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Hasanuddin
Universitas Medan Area
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THE INFLUENCE OF WORK LIFE BALANCE AND SOCIAL SUPPORT ON BURN OUT IN GBKP PRIESTS Josep Sianturi; Sri Milfayetty; Hasanuddin
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 4 No. 2 (2024): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/morfai.v4i2.1628

Abstract

Burn Out currently has many problems in carrying out services or in work professions. Burn Out is certainly influenced by many factors. This research aims to analyze and determine the influence between Work Life Balance and social support and Burn Out. This research is included in causal associative quantitative research. The sample for this research was 91 pastors at GBKP spread across sub-districts in Kaban Jahe. Research data was collected using a research scale that was declared valid and reliable. The data analysis technique uses multiple linear regression analysis. The research results show that (1) There is a significant relationship between work life balance burnout. This can be seen in the model summary table where the correlation r is 0.836 and p = 0.000. The correlation is positive, meaning that if compensation is high then burnout will also increase. The determinant coefficient R² is 0.699, meaning that 69.9% of burnout is influenced by work life balance. Based on the results of this research, it can be stated that hypothesis 1 proposed is accepted. (2) There is a significant relationship between social support and burnout. This can be seen in the model summary table where the correlation r is 0.890 and p = 0.000. The correlation is positive, meaning that if social support increases, burnout will also increase. The determinant coefficient R² is 0.793, meaning that 79.3% of burnout is influenced by social support. Based on the results of this research, it can be stated that hypothesis 2 proposed is accepted. (3) Together, the variables work life balance and social support have a significant relationship with burnout. This can be seen from the model summary table where the correlation r is 0.895 and p = 0.000. This means that together variables X1 and X2 influence variable Y. Based on the results of this research, the three hypotheses proposed in this research are declared accepted. The determinant coefficient R² is 0.801, meaning that 80.1% of burnout is influenced by work life balance and social support. Meanwhile, 19.9% ​​is influenced by other factors that cannot be explained in the regression equation (residual). Thus it can be concluded that psychological well-being and social support jointly influence teacher performance, the contribution of both in improving teacher performance is 35.2% while the remaining 64.8% can be explained by other variables outside the variables proposed in the research.
THE EFFECT OF SELF-EFFICACY AND PARENTAL SUPPORT ON SELF-REGULATED LEARNING (SRL) OF HIGH SCHOOL STUDENTS PRIVATE ASSISI SIANTAR Ramot Hasugian; Hasanuddin; Yudistira Fauzy Indrawan
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 4 No. 3 (2024): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/morfai.v4i3.1940

Abstract

Self Regulated Learning is currently having many problems in implementing learning services. Self regulated learning is certainly influenced by many factors. This study aims to analyze and determine the influence of self-efficacy and parental support on self regulated learning. This study is included in quantitative research with an associative causal nature. The sample of this study was 122 students spread across Asisi Siantar Private High School. The research data were collected using a research scale that was declared valid and reliable. The data analysis technique used multiple linear regression analysis. The results of the study showed that (1)there is an influence of self-efficacy on self-regulated learning.From the results of the statistical analysis it was foundThe results of the hypothesis test found a coefficient value of rx1y of 0.685 with p < 0.05, and a predictor determinant coefficient value () of 0.469., this means that the high and low levels of self-efficacy arehaving children can increase or decrease self-regulated learning. (2)There is an influence of parental support on self-regulated learning. The results of the hypothesis test found a coefficient value of rx1y of 0.359 with p < 0.05, and a predictor determinant coefficient value () of 0.369., thus it can be concluded that the amount of parental support a child receives will increase or decrease self-regulated learning. (3)There is an influence of self-efficacy and parental support on self-regulated learning.The results of the hypothesis test found the F coefficient valuereg = 38.550 with p <0.05, and the correlation coefficient between X1, X2 and Y obtained results of = 0.644 with p <0.05 and determinant coefficient = 0.414, thus it can be concluded that self-efficacy and parental support together influence self-regulated learning, the contribution of both in increasing self-regulated learning is 41.4%. Thus it can be concluded that the third hypothesis is that there is a positive relationship between self-efficacy and parental support for self-regulated learning.
DOES FRIENDSHIP MEDIATE THE EFFECT OF EMOTION REGULATION ON TEACHERS' SUBJECTIVE WELL BEING? SEM ANALYSIS Nurhasanah; Hasanuddin; Nefi Darmayanti
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 5 No. 4 (2025): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/morfai.v5i4.2454

Abstract

Low subjective well-being tends to underestimate their life. The purpose of this study was to determine the effect of emotional regulation on the subjective well-being of honorary RA teachers through friendship as a mediator. Quantitative research method. Sample of 288 teachers. Data collection instrument questionnaire. Data analysis using SEM PLS 4. Research results (1) Emotional regulation affects teachers' subjective well-being. (2) Friendship affects teachers' subjective well-being. (3) Friendship mediates the effect of emotional regulation on teachers' subjective well-being.
SELF EFFICACYAND SOCIAL SUPPORT TO IMPROVE THE PSYCHOLOGICAL WELL BEING OF RAUDHATUL ATHFAL (RA) TEACHERS Rusmiati; Hasanuddin; Risydah Fadilah
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 5 No. 4 (2025): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/morfai.v5i4.2628

Abstract

Teachers are one of the factors that greatly influence the teaching and learning process to produce quality and highly competitive human beings. Teachers in carrying out their profession or work will certainly experience emotional challenges and require good psychological well being. This study aims to determine the role of self-efficacy and social support to improve the psychological well being of Raudhatul Athfal (RA) teachers. The subjects of the study were 266 honorary RA teachers in Langkat Regency. Measurements used a scale of psychological well being, self-efficacy and social support. Multiple regression analysis showed that there was a significant positive effect between self-efficacy and psychological well being (tx1y = 10,745 with p = 0.000 meaning p <0.05) and provided an effective contribution of 50.71%. Social support has a significant positive effect on psychological well being (tx2y = 2,176 with p = 0.030, meaning p <0.05) and provided an effective contribution of 8.64%. For the interaction effect, a significant influence of Self-efficacy and Social Support was obtained simultaneously on Psychological Well Being where the coefficient F = 192.334; with p = 0.000 means p <0.050. The effective contribution of both variables of self-efficacy and social support was 59.4% (R2 = 0.594). Thus, this study shows that self-efficacy and social support play a significant role in the psychological well being of RA teachers, both simultaneously and separately.
THE RELATIONSHIP BETWEEN SELF-ESTEEM AND SCHOOL CLIMATE WITH BULLYING BEHAVIOR AT SMPN 10 KEJURUAN MUDA Shinta Oktora; Patisina; Hasanuddin
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 4 No. 3 (2024): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/morfai.v4i3.3529

Abstract

This study aims to determine the Relationship between Self-Esteem and School Climate with Bullying Behavior at SMPN 10 Kejuruan Muda. This type of research is quantitative research with correlational methods.The population in this study was 150 students with the sampling technique being total sampling and the sample in this study was 120 students by conducting screening of students who behaved as bullies and the results of the trial.. The measuring instrument used is a Likert scale to measure Self-Esteem and School Climate with Bullying Behavior. The data analysis method used in this study is multiple regression analysis. The subjects in this study were students at Al Manar Medan with the results of the study showing that: (1) There is a significant negative relationship between self-esteem and bullying behavior as indicated by the coefficient = -0.525; p = 0.001 p <0.05, the results showed that self-esteem has a predictive power against bullying behavior of 27.5%. (2) There is a significant negative relationship between school climate and bullying behavior at Al Manar Medan as indicated by = -0.546; p = 0.000 p <0.05, the results showed that school climate has a predictive power against the emergence of bullying behavior of 29.8%. (3) There is a significant relationship between self-esteem and school climate with bullying behavior as indicated by the coefficient F = 12.039 R = -0.560 while = 0.313 with p = 0.000 P <0.05. Together, self-esteem and school climate have a predictive power towards the emergence of bullying behavior of 30.3%. From these results, it is known that there is still a 69.7% contribution from other factors or variables towards the formation of bullying behavior. From the results of this study, the proposed hypothesis is declared accepted.
THE EFFECT OF SELF EFFICACY AND LEARNING INDEPENDENCE ON SELF REGULATED LEARNING IN STUDENTS OF SMK NEGERI 1 PERCUT SEI TUAN Rahimah Azzahra Pohan; Hasanuddin; Salamiah Sari Dewi
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 5 No. 2 (2025): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/morfai.v5i2.3686

Abstract

This study aims to see the influence between Self Efficacy and Learning Independence with Self Regulated Learning in students of SMK Negeri 1 Percut Sei Tuan. The subjects of this study were students of SMK Negeri 1 Percut Sei Tuan with a sample of 96 students. With sampling through simple Proportionate Stratified Random Sampling.Data collection using a Likert scale consisting of three scales, namely the Self Efficacy scale, the Learning Independence scale and the Self Regulated Learning scale. The data analysis method used is Multiple Regression Analysis. The results of the study showed that in the first hypothesis there is a positive influence between Self Efficacy and Self Regulated Learning of students with a correlation coefficient of = 0.322 with a significance of p = 0.001 which means p <0.05. This means that the better the Self Efficacy, the better the Self Regulated Learning of students. The second hypothesis is known that there is an influence of Learning Independence on Self-regulated Learning of students. This is indicated by the correlation coefficient = = 0.691 and a significance of p = 0.001 which means p <0.05. This means that the better the Learning Independence, the better the Self Regulated Learning of students. And the third hypothesis shows that there is an influence of Self Efficacy and Learning Independence on Self-regulated Learning of students. This is indicated by F = 72.762 with p = 0.001 which means p <0.05. The correlation coefficient = 0.691 and the significance value of p = 0.001 which means p <0.05 and the coefficient of determination () of 0.61 which means Self Efficacy and Learning Independence have an influence on Self Regulated Learning with a contribution of 61%. Based on the results of the study, the hypothesis is accepted.
RELATIONSHIP BETWEEN DEMOCRATIC PARENTING PATTERNS AND RELIGIOSITY WITH SELF CONTROL OF MADRASAH ALIYAH STUDENTS STATE (MAN) 1 MEDAN Ridha Rahma Nisa Hasibuan; Hasanuddin; Yudistira Fauzy Indrawan
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 4 No. 3 (2024): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/morfai.v4i3.3770

Abstract

Self Control of students today are often problematic in carrying out learning. Self control is certainly influenced by many factors. This study aims to analyze and determine the relationship between democratic parenting patterns and religiosity on self control. This study is included in quantitative research that is associative causal. The sample of this study was 106 students spread across SMA MAN 1 Medan. The research data were collected using a research scale that was declared valid and reliable. The data analysis technique used multiple linear regression analysis. The results of the study showed that (1)There is a relationship between democratic parenting patterns and self-controlis 4.150 > t table 1.98 and the Sig. value is 0.000, which is < significance level 0.05, then Based on the research results, it can be concludedmeans that the level of democratic parenting patterns is high and lowhaving children can increase or decrease self-control. (2)there is a relationship between religiosity and self-control.From the results of the statistical analysis, it was found that the correlation coefficient rx2y was 0.572 with p < 0.05, thus it can be concluded that the amount of religiosity received by children will be able to increase or decrease self-control. (3)There is a relationship between democratic parenting patterns and religiosity with self-control.From the results of statistical analysis, it was found that the regression coefficient value of the Democratic Parenting Pattern variable (X1) is 0.439, which is positive. This means that Democratic Parenting Pattern (X1) has a positive effect on Self Control (Y). It is known that the t statistic or t count of Democratic Parenting Pattern (X1) is 4.150> t table 1.98 and the Sig. value is 0.000, which is <0.05 significance level. Thus, it can be concluded that democratic parenting patterns and religiosity together have an effect on self control, the contribution of both in increasing children's (students') self control is 36.8% while the remaining 63.2% can be explained by other variables outside the variables proposed in the study. Democratic Parenting Pattern (X1), Religiosity (X2) are able to influence Self Control (Y) by 36.8%, the remaining 100% - 36.8% = 63.2% is explained by other variables or factors.
Co-Authors Josep Sianturi Nefi Darmayanti Nurhasanah Patisina Rahimah Azzahra Pohan Ramot Hasugian Ridha Rahma Nisa Hasibuan Risydah Fadilah Rusmiati Salamiah Sari Dewi Shinta Oktora Sri Milfayetty Yudistira Fauzy Indrawan