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All Journal Jurnal Sains Psikologi GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Jurnal Paedagogy
Rahmawati, Yuliana Mukti
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Role of Resilience in Minimizing Conditions of Learned Helplessness in Undergraduate Students at Universitas Negeri Malang Putri, Raissa Dwifandra; Farida, Ika Andarini; Masfufah, Ulfa; Widyatno, Aryudho; Rahmawati, Yuliana Mukti
Jurnal Sains Psikologi Vol 12, No 2 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um023v12i22023p284-293

Abstract

The condition of learned helplessness is a condition that is vulnerable to undergraduate students. Various conditions of learned helplessness in students can be caused by changes in the environment, daily activities, and even academic challenges. Furthermore, this condition can impact a state of depression and even suicidal ideation in students. Various efforts are made to minimize or inhibit the negative impact of learned helplessness conditions by students through strengthening internal strengths within individuals, such as resilience. This research was conducted to see the role of resilience in minimizing conditions of learned helplessness among undergraduate students at Universitas Negeri Malang. This research is quantitative research with a correlational research design. Participants in this research were active undergraduate students at Universitas Negeri Malang. The instrument used to measure learned helplessness is the Learned Helplessness Scale (LHS) and the Adult Resilience Measurement Revised (ARM-R) for resilience. Both of them were adapted into Indonesian. The total participants involved in this research were 85 students from 8 faculties (M is equal to 19.99 ± 1.66). The results of the research show that there is a role of resilience in the condition of learned helplessness among undergraduate students of Universitas Negeri Malang, which is 23 percent.
The Effect of Self-Control on Continual Binge-watching of Netflix Movies and Youtube Videos by Young Adults in the Post-pandemic Period Andrya, Amanda Putri; Imawati, Rochimah; Rahmawati, Yuliana Mukti
GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Vol 14, No 1 (2024)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/gdn.v14i1.7006

Abstract

Binge-watching is a behavior that is often carried out by many people, especially when the COVID-19 pandemic hit with limited activities; individuals are also looking for other alternatives, one of which is watching. Along with the increase in Video-On-Demand on streaming applications, Netflix and YouTube make it easier for users to watch wherever and whenever. Unfortunately, this pandemic habit affects the way individuals organize and control themselves in the post-pandemic period, especially in early adulthood, because they are the generation that has easy access to watching using various media technologies. The method used in this research is quantitative, with a non-probability sampling technique using voluntary sampling. The analysis used is simple regression analysis to determine the effect of the independent variables on the dependent variable. This study (N = 270) shows an influence between binge-watching and self-control, with 17.7% motivated by seeking pleasure, filling free time, spending time together, adding insight, and escaping reality. Conversely, this behavior also causes procrastination, sleep disturbance, constant desire to eat, and addiction to watching movies.
The Contribution of Teacher-Student Attachment on Problematic Internet Use (PIU) Among High School Students Rahmawati, Yuliana Mukti; Rahmadani, Anisa
Jurnal Sains Psikologi Vol 13, No 2 (2024)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um023v13i22024p%p

Abstract

Teachers in schools can affect internet use among adolescent students, who have a high prevalence of accessing the internet for purposes other than educational content. This research aims to investigate the contribution of the teacher-student attachment to the problematic internet use (PIU) of high school students. The respondents came from high school students (N of 160) with a mean age of 13.8 (SD equals 1.6), and 58 percent were female. Data was collected using an accidental sampling technique. PIU is measured by self-report scale using the Indonesian Problematic Internet Use Scale (IPIUS) and teacher attachment using the Inventory of Teacher-Student Relationship (ITSR). This research applied content validity and Cronbach’s alpha. Data was collected with Google Forms and data analysis using regression analysis assisted by the SPSS software. The findings show a significant contribution from teacher-student attachment to high schools’ PIU and highlight the importance of teacher roles in the onset of behavioral problems associated with internet use. More discussion about the role of teachers in determining adolescent student behavior is suggested.
Inclusive Teaching Strategies and Student-Perceived Outcomes in Primary Inclusive Schools: Insights from Jabodetabek, Indonesia Rahmadani, Anisa; Rahmawati, Yuliana Mukti; Nur Syamsina, Rahmi
Jurnal Paedagogy Vol. 12 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v12i4.16774

Abstract

This study aims to investigate the correlation between inclusive teaching strategies and their impact on the outcomes of inclusive education. Using a descriptive quantitative design, this study involved inclusive elementary school students (n = 339) in the Jakarta, Bogor, Depok, Tangerang, and Bekasi areas. Data were collected through the Perception of Inclusion questionnaire (n = 12) and Inclusive Teaching Strategies Scale (n = 29). Hierarchical regression tests were used to examine the relationship between variables and dimensions of teacher teaching strategies that most influenced inclusive outcomes. The results showed that Values & Attitudes accounted for 37% of the variance in inclusion outcomes (R² = 0.37; β = 0.60, p < 0.01). Adding Management & Environment increased the explained variance to R² = 0.41 (β = 0.26, p < 0.01), and adding Teaching & Instruction further raised it to R² = 0.43 (β = 0.18, p < 0.01). In the final model, all subscales remained significant (Values & Attitudes β = 0.35; Management & Environment β = 0.20; Teaching & Instruction β = 0.18; all p < 0.01), identifying teacher Values & Attitudes as the strongest predictor. Findings underscore the need to prioritize teacher mindset development, proactive classroom management routines, and differentiated instruction to strengthen inclusive outcomes. Stakeholders should implement programs that raise awareness and promote diversity among students to foster more positive attitudes and values toward inclusion.
Co-Authors Andrya, Amanda Putri Anisa Rahmadani Aryudho Widyatno Farida, Ika Andarini Nur Syamsina, Rahmi Raissa Dwifandra Putri Rochimah Imawati Ulfah Masfufah