah Dasar Vol 9, No 1 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v9i1.44253

Abstract

Creativity must be considered in teaching elementary school students to prepare them to be more innovative. It needs to be fostered from an early age because children at that age are in a critical period, so it will be easier to teach them to think creatively. The teachers have roles to carry out creative teaching to foster their students’ creativity. Creative teaching is influenced by the teachers’ perception of creativity, which depends on several factors, one of which is the teachers’ self-efficacy. This study aims to examine whether the teacher’s self-efficacy can mediate the relationship between teachers’ perceptions of creativity and their creative teaching behavior in class. Participants of this study were 38 elementary school teachers who were participants in the Creative Teaching Workshop. The measuring tools used in this study are the Creativity Fostering Teacher Index (CFTI) and Teaching for Creativity Scale (TFCS). The data obtained were analyzed quantitatively using correlation tests (Pearson’s correlation) and mediation tests with Macro PROCESS. The results found that teachers’ self-efficacy partially mediated teachers’ perceptions of creativity and creative teaching behavior, which means that the relationship between teachers’ perceptions and behaviors can be explained directly and indirectly through the teachers’ self–efficacy. 
Role of grit as mediator in the relationship of openness to experience and effectiveness of teachers during distance learning Salim, Rose Mini Agoes; Prastyo, Aqilla Sekar Ningrum; Rumalutur, Nur Aisyah; Situmorang, Dominikus David Biondi
COUNS-EDU: The International Journal of Counseling and Education Vol. 9 No. 4 (2024)
Publisher : Indonesian Institute for Counseling, Education, and Therapy & Indonesian Counselor Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23916/0020240947630

Abstract

The transition from offline to online learning is a challenge for teachers in effectively fulfilling their roles and necessitates openness and adaptability to change. Therefore, this study aimed to investigate the role of grit as a mediator in the relationship between openness to experience and the effectiveness of teachers. This was carried out during distance learning among 211 vocational high school teachers in DKI Jakarta. The results showed significant indirect (ab = .321, p < .01, 95% CI [.177, .487]) and direct effects (c’ = 1.298, p < .01, 95% CI [.964, 1.633]). These results indicated that grit partially mediated the relationship between openness to experience and the effectiveness of teachers. Consequently, the study implied that fostering a high level of openness to experience enhanced grit and increased teachers' effectiveness.
A Pilot Study of Emotion Regulation Strategies Training: Enhancing Mothers' Understanding in Low-SES Families Sulfani Nur Mawaddah; Rose Mini Agoes Salim
Journal of Educational, Health and Community Psychology VOL 15 NO 2 JUNE 2026
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jehcp.vi.31795

Abstract

This pilot study evaluated preliminary changes in mothers’ understanding of emotion regulation strategies following an experiential learning-based training programme among low-SES families in a rural setting. Participants were 19 mothers of children aged four to six years from a rural village in Purwakarta, West Java, Indonesia. A one-group pretest–post-test design with a two-week follow-up assessment was employed. The training programme consisted of three sessions based on Gross and Ford’s process model of emotion regulation, covering situation selection, situation modification, attentional deployment, cognitive change, and response modulation. The sessions were delivered using Kolb’s experiential learning approach through role play, group discussion, contextual exercises, and interactive lectures. Mothers’ understanding was assessed at pretest, immediate post-test, and two-week follow-up using a researcher-developed instrument. The Friedman test showed a significant increase in understanding from pretest to immediate post-test, indicating a positive short-term change. However, this improvement was not statistically sustained at the two-week follow-up. These findings suggest that experiential learning-based emotion regulation training may offer preliminary benefits for strengthening mothers’ understanding of emotion regulation strategies. Nevertheless, given the small sample size and absence of a control group, the results should be interpreted cautiously. Future studies should employ controlled designs, larger samples, validated measures, and booster sessions to support the maintenance of training effects over time.
“Do different personalities, different seats lead to different interactions?”: Personality Traits, Students’ Seating Location Preference and Student Engagement among Undergraduate Students Lisa Desi Arimbi; Rose Mini Agoes Salim
Journal of Educational, Health and Community Psychology VOL 15 NO 2 JUNE 2026
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jehcp.vi.32101

Abstract

Students possess distinct personality traits, and during lectures, students also develop preferences regarding where they choose to sit in the classroom. The aim of this study is to examine the relationship between personality traits, students’ seating location preferences, and student engagement among university students. This study involved 574 undergraduate students in Indonesia employed a semi mix method approach. Multiple linear regression analysis conducted using RStudio version 4.5.1 (2025-06-13 ucrt). The regression model demonstrated that personality and seating location simultaneously statistically significantly contribute to all dimensions of student engagement (p<.01). Specifically, the model explained 41.45% of the variance of behavioral engagement, 38.33% of the variance of cognitive engagement, and 38.49% of the variance of emotional engagement. Partial regression analyses revealed that almost all personality dimensions significantly predict student engagement. Conscientiousness trait, extraversion trait, and intellect trait consistently predict all dimensions of student engagement (p<.05). However, agreeableness trait shows no statistically significant predicted cognitive engagement (p>.05) and emotional stability trait shows no statistically significant predicted behavioral engagement (p>.05).  Interestingly, the results demonstrate that only front-row seating preference negatively and statistically significantly impacts cognitive engagement (p<.05), while middle-row seating preference has no significant effect on any engagement dimensions (p>.05). These results suggest that instructors should encourage learning activities to foster students to persist, have curiosity, and explore knowledge. It’s essential for instructors to consistently provide an inclusive learning environment and opportunities for all students across seating locations whether seated in the front, middle, or back rows.  
The relationship between students’ perceptions and their engagement through self-regulated learning Maridha Normawati; Frieda Maryam Mangunsong Siahaan; Rose Mini Agoes Salim; Shahnaz Safitri; Astri Setiamurti; Atikah Ainun Mufidah
Journal of Education and Learning (EduLearn) Vol 20, No 1: February 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i1.20897

Abstract

The engagement of psychology students in statistics courses requires improvement because the learning material is challenging to understand. This leads to the emphasis on the teaching ability of lecturers, which is one of the external factors to increase student engagement. Internal factors such as self-regulated learning can impact engagement during lectures. Therefore, this study examines the role of self-regulated learning as a mediator in the relationship between students’ perceptions of creativity fostering teacher behavior (p-CFTB) and the engagement of psychology undergraduates in the statistics class. A mediation test using RStudio software was utilised to examine the role of self-regulated learning as a mediator, and 533 undergraduate psychology students from different parts of Indonesia participated in this study. The results showed that self-regulated learning partially mediated the relationship between p-CFTB and student engagement with the indirect effect value was greater than the direct effect. Therefore, student engagement is more affected by self-regulated learning in its role as a mediator than when it occurs without a mediator. Consequently, this study found that the role of various actors, such as lecturer behavior to foster creativity is needed to improve student self-regulated learning so that student engagement can function at its most effective.
Parent–Child Career Congruence and Grit as Predictors of Career Decision Self-Efficacy among Low Socioeconomic Status High School Students Hazatriningrum kusumawati; Rose Mini Agoes Salim
Journal of Educational, Health and Community Psychology VOL 15 NO 1 MARCH 2026
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jehcp.vi.31579

Abstract

This study examined whether parent–child career congruence and grit predicted career decision self-efficacy among high school students from low socioeconomic backgrounds. A quantitative correlational design was applied, involving 146 twelfth-grade students selected through convenience sampling. Data were collected using standardized self-report scales measuring career decision self-efficacy, parent–child career congruence, and grit. The data were analyzed using multiple regression analysis in the Statistical Package for the Social Sciences software. The analysis results indicated that both parent–child career congruence and grit were significantly associated with career decision self-efficacy among economically disadvantaged students. The regression model showed an R2 value of .388, indicating that 38.8% of variability in career decision self-efficacy was explained by grit and parent-child career congruence. These findings highlighted the importance of aligned parental support and psychological perseverance in fostering adolescents’ confidence in making career decisions.
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 Astri Setiamurti Atikah Ainun Mufidah Atikah Ainun Mufidah Atikah Ainun Mufidah Aviva Lutfiana Ayu Aulia Nurvinkania Azkya Milfa Laensadi Cathlin, Cintya Amelia Damar Prasetya Dara Suci Amini Dara Suci Amini, Dara Suci Dias Amartiwi Putri Gavinta Elizabeth Kristi Poerwandari Felinsa Oktora Tanau Fitriani Yustikasari Lubis Frieda Maryam Mangunsong Frieda Maryam Mangunsong Siahaan Frieda Maryam Mangunsong Siahaan Gianti Amanda Ginandra, Regia Lidwina Giyati Retnowati Hadi, Nia Priscilla Natasya Hartanto, Natassha Safira Abigail Hayuning Zaskya Nugrahani Hazatriningrum Kusumawati Indria Mayangsari Jamhari Jamhari Jesslin Jesslin Karina, Nungky Karina Korifanny Petrisia Kurniawati, Farida Kusumasari Kartika Hima Darmayanti Lalita, Maya Nirmala Tyas Linda Primana Lisa Desi Arimbi Lydia Freyani Hawadi Maridha Normawati Maridha Normawati Maridha Normawati Maula, Maizan Rahmah Mayangsari, Indria Melly Preston Melly Preston 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 Prastyo, Aqilla Sekar Ningrum 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 Regina Nareswari Putri Pratiwi Retnowati, Giyati Rini Hildayani Rumalutur, Nur Aisyah Safitri, Shahnaz Saleh, Airin Y Sarrah Hasyim Abdullah Savitri, Luh Surini Septiana, Eva Shaliha, Siti Siti Khadijah Siti Khadijah Situmorang, Dominikus David Biondi Stella Bunga Parmawati Subhanallah Ramdhan Sulfani Nur Mawaddah Sutjonong, Winda Ria Tiza Annisa Urip Purwono Utami, Annisa Nurul Wilinda, Noveni Wulansari Ardianingsih Wuri Prasetyawati Wuri Prasetyawati Yaumil Fadhilah Yunandar, Annisa Nabila Ramadhani