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All Journal Jurnal Ilmiah Psikologi Terapan Psikis : Jurnal Psikologi Islami Biopsikososial: Jurnal Ilmiah Psikologi Fakultas Psikologi Universitas Mercubuana Jakarta Analitika : Jurnal Magister Psikologi UMA Jurnal Geografi JURNAL DIVERSITA Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Jurnal Sains Sosio Humaniora Islamic Guidance and Counseling Journal Journal of Humanities and Social Studies Journal of Education, Humaniora and Social Sciences (JEHSS) Psikologi Konseling: Jurnal Kajian Psikologi dan Konseling JURNAL PSYCHOMUTIARA JIIP (Jurnal Ilmiah Ilmu Pendidikan) Science Midwifery Bulletin of Counseling and Psychotherapy SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Tabularasa: Jurnal Ilmiah Magister Psikologi Pelita Masyarakat Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) International Journal of Islamic Educational Psychology INSPIRA: Indonesian Journal of Psychological Research Ilomata International Journal of Social Science International Journal of Educational Review, Law And Social Sciences (IJERLAS) Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) INTERNATIONAL JOURNAL OF CULTURAL AND SOCIAL SCIENCE International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET) International Journal of Social Science, Education, Communication and Economics Journal Of Human And Education (JAHE) Prioritas : Jurnal Pengabdian Kepada Masyarakat Eduvest - Journal of Universal Studies Jouska: Jurnal Ilmiah Psikologi MEDALION JOURNAL: Medical Research, Nursing, Health and Midwife Participation Humanitas: Indonesian Psychological Journal SCHOULID: Indonesian Journal of School Counseling Journal of Social Work and Science Education
Suryani Hardjo
Universitas Medan Area
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Veterinary Other

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THE EFFECT OF TRANSFORMATIONAL LEADERSHIP STYLE AND WORK MOTIVATION ON JOB SATISFACTION OF ASN AT BNN ACEH PROVINCE Rosdiana; Suryani Hardjo; Nina Siti Salmaniah
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 5 No. 5 (2025): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/morfai.v4i3.3528

Abstract

This research is based onThe aim is to determine the influence of transformational leadership style and work motivation on job satisfaction in civil servants inNational Narcotics Agency of Aceh Province. This study uses total sampling in selecting subjects. The subjects in this study were all employees atNational Narcotics Agency of Aceh Provinceas many as 100 people. There are three hypotheses proposed in this study: (1) There is a positive influence between transformational leadership style and job satisfaction, (2) There is a positive influence between work motivation and job satisfaction, (3) There is a positive influence between transformational leadership style and work motivation on job satisfaction. Based on the research results, there is a significant influence between transformational leadership style and job satisfaction. Where the R coefficient is0.381 and p = 0.000. The correlation is significant, meaning that if the transformational leadership style is high, job satisfaction is higher. The determinant coefficient R2 is0.145, meaning that 14.5% of job satisfaction is influenced by transformational leadership style. Based on the results of this study, it can be stated that the proposed hypothesis 1 is accepted. There is a significant influence of work motivation on job satisfaction. Where the R coefficient is 0.237 and p =0.018. The correlation is significant, meaning that if work motivation is high, job satisfaction is higher. The coefficient of determination R2as big as0.056, meaning that 5.6% of job satisfaction is influenced by work motivation. Together, the variables of transformational leadership style and work motivation have a significant influence on job satisfaction. This can be seen from the model summary table where the R coefficient is 0.427 and p = 0.000. This means that together the variable X1and X2 affects the Y variable. Based on the results of this study, the three hypotheses proposed in this study are declared accepted. The determinant coefficient R2 is0.183, meaning that 18.3% of job satisfaction is influenced by transformational leadership style and work motivation. While 81.7% is influenced by other factors that cannot be explained in the regression equation (residual).
The effect of coping strategies on flourishing with self-compassion as a mediator in teachers with functional dyspepsia Parinduri, Rusdah; Hardjo, Suryani; Dewi, Salamiah Sari
Science Midwifery Vol 13 No 6 (2026): February: Health Sciences and related fields
Publisher : Institute of Computer Science (IOCS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/midwifery.v13i6.2247

Abstract

The inability of teachers to manage stress effectively can worsen their health and trigger functional dyspepsia. This study aims to understand how teachers can achieve flourishing despite experiencing work-related stress. It examines the coping strategies used to manage stress and how these strategies contribute to achieving flourishing. This study also investigates the role of self-compassion in the relationship between coping strategies and flourishing. The purpose of this study is to examine the effect of coping strategies on flourishing, the effect of coping strategies on self-compassion, the effect of self-compassion on flourishing, and the effect of coping strategies on flourishing with self-compassion as a mediating variable among teachers with functional dyspepsia. This study employed a quantitative method by distributing questionnaires to 200 teacher respondents diagnosed with functional dyspepsia who met the screening criteria of the R4-FDDQ Functional Dyspepsia Diagnostic Questionnaire. Data analysis was conducted using JASP version 0.19.3.0 through Structural Equation Modeling–Partial Least Squares (SEM-PLS). The results indicate that the respondent data were reliable, valid, and the model demonstrated good fit. The findings reveal a significant relationship between coping strategies and flourishing, as well as between coping strategies and self-compassion. However, self-compassion did not have a significant effect on flourishing, nor did it significantly mediate the relationship between coping strategies and flourishing among teachers with functional dyspepsia. In coping with problems, teachers with functional dyspepsia tended to prioritize emotion-focused coping in achieving flourishing. Religiosity and mindfulness were identified as the most prioritized strategies compared to other aspects.
The influence of spiritual well-being on burnout in kindergarten teachers with self-efficacy as a mediating variable Rambe, Rifatun Nihaya; Hasanuddin, Hasanuddin; Hardjo, Suryani
Science Midwifery Vol 13 No 6 (2026): February: Health Sciences and related fields
Publisher : Institute of Computer Science (IOCS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/midwifery.v13i6.2276

Abstract

Improving the quality of human resources is a national strategic agenda, with early childhood education playing a crucial role in shaping cognitive, social, emotional, and spiritual foundations. Kindergarten teachers face complex work demands that are prone to burnout. Spiritual well-being, the ability to feel meaning, inner peace, and spiritual connectedness, is believed to protect teachers from stress and enhance a positive outlook on work. Self-efficacy, or self-belief, plays a role in strengthening teachers' ability to face challenges, manage the classroom, and remain productive. This study aims to understand the relationship between spiritual well-being, self-efficacy, and burnout in kindergarten teachers as a basis for developing psychological interventions. This quantitative correlational study used an online questionnaire with 200 kindergarten teachers in North Labuhanbatu, analyzed using PLS-SEM to test reliability, validity, and model fit. Spiritual well-being was measured using the SWBS (Paloutzian & Ellison, 1983), burnout using the Maslach Burnout Inventory (MBI), and self-efficacy using Bandura (2006). The results showed that Spiritual Well-Being had no significant effect on burnout (β = 0.080; p = 0.581), self-efficacy was also not significant on burnout (β = −0.186; p = 0.180), but Spiritual Well-Being had a significant positive effect on self-efficacy (β = 0.768; p < 0.001). The indirect effects analysis showed that self-efficacy was not a mediator (β = −0.143; p = 0.184; 95% CI = −0.353 to 0.068). Thus, the effect of Spiritual Well-Being on kindergarten teacher burnout is more complex and requires other mediators, such as coping strategies or emotional regulation, to be effective.
Pengembangan Nilai Karakter Melalui Pelatihan Peace Education pada Siswa Sekolah Menengah Kejuruan Andi Hakim Lubis; Suryani Hardjo; Rahma Afwina; Beby Suryani Fitri; Beby Masitho Batubara; Irvandi; Kana Desen
Prioritas: Jurnal Pengabdian Kepada Masyarakat Vol. 6 No. 02 (2024): EDISI SEPTEMBER 2024
Publisher : Universitas Harapan Medan

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Abstract

Permasalahan interaksi sosial di lingkungan sekolah, seperti komunikasi yang kurang santun dan potensi perundungan, menunjukkan perlunya penguatan pendidikan karakter pada peserta didik. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kemampuan pengelolaan emosi dan komunikasi asertif siswa melalui pelatihan peace education. Kegiatan dilaksanakan pada Sabtu, 14 september 2024 di SMK YPT Pangkalan Susu dengan melibatkan 60 siswa sebagai peserta. Metode yang digunakan adalah pendekatan partisipatif berbasis experiential learning melalui observasi awal, penyusunan modul pelatihan, pemberian pre-test, pelaksanaan pelatihan (ceramah interaktif, diskusi, simulasi, dan refleksi), serta evaluasi melalui post-test. Hasil kegiatan menunjukkan adanya peningkatan rata-rata skor pada aspek pengelolaan emosi dan komunikasi asertif setelah pelatihan diberikan. Selain peningkatan secara kuantitatif, perubahan perilaku siswa juga terlihat dari interaksi yang lebih santun dan terbuka dalam menyampaikan pendapat. Dengan demikian, pelatihan peace education terbukti efektif sebagai upaya penguatan pendidikan karakter dan pembentukan budaya damai di lingkungan sekolah.
Penguatan Workforce Agility bagi Pendidik melalui Konsep Agile Classroom Maswandi; Suryani Hardjo; Rahmi Lubis; Beby Suryani Fithri; Vicky Fadian
Prioritas: Jurnal Pengabdian Kepada Masyarakat Vol. 4 No. 02 (2022): EDISI SEPTEMBER 2022
Publisher : Universitas Harapan Medan

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Abstract

Perubahan cepat dalam sistem pendidikan dan perkembangan teknologi menuntut pendidik memiliki kemampuan adaptif yang tinggi dalam menghadapi dinamika pembelajaran. Workforce agility menjadi kompetensi penting bagi pendidik agar mampu merespons perubahan secara fleksibel, reflektif, dan inovatif. Kegiatan ini bertujuan memperkuat workforce agility pendidik melalui penerapan konsep Agile Classroom. Pelaksanaan dilakukan pada 27 Agustus 2022 di Sekolah Kebangsaan KEM Terendak 2 Melaka, Malaysia, dengan metode pelatihan partisipatif yang meliputi penyampaian konsep, simulasi, diskusi reflektif, dan workshop penyusunan Agile Lesson Plan. Evaluasi dilakukan melalui pre-test dan post-test terhadap lima indikator utama. Hasil menunjukkan peningkatan rata-rata skor dari 56% menjadi 86%, dengan rata-rata kenaikan sebesar 30 poin. Temuan ini menunjukkan bahwa pendekatan Agile Classroom efektif dalam meningkatkan kesiapan adaptif dan profesional pendidik. Konsep ini berpotensi mendukung pengembangan budaya pembelajaran yang fleksibel, kolaboratif, dan berkelanjutan.
Pengaruh Moril Kerja terhadap Keterlibatan Kerja dengan Kesediaan Menghadapi Perubahan sebagai Variabel Mediasi (Studi pada Tenaga Pendidik (GADIK) SPN Polda SUMUT) Azlansyah; Hasanuddin; Hardjo, Suryani
Jurnal Manajemen Pendidikan dan Ilmu Sosial Vol. 7 No. 2 (2026): Jurnal Manajemen Pendidikan dan Ilmu Sosial (Februari - Maret 2026)
Publisher : Dinasti Review

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/jmpis.v7i2.7867

Abstract

Keterlibatan kerja adalah kesediaan untuk berusaha sebaik mungkin demi kepentingan organisasi, kesediaan bekerja melebihi apa yang diharapkan agar organisasi dapat maju. Tenaga Pendidik (Gadik) sebagai Personel Polri dengan keterlibatan kerja tinggi, ikut memperhatikan nasib organisasi. Keterlibatan mengarah pada adanya kesiapan dan kesediaan individu untuk berusaha dengan sungguh-sungguh demi kepentingan dan kelangsungan organisasi. Tenaga Pendidik (Gadik) yang bersedia melibatkan diri secara penuh dalam pekerjaan mereka yang diyakini sebagai mekanisme penyaluran kontribusi mereka untuk pencapaian tujuan organisasi. Penelitian ini bertujuan untuk melihat pengaruh moral kerja terhadap keterlibatan kerja dengan kesediaan menghadapi perubahan sebagai variabel mediasi. Sampel berjumlah 177 orang, dengan metode pengumpulan data berupa skala keterlibatan kerja, skala moral kerja, dan skala kesediaan menghadapi perubahan. Teknik analisis data menggunakan pendekatan Structural Equation Model (SEM) atau Model Persamaan Struktural. Hasil penelitian menunjukkan; (1). Ada pengaruh moral kerja terhadap kesediaan menghadapi perubahan pada tenaga pendidik, berdasarkan hasil nilai t-statistik sebesar 11,160 > 1,96 dan/atau dengan nilai p-value sebesar 0,000 < 0,04. (2). Ada pengaruh kesediaan menghadapi perubahan terhadap keterlibatan kerja tenaga pendidik berdasarkan hasil nilai t-statistik sebesar 69,211 > 1,96 dan atau dengan nilai p-value sebesar 0,000 < 0,04, (3). Ada pengaruh moral kerja terhadap keterlibatan kerja tenaga pendidik berdasarkan hasil nilai t-statistik sebesar 3,203 > 1,96 dan/atau dengan nilai p-value sebesar 0,000 < 0,04. (4). Ada pengaruh moral kerja terhadap keterlibatan kerja dengan kesediaan menghadapi perubahan sebagai variabel mediasi, berdasarkan hasil nilai t-statistik pada specific indirect effect sebesar 10,119 > 1,96 dan atau dengan nilai p-value sebesar 0,000 < 0,04 (tabel 3.16). Atau berdasarkan hasil perbandingan antara nilai pengaruh langsung (original sample) variabel Moril Kerja langsung terhadap Keterlibatan Kerja sebesar 0,119 (11,9%) lebih kecil bila dibandingkan dengan nilai pengaruh tidak langsung (original sampel pada specific indirect effect) antara variabel Moril Kerja melalui Kesediaan Berubah terhadap Keterlibatan Kerja yaitu sebesar 0,609 (60,9%).
THE DYNAMICS OF INTERPERSONAL COMMUNICATION IN PEER GROUPS AT SDIT PLUS USMAN BIN ALI MEDAN Nabilla, Vivi; Hardjo, Suryani; Aisyah, Siti
International Journal of Cultural and Social Science Vol. 7 No. 2 (2026): International Journal of Cultural and Social Science
Publisher : Pena Cendekia Insani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53806/ijcss.v7i2.1352

Abstract

This study aims to explore the dynamics of interpersonal communication within peer groups and the meaning of communication experiences among elementary school students. The research problem emerged from preliminary observations and interviews indicating dominance in group discussions, unequal participation, and conflicts arising from verbal and nonverbal misunderstandings in the school environment. This study employed a qualitative approach with a phenomenological design. The participants consisted of nine respondents: four students, four parents, and one homeroom teacher at SDIT Plus Usman Bin Ali Medan. Data were collected through observations and in-depth interviews and analyzed using data reduction, data display, and conclusion drawing, supported by triangulation to ensure credibility. The findings reveal that students’ interpersonal communication manifests in cooperative, competitive, and conflictual patterns. Children interpret communication as experiences of acceptance or rejection, which influence their self-confidence and social relationships. The main themes identified include openness, empathy, supportiveness, equality, and conflict management. The study implies that schools should strengthen communication and socio-emotional skill development programs to foster a supportive and psychologically safe interaction environment.
THE EFFECT OF SELF-DISCLOSURE ON EMOTIONAL REGULATION WITH THE MEDIATION OF FAMILY SUPPORT IN HIGH SCHOOL STUDENTS Nainggolan, Rani; Hasanuddin; Hardjo, Suryani
International Journal of Cultural and Social Science Vol. 7 No. 2 (2026): International Journal of Cultural and Social Science
Publisher : Pena Cendekia Insani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53806/ijcss.v7i2.1367

Abstract

Adolescence is a developmental stage characterized by significant biological, cognitive, and socio-emotional changes that require effective emotion regulation. This study aimed to examine the effect of self-disclosure on emotion regulation among high school students, with family support as a mediating variable. A quantitative approach was used with a population of 632 students and a sample of 200 respondents selected through random sampling. Data were collected using Likert-scale questionnaires, including the Revised Self-Disclosure Scale, the Emotion Regulation Questionnaire (Gross & John, 2003), and the Family Support Scale. Data analysis was conducted using SEM-PLS with JASP 0.19.3.0. The results showed that several self-disclosure dimensions significantly influenced emotion regulation. Intended disclosure (Beta = 0.190; p = 0.007), honesty-accuracy (Beta = 0.144; p = 0.040), and control of general depth (Beta = 0.170; p = 0.020) had a positive effect on cognitive reappraisal. The amount factor (Beta = 0.281; p < 0.001), honesty-accuracy (Beta = 0.150; p = 0.030), and control of general depth (Beta = 0.206; p = 0.004) significantly affected expressive suppression. Overall, self-disclosure contributed more consistently to emotion regulation and perceived family support than the direct effect of family support on emotion regulation. These findings highlight the importance of self-disclosure and supportive family environments in improving students’ emotion regulation abilities.
Co-Authors A'yun, Qurrota Abdul Halim Saragih Abdullah Umar Siregar Ade Chita Putri Harahap Alfida, Nur Amanah Surbakti Ananda, Rizky Andi Hakim Lubis Andrifan Dwi Prabowo Anggi Tri Lestari Purba Ardiani, Dara ARDIANSYAH ARDIANSYAH Asih Menanti Asih Menanti Astuti , Retna Azhar Aziz Azlansyah Bazi Puti Ayu Widyasana Beby Masitho Batubara Beby Suryani Fithri Beby Suryani Fitri Buulolo, Delviana Chairiah Yulianti Siregar Chairiah Yulianti Siregar, Chairiah Debi Angelina Br. Barus Desi Ritha Hutasoit Dian Susilawati Dinda Permatasari Harahap Dita Yani Eka Putri Wulandari Elpis Brahmana Endang Sapti Prihatini Eryanti Novita Eva Yulina Evanireni Julietta Purba Halim Perdana Kusuma Harahap, Dio Arza Andamaris Hasanuddin Hasanuddin Hasanuddin Hasanuddin Husri Marliani Mawaddah Sihombing Indo Mora Siregar Indo Mora Siregar, Indo Iranda Hari Fadhil Irsan Rangkuti Irvandi Jallow, Sirajo Kaiman Turnip Kaiman Turnip, Kaiman Kana Desen Khairinnas, Khairinnas Khairunnisa, Prawidhy Lana Crisantitin Sinaga Larasati, Shafisiyah Adya Lubis, Syaiful Akhyar Lumongga M. Rajab Lubis Mardiansyah Mardiansyah, Mardiansyah Marisha Sembiring Marisha Sembiring, Marisha Maswandi Mathilda Monalisa Marbun Meutia, Hijir Yoesryna Mohammad Ikhwanur Rokhim Muhammad Qodri Muharrani, Tis'a Munisa Munisa Nabilla, Vivi Nafeesa Nafeesa Nainggolan, Rani Nefi Darmayanti Nina Siti Salmaniah Nina Siti Salmaniah Siregar Nurin Nadhira Alyani Nurmaida Irawani Siregar Nurussakinah Daulay Daulay Parinduri, M. Abrar Parinduri, Rusda Parinduri, Rusdah Patisina Patisina Rahma Afwina Rahmah Khair, Muna Rahmi Lubis Rahmi Lubis Rahmi Lubis Rajab Lubis Rambe, Rifatun Nihaya Rida Kurniati Rina Amelia Rina Mirza Risydah Fadilah Rosdiana Rudi Purnomo Salamah Salamiah Sari Dewi Salamiah Sari Dewi Santoso, Syukri Sembiring, Ardha Aulia Rovica Br Sihombing, Eva Luminarti Simanungkalit, Rebecca Gabriela Singarimbun, Selly Marcelina Sitepu, Fadel Siti Aisyah Siti AISYAH Siti Aisyah Siti Khairani Amnur Siti Maimunah Siti Mayasari Hasibuan Siti Syapiah Bintang Sjahril Effendy Sri Hartati Ningsih Sri Hartati Ningsih, Sri Sri Intan Mayasari Sri Milfayetty Sri Wahyuni Surbakti, Ozi Zulfani Syaiful Bahri Nasutin Syaiful Bahri Nasutin, Syaiful Tis'a Muharrani Tobing, Julius Triastuti, Neni Twelvdes Sadrak Eire Simanjuntak Vicky Fadian Wahyuni, Nini Sri Wan Mariah Wirda Hanim Wiwik Sulistyaningsih Yudistira Fauzy Indrawan Yuni Noviyanti Zati, Muhammad Nugraha Zulhafni Zulhafni Zulhafni Zulhafni, Zulhafni Zulkarnain Zulkarnain Zulkarnain Zulkarnain