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All Journal Cakrawala Pendidikan Jurnal Pendidikan Humaniora Humanitas: Indonesian Psychological Journal Persona: Jurnal Psikologi Indonesia Indonesian Journal of Disability Studies JIP (Jurnal Intervensi Psikologi) Jurnal Psikologi Integratif Tumbuh Kembang Journal An-Nafs: Kajian Penelitian Psikologi Al Ishlah Jurnal Pendidikan Inklusi Journal of Disability Studies Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Inquiry: Jurnal Ilmiah Psikologi Jurnal Psikologi Teori dan Terapan PEDAGOGIA AL-ATHFAL : JURNAL PENDIDIKAN ANAK Journal of Psychological Science and Profession Perspektif Ilmu Pendidikan VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal Cakrawala Dini : Jurnal Pendidikan Anak Usia Dini Journal of Educational Research and Evaluation Jurnal EDUCATIO: Jurnal Pendidikan Indonesia PSYCHE 165 Journal Psikogenesis Jurnal Ilmiah Psikologi Mind Set Provitae: Jurnal Psikologi Pendidikan Psychosophia: Journal of Psychology, religion, and humanity Jurnal Paedagogy Journal of Innovation in Educational and Cultural Research G-Couns: Jurnal Bimbingan dan Konseling Psikoborneo : Jurnal Ilmiah Psikologi Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran JPI (Jurnal Pendidikan Inklusi) Edu Cendikia: Jurnal Ilmiah Kependidikan MANASA, Jurnal Ilmiah Psikologi Psyche 165 Journal Psycho Idea Psychological Research on Urban Society Buletin Psikologi International Journal of Science Education and Cultural Studies Eduvest - Journal of Universal Studies Eruditio : Indonesia Journal of Food and Drug Safety JIP (Jurnal Intervensi Psikologi) SOSIO KONSEPSIA: JURNAL PENELITIAN DAN PENGEMBANGAN KESEJAHTERAAN SOSIAL KONSELOR Journal An-Nafs: Kajian Penelitian Psikologi Jurnal Pendidikan Anak Jurnal Pendidikan Progresif
Kurniawati, Farida
Fakultas Psikologi Universitas Indonesia
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Analisis Zink Pirition dalam Sampo Anti Ketombe secara Kromatografi Cair Kinerja Tinggi untuk Mendukung Pengawasan Pre-Market dan Post-Market Zahara, Zahara; Kurniawati, Farida; Lusianti, Erita
Eruditio : Indonesia Journal of Food and Drug Safety Vol 4 No 2 (2024): June Edition
Publisher : Badan Pengawas Obat dan Makanan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54384/eruditio.v4i2.175

Abstract

ZnPtO is widely used as an active substance in anti-dandruff shampoo. Instead of describing its benefits, many articles have reported that ZnPtO can harm the environment and human health. Through the Food and Drugs Administration, Indonesia has been regulated to have a maximum limit of 2.0% for rinse-off hair products. The research aims to develop an accurate and reliable method to determine product ZnPtO level. ZnPtO was analyzed using High-Performance Liquid Chromatography (HPLC) with Photo Diode Array (PDA) at a wavelength of 257.9 nm. This research used a C18 column with dimensions of 250 x 4.6 nm and five μm in particle size. The mobile phase consisted of acetonitrile and a mixture of potassium dihydrogen phosphate solution and disodium EDTA at pH 4.0 (30:70). Column temperature was maintained at 40oC at a 1.0 ml/min flow rate.  The results showed that ZnPtO was detected at a retention time of 7 minutes. The method's correlation coefficient and residual deviation were 0.999% and 0.65%, respectively. Method precision at 20, 100, and 160 μg/ml was 0.6694, 0.4511, and 0.4728%, respectively. Method accuracy at those levels was 98.3 to 100.9%. All validation parameters have fulfilled the qualification. ZnPtO levels contained in anti-dandruff shampoos were 0.0081%, 0.0040%, and 0.016%, respectively. The developed method has proven selective, accurate, and reliable. It can control the quality and safety of anti-dandruff shampoo due to pre-market and post-market surveillance.
Improvement on Distinguishing ‘B’ and ‘D’ Letter : Direct Instruction Flashcards Intervention for A Slow Learner Anjani, Siti Dwita; Kurniawati, Farida
Jurnal Paedagogy Vol 12, No 1 (2025): Jurnal Paedagogy (January 2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v12i1.13790

Abstract

This research aimed to evaluate the effectiveness of Direct Instruction (DI) Flashcards in helping a slow learner distinguish between the letters ‘b’ and ‘d’ using a pretest-posttest experimental design with an A-B structure. Data was gathered through observations and IQ testing. Through IQ testing, the subject ‘s intelligence capacity score fell in the Borderline Intellectual Functioning category (IQ = 83, Wechsler scale). Observations showed that the subject was a quiet student at school and rarely interacted with peers due to low self-esteem. Direct Instruction (DI) Flashcards are effective for students with poor cognitive capacity and low self-esteem due to their structured approach. This method provides clear expectations, explicit instruction, and consistent feedback, fostering a sense of competence and confidence in slow learners. The subject underwent a series of five sessions, including a pre-test, practice activities, and a post-test. Pretest and posttest scores were recorded, noting the number of correct and incorrect words to assess reading improvement. Observations during treatment sessions provided qualitative insights into the subject's learning process, highlighting specific challenges and strategies that enhanced performance. Error patterns were identified and addressed to improve reading accuracy. The findings of this research confirm that using direct instruction flashcards as a reading practice method is effective to improve slow learner student’s reading skills. This research underscores the value of tailored interventions for students with learning difficulties, such as slow learners. Effective interventions rely on attentive observation from teachers or caregivers to understand the challenges faced by the student, timely feedback to enhance self-awareness, and consistent encouragement to boost motivation and engagement in practice.
KETERLIBATAN ORANG TUA DALAM MENGEMBANGKAN MINAT MEMBACA ANAK USIA PRASEKOLAH Utami, Nadia Rahma; Kurniawati, Farida
VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal Vol 17 No 1 (2022): VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal
Publisher : Universitas Negeri Jakarta

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

Abstract

This research was conducted to find out how parents can be involved in developing reading interest in preschoolers. In this study, parental involvement is seen as parental participation in every child's activity to develop children's reading interest. The research method used is a systematic literature review by collecting articles related to the research theme through the EBSCOhost and ScienceDirect databases published between 2012-2021. After extraction, three articles (n=3) met the specified criteria. Data analysis was carried out by synthetic analysis in a narrative manner. The results of the study show that parental involvement in developing children's reading interests can be done through sharing books and reading with children, but not just reading together, there are strategies that can be applied such as dialogic reading techniques. Parents can be involved in developing children's reading interests after being given guidance on reading activities with children at home and resources in the form of reading books to be used with children. The limitations of the study and recommendations for further research are discussed in the last section.
A systematic literature review of data-driven decision making: professional development program and its impact in enhancing teachers efficacy Nisa, Aulia Zahratun; Kurniawati, Farida
Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol 10, No 2 (2024): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1202424879

Abstract

This article aims to collect, evaluate, integrate, and present the discussed articles to understand how professional development programs can enhance teachers' efficacy in implementing data-driven decision-making (D3M). Currently, many teachers have not applied D3M in their classrooms, even though D3M can help teachers develop effective teaching methods in class. One reason for this is the lack of teachers' efficacy in applying D3M. Therefore, this article includes several articles focused on professional development programs to improve teachers' efficacy in implementing data-driven decision-making in the classroom. This article uses a systematic literature review, specifically the PRISMA model, to select articles that meet the inclusion criteria based on the aforementioned topic. The findings show that the dimensions of efficacy, namely mastery experience, vicarious experience, verbal persuasion, and physiological and emotional states, are influenced when a program is designed with a focus on the content to be discussed, uses active learning methods, aligns with existing policies, offers sufficient duration, and fosters collective participation. Mastery experience can be enhanced through the content provided, active learning, and the appropriate duration of training. Verbal persuasion can emerge through the active learning process. Meanwhile, vicarious experience can be created through active learning methods, collaborative participation, and long program durations. When these three dimensions are met, individuals' physiological and emotional states will also improve. Learning through active learning and program duration are crucial aspects for enhancing teachers' efficacy after receiving a professional development program. Thus, professional development programs can be an effective way to increase teachers' efficacy in implementing D3M.
Precision in Special Education : Insights from a Systematic Review on Data-Based Decision Making Karimah, Afifah Nurul; Kurniawati, Farida
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 10, No 4 (2024): December
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i4.13369

Abstract

This research aims to identify the types of special needs that benefit from Data-Based Decision Making (DBDM), the stages of its implementation, and the challenges teachers face in executing DBDM effectively. This research used a qualitative approach, with a systematic literature review method using the PRISMA (Preferred Reporting Items for Systematic Review and Meta-analysis), systematically analyzing relevant articles from the Sage Journal and Wiley Online database scopus indexed published between 2013-2023. A total of 54 articles were initially identified, and through a thorough screening process, 5 articles were included for in-depth review. The data analysis technique for this research used a content analysis approach. The implementation of Data-Based Decision Making (DBDM) supports special needs students facing academic (e.g., reading and writing difficulties) as well as emotional or behavioral challenges. While Curriculum-Based Measurement (CBM) and Mastery Measures with clear decision rules are often used for academic difficulties, DBDM for behavioral issues is more complex due to the diversity of behaviors and required tools. Teachers are encouraged to apply DBDM, provided they develop skills in assessment selection, data processing, and analysis to adjust interventions effectively. Successful DBDM requires strong support from various school stakeholders. The review highlights the need for specialized training for teachers to enhance their competence in applying DBDM for diverse special needs students.
Agentic Engagement in Education: A Systematic Review of its Characteristics, Factors, and Impacts (2011–2024) Utami, Rany Aprilia; Kurniawati, Farida
KONSELOR Vol. 13 No. 4 (2024): KONSELOR
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/02024134104-0-86

Abstract

This systematic literature review examines the concept of agentic engagement, a form of proactive student involvement in learning defined by self-directed behaviours such as expressing preferences, seeking clarifications, and actively shaping the instructional environment. Previous research on engagement has predominantly focused on behavioural, emotional, and cognitive dimensions, making agentic engagement—which was introduced in 2011—a novel branch in the study of student engagement. Consequently, this review analyses studies published between 2011 and 2024, sourced from five major databases: Sage Journals, ScienceDirect, Scopus, SpringerLink, and Taylor & Francis. We identified and thoroughly reviewed a total of 15 eligible articles across three key dimensions: (1) characteristics of students exhibiting agentic engagement, (2) factors contributing to the development of agentic engagement, and (3) the impacts of agentic engagement on students' learning. Additionally, an in-depth analysis addresses ways to enhance agentic engagement through an intervention called the Autonomy-Supportive Intervention Program (ASIP). This analysis suggests that agentic engagement is a vital educational aspect, benefiting students by fostering academic resilience, self-efficacy, motivation, and school adjustment, while also reducing test anxiety. Teachers can cultivate supportive learning environments that foster student agentic engagement with the help of ASIP. The implications of agentic engagement extend beyond traditional classroom settings, providing valuable insights into student-centred practices that encourage self-determination and active participation. Furthermore, understanding agentic engagement can guide teachers in gaining deeper insights into their students and help them identify those who require greater encouragement or motivation. Additionally, counsellors can design targeted interventions to enhance agentic engagement in learning. This literature review highlights the transformative potential of agentic engagement in education, especially in school settings, and suggests promising avenues for future research. 
Systematic Literature Review: Memanfaatkan dan Mewaspadai Calling Terhadap Well-Being Pada Guru Citraningrum, Dian Asri; Kurniawati, Farida
G-Couns: Jurnal Bimbingan dan Konseling Vol. 9 No. 3 (2025): Agustus 2025. G-Couns: Jurnal Bimbingan dan Konseling
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/g-couns.v9i3.7137

Abstract

Meskipun kelelahan dan stres kerja pada guru mengakibatkan well-being yang rendah dan memicu niat berhenti bekerja, namun sebagian guru tetap memilih bertahan pada profesinya. Studi ini meneliti peran calling pada berbagai penelitian terhadap well-being. Proses penelitian berpedoman pada Preferred Reporting Items for Systematic  Review  and  Meta-Analysis (PRISMA). Sebanyak 2.480 data penelitian diperoleh dari enam database dan sumber lainnya. Hasil screening sebanyak 8 penelitian dianalisis dan disintesis. Hasil tinjauan menemukan dampak positif calling terhadap well-being pada guru, meskipun adanya temuan yang berbeda-beda terhadap job satisfaction dan pengalaman afeksi. Inkonsistensi ini disebabkan oleh kondisi kerja yang buruk dan dedikasi yang tinggi. Penelitian ini menyarankan stakeholder, pendidik, tenaga kependidikan, praktisi, lembaga pendidikan, serta instansi terkait agar mempertimbangkan faktor calling untuk meningkatkan well-being pada guru. Kata kunci: calling, well-being, guru, systematic literature review
Two-Factor Self-Esteem Improvement Program for Adolescents with Self-Esteem Problems Mujiati, Sri; Kurniawati, Farida
Journal of Education Reseach and Evaluation Vol 8 No 1 (2024): February
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v8i1.67700

Abstract

Low self-esteem is a problem that often occurs in adolescent students. Another problem is that research examining the effectiveness of intervention programs still focuses on participants with clinical conditions. On the other hand, general public participation in educational contexts, for example teenage students, still needs to be improved. This research analyzes a two-factor self-esteem enhancement program for adolescents with self-esteem problems. With a single subject design, this study aims to examine the effectiveness of a two-factor intervention development program for adolescent students with self-esteem problems. The intervention program was prepared based on the intervention program from Mruk (2006) which is directed at developing feelings of worth and capability in adolescent students who have self-esteem problems. Program evaluation was carried out quantitatively and qualitatively using the Kirkpatrick and Kirkpatrick (2006) program evaluation guide. Data on changes in knowledge were measured using a questionnaire, while changes in behavior were measured using the Indonesian version of the Rosenberg Self-Esteem Scale adapted by Maroqi (2018). The research results show that this intervention program has a positive impact on the self-esteem of problematic adolescent students. There are changes in adolescent students' knowledge and behavior after participating in the intervention program. The results of this research can be a reference for practitioners who work with adolescent students, such as psychologists, school counselors and teachers, to develop further intervention programs to support the development of students' self-esteem.
Language Barrier and Its Impacts on Motivation and Academic Achievement among International Students at Universitas Indonesia Jarar, Syeda Parsa; Kurniawati, Farida
Jurnal Pendidikan Humaniora Vol 13, No 1: MARCH 2025
Publisher : Pascasarjana UM

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

Abstract

Language barriers significantly impact the academic achievement and motivation of international students at Universitas Indonesia, where Bahasa Indonesia is the primary medium of instruction. This study explores how linguistic challenges affect students' ability to engage in coursework, participate in discussions, and integrate into academic and social life. A quantitative research approach was employed, using a Google Form-based questionnaire distributed to international students, yielding 72 responses. Descriptive statistical analysis revealed that over 90% of students faced challenges in academic writing, lecture comprehension, and subject-specific terminology, leading to reduced confidence and lower academic performance. Additionally, over 80% of students reported that language barriers affected their motivation and decisions regarding future academic opportunities. Despite the presence of language support programs, more than half of the respondents found them inadequate, highlighting a gap in institutional support. The study emphasizes the need for expanded bilingual resources, improved teaching strategies, peer mentorship, and the integration of technological tools such as AI-powered translation and subtitled lectures. Addressing these language-related challenges is crucial to enhancing student engagement, fostering academic success, and creating a more inclusive learning environment for international students.
Assessing Teachers’ Social Emotional Competence: A Systematic Review Oktarina, Nina; Kurniawati, Farida
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 9 No. 1 (2025)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v9i1.6792

Abstract

A review of the literature on the assessment of teachers' social-emotional competence (SEC) was conducted to ascertain its role in enhancing education quality and student outcomes. A total of 2,905 records were screened according to the PRISMA guidelines, and 15 studies that utilized instruments such as SECTRS, EduSEL-R, TSELCS-22, ESELC, and SASEIC Questionnaire within the Prosocial Classroom Model framework were included in the review. The results indicate that these tools effectively assess SEC dimensions, particularly in fostering positive teacher-student relationships, classroom management, and SEL program implementation. However, significant challenges remain, including cultural bias, reliance on self-reports, and limited validation across diverse contexts. Practical implications suggest that these assessments can guide professional development, enhance teacher well-being, and improve classroom environments, ultimately supporting students' academic and emotional growth. Future research should focus on developing culturally responsive, validated instruments that reduce administrative burden while capturing the multifaceted nature of SEC in real-world educational settings.
Co-Authors AA Sudharmawan, AA Airin Yustikarini Saleh Aldri Frinaldi Alza, Nadatuljannah Ambar M.R.S Amidha, Siti Anisa Anita Cristy Anjani, Siti Dwita Arina Isyalhana Arman, Andi Nur Zamzam Atikah, Denisa Nurul Ayuningtyas, Aradewi Laksmi Bijak Aditia Hutomo Bodrorini, Nany Brigitta Dyah Utami Immanuella Citraningrum, Dian Asri Cut Mellyza Rizka Damas, Risa Ramadhany Dea Karlina Denisa Nurul Atikah Dewi Kumalasari Dewi, Marvella Cynthia Dias Amartiwi Putri Gavinta Dina Permata Sari Dominika Arthalia Ayunda Putri Dwintasari, Yulinda Elizabeth Kristi Poerwandari, Elizabeth Kristi Eunike Karina Nadine Matitaputty Faradilla, Ayuzha Tidar Fatin Rohmah Wahidah Firosyana Rizki Amalia Handayani, Eko Handayani, Eko Handayani, Izmi Hanifah Sabila Hasna Hafizhah Salma Hesti Purnamasari Hutomo, Bijak Aditia Intan, Reno Irene Cathrin Shalomnita Hale Isyalhana, Arina Izmi Handayani Jarar, Syeda Parsa Jaswandi, Lathiffida Noor Jayati, Eva Agustina Jesslin, Jesslin Jimny Hilda Fauzia Josiana Levyadi Karima, Raisa Karimah, Afifah Nurul Karina Adistiana Kharisma Hakiki Kusumasari Kartika Hima Darmayanti Lusianti, Erita Maridha Normawati Matitaputty, Eunike Karina Nadine Maulidina, Nila Alya Mujiati, Sri Nina Oktarina Nisa, Aulia Zahratun Nissa Amalia Novianti, Amalia Noviyanti, Evi Nurani Fitriyah Nurfitriyanie Nurfitriyanie Pinta Palupi Primasari Rafika Tasya Nesia Rahmania El Barusi, Atika Reno Intan Reno Intan Risa Ramadhany Damas Risma Uli, Aan Rose Mini Agoes Salim Sabila, Hanifah Safitri, Fathia Afrazayne Safitri, Shahnaz Santi Maria Permatasari Septiana Arini Situmorang, Dominikus David Biondi Sulistami Prihandini Tjut Rifameutia Tjut Rifameutia Tjut Rifameutia Utami, Nadia Rahma Utami, Rany Aprilia Vermila, Ayu Wahyuni Christyani Martono Zahara Zahara