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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 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) 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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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.
Academic Flow: A Systematic Review of the Influencing Factors and Their Impacts on Students Jayati, Eva Agustina; Kurniawati, Farida
KONSELOR Vol. 14 No. 1 (2025): KONSELOR
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/02025141107-0-86

Abstract

Flow is a source of mental energy because it focuses on attention and motivates the individual to perform an action. The concept of flow was developed by a psychologist named Mihaly Csikszentmihalyi. Csikszentmihalyi studied the flow phenomenon in the 1970s and found that individuals who experience flow will feel total involvement in an activity, which then leads them into an optimal experience. On the other hand, students need academic flow to successfully complete lectures, study, and work assignments. This study aims to determine and to explore factors and impacts of flow for university students. This study used a systematic literature review method based on the PRISMA flow diagram. This study used data from 13 eligible and credible articles. The results demonstrated that students can strive to achieve flow by understanding related factors and impacts. In addition, the abilities are required for educators to foster academic flow. Therefore, although flow is a condition related to students‘ internal conditions, this study shows that flow can also be influenced by external factors.
A Systematic Literature Review on Technostress in Post-COVID-19 Education: Psychological Stressor, Antecedents, Mitigation Strategies, and the Role of Counseling Vermila, Ayu; Kurniawati, Farida
KONSELOR Vol. 14 No. 1 (2025): KONSELOR
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/02025141111-0-86

Abstract

This systematic literature review (SLR) explores technostress among educators in post-COVID-19 education. While technostress—stress caused by technology use—has been extensively studied in non-educational settings, its impact on educators remains underexamined, particularly as the pandemic accelerated digital adoption in teaching. This review addresses this gap by analysing the key stressors associated with technology, their underlying causes, their effects on educators, and potential mitigation strategies, including the role of counselling.  We used the PRISMA guidelines to search six academic databases (Emerald Insight, ProQuest, Taylor & Francis, SAGE, ScienceDirect, and Scopus) for peer-reviewed studies published between 2020 and 2025 that look specifically at tech-related stress among teachers. The search initially yielded 1,142 articles, with 23 meeting the inclusion criteria for in-depth analysis. The findings reveal that excessive digital workloads, the complexity of new technological tools, work-life imbalance, and inadequate institutional support are primary contributors to technostress. These challenges are further exacerbated by limited training and resources. Additionally, individual factors such as digital competence, self-efficacy, and Technological Pedagogical Content Knowledge (TPACK) play a significant role in determining educators’ ability to cope with technology-related stressors. This review provides valuable insights into the challenges of technostress and outlines strategies for intervention. The findings offer practical recommendations for educational institutions, policymakers, and counsellors to create more sustainable and supportive digital learning environments.
Parental Involvement on Career Decision-Making among Students in Collectivist Cultures : A Systematic Literature Review on High School and Undergraduate Students in Asian Countries Risa Ramadhany Damas; Farida Kurniawati
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 11, No 1 (2025): March
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v11i1.13905

Abstract

This study aims to analyze the impact of parental involvement on career decision-making in collectivist cultures. This study employed a systematic literature review method adapted from PRISMA framework guidelines. Qualitative data collection techniques were employed, followed by thematic analysis for data interpretation. The article was searched using six online databases: Scopus, Sage Journals, SpringerLink, ProQuest, Google Scholar, and ScienceDirect. A total of 14 articles were obtained, focusing on high school and undergraduate students in Asian countries such as China, Indonesia, and South Korea. The data analysis technique for this research used a thematic analysis approach. As a result, parental involvement, through emotional support, guidance, and direct participation, significantly enhances career decision self-efficacy but may also limit autonomy due to cultural expectations. Furthermore, these results also show that students’ gender and parenting style were found to significantly influence career decision-making. The findings emphasize understanding cultural dynamics to guide educators, counselors, and policymakers in supporting students' career development. Further research is recommended to explore qualitative and mixed-method approaches to better capture the subjective and contextual experiences of students and parents in collectivist cultures. Additionally, examining comparisons between collectivist and individualist cultures could provide valuable insights into how different cultural frameworks influence career decision-making processes.
Psychological Factors Influencing Universal Design for Learning: A Systematic Review on Inclusive Education Jarar, Syeda Parsa; Kurniawati, Farida
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 9 No. 4 (2025)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v9i4.6933

Abstract

This systematic review explores the integration of Universal Design for Learning (UDL) and Self-Determination Theory - Basic Psychological Needs Satisfaction (SDT-BPNS) in early childhood education. By analyzing 14 peer-reviewed articles from 2014 to 2024, this study identifies how UDL practices address relatedness, competence, and autonomy to enhance inclusive education. Findings reveal that collaborative learning environments and positive teacher-student relationships promote relatedness, especially when culturally adapted. Competence is enhanced through scaffolded learning, differentiated instruction, and teacher training programs, though limited resources and inadequate training remain challenges. Autonomy is supported by flexible, creative, and student-centered activities, but institutional constraints often limit its effectiveness. Integrating UDL with SDT-BPNS provides a comprehensive framework addressing both structural and psychological aspects of learning. This approach enhances motivation, engagement, and inclusivity by promoting emotional and cognitive well-being. However, cultural responsiveness, institutional support, and tailored training programs are essential for effective implementation. This review highlights the need for future research to explore long-term effects and develop culturally responsive UDL frameworks that incorporate SDT-BPNS principles.
Studi Deskriptif Gambaran Pengetahuan Seksual Anak Usia Dini di Kota Bandung Faradilla, Ayuzha Tidar; Kurniawati, Farida
Sosio Konsepsia: Jurnal Penelitian dan Pengembangan Kesejahteraan Sosial Vol. 14 No. 2 (2025): Sosio Konsepsia: Jurnal Penelitian dan Pengembangan Kesejahteraan Sosial
Publisher : Pusat Pendidikan, Pelatihan, dan Pengembangan Profesi Kesejahteraan Sosial (Pusdiklatbangprof Kesos), Kementerian Sosial RI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33007/ska.v14i2.3570

Abstract

Pengetahuan seksual menjadi bagian penting dari masa kanak-kanak untuk membentuk nilai dan sikap yang tepat terhadap seksualitas dan meningkatkan kemampuan anak untuk dapat menghindar dari resiko kekerasan seksual. Tujuan dari penelitian ini adalah untuk mengukur tingkat pengetahuan seksual anak usia 4-6 tahun di Kota Bandung. Uji deskriptif dilakukan pada 261 responden menggunakan pendekatan kuantitatif dengan metode survei, metode analisis statistik deskriptif dan metode penarikan sampel convenience sampling. Hasil uji menunjukkan bahwa mayoritas anak-anak (67,1 persen) memiliki pengetahuan seksual yang tinggi dengan skor pengetahuan berada dalam rentang 14-19. Sebanyak 30,2 persen anak memiliki pengetahuan seksual dalam kategori sedang dengan skor 7-13 dan 2,7 persen anak memiliki pengetahuan seksual dalam kategori rendah dengan skor 0-6. Secara keseluruhan, hasil uji deskriptif menunjukkan bahwa sebagian besar anak usia dini di Kota Bandung memiliki pengetahuan seksual yang tinggi namun masih terdapat sebagian kecil anak dengan pengetahuan dalam kategori sedang dan rendah yang perlu dioptimalkan. Perlunya peningkatan kemampuan guru dan orang tua dalam menyampaikan materi pendidikan seksual, pemilihan metode dan media yang tepat, penyusunan kurikulum pendidikan seksual yang sesuai serta evaluasi program pendidikan seksual secara berkala sebagai upaya meningkatkan pengetahuan seksual anak usia dini yang berada pada kategori sedang dan rendah di Kota Bandung ini.
FAKTOR YANG MEMPENGARUHI EFEKTIVITAS GURU DI JENJANG SEKOLAH DASAR: TINJAUAN LITERATUR SISTEMATIS Alza, Nadatuljannah; Kurniawati, Farida
Perspektif Ilmu Pendidikan Vol. 39 No. 1 (2025): Perspektif Ilmu Pendidikan (In Press)
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/PIP.391.2

Abstract

Every teacher is expected to be an effective teacher because has a direct impact on students' academic performance, learning motivation, socio-emotional competence development, and self-regulated learning. However, there is currently no review that provides insights into teacher effectiveness at the primary school level. For this reason, it is crucial to produce an overview and gain insights into teacher effectiveness in primary schools. We conducted a literature review presented in the form of a systematic literature review, aimed at understanding the factors influencing teacher effectiveness at the primary level. The systematic literature review was conducted on 14 articles sourced from six databases: Scopus, Wiley, Science Direct, Emerald Insight, Taylor & Francis, and Sage Journals. From the literature analysis, we found that the factors influencing elementary school teacher effectiveness can be categorized into internal factors (teacher self-efficacy, self-esteem, teaching experience, and teacher attitude in work) and external factors (training, job relocation, peer recognition and relationships, and leadership style)
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
Co-Authors AA Sudharmawan, AA Airin Yustikarini Saleh Aldri Frinaldi Alza, Nadatuljannah Ambar M.R.S 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 Denisa Nurul Atikah Dewi Kumalasari 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 Fathia Afrazayne Safitri 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 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, Shahnaz Santi Maria Permatasari Septiana Arini Siti Anisa Amidha Situmorang, Dominikus David Biondi Sulistami Prihandini Tjut Rifameutia Tjut Rifameutia Tjut Rifameutia Utami, Nadia Rahma Utami, Rany Aprilia Vermila, Ayu Zahara Zahara