Article Per Year (5 Year)
p-Index From 2020 - 2025
0.61
P-Index
This Author published in this journals
All Journal International Journal of Islamic Educational Psychology Proceeding International Seminar of Islamic Studies
Novarizka, Shalsabilla
Unknown Affiliation
Religion Arts Astronomy Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
THE EFFECT OF WORKLOAD AND SELF-EFFICACY ON CYBERLOAFING BEHAVIOR ON EMPLOYEE PERFORMANCE AT PURWOKERTO ISLAMIC HOSPITAL Gamasiwi, Ratu Janisa; Salsabil, Azzah Sukma; Novarizka, Shalsabilla; Putri, Tri Iriani; Ikhsani, Mastur Mujib
Proceeding International Seminar of Islamic Studies INSIS 5 (March 2023)
Publisher : Proceeding International Seminar of Islamic Studies

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

Abstract

This study aims to determine and analyze the effect of workload and self-efficacy on cyberloafing behavior on the performance of employees at the Purwokerto Islamic Hospital. Sampling using incidental sampling method through a questionnaire. The sample used was 154 employees. Researchers conducted data analysis using the Partial Least Square (PLS) method using SmartPLS software. The results of this study indicate that workload, self-efficacy, and cyberloafing behavior have a positive and significant effect on employee performance partially; Workload and self-efficacy have a positive and significant impact on cyberloafing behavior partially; And workload has a negative and insignificant influence on cyberloafing behavior partially.
Self-Regulated Learning and Academic Stress of Islamic School Students: Mediating Effect of Student Engagement Novarizka, Shalsabilla; Na'imah, Tri; Dwiyanti, Retno; Noveni, Nia Anggri; Satata, Dian Bagus Mitreka; Şen, Ayşenur
International Journal of Islamic Educational Psychology Vol. 5 No. 2 (2024): December
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ijiep.v5i2.23643

Abstract

Students in Islamic schools often experience academic stress due to the demands of studying general subjects and religious subjects. Self-regulated learning and student engagement are important to help students manage stress and optimize learning outcomes. The purpose of this study was to test the indirect effect of student engagement in mediating self-regulated learning on academic stress in students. This study used a saturated sample of 154 students who were analyzed quantitatively by testing the outer model and inner model with the SmartPLS application. The measuring instruments used were a modification of the Student-Life Stress Inventory (SLSI) scale (α = 0.989), a modification of the Student Engagement in School Questionnaire (SESQ) scale (α = 0.983), and a modification of the Assessing Academic Self-Regulated Learning scale (α = 0.988). The results of the inner model analysis showed that self-regulated learning had a significant effect on academic stress (β = 0.026; T = 2.239; P = 0.026), and student engagement entered as a mediator of the effect of self-regulated learning on academic stress remained significant (β = 0.023; T = 2.617; P = 0.009), which means it mediates partially. The R-Square results of self-regulated learning together with student engagement on academic stress showed a value of 0.994, which means that 99.4% of self-regulated learning and student engagement affect academic stress. The implication for Islamic schools is the importance of increasing self-regulated learning and student engagement to help students reduce academic stress by implementing student-centered learning strategies.
Self-Regulated Learning and Academic Stress of Islamic School Students: Mediating Effect of Student Engagement Novarizka, Shalsabilla; Na'imah, Tri; Dwiyanti, Retno; Noveni, Nia Anggri; Satata, Dian Bagus Mitreka; Şen, Ayşenur
International Journal of Islamic Educational Psychology Vol. 5 No. 2 (2024): December
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ijiep.v5i2.23643

Abstract

Students in Islamic schools often experience academic stress due to the demands of studying general subjects and religious subjects. Self-regulated learning and student engagement are important to help students manage stress and optimize learning outcomes. The purpose of this study was to test the indirect effect of student engagement in mediating self-regulated learning on academic stress in students. This study used a saturated sample of 154 students who were analyzed quantitatively by testing the outer model and inner model with the SmartPLS application. The measuring instruments used were a modification of the Student-Life Stress Inventory (SLSI) scale (α = 0.989), a modification of the Student Engagement in School Questionnaire (SESQ) scale (α = 0.983), and a modification of the Assessing Academic Self-Regulated Learning scale (α = 0.988). The results of the inner model analysis showed that self-regulated learning had a significant effect on academic stress (β = 0.026; T = 2.239; P = 0.026), and student engagement entered as a mediator of the effect of self-regulated learning on academic stress remained significant (β = 0.023; T = 2.617; P = 0.009), which means it mediates partially. The R-Square results of self-regulated learning together with student engagement on academic stress showed a value of 0.994, which means that 99.4% of self-regulated learning and student engagement affect academic stress. The implication for Islamic schools is the importance of increasing self-regulated learning and student engagement to help students reduce academic stress by implementing student-centered learning strategies.
Co-Authors Gamasiwi, Ratu Janisa Ikhsani, Mastur Mujib Na'imah, Tri Noveni, Nia Anggri Putri, Tri Iriani Retno Dwiyanti Salsabil, Azzah Sukma Şen, Ayşenur