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All Journal Media Keperawatan: Politeknik Kesehatan Makassar International Journal of Educational Administration, Management, and Leadership
Istiana Tajuddin
Universitas Hasanuddin
Decision Sciences, Operations Research & Management Education Nursing Public Health Social Sciences

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PENGARUH REGULASI EMOSI TERHADAP KECENDERUNGAN GANGGUAN SIMTOM SOMATIS PADA MAHASISWA TINGKAT AKHIR Istiana Tajuddin; Miftahul Jannah; Grestin Sandy
Media Keperawatan:Politeknik Kesehatan Makassar Vol 14, No 1 (2023): Media Keperawatan: Politeknik Kesehatan Makassar
Publisher : Jurusan Keperawatan Poltekkes Kemenkes Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32382/jmk.v14i1.3371

Abstract

Mahasiswa tingkat akhir  di perguruan tinggi memiliki kewajiban mengerjakan skripsi sebagai syarat kelulusan. Pada proses pengerjaan skripsi mahasiswa dihadapkan dengan berbagai masalah baik masalah akademik dan masalah non akademik, sehingga membutuhkan kemampuan untuk meregulasi emosi. Regulasi emosi adalah proses pengolahan emosi yang terdiri dari memonitor emosi, mengevaluasi, dan memodifikasi reaksi emosional untuk mencapai keseimbangan emosional. Apabila emosi tidak dapat diregulasi dengan baik dalam waktu yang lama, maka dapat menimbulkan resiko patologis seperti kecenderungan gangguan simtom somatis. Penelitian ini bertujuan untuk mengungkap pengaruh regulasi emosi terhadap kecenderungan gangguan simtom somatis pada mahasiswa yang mengerjakan skripsi di Kota Makassar. Penelitian ini menggunakan pendekatan kuantiatif dengan desain korelasional. Sampel pada penelitian ini terdiri atas 404 mahasiswa yang mengerjakan skripsi di Kota Makasar yang dipilih melalui simple random sampling. Penelitian ini menggunakan skala Regulasi emosi dan Symptom Somatic Scale – 8. Hasil penelitian menunjukkan bahwa regulasi emosi berpengaruh secara signifikan terhadap kecenderungan gangguan simtom somatis sebesar 11.2%(Sig=0.000).
Why Bystander act or do not act Prosocially in Bullying Situations Triani Arfah; Istiana Tajuddin; Desi Ariani
International Journal of Educational Administration, Management, and Leadership Volume 5, Number 1, May 2024
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/ijeamal.v5i1.211

Abstract

Individuals, as bystanders, can reduce bullying by engaging in prosocial behavior toward victims. However, many students either side with the perpetrator or passively observe. This study aims to explore the factors influencing prosocial bystander behavior in bullying situations among students at 'X' Maros Junior High School. Using a mixed-method approach (quantitative and qualitative), the study involved 263 students aged 12–15 years who had witnessed bullying. Instruments used included a prosocial behavior questionnaire, a vignette, and open-ended questions. The findings revealed that most bystanders in Maros Junior High School were actively engaged in all stages of prosocial behavior, including stopping the perpetrator, reporting to a teacher, and offering social support to the victim. The factors influencing prosocial behavior were both personal/psychological and situational. Personal factors included attitudes toward bullying, empathy, emotional involvement, risk perception, religiosity, victim attribution, self-efficacy, and conformity. Situational factors included the relationship with the perpetrator or victim, the presence of other bystanders, and the severity of the bullying. Moreover, the study highlights the importance of promoting empathy and emotional involvement as key factors in encouraging bystanders to act. The presence of peers also plays a critical role in influencing whether bystanders intervene. These findings offer valuable insights for developing strategies to encourage adolescents to intervene and support peers who are victims of bullying. The research contributes to the creation of effective anti-bullying programs by emphasizing the role of both personal and situational factors in shaping prosocial bystander behavior.
Co-Authors Desi Ariani Grestin Sandy Miftahul Jannah Triani Arfah