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All Journal Psikopedagogia Journal of Pedagogy and Education Science Kelimutu Journal of Community Service Jurnal Bimbingan Konseling Flobamora
I Putu Agus Apriliana
Universitas Nusa Cendana
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Generasi Milenial Cakap Digital; Penyuluhan dan Pendampingan Remaja di Kelurahan Bakunase Nusa Tenggara Timur I Putu Agus Apriliana; Rizky M. A Abel; Fera Ratna Dewi Siagian; I Nyoman Wahyu Esa Wijaya; Kurniayu Triastuti R.A Ratu; Rista Apriliya Devi; Stofiani Susana Lima
Jurnal Kelimutu Pengabdian Masyarakat Vol 3 No 2 (2023): Kelimutu Journal of Community Service (KJCS)
Publisher : Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/kjcs.v3i2.12632

Abstract

Perkembangan teknologi digital yang ada perlu diimbangi dengan keterampilan digital agar dapat melakukan penyesuaian yang wajar. Pemerintah Indonesia terus mendorong literasi digital ini secara nasional. Oleh karena itu, kegiatan pendampingan yang dilakukan di Kota Kupang - Nusa Tenggara Timur berupa 1) pemberian informasi tentang literasi digital, 2) pencarian informasi pelatihan digital dan analisis untuk kegiatan akademik sekolah, dan 3) pelatihan bijak media sosial dan menciptakan informasi digital yang edukatif. Pemuda GMIT REHOBOT PAR Kecamatan Bakunase Kota Kupang – Nusa Tenggara Timur yang berjumlah 22 orang dilibatkan dalam kegiatan ini. Kegiatan dilaksanakan setiap hari Sabtu, mulai Minggu I – IV pada bulan Mei. Metode yang digunakan dalam kegiatan ini adalah materi sosialisasi, diskusi dan praktek langsung. Hasil kegiatan menunjukkan adanya peningkatan pemahaman peserta terhadap literasi digital berdasarkan hasil pre-test dan post-test. Pengetahuan peserta mengenai literasi digital meliputi pemahaman perangkat digital, aplikasi, mesin pencari, etika dan aturan-aturan yang harus diperhatikan dalam memanfaatkan dunia digital. Terkait keterampilan, peserta dapat menunjukkan kemampuan mencari dan menganalisis informasi digital serta menggunakan berbagai macam aplikasi digital untuk menunjang kegiatan akademik sekolahnya
Pengaruh Keterbatasan Fasilitas Belajar terhadap Academic Persistence pada Mahasiswa ditinjau dari Dukungan Sosial Orangtua Maria Goreti Imut; Andriani Paulin Nalle; I Putu Agus Apriliana
JURNAL BIMBINGAN KONSELING FLOBAMORA Vol 3 No 3: Desember 2025
Publisher : Prodi Bimbingan Konseling FKIP UNDANA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/jbkf.v3i3.23553

Abstract

Persistence is a trait that all individuals who want to succeed must possess, refusing to give up in pursuit of their goals despite difficulties. This study aims to determine: (1) the impact of limited learning facilities on academic persistence in terms of parental social support; and (2) investigate the differences in limited learning facilities and academic persistence in terms of parental social support. This study employs a quantitative, descriptive research design. The sample comprised 72 college students. Data collection used an independent instrument based on a theoretical framework of variables, with Likert-scale responses. Data analysis included simple linear regression and independent t-tests. This study finds that the first hypothesis is confirmed: that limited learning facilities have an insignificant influence on the academic persistence of students with high parental social support. For the second hypothesis, the data show that limited learning facilities do not influence academic persistence among students with low parental social support. In the third hypothesis, there are no significant differences in limited learning facilities and academic persistence between students with high and low parental social support. Based on the findings, it can be concluded that limited learning facilities have little impact on academic persistence among college students, regardless of parental social support, and that there are no differences in academic persistence between students with and without limited learning facilities when parental social support is taken into account.
Unpacking global research on academic resilience in school education: a bibliometric mapping and systematic review I Putu Agus Apriliana; Damianus Dao Samo; Rizki Novirson
Psikopedagogia Vol. 15 No. 2 (2025): December 2025
Publisher : Universitas Ahmad Dahlan

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

Abstract

Academic resilience has emerged as a critical construct for understanding how students adapt to challenges across diverse educational contexts. Despite its growing prominence, the conceptual structure and developmental trajectory of resilience among school-aged learners remain insufficiently mapped. This study aims to (1) map global publication and authorship trends, (2) identify dominant theme patterns, (3) examine target populations and methodological approaches, and (4) synthesize reported outcomes and research outputs. Screening 1,226 reputable-index documents yielded 993 articles for bibliometric analysis, from which a subset of 48 peer-reviewed journal articles published between January 2015 and October 2025 was systematically reviewed. Bibliometric findings indicate sharp growth after 2018, with dominant contributions from the United States and China, alongside widening participation from Europe and the Asia-Pacific region (e.g., Indonesia). These findings also identify highly cited works that have shaped the field, as well as five dominant thematic clusters spanning socio-demographic, educational, psychosocial, health-related, and methodological dimensions. Content analysis reveals a focus on adolescents, a predominance of quantitative methods, and outcomes across academic, psychological, motivational, and relational domains. In contrast, experimental, intervention, and qualitative studies point to gaps in early education, systemic equity, and context-sensitive applications. In conclusion, this review demonstrates the field's maturation and diversification while underscoring the need for more intervention-based, longitudinal, and context-sensitive studies, particularly in underrepresented primary education settings. These findings also highlight the importance of school counseling in implementing evidence-based, context-sensitive resilience interventions, alongside systematic evaluation to promote sustainable student outcomes.
Latent Profile of Academic Resilience and Friendship Satisfaction in Relation to Achievement Emotions among School-Aged Adolescents I Putu Agus Apriliana
Journal of Pedagogy and Education Science Vol 5 No 02 (2026): Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.001986

Abstract

Adolescence represents a critical developmental phase characterized by escalating academic demands and increasingly salient peer relationships, both of which play a central role in shaping students’ achievement-related emotional experiences. Although academic resilience and friendship satisfaction are well-established protective resources, prior research has predominantly examined these constructs in isolation, leaving their joint configurations and emotional consequences underexplored, particularly within resource-constrained and culturally contextualized educational settings. Adopting a person-centered approach, this study identified latent profiles of school-aged adolescents based on combined patterns of academic resilience and friendship satisfaction and examined profile differences in positive and negative achievement emotions. Data were collected from 582 randomly selected adolescents in Kupang City, Indonesia, using validated measures of academic resilience, friendship satisfaction, and achievement emotions. Latent profile analysis followed by multivariate analysis of variance revealed four distinct profiles with meaningful emotional differentiation. Adolescents in the buffered resilience profile exhibited the most adaptive emotional patterns, characterized by high positive emotions (enjoyment, hope & pride) and low negative emotions (anger, anxiety, shame, hopeless & boredom) in learning and classroom contexts. In contrast, adolescents in the relationally constrained profile reported low positive emotions alongside elevated negative emotions in both contexts. Notably, high friendship satisfaction alone, as observed in the relationally compensated profile, was insufficient to offset low academic resilience. These findings extend the Theoretical Resilience and Relational Load Linkage framework by highlighting the synergistic role of individual adaptive capacities and relational resources in shaping adolescents’ achievement emotions, offering actionable implications for school-based interventions and educational policy.
Co-Authors Andriani Paulin Nalle Damianus Dao Samo Fera Ratna dewi Siagian I Nyoman Wahyu Esa Wijaya Kurniayu Triastuti R.A Ratu Maria Goreti Imut Rista Apriliya Devi Rizki Novirson Rizky M. A Abel Stofiani Susana Lima