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All Journal Psikopedagogia Journal of Educational Science and Technology Jurnal Pengabdian Pada Masyarakat Jurnal Administrasi Pendidikan Indonesia PEDAGOGIA Biblio Couns : Jurnal Kajian Konseling dan Pendidikan GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Bisma The Journal of Counseling JOMSIGN: Journal of Multicultural Studies in Guidance and Counseling G-Couns: Jurnal Bimbingan dan Konseling ProGCouns: Journal of Professionals in Guidance and Counseling Kalam Cendekia: Jurnal Ilmiah Kependidikan Advances in Psychological Sciences and Applications COUNS-EDU: The International Journal of Counseling and Education
Akhmad, Sudaryat Nurdin
Universitas Pendidikan Indonesia
Religion Agriculture, Biological Sciences & Forestry Humanities Decision Sciences, Operations Research & Management Education Engineering Health Professions Languange, Linguistic, Communication & Media Mathematics Neuroscience Physics Social Sciences Other

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Profil Kreativitas Siswa Sekolah Dasar Kelas Atas: Analisis berdasarkan Torrance Tests of Creative Thinking Lulu Noorkholisoh; Nandang Budiman; Yusi Riksa Yustiana; Sudaryat Nurdin Akhmad
Kalam Cendekia: Jurnal Ilmiah Kependidikan Vol 14, No 1 (2026): Kalam Cendekia: Jurnal Ilmiah Kependidikan
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jkc.v14i1.113146

Abstract

Kreativitas merupakan keterampilan esensial abad ke-21, namun data empiris menunjukkan kreativitas siswa Indonesia masih rendah dengan hanya 5% mampu berpikir kreatif secara mahir pada PISA 2022. Penelitian ini bertujuan mendeskripsikan profil kreativitas siswa sekolah dasar kelas atas di Jawa Barat menggunakan instrumen standar. Pendekatan kuantitatif deskriptif digunakan dengan 771 siswa kelas 4-6 yang dipilih melalui purposive sampling. Torrance Tests of Creative Thinking (TTCT) mengukur empat dimensi: fluency, flexibility, originality, dan elaboration melalui tes verbal dan figural. Hasil menunjukkan kreativitas terdistribusi normal dengan 44,1% kategori sedang, 27,2% tinggi, dan 28,7% rendah. Aspek fluency tertinggi (77,8), sementara flexibility (62,7), originality (57,6), dan elaboration (53,3) berkategori sedang. Temuan mengindikasikan pembelajaran konvensional kurang memberikan ruang eksplorasi multi-perspektif sehingga menghambat pengembangan potensi kreatif optimal. Penelitian merekomendasikan implementasi pembelajaran berbasis proyek terintegrasi teknologi interaktif untuk mengembangkan seluruh dimensi kreativitas secara holistik.
The Role of Art and Music Interventions in Mediating Emotional Regulation and Reducing Academic Stress among University Students Muqaffi; Popy Mayasari Afendy; Nadia Aulia Nadhirah; Ilfiandra; Juntika Nurihsan; Ipah Saripah; Sudaryat Nurdin Akhmad; Dody Hartanto
Advances in Psychological Sciences and Applications Vol. 2 No. 02 (2026): Advances in Psychological Sciences and Applications
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.apsa.002341

Abstract

Academic stress is a common issue experienced by university students and is closely associated with mental health conditions and a decline in academic performance. Emotion regulation plays a crucial role in stress management and has been proven to be an adaptive ability that enhances well-being. Interventions involving arts and music have increasingly been explored as effective approaches to improving emotion regulation skills among university students. This paper aims to systematically review existing studies related to Arts and music-based interventions in enhancing emotion regulation and reducing academic stress among university students, as well as to identify the intervention methods implemented. The method used in this paper is a systematic review of experimental studies, meta-analyses, and qualitative research focusing on arts and music interventions among university students. The analysis of results is based on measurements of academic stress, emotion regulation, and psychological well-being. The main findings indicate that Arts and music-based interventions consistently reduce academic stress levels and help improve students’ emotion regulation skills. In conclusion, Arts and music-based interventions are effective in enhancing emotion regulation and reducing academic stress among university students. Such approaches can be integrated into mental health support programs, including counseling and group guidance services, for students at the university level.
Gender and Teaching Age as Determinants of Teachers' Professional Identity: Insights from South Korea and Indonesia Sudaryat Nurdin Akhmad; Nadia Aulia Nadhirah; Tiara Iskandar Pratiwi; Sedem Nunyuia Amedome; Dody Hartanto; Ilfiandra Ilfiandra
G-Couns: Jurnal Bimbingan dan Konseling Vol. 10 No. 01 (2026): January 2026, G-Couns: Jurnal Bimbingan dan Konseling
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/g-couns.v10i01.8665

Abstract

The study examines teachers' professional identity by gender and teaching age using an explanatory survey with 196 participants from South Korea and Indonesia. Using a 25-item Likert scale, four dimensions were measured: job satisfaction, work commitment, motivation, and self-efficacy. Multivariate analyses showed no significant overall difference in professional identity between teachers from the two countries. However, South Korean teachers reported lower job satisfaction but higher self-efficacy compared to Indonesian peers. Gender did not influence professional identity overall, though male teachers in both countries tended to have higher job satisfaction than females. No interaction was found between country and gender. Teaching age did not generally affect professional identity, but an interaction effect with country was observed for self-efficacy: South Korean teachers showed a convex pattern across three teaching age categories, whereas Indonesian teachers showed a concave pattern, consistently lower than South Korean counterparts. These findings highlight cross-national differences in components of professional identity and suggest implications for theory and practice in teacher professional development, emphasizing the need to consider cultural and experiential factors in identity formation. This contributes to understanding how personal and contextual variables shape teachers' professional self-concept in varying educational settings. Keywords: explanatory survey, gender, identity formation, professional identity, teaching age
The PERMA Model in Higher Education: A Sequential Explanatory Mixed-Methods Study of Well-Being Among Teacher Education Students Nadia Aulia Nadhirah; Popy Mayasari Afendy; Ahman; Sudaryat Nurdin Akhmad; Syamsu Yusuf; Ilfiandra
Bisma The Journal of Counseling Vol. 9 No. 2 (2025): August
Publisher : Department of Guidance and Counseling, FIP, Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/bisma.v9i2.98712

Abstract

The global teacher shortage crisis, marked by high attrition rates within the first five years of service, highlights the importance of fostering flourishing in teacher professional education. This study aims to examine how the PERMA dimensions of flourishing are manifested among Indonesian teacher education students to generate culturally responsive and contextually grounded insights that support teacher readiness and retention. Using a sequential explanatory mixed-methods design, data were collected from 312 students across faculties and semesters. Phase 1 employed MANOVA to examine demographic variations in PERMA scores using validated instruments. Phase 2 involved thematic analysis of 24 in-depth interviews to explore students’ lived experiences of flourishing. Joint displays and meta-inferences were used to integrate quantitative and qualitative findings. Results showed no significant demographic differences in PERMA scores, challenging assumptions about variation based on gender, faculty, or semester. However, qualitative findings revealed culturally nuanced expressions of flourishing, including collective emotional experiences, relational engagement, service-oriented meaning-making, and communal celebration of individual success. These insights suggest that while the PERMA framework remains structurally relevant, its expression in collectivist cultures like Indonesia reflects unique cultural pathways. This study contributes to the global discourse on positive psychology by highlighting the need for culturally grounded applications of flourishing. The findings offer a foundation for developing teacher education programs that are both evidence-based and culturally responsive, enhancing well-being and long-term commitment among future educators.
Co-Authors Ahman Angelita Jayalaksana Fitri Dadang Sudrajat Dede Nurhalizah Dody Hartanto Fitri Yuli Maulidayanti Fitri, Angelita Jayalaksana Hartanto, Dody Ilfiandra Ilfiandra Ilfiandra Ipah Saripah Ipah Saripah Lulu Noorkholisoh Maulidayanti, Fitri Yuli Muqaffi Nadia Aulia Nadhirah Nandang Budiman Nurihsan, Achmad Juntika Popy Mayasari Afendy Raden Iqbal Hibatullah Rasyidi, Syifa Nurul Ain Sedem Nunyuia Amedome Setiawati Setiawati Suherman, Uma Sunaryo Kartadinata, Sunaryo Syamsu Yusuf Syamsu Yusuf Tiara Iskandar Tiara Iskandar Pratiwi Uman Suherman Yusi Riksa Yustiana, Yusi Riksa