Article Per Year (5 Year)
p-Index From 2021 - 2026
8.11
P-Index
This Author published in this journals
All Journal Cakrawala Pendidikan Psikologika : Jurnal Pemikiran dan Penelitian Psikologi Humanitas: Indonesian Psychological Journal Journal of Educational, Health and Community Psychology 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 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 ANIMA Indonesian Psychological Journal 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) Jurnal Pendidikan Siber Nusantara 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
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Other

Published : 90 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 90 Documents
Search

 5   6   7   8   9 
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.
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
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.
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. 
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.
Students’ Career Anxiety: A Systematic Literature Review Atikah, Denisa Nurul; Kurniawati, Farida; Rifameutia, Tjut
Jurnal Pendidikan Progresif Vol 13, No 3 (2023): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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

Abstract

Students’ career anxiety: A systematic literature review. Career-related concerns are an issue even within student population. Previous researches have aimed to explore students’ career anxiety but there has not been any literature review that concludes these findings. Objectives: This study aims to systematically review existing researches to find out how career-related anxieties have been identified and what might predict them. Methods: From 780 articles found, 17 articles were considered eligible in which information such as definition, measurement methods, and correlates were then extracted. Findings: Students’ career anxiety is generally defined in terms of feelings, physiological reactions, and cognitive components related to students’ career situations. Factors related to individuals, their environment, and helpful environmental and psychological resources were identified. Conclusion: Students’ career anxiety might manifest itself in negative feelings, physiological reactions, and maladaptive cognitive state. School and students’ direct environment might play an essential role in ensuring smooth career exploration by identifying and helping manage students’ career anxiety. Keywords: students’ career anxiety, students’ employment anxiety, career-related anxietyDOI: http://dx.doi.org/10.23960/jpp.v13.i3.202335
Co-Authors AA Sudharmawan, AA Airin Yustikarini Saleh Aldri Frinaldi Ambar M.R.S Amidha, Siti Anisa Anita Cristy Anjani, Siti Dwita Arina Isyalhana Arman, Andi Nur Zamzam Atika Rahmania El Barusi 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 Dias Amartiwi Putri Gavinta Dina Permata Sari Dominika Arthalia Ayunda Putri Dwintasari, Yulinda Elizabeth Kristi Poerwandari Eunike Karina Nadine Matitaputty Evi Noviyanti 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 Indra, Muhammad Farhan Intan Baiduri 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 Mujiati, Sri Nila Alya Maulidina Nina Oktarina Nisa, Aulia Zahratun Nissa Amalia Novianti, Amalia Nurani Fitriyah Nurfitriyanie Nurfitriyanie Pinta Palupi Primasari Puji Lestari Suharso Rafika Tasya Nesia 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 Septiana, Eva Situmorang, Dominikus David Biondi Srikandi, Putri Gevi Sulistami Prihandini Syifa Adhilah Tjut Rifameutia Tjut Rifameutia Tjut Rifameutia Tjut Rifameutia Utami, Nadia Rahma Utami, Rany Aprilia Vermila, Ayu Wahyuni Christyani Martono Zahara Zahara Zainab Zukhrufa