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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
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

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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.
Systematic Literature Review: A Study of Academic Burnout among Undergraduate Students in Universities Rahmania El Barusi, Atika; Kurniawati, Farida
International Journal of Science Education and Cultural Studies Vol. 3 No. 1 (2024): ijsecs
Publisher : Sultan Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58291/ijsecs.v3i1.198

Abstract

Research on burnout has flourished within the educational environment or academic settings, with academic burnout gaining significant attention in recent decades. This systematic review aims to synthesize evidence from previous studies regarding the depiction and influencing factors of burnout among undergraduate students. The search strategy adhered to the PRISMA guidelines and was based on the following keywords: "burnout," "academic," "college," "undergraduate." Using five online databes, namely Scopus, PubMed, Taylor & Francis Online, ScienceDirect, and EBSCOhost, were 20 articles were obtained. The findings show that academic burnout undergraduate can be affected by internal and external factors. Academic burnout can have serious implications for students' well-being and academic performance, and it may also impact their mental health. This study provides recommendations for future research on the importance of addressing and preventing academic burnout among undergraduate students.
The Effectiveness of the "I Can Brush My Teeth" Movement and Song Program in Improving Tooth Brushing Knowledge in Children Aged 4-6 Maulidina, Nila Alya; Kurniawati, Farida
Eduvest - Journal of Universal Studies Vol. 4 No. 4 (2024): Journal Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v4i4.1237

Abstract

Children with good dental health can experience optimal physical, mental and social development, but in reality 9 out of 10 Indonesian children experience dental caries. This study aims to determine the effectiveness of the "I Can Brush My Teeth" singing and dancing program to increase 4 – 6 years old children’s toothbruhing knowledge. This research uses quantitative research method with a within-subjects quasi experimental pre-post design to measure the effectiveness of intervention using movement and song methods delivered through music video clips as a medium for learning children's knowledge regarding the frequency, duration, schedule and benefits of good toothbrushing, as well as providing children with an understanding of the importance of parental involvement. Post test results showed a significant increase in the average children's knowledge score using the non-parametric Wilcoxon Signed Rank Test comparison technique with a P value of 0.002 with a significance limit of <0.05. One week after post-test1 another post-test was done (post-test 2), and the increase of toothbrushing knowledge persists significantly with a P value of 1.000 with a significance limit of <0.05. Based on the results of the data analysis above, it can be concluded that "I Can Brush My Teeth" singing and dancing program is considered effective in increasing the knowledge of children aged 4 - 6 years about good tooth brushing. Further research evaluating the effect of parental involvement using singing and dancing programs on the level of knowledge about good toothbrushing behavior in children aged 4 - 6 years is considered necessary.
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
Peran Dukungan Sosial Terhadap Adaptabilitas Karier Mahasiswa : Studi Literatur Sistematis Handayani, Izmi; Kurniawati, Farida
Jurnal Paedagogy Vol. 10 No. 4: Jurnal Paedagogy (October 2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v10i4.8592

Abstract

This study aims to describe career adaptability and the role of social support as a predictor of career adaptability among higher education students. This research method used a Systematic Literature Review (SLR) by collecting articles that match the criteria from three databases (ProQuest, Sage, and Scopus) for the last 10 years (2013-2022). Eleven articles were then analyzed by using content analysis. The findings reported that two theories were used: Career Construction Theory (CCT) and Social Cognitive Career Theory (SCCT). Social support had a role in increasing higher education students’ career adaptability. Social support could be perceived by parents, teachers, friends, or significant others. Besides, it could also be seen from aspects such as emotional and objective support. Social support was proven to have a role in increasing higher education students’ career adaptability.
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): January
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.
Intervensi Orang Tua pada Anak dengan Autism Spectrum Disorder (ASD): Kajian Literatur Sistematis Novianti, Amalia; Ayuningtyas, Aradewi Laksmi; Kurniawati, Farida
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 6 No. 2 (2022)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v6i2.1072

Abstract

Program intervensi pada anak dengan autisme yang melibatkan orang tua secara langsung sangatlah penting karena orang tua adalah lingkungan terdekat yang paling banyak menghabiskan waktunya bersama anak. Sayangnya belum banyak program intervensi autisme di Indonesia yang melibatkan orang tua secara langsung. Penelitian ini merupakan sebuah kajian literatur sistematis yang bertujuan untuk mengidentifikasi contoh program intervensi autisme yang dilakukan di negara lain dengan melibatkan orang tua. Hasil penelitian menunjukkan terdapat 7 intervensi orang tua pada anak dengan autisme. Terdapat dua prinsip penting dalam penanganan anak dengan autisme yaitu keterlibatan orang tua dan penanganan sejak dini. Berdasarkan metodenya, intervensi-intervensi ini dapat dibagi menjadi: (a) Intervensi yang berupa edukasi kepada orang tua berupa training atau coaching; (b) Intervensi yang secara langsung melibatkan orang tua sebagai mediator atau facilitator; atau (c) Hybrid antara keduanya. Berdasarkan sasarannya, intervensi-intervensi ini dapat dibagi menjadi: (a) Kemampuan komunikasi anak; (b) Kemampuan sosialisasi anak; atau (c) Terapi perilaku anak
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