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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

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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

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

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.

The Role of Work-Life Harmony on Job Satisfaction of Generation Z Employees in Banyumas: The Role of Work-Life Harmony on Job Satisfaction of Generation Z Employees in Banyumas RISQI, ADI SETIAWAN RISQI; Novarizka, Shalsabilla; Sa'adati Rizqillah, Asma
Jurnal Ecoment Global Vol. 10 No. 3 (2025): Volume 10 No. 3 (Edisi Desember 2025)
Publisher : Universitas Indo Global Mandiri Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36982/jeg.v10i3.5805

Objective: This study aims to analyze the influence of work-life harmony on job satisfaction among Generation Z employees in Banyumas Regency. Generation Z, known as digital natives, exhibits unique characteristics in the workplace, such as a preference for flexible schedules, work-life balance, and work environments that support mental well-being. Design/Methods/Approach: Using a quantitative approach and a cross-sectional design, the study involved 200 respondents selected through purposive sampling. Data were collected using the Work-Life Harmony Questionnaire by Katrina Murphy Coaching and a job stress scale developed based on job satisfaction dimensions proposed by Luthans (2006). Data analysis was performed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS. Findings: The results indicate that work-life harmony has a positive and significant effect on job satisfaction (β = 0.609; T = 12.887; p < 0.001). These findings are supported by various theoretical frameworks, including the Conservation of Resources Theory, Self-Determination Theory, and Person-Environment Fit Theory, which emphasize the importance of role harmony in maintaining psychological well-being. The study concludes that work-life harmony is a strategic factor in enhancing job satisfaction among Generation Z employees, especially in regions with collectivist cultural values such as Banyumas. Originality/Value: While previous studies have predominantly focused on work-life balance, limited attention has been given to the concept of work-life harmony particularly in the context of Generation Z in Indonesia. This study offers a novel contribution by adopting the work-life harmony framework, which better reflects the integrative and value-driven preferences of digital natives. The use of PLS-SEM further strengthens its methodological value, providing relevant insights for the development of flexible and adaptive work policies. Practical/Policy implication: The results offer valuable implications for organizations in designing flexible, adaptive, and employee-centered work policies that support the integration of professional and personal life roles.

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