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All Journal Psikis : Jurnal Psikologi Islami Jurnal Studia Insania International Journal of Islamic Educational Psychology
Hellya Agustina, Hellya
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Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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DUKUNGAN PERILAKU POSITIF OLEH GURU UNTUK MENGURANGI PERILAKU MENGABAIKAN TUGAS PADA SISWA SMA NEGERI 3 BANJARMASIN Agustina, Hellya
Jurnal Studia Insania Vol 1, No 1 (2013)
Publisher : Faculty of Ushuluddin and Humanities

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (391.496 KB) | DOI: 10.18592/jsi.v1i1.1080

Abstract

This research aimed to examine positive behavioral support by teacher had been trained to reduce off-task behavior students. The participants of students was second grade of senior high school at Banjarmasin. The reason for using this design was to identifiying behavior target repeatedly with a certain time period. The instruments was be used to take data from observation form positive behavioral support and off-task behavior. The result ofanalysis data was by using visual analysis and qualitative analysis. From two of analysis indicated that there was different between before and after positive behavioral support implemented by teacher and off-task behavior of two students were reduced into lower frequency.
DUKUNGAN PERILAKU POSITIF OLEH GURU UNTUK MENGURANGI PERILAKU MENGABAIKAN TUGAS PADA SISWA SMA NEGERI 3 BANJARMASIN Agustina, Hellya
Jurnal Studia Insania Vol 1, No 1 (2013)
Publisher : Faculty of Ushuluddin and Humanities

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (391.496 KB) | DOI: 10.18592/jsi.v1i1.1080

Abstract

This research aimed to examine positive behavioral support by teacher had been trained to reduce off-task behavior students. The participants of students was second grade of senior high school at Banjarmasin. The reason for using this design was to identifiying behavior target repeatedly with a certain time period. The instruments was be used to take data from observation form positive behavioral support and off-task behavior. The result ofanalysis data was by using visual analysis and qualitative analysis. From two of analysis indicated that there was different between before and after positive behavioral support implemented by teacher and off-task behavior of two students were reduced into lower frequency.
ACADEMIC STRESS AND GRATITUDE TO PROMOTE STUDENT WELL-BEING Wahyuni, Sri; Hitami, Munzir; Afandi, Muslim; Agustina, Hellya
Psikis : Jurnal Psikologi Islami Vol 8 No 2 (2022): Psikis : Jurnal Psikologi Islami
Publisher : Program Studi Psikologi Islam, Fakultas Psikologi, Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/psikis.v8i2.13618

Abstract

Research in education is developing very rapidly and widely, not only examining the cognitive domain but also starting to develop into the affective domain, such as research on student well-being. This study aimed to examine the correlation between academic stress and gratitude with student well-being. The approach used in this research is correlational quantitative. The research scale is given offline and online using a google form. Respondents in this study were 602 students of Madrasah Aliyah Pekanbaru, Riau, Indonesia. The instruments used are the academic stress, gratitude and student well-being scale. The results of data analysis with multiple regression analysis showed that there was a significant relationship between academic stress and gratitude with student well-being (p-value < 0.001; r 0.655), meaning that the hypothesis is accepted, with the effective contribution of academic stress and gratitude simultaneously on student well-being by 42.9%. Academic stress were negatively and significantly associated with student well-being when the gratitude variable was controlled (p < 0.001; Beta -0.521), and gratitude were positively and significantly associated with student well-being when the academic stress variable was controlled (p < 0.001; Beta 0.302). Furthermore, in qualitative data, the researcher found that some students felt stressed with the workload from school because they did not understand the subject matter, communication with teachers was not fluent, anxious and sad, afraid to disappoint parents, and dizzy and frustrated in thinking about the subject matter. The researcher recommends that schools organize training that can reduce academic stress and increase student gratitude, so that student well-being can increase.
The Relationship between Personality and Academic Burnout: Exploring the Influence of Psychological Well-Being and Demographic Factors Wahyuni, Sri; Agustina, Hellya; Munthe, Ricca Angreini
International Journal of Islamic Educational Psychology Vol 4, No 2 (2023): December
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ijiep.v4i2.18687

Abstract

Previous studies have found that academic burnout occurred at all levels of education, including universities. Academic burnout is characterized by emotional exhaustion, depersonalization, and a lack of confidence in students' abilities. Various variables can influence it, such as personality, well-being, and demographic factors. This research uses a correlational design to examine the relationship between personality and academic burnout among college students while exploring the role of psychological well-being as a mediator and demographic factors as a moderator. This design allows for the simultaneous collection of data from many individuals. We recruited 522 undergraduate students to participate in an online survey and used the Maslach-Student Burnout Inventory (MSBI), NEO Five-Factor Inventory (FFI), and Psychological Well-being Questionnaire for measurement. For data analysis, we used SPSS  version 25 and IBM SPSS AMOS version 24 to determine the mediation-moderation effect and tested the factor analysis of the proposed model. This research found a relationship between personality and academic burnout, with extraversion, agreeableness, conscientiousness, and openness to experience associated with low academic burnout. In contrast, neuroticism was associated with high academic burnout. Furthermore, the level of student psychological well-being was found to mediate the correlation between personality and academic burnout. Therefore, this study recommends that students, teachers, and parents pay attention to the importance of psychological well-being.
Co-Authors Hitami, Munzir Munthe, Ricca Angreini Muslim Afandi Sri Wahyuni