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PENGARUH KECERDASAN EMOSIONAL DAN POLA ASUH OTORITER TERHADAP PERILAKU BULLYING PADA SISWA SMP N 14 PURWOREJO Satria Aldi Wicaksono; Wanodya Kusumastuti; Eko Harianto
AT-TAKLIM: Jurnal Pendidikan Multidisiplin Vol. 3 No. 4 (2026): At-Taklim: Jurnal Pendidikan Multidisiplin (April 2026)
Publisher : PT. Hasba Edukasi Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71282/at-taklim.v3i4.1809

This study aims to analyze the influence of emotional intelligence and authoritarian parenting on bullying behavior among students at SMP Negeri 14 Purworejo. A quantitative approach with a correlational design was employed, involving 175 students selected through stratified cluster sampling. Data were collected using validated and reliable Likert-scale questionnaires and analyzed using multiple linear regression. The results indicate that emotional intelligence and authoritarian parenting simultaneously have a significant effect on bullying behavior. However, partially, emotional intelligence shows no significant effect, while authoritarian parenting has a significant negative effect. This suggests that higher parental control and supervision are associated with lower levels of bullying behavior. The coefficient of determination of 13% indicates that the variables explain only a small portion of the variance in bullying behavior. These findings highlight that bullying is a complex phenomenon influenced by multiple factors, requiring comprehensive prevention strategies involving families, schools, and the broader social environment.

Pengasuhan Lintas Generasi di Indonesia: Studi Kualitatif tentang Peran Kakek-Nenek dalam Pembentukan Nilai Anak Nahda Khoirunnisa; Wanodaya Kusumastuti; Eko Harianto
SOSMANIORA: Jurnal Ilmu Sosial dan Humaniora Vol. 5 No. 1 (2026): Maret 2026
Publisher : Yayasan Literasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55123/sosmaniora.v5i1.7299

This study aims to describe the role of grandparents in childcare within multigenerational families in Indonesia’s changing social context. A descriptive qualitative approach was employed, with data collected through in-depth interviews and observations involving grandparents actively engaged in caregiving. Data analysis followed stages of reduction, presentation, and conclusion drawing to identify key themes from participants’ experiences. The findings reveal four significant themes: intergenerational communication and affection, positive discipline without violence, child safety at home, and play activities that preserve local cultural values. These themes illustrate that grandparents serve not merely as helpers but as central figures in transmitting moral values, fostering discipline, and maintaining family traditions. The nurturing relationship they establish through empathy and emotional closeness reflects harmony between traditional family wisdom and modern parenting needs. This study underscores the importance of empowering grandparents through reflective learning materials or guidance that enable them to practice caregiving with wisdom, compassion, and cultural relevance.

Islamic religious education learning innovations in strengthening character education in the Industrial Revolution Era 4.0 Harimawan Harimawan; Arif Budi Raharjo; Eko Harianto
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 8, No 1 (2024): April 2024
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v8i1.85858

This research is based on the role of Islamic Religious Education (PAI) subjects in strengthening student character in the era of Industrial Revolution 4.0 at SMK Muhammadiyah 1 Bantul. In connection with this, this research aims to determine Islamic religious education (PAI) learning innovations in strengthening the character of the Industrial Revolution 4.0 at SMK Muhammadiyah 1 Bantul. This research uses qualitative research methods, which are delivered descriptively. Sources of information in this research include school principals, teachers, education staff, and students who participate in learning activities in class XI of the Automotive Light Vehicle Engineering Skills Program (TKRO) at SMK Muhammadiyah 1 Bantul. The primary data source is in the form of the words and actions of the subject, which is the focus of the research; the rest is in the form of additional data such as documents, photos, and others. This research concluded that the "Kaizen" method, which originates from Japanese, the Japanese concept of Continuous Incremental Improvement, can strengthen character education and become a PAI learning innovation in the era of the Industrial Revolution 4.0. The "Kaizen" method includes five stages with the prefix "S": Seiri, Seiton, Seiso, Seiketsu, and Shitsuke.

Building Mental Toughness in Indonesian Islamic Boarding Schools: Socio-Emotional Adaptation and Education in the Global South Azam Syukur Rahmatullah; Dewi Sekar Kencono; Eko Harianto; Muhammad Hisyam Syafii
Tribakti: Jurnal Pemikiran Keislaman Vol. 37 No. 2 (2026): Tribakti: Jurnal Pemikiran Keislaman
Publisher : Universitas Islam Tribakti (UIT) Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/tribakti.v37i2.9110

This study examined a structural model in which self-efficacy, emotion regulation, adaptive coping, and socio-emotional factors (social support, social adjustment, and religious coping) predict mental toughness among students in Indonesian Islamic boarding schools (pesantren). A total students from 12 pesantren in Central Java and Yogyakarta participated; after data screening, 654 respondents (95.2% valid response rate) were retained for analysis. Mental toughness, emotion regulation, self-efficacy, and adaptive coping were measured using the Mental Toughness Questionnaire-48 (MTQ48), Emotion Regulation Questionnaire (ERQ), General Self-Efficacy Scale (GSE), and Brief COPE, while socio-emotional factors were measured using the Perceived Social Support Scale (PSSS), Social Adjustment Scale-Self Report (SAS-SR), and Religious Coping Scale (RCOPE), all adapted for the pesantren context through translation, back-translation, and pilot testing. Data were analyzed using Structural Equation Modeling (SEM) in AMOS version 28.0. The hypothesized model showed excellent fit to the data, χ²(247) = 389.74, p < .001, χ²/df = 1.58, CFI = .97, TLI = .96, RMSEA = .031 (90% CI [.025, .037]), SRMR = .041. Self-efficacy showed the strongest direct effect on mental toughness (β = .35, p < .001), followed by emotion regulation (β = .28, p < .001) and adaptive coping (β = .18, p < .001). Among socio-emotional factors, social adjustment had the strongest effect (β = .16, p < .001), and its indirect pathway through self-efficacy was the strongest mediating mechanism identified (point estimate = .109, 95% CI [.068, .155]). These findings indicate that psychological resources, rather than socio-emotional resources alone, are the primary proximal drivers of mental toughness in the pesantren context, with socio-emotional support operating largely through its influence on self-efficacy. Practical implications point toward psychopedagogical programs that prioritize self-efficacy and emotion-regulation training, supported by structured mentoring and religious coping resources.

Building Mental Toughness in Indonesian Islamic Boarding Schools: Socio-Emotional Adaptation and Education in the Global South Azam Syukur Rahmatullah; Dewi Sekar Kencono; Eko Harianto; Muhammad Hisyam Syafii
Tribakti: Jurnal Pemikiran Keislaman Vol. 37 No. 2 (2026): Tribakti: Jurnal Pemikiran Keislaman
Publisher : Universitas Islam Tribakti (UIT) Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/tribakti.v37i2.9110

This study examined a structural model in which self-efficacy, emotion regulation, adaptive coping, and socio-emotional factors (social support, social adjustment, and religious coping) predict mental toughness among students in Indonesian Islamic boarding schools (pesantren). A total students from 12 pesantren in Central Java and Yogyakarta participated; after data screening, 654 respondents (95.2% valid response rate) were retained for analysis. Mental toughness, emotion regulation, self-efficacy, and adaptive coping were measured using the Mental Toughness Questionnaire-48 (MTQ48), Emotion Regulation Questionnaire (ERQ), General Self-Efficacy Scale (GSE), and Brief COPE, while socio-emotional factors were measured using the Perceived Social Support Scale (PSSS), Social Adjustment Scale-Self Report (SAS-SR), and Religious Coping Scale (RCOPE), all adapted for the pesantren context through translation, back-translation, and pilot testing. Data were analyzed using Structural Equation Modeling (SEM) in AMOS version 28.0. The hypothesized model showed excellent fit to the data, χ²(247) = 389.74, p < .001, χ²/df = 1.58, CFI = .97, TLI = .96, RMSEA = .031 (90% CI [.025, .037]), SRMR = .041. Self-efficacy showed the strongest direct effect on mental toughness (β = .35, p < .001), followed by emotion regulation (β = .28, p < .001) and adaptive coping (β = .18, p < .001). Among socio-emotional factors, social adjustment had the strongest effect (β = .16, p < .001), and its indirect pathway through self-efficacy was the strongest mediating mechanism identified (point estimate = .109, 95% CI [.068, .155]). These findings indicate that psychological resources, rather than socio-emotional resources alone, are the primary proximal drivers of mental toughness in the pesantren context, with socio-emotional support operating largely through its influence on self-efficacy. Practical implications point toward psychopedagogical programs that prioritize self-efficacy and emotion-regulation training, supported by structured mentoring and religious coping resources.

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