Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Journal of Language and Literature Developmental and Clinical Psychology
Hasna Pratiwi Kuswardani, Hasna Pratiwi
Fakultas Psikologi, Universitas Diponegoro
Humanities Education Languange, Linguistic, Communication & Media Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Reducing Adolescent Communication Apprehension Using Systematic Desensitization: An Exposure-Based Single-Subject Design Kuswardani, Hasna Pratiwi; Wijayanti, Wismar Rizki
Developmental and Clinical Psychology Vol. 6 No. 1 (2025): June 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/dcp.v6i1.32179

Abstract

This study aims to reduce communication apprehension in adolescents through a systematic desensitization approach using an exposure-based single-subject design. Communication apprehension, characterized by persistent anxiety in various social situations, can hinder adolescents’ adaptive functioning both academically and socially. The subject of this study was a female adolescent who reported a high level of communication apprehension and was selected using purposive sampling. The intervention was conducted over six sessions, including assessment feedback, relaxation training, construction of an anxiety hierarchy, and gradual exposure to communication apprehension-inducing situations in a controlled setting. Data were collected through behavioral observations and self-reported communication apprehension scales using an AB framework, which consists of two primary phases: Baseline and intervention, followed by a follow-up phase conducted 1.5 months after the intervention. Descriptive analysis indicated a potential reduction in the subject’s communication apprehension following the intervention. A Substantial reduction in communication apprehension was observed, as reflected in the subject’s PRCA score, which decreased from 102 (high apprehension) at baseline to 65 (moderate apprehension) after intervention. The findings indicate that systematic desensitization can be an potential, structured, and low-risk approach for psychologist and mental health practitioners in supporting adolescents experiencing communication apprehension.
Students Interpersonal Trust in the Context of Collaborative Group Learning Pertiwi, Talitha Lintang; Alwan, Faiz Fatihul; Kuswardani, Hasna Pratiwi; Karim, Chamilul Hikam Al
Humanitatis : Journal of Language and Literature Vol. 12 No. 1 (2025): Humanitatis: Journal of Language and Literature
Publisher : LPPM Universitas Bumigora Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30812/humanitatis.v12i1.5508

Abstract

Collaborative group learning, commonly referred to as group work, is widely applied in higher education to enhance students teamwork, communication, and problem-solving skills. However, the success of this learning model depends heavily on interpersonal trust among group members. This study aimed to explore students interpersonal trust toward their group members in academic settings. Using a descriptive quantitative design, data were collected from 257 students across various universities in Indonesia through snowball sampling. Interpersonal trust was measured using the Interpersonal Trust Scale, developed based on Rotters framework, which demonstrated strong psychometric properties (item discrimination indices: 0.3330.865; reliability coefficient: 0.947). The findings revealed that most participants demonstrated high levels of interpersonal trust, with reliability as the dominant aspect, indicating that students could rely on and entrust tasks to their peers. Furthermore, no significant differences were found across demographic factors, including gender, field of study, and university status. These results highlight the central role of reliability in shaping effective group work and suggest that lecturers and curriculum developers should foster supportive learning environments, establish clear group norms, and integrate communication and conflict resolution training. This study contributes both theoretically and practically to the literature on interpersonal trust in higher education. It suggests that future research should employ more complex methods and comparative approaches, particularly between online and offline learning contexts, to better understand the dynamics of trust in collaborative learning. 
Co-Authors Alwan, Faiz Fatihul Karim, Chamilul Hikam Al Pertiwi, Talitha Lintang Wijayanti, Wismar Rizki