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Pengaruh Keterikatan Kerja dan Dukungan Sosial terhadap Kepuasan Kerja pada Guru Farouq Fathurrahman; Desi Nur’aini; Jean Rala Bangkit; Nada Fristy Yusri
Journal on Education Vol. 7 No. 2 (2025): Journal on Education: Volume 7 Nomor 2 Tahun 2025 In Progress (Januari-Februari
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v7i2.8305

In educational institutions, teachers are a very important asset because with teachers the school will be able to achieve educational goals. Therefore, foundations and schools need to pay attention to one of the fulfillment of teacher needs, namely job satisfaction so that teachers can enjoy their work activities better. This study aims to test the effect of work engagement and social support on job satisfaction in teachers. This study involved 103 high school and junior high school teachers in the provinces of DKI Jakarta, West Java and Banten with multiple linear regression test analysis techniques. The results of this study indicate that the proposed hypothesis is accepted, namely that there is an effect of work engagement and social support on job satisfaction in teachers.

MELIHAT KEPUASAN HIDUP GURU NON-PNS BERDASARKAN DUKUNGAN SOSIAL DAN KEBERSYUKURAN Fathurrahman, Farouq
Jurnal Cahaya Mandalika ISSN 2721-4796 (online) Vol. 4 No. 1 (2023)
Publisher : Institut Penelitian Dan Pengambangan Mandalika Indonesia (IP2MI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jcm.v4i1.1353

Social support and gratitude are among the factors that can affect life satisfaction among non-civil servant teachers. Social support can be important because it can increase the gratitude of a teacher and the higher of these two things can increase the life satisfaction of the teacher. The purpose of this study was to see the effect of social support and gratitude on life satisfaction among non-civil servant teachers. This study involved 75 non-civil servant teachers who were obtained using purpos-ive sampling technique. The data analysis used in this research is multiple regres-sion. The results of this study, that social support and gratitude have a joint influ-ence on life satisfaction in non-civil servant teachers. In particular, the effect of gratitude is slightly greater than social support.

The Impact of Parental Career-Related Interference on School Burnout: A Mediation Analysis of Career Decision-Making Self-Efficacy Ardianti, Tanti; Sahin, Arif; Fathurrahman, Farouq; Bangkit, Jean Rala; Rufaidah, Anna; Kiranida, Oktafiana; Nur'aini, Desi
KONSELING RELIGI Vol 16, No 2 (2025): Desember 2025
Publisher : Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/kr.v16i2.33802

School burnout characterized by emotional exhaustion, cynicism toward learning, and feelings of incompetence—remains a critical issue in adolescent education, often exacerbated by parental interference in career decision-making. This study examined the direct and indirect effects of parental career-related interference on school burnout, with career decision-making self-efficacy as a mediator. The sample consisted of 383 students from Madrasah Aliyah Negeri (Islamic Senior High Schools) in Bekasi City, Indonesia. Using a quantitative cross-sectional design, data were analyzed through Hayes’ PROCESS Macro Model 4 to test mediation effects. The results revealed that parental career-related interference positively predicted school burnout (β = 0.27, p < 0.05) and career decision-making self-efficacy (β = 0.31, p < 0.05). In turn, career decision-making self-efficacy negatively predicted school burnout (β = –0.19, p < 0.05). The mediation analysis confirmed a significant indirect effect of parental interference on school burnout through self-efficacy (β = –0.060; 95% CI [–0.14, –0.01]). Descriptive statistics showed that the mean scores for school burnout (M = 58.28, SD = 13.93), parental interference (M = 44.83, SD = 6.51), and career decision-making self-efficacy (M = 87.03, SD = 13.27) reflected a relatively consistent response pattern among participants. These findings highlight the contextual nature of parental involvement. In collectivist societies, some forms of parental career-related interference may be viewed as supportive guidance, which can enhance students’ self-efficacy and reduce school burnout. Practical implications for school counseling interventions and strategies to cultivate constructive parental engagement are discussed.

Kontribusi Regulasi Emosi terhadap Tingkat Stres pada Siswa Nada Fristy Yusri; Reggiana Brescia; Deasy Dwi Cahayaningtyas Arifin; Farouq Fathurrahman; Risma Kumara Rani
Jurnal Bimbingan dan Konseling Ar-Rahman Vol 12, No 1 (2026): June
Publisher : UPT Publikasi dan Pengelolaan Jurnal Universitas Islam Kalimantan MAB Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/jbkr.v12i1.23488

The increasing academic and psychosocial pressures experienced by junior high school students highlight the importance of understanding factors that influence stress levels, particularly emotional regulation. This study aimed to identify the levels of emotional regulation and stress among students at SMPN 243 Jakarta and examine the role of emotional regulation in predicting students’ stress levels. A quantitative correlational design was employed involving 133 students selected through purposive sampling. Data were analyzed using normality and linearity tests, followed by Pearson correlation and simple linear regression analyses. The results revealed that emotional regulation had a significant effect on students’ stress levels (p < .001). The regression equation obtained was Y = 121.606 − 0.481X, with a standardized beta coefficient of β = −0.391. These findings indicate a negative relationship between emotional regulation and stress, suggesting that students with better emotional regulation tend to experience lower levels of stress. Emotional regulation accounted for 15.3% of the variance in students’ stress levels, while the remaining variance was explained by other factors not examined in this study. The findings emphasize the importance of implementing social-emotional learning programs, stress management training, and preventive counseling services to strengthen students’ emotional regulation skills and help them cope more effectively with academic and psychosocial demands. _____________________________________________________________Tekanan akademik dan psikososial yang semakin meningkat pada siswa sekolah menengah pertama menjadikan pemahaman mengenai faktor-faktor yang memengaruhi tingkat stres, khususnya regulasi emosi, semakin penting. Penelitian ini bertujuan untuk mengetahui tingkat regulasi emosi dan stres siswa SMPN 243 Jakarta serta menguji peran regulasi emosi dalam memprediksi tingkat stres siswa. Penelitian menggunakan desain kuantitatif korelasional dengan melibatkan 133 siswa yang dipilih melalui teknik purposive sampling. Data dianalisis menggunakan uji normalitas, uji linearitas, korelasi Pearson, dan regresi linear sederhana. Hasil penelitian menunjukkan bahwa regulasi emosi berpengaruh signifikan terhadap tingkat stres siswa (p < 0,001). Persamaan regresi yang diperoleh adalah Y = 121,606 − 0,481X dengan koefisien beta terstandarisasi sebesar β = −0,391. Temuan ini menunjukkan adanya hubungan negatif antara regulasi emosi dan stres, yang berarti siswa dengan kemampuan regulasi emosi yang lebih baik cenderung mengalami tingkat stres yang lebih rendah. Regulasi emosi memberikan kontribusi sebesar 15,3% terhadap variasi tingkat stres siswa, sedangkan sisanya dipengaruhi oleh faktor lain yang tidak diteliti. Hasil penelitian menegaskan pentingnya pengembangan program pembelajaran sosial-emosional, pelatihan manajemen stres, dan layanan konseling preventif untuk memperkuat kemampuan regulasi emosi siswa dalam menghadapi tuntutan akademik dan psikososial.

Sinergi Peran Orang Tua dan Dukungan Emosional terhadap Perkembangan Sosial serta Akademik Siswa di SDIT Bina Insan Cita Babelan Oktafiana Kiranida; Farouq Fathurrahman; Susi Handayani Br.Lubis; Anisa Melamita
Amaliah: Jurnal Pengabdian Kepada Masyarakat Vol 10 No 1 (2026): Amaliah: Jurnal Pengabdian kepada Masyarakat
Publisher : LPPI UMN AL WASHLIYAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32696/ajpkm.v10i1.6516

This community service program aims to enhance parents’ awareness and involvement in supporting the academic and social development of children at the Integrated Islamic Elementary School. The activities will focus on the role, engagement, and emotional support of parents as crucial factors in fostering children’s educational processes. By involving parents, teachers, and students, the program will provide a deeper understanding of the importance of parental roles in creating an environment that supports children’s education, both academically and socially. Through counseling sessions, training, and focused group discussions (FGDs), the program seeks to strengthen communication and collaboration between parents and the school. It is expected that, through these activities, parents will gain a better understanding of how to provide effective emotional support for their children’s development, while also building a harmonious relationship between home and school. The outcomes of this community service program are expected to contribute positively to creating a more supportive educational environment for children at the Integrated Islamic Elementary School.

Employability Skills and Career Readiness Among Muslim Vocational Students: Mediating Role of Career Decision-Making Self-Efficacy Wenny Wulandari; Arif Sahin; Wise Rahmawan; Farouq Fathurrahman; Muh. Azhar Mubarak; Wiffy Zalina Putri
Pamomong: Journal of Islamic Educational Counseling Vol. 7 No. 1 (2026)
Publisher : State Islamic University (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/pamomong.v7i1.6336

Rapid changes in the labour market require vocational students to develop career readiness supported by employability skills and psychological resources for career decision-making. This study tested the direct and indirect effects of employability skills on career readiness via Career Decision-Making Self-Efficacy (CDMSE) among Grade-12 Muslim vocational students. Using a cross-sectional design, all students at SMK Multicomp Depok, Indonesia (N = 215) were surveyed using saturated sampling, with Muslim status verified through school records. Adapted measures were used: the Self-Perceived Employability Scale (α = .96), the Career Decision-Making Self-Efficacy Scale (α = .95), and the Student Career Readiness Scale (α = .98). Mediation was examined using PROCESS Macro for SPSS (Model 4) with bootstrap resampling. Employability skills significantly predicted CDMSE (b = 1.21, SE = .12, t = 10.22, p < .01; R² = .33) and career readiness (direct effect controlling for CDMSE: b = .66, SE = .11, t = 6.09, p < .01). CDMSE also significantly predicted career readiness (b = .42, SE = .05, t = 8.13, p < .01; model R² = .53). The indirect effect of employability skills on career readiness via CDMSE was significant (b = .51, SE = .09, 95% BC CI [.35, .70]), indicating partial mediation. The findings support Social Cognitive Career Theory and suggest that guidance and counseling programs should integrate employability development with interventions that strengthen decision-making self-efficacy. Limitations include the cross-sectional design, self-report measures, and a single-school sample; future research should use longitudinal designs and broader settings to improve generalizability.

Penguatan Identitas Karier Siswa SMK di Era Digital melalui Pendekatan Career Construction Theory: Program Pengabdian Berbasis Pelatihan Reflektif Arif Sahin; Wenny Wulandari; Wise Rahmawan; Farouq Fathurrahman; Salma Syahidah Salsabila; Zahwa Aprilia; Muh. Azhar Mubarak
Jurnal Medika: Medika in progres
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/ms1krd27

Perubahan dunia kerja di era digital yang semakin dinamis dan tidak linier menuntut siswa Sekolah Menengah Kejuruan (SMK) memiliki identitas karier yang jelas dan adaptif. Namun, banyak siswa masih mengalami kebingungan, ketidakpastian, dan kecemasan dalam menentukan arah karier setelah lulus. Hal ini menunjukkan bahwa layanan karier di sekolah belum sepenuhnya memfasilitasi proses refleksi diri dan konstruksi makna karier secara personal. Kegiatan pengabdian kepada masyarakat ini dilaksanakan melalui pelatihan kelompok secara luring di SMK Multicomp Depok dengan melibatkan siswa SMK sebagai peserta. Pelatihan menggunakan pendekatan reflektif-partisipatif berbasis naratif yang memfasilitasi siswa untuk mengeksplorasi nilai hidup, pengalaman bermakna, serta menyusun narasi karier pribadi. Kegiatan dilakukan melalui pemaparan materi menggunakan media PowerPoint, penggunaan lembar kerja reflektif, serta diskusi dan refleksi terbimbing. Hasil kegiatan menunjukkan bahwa pelatihan mampu meningkatkan pemahaman siswa mengenai makna karier, memperjelas arah karier, serta memperkuat kesiapan psikologis dalam menghadapi transisi dari sekolah ke dunia kerja di era digital. Siswa juga menunjukkan perubahan cara pandang terhadap karier dari yang semula bersifat sempit dan eksternal menjadi lebih reflektif, personal, dan adaptif. Pelatihan penguatan identitas karier berbasis Career Construction Theory terbukti relevan dan aplikatif sebagai model layanan karier dalam kegiatan pengabdian kepada masyarakat serta berpotensi menjadi alternatif pengembangan layanan bimbingan karier di SMK yang lebih reflektif, partisipatif, dan berkelanjutan.

Kontribusi Regulasi Emosi terhadap Tingkat Stres pada Siswa Nada Fristy Yusri; Reggiana Brescia; Deasy Dwi Cahayaningtyas Arifin; Farouq Fathurrahman; Risma Kumara Rani
JURNAL BIMBINGAN DAN KONSELING AR-RAHMAN Vol 12 No 1 (2026): June
Publisher : UPT Publikasi dan Pengelolaan Jurnal Universitas Islam Kalimantan MAB Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/jbkr.v12i1.23488

The increasing academic and psychosocial pressures experienced by junior high school students highlight the importance of understanding factors that influence stress levels, particularly emotional regulation. This study aimed to identify the levels of emotional regulation and stress among students at SMPN 243 Jakarta and examine the role of emotional regulation in predicting students’ stress levels. A quantitative correlational design was employed involving 133 students selected through purposive sampling. Data were analyzed using normality and linearity tests, followed by Pearson correlation and simple linear regression analyses. The results revealed that emotional regulation had a significant effect on students’ stress levels (p < .001). The regression equation obtained was Y = 121.606 − 0.481X, with a standardized beta coefficient of β = −0.391. These findings indicate a negative relationship between emotional regulation and stress, suggesting that students with better emotional regulation tend to experience lower levels of stress. Emotional regulation accounted for 15.3% of the variance in students’ stress levels, while the remaining variance was explained by other factors not examined in this study. The findings emphasize the importance of implementing social-emotional learning programs, stress management training, and preventive counseling services to strengthen students’ emotional regulation skills and help them cope more effectively with academic and psychosocial demands. _____________________________________________________________Tekanan akademik dan psikososial yang semakin meningkat pada siswa sekolah menengah pertama menjadikan pemahaman mengenai faktor-faktor yang memengaruhi tingkat stres, khususnya regulasi emosi, semakin penting. Penelitian ini bertujuan untuk mengetahui tingkat regulasi emosi dan stres siswa SMPN 243 Jakarta serta menguji peran regulasi emosi dalam memprediksi tingkat stres siswa. Penelitian menggunakan desain kuantitatif korelasional dengan melibatkan 133 siswa yang dipilih melalui teknik purposive sampling. Data dianalisis menggunakan uji normalitas, uji linearitas, korelasi Pearson, dan regresi linear sederhana. Hasil penelitian menunjukkan bahwa regulasi emosi berpengaruh signifikan terhadap tingkat stres siswa (p < 0,001). Persamaan regresi yang diperoleh adalah Y = 121,606 − 0,481X dengan koefisien beta terstandarisasi sebesar β = −0,391. Temuan ini menunjukkan adanya hubungan negatif antara regulasi emosi dan stres, yang berarti siswa dengan kemampuan regulasi emosi yang lebih baik cenderung mengalami tingkat stres yang lebih rendah. Regulasi emosi memberikan kontribusi sebesar 15,3% terhadap variasi tingkat stres siswa, sedangkan sisanya dipengaruhi oleh faktor lain yang tidak diteliti. Hasil penelitian menegaskan pentingnya pengembangan program pembelajaran sosial-emosional, pelatihan manajemen stres, dan layanan konseling preventif untuk memperkuat kemampuan regulasi emosi siswa dalam menghadapi tuntutan akademik dan psikososial.

Changes in Parents' Emotion Regulation and Psychological Reflection After a Journaling Therapy Program Wise Rahmawan; Rindang Wahjuningtijas; Wenny Wulandari; Miskanik Miskanik; Farouq Fathurrahman
Journal of Education and Counseling (JECO) Vol. 6 No. 2 (2026)
Publisher : Ma'soem University

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

Parenting adolescents requires parents to manage their emotions and reflect on their parenting experiences. Journaling therapy is one type of expressive writing that may help parents become more aware of their emotions and thoughts. This study aimed to describe changes in parents' emotion regulation and psychological reflection after participating in a journaling therapy program. This study used a quantitative approach with a one-group pretest–posttest design. The participants were 56 parents of students at SMP Muhammadiyah Pabuaran. Data were collected using an emotion regulation scale and a psychological reflection scale. The data were analyzed using descriptive statistics by comparing the mean scores before and after the program. The mean score of emotion regulation increased from 28.47 before the program to 33.85 after the program. The mean score of psychological reflection also increased from 27.96 to 34.12. These results show higher mean scores after the journaling therapy program. Journaling therapy may be used as an alternative activity in school parenting programs to support parents' emotion regulation and psychological reflection.

Fatherlessness and Psychological Well-Being: Examining the Relationship Among Adolescent Tiara Natasya Apriliyanti Apriliyanti; Rosada Rosada; Yuda Syahputra; Farouq Fathurrahman
JITSS (Journal of Innovation and Trend in Social Sciences) Vol. 3 No. 1 (2026): JITSS (Journal of Innovation and Trend in Social Sciences)
Publisher : Asosiasi Asesmen Pendidikan (AAP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63203/jitss.v3i1.618

The phenomenon of fatherlessness has become an issue that is receiving increasing attention due to its potential to affect adolescents’ psychological development, including their psychological well-being. This study aims to examine the relationship between fatherlessness and psychological well-being among adolescents. This study employs a quantitative, correlational design. The sampling technique used was purposive sampling. The criteria used were adolescents aged 15–18 years who were raised without a father and were willing to participate in the study, resulting in a sample size of 202 adolescents. Data collection was conducted using the Fatherless Scale and the Psychological Well-Being Scale, which were distributed via Google Forms. Data analysis was performed using the Pearson Product-Moment correlation technique with the aid of IBM SPSS Statistics. The results of the study indicate that there is a significant relationship between fatherlessness and psychological well-being among adolescents, with a significance value of 0.000 (p < 0.05) and a correlation coefficient of -0.460. The results indicate a negative correlation of moderate strength, meaning that the higher the level of fatherlessness experienced by an individual, the lower their level of psychological well-being. Conversely, the lower the level of fatherlessness, the better the individual’s psychological well-being tends to be. These findings suggest that a father’s involvement plays an important role in supporting adolescents’ psychological well-being.

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