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All Journal JTP - Jurnal Teknologi Pendidikan Ghaidan: Jurnal Bimbingan Konseling Islam dan Kemasyarakatan Psikologia: Jurnal Pemikiran dan Penelitian Psikologi MIMBAR INTEGRITAS Conference Proceedings International Conference on Education Innovation and Social Science Indonesian Journal of Islamic Psychology
Agustiningsih, Rika Dwi
Department Of Psychology, Universitas Muhammadiyah Bandung, Bandung, Indonesia
Religion Agriculture, Biological Sciences & Forestry Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences

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Resiliensi Pada Siswa Kelas 3 SMK: Keterkaitan antara Self-Control dan Rasa Bangga Agustiningsih, Rika Dwi; Silvianis Diwanti, Yusrinda; Husnaini, Rovi
Ghaidan: Jurnal Bimbingan Konseling Islam dan Kemasyarakatan Vol. 8 No. 1 (2024): Ghaidan Jurnal Bimbingan Konseling Islam & Kemasyarakatan
Publisher : Fakultas Dakwah dan Komunikasi, UIN Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/041vkf45

Abstract

Third-grade vocational high school students had high academic demands and also faced lots of new experiences and challenges between school, extracurricular activities, and social life. It raised negative emotions that are sometimes uncontrollable so that affected student’s ability to complete their academic assignments well. In this situation, students were expected to build resilience, selfcontrol, and positive emotions which will make them more likely to succeed. The aim of the present research was to determine the relationship of self-control and pride with resilience in the third-grade vocational high school students. The research sample consisted of 177 who were selected through the cluster random sampling method. To collect data, resilience scale, self-control scale, and achievement emotions scale were used. The results showed that pride was the positive emotion that affected student resilience the most. Also, pride and self-control are positively related (r=04.76). By using multiple linear regression analysis, the prediction of the effect of these variables on the resilience can be obtained. The values of the multivariable determination coefficient was 0.610, indicating that at least 61% variation on the resilience was determined by combination of self-control and pride. The results that increase of self-control and encourage of pride become more resilience leads to more success causes they allow to learn and grow in all situations.   KEYWORDS: resilience; self-control; pride, students, vocational high school
Resilience in 3rd grade Muhammadiyah Vocational High School students: The impact of achievement emotions Bangun, Tri Dewi Tunggal; Agustiningsih, Rika Dwi; Husnaini, Rovi
Psikologia: Jurnal Pemikiran dan Penelitian Psikologi Vol. 19 No. 2 (2024): Psikologia: Jurnal Pemikiran dan Penelitian Psikologi
Publisher : Talenta Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32734/psikologia.v19i2.16959

Abstract

Third-year students at Vocational High School must meet many academic demands towards the end of their study period. These include fieldwork practices, report writing, attending sessions, taking tests, and preparing for exams and higher education. Such demands can affect their emotions and resilience, leading to a study being conducted to assess the impact of achievement emotions on their resilience. The research method employed in this study was quantitative, using a simple linear regression analysis technique. The research sample consisted of 183 third-grade students from SMK Muhammadiyah in Bandung, selected using a cluster random sampling technique. The study utilized two measuring tools: the achievement emotions scale and the resilience scale. The data collection method was a questionnaire, which was conducted both online and offline (paper-based). The results indicated that positive and negative emotions simultaneously influence the resilience of grade 3 vocational school students. Positive emotions play a significant positive role in increasing resilience, while negative emotions can reduce it. Educators and parents can focus on nurturing positive emotions in their students to create a positive learning environment. Cognitive restructuring may be the intervention strategy to change students' appraisal of learning situations so that they evoke enjoyment and relief and then eliminate boredom, making students more resilient.
EDUKASI GIZI TERHADAP PEMAHAMAN IBU MENGENAI PENCEGAHAN STUNTING DI KELURAHAN PANANJUNG KABUPATEN GARUT Agustiningsih, Rika Dwi; Nisa, Khoirotun; Na'im, Nova Zahrotun; Ramadan, Sulaeman Shalahudin; Firdaus, Nunun; Pratama, Anggara Putra
MIMBAR INTEGRITAS : Jurnal Pengabdian Vol 4 No 2 (2025): AGUSTUS 2025
Publisher : Biro Administrasi dan Akademik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/mimbarintegritas.v4i2.5810

Abstract

Stunting merupakan salah satu masalah yang serius dalam kesehatan. Kelurahan Pananjung, Kabupaten Garut, merupakan wilayah yang memiliki angka balita dengan kondisi Stunting cukup tinggi. Program edukasi dilaksanakan sebagai upaya preventif dan penyelesaian masalah Stunting di wilayah ini. Kegiatan edukasi ini diperuntukkan bagi kader posyandu, ibu hamil, serta ibu yang memiliki balita dengan kondisi Stunting. Adapun kegiatan terdiri dari edukasi mengenai Stunting, pengolahan makanan bergizi seimbang, dan pemberian makanan bergizi bagi keluarga yang memiliki balita dengan kondisi Stunting. Peserta edukasi terdiri dari 15 orang. Analisis evaluasi efektivitas dilakukan menggunakan uji perbandingan dan analisis cohen’s d serta omega squared untuk melihat besaran perubahan yang terjadi dari sebelum dan setelah pemberian edukasi. Hasil evaluasi dari program menunjukkan adanya peningkatan pada tingkat pemahaman peserta edukasi yang cukup signifikan. Edukasi ini diharapkan dapat memberikan dampak jangka panjang bagi penurunan angka Stunting di wilayah Kelurahan Panajung.
Automated Assessment of Students' Attitudes and Academic Resilience Through Learning Management System Data Integration Dianti Eka Aprilia; Sutadi Triputra; Rika Dwi Agustiningsih; Aila Gema Safitri
JTP - Jurnal Teknologi Pendidikan Vol. 26 No. 3 (2024): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v26i3.51055

Abstract

One of the online platforms used to support learning activities is the Learning Management System (LMS). LMS supports the evaluation of cognitive aspects but not affective ones. As learning is mostly asynchronous, it presents challenges for lecturers in assessing students' attitudes. However, LMS generates data that can potentially be used to evaluate student attitudes and academic resilience. With the system log on the LMS, we can process data into information on the level of understanding, learning attitude, and persistence of students. This research is related to the design of an analytic dashboard that is integrated with LMS using Moodle. The dashboard will display an evaluation of student learning activities from the attitudinal aspects of motivation, discipline, responsibility, and academic resilience aspects consisting of persistence, reflecting and asking for help, and negative affect and emotional response. The study involved 160 new students, with data collected from 130 participants. The method used is a Research and Development (R&D) approach, which includes three stages: introduction, development, and testing. Data triangulation was used for validation by comparing online assessments with student self-evaluations. The final stage visualizes the results of system log analysis through the analytic dashboard. Findings showed that motivation scores from self-assessment correlated with LMS data, while discipline and responsibility assessments yielded different results. Academic resilience measures also showed discrepancies between student and mentor assessments. This research highlights the potential to visualize affective learning aspects within LMS platforms, providing lecturers with valuable insights into both cognitive and affective dimensions of student performance.
Constructing and Validating A Contextual Grit Scale for University Students in Indonesia: A Psychometric Study Hayat, Muhamad Syamsul; Agustiningsih, Rika Dwi; Sari, Novita
Proceedings International Conference on Education Innovation and Social Science 2025: Proceedings International Conference on Education Innovation and Social Science
Publisher : Universitas Muhammadiyah Surakarta

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

Abstract

This study aims to develop and evaluate the psychometric properties of a grit measurement instrument for university students in Indonesia, with a specific focus on the Bandung region. The theoretical framework conceptualized grit as comprising two core dimensions: perseverance of effort and consistency of interest. Thirty-two items were initially developed based on seven behavioral indicators and evaluated through expert judgment, language clarity tests, and item discrimination analysis. After a series of empirical tests involving 100 students for the tryout, 200 for the field test, and 40 for the test-retest, 14 items were retained based on reliability and validity criteria. Confirmatory Factor Analysis (CFA) supported the two-dimensional model with acceptable goodness-of-fit indices (RMSEA = 0.032, CFI = 0.977, TLI = 0.964, SRMR = 0.044). Internal consistency reliability was satisfactory (Cronbach's α = 0.790), and test- retest results demonstrated high temporal stability (r = 0.953, p < .001). These findings indicate that the developed grit scale is a valid and reliable instrument for assessing grit among Indonesian university students and can be applied in educational psychology research and interventions.
Evaluating the Effectiveness of Multidimensional Social-Emotional Learning (SEL) Programs in Reducing School Bullying: A Global Systematic Literature Review of Primary and Secondary Education Interventions (2014-2024) Aulia Zakiyah Almardiyah; Rika Dwi Agustiningsih; Rovi Husnaini
IJIP : Indonesian Journal of Islamic Psychology Vol. 7 No. 2 (2025)
Publisher : Da'wa Faculty of Islamic State University Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/ijip.v7i2.4973

Abstract

ullying remains a pervasive global issue with adverse effects on students’ psychosocial development, school engagement, and mental health. Social-Emotional Learning (SEL) is increasingly recognized as a holistic, preventive framework that fosters competencies such as self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, which are directly linked to bullying prevention. This study employed a Systematic Literature Review (SLR) guided by PRISMA 2020 standards and the STAMP framework to ensure methodological rigor and transparency. Six electronic databases were systematically searched, yielding 2,527 records. After screening and quality appraisal, 21 peer-reviewed studies published between 2014 and 2024 were included for thematic synthesis. Findings show that SEL interventions effectively reduce bullying and enhance protective psychosocial factors. Long-term, curriculum-embedded, and multi-component programs demonstrated the most consistent outcomes, while short-term interventions yielded mixed effects. Selective interventions targeting high-risk students produced stronger reductions in victimization, whereas universal programs enhanced resilience and improved classroom climate. Participatory and digital delivery formats increased student engagement but showed variable behavioral impacts. Cultural adaptation emerged as a critical moderator, with contextually tailored programs demonstrating greater effectiveness. SEL represents a promising whole-school strategy for bullying prevention, but its success depends on sustained implementation, program comprehensiveness, and cultural alignment. Practical implications include embedding SEL into curricula and supplementing universal programs with targeted interventions for vulnerable groups. Research limitations include small samples, reliance on self-reports, and limited longitudinal designs. Future research should employ rigorous randomized controlled trials, standardized outcome measures, and cross-cultural approaches to strengthen evidence-based practice and inform global education policy.
Co-Authors Aila Gema Safitri Aulia Zakiyah Almardiyah Bangun, Tri Dewi Tunggal Dianti Eka Aprilia Firdaus, Nunun Hayat, Muhamad Syamsul Husnaini, Rovi Na'im, Nova Zahrotun Nisa, Khoirotun Novita Sari Pratama, Anggara Putra Ramadan, Sulaeman Shalahudin Rovi Husnaini Silvianis Diwanti, Yusrinda Sutadi Triputra