Articles
<![CDATA[Pengaruh Sense of Humor dan Self Compassion Terhadap Resiliensi Akademik pada Mahasiswa Universitas Syiah Kuala Banda Aceh ]]>
<![CDATA[Yana Humaira]]>;
<![CDATA[Asih Menanti]]>;
<![CDATA[Salamiah Sari Dewi]]>
<![CDATA[ Journal of Education, Humaniora and Social Sciences (JEHSS) Vol 5, No 3 (2023): Journal of Education, Humaniora and Social Sciences (JEHSS), February ]]>
Publisher : <![CDATA[Mahesa Research Center ]]>
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DOI: 10.34007/jehss.v5i3.1566
<![CDATA[This study aims (1) to determine the effect of sense of humor on academic resilience; (2) To determine the effect of compassion on academic resilience;(3) To determine the effect of sense of humor and compassion on academic resilience. This research is quantitative research. The population in this study were Syiah Kuala University students with a sample of 158 students. Sampling using simple random sampling technique. The measuring instruments used in this study were the sense of humor scale (SHQ), the self-compassion scale (SCS) and the academic endurance scale (ARS-30). Data analysis used multiple regression analysis. The results showed that (1) there was a significant positive effect between sense of humor and academic resilience as seen from (Rxly) = 0.413 with P = 0.000 < 0.050 meaning that there was a positive influence between sense of humor and academic resilience; (2) there is a significant positive effect between self-love and academic resilience as seen from (Rxly) = 0.277 with P = 0.000 < 0.050 meaning that there is a positive influence between self-love and academic resilience; (3) there is a significant positive effect between sense of humor, self-love and academic resilience as seen from (Rxly) = 0.460 with P = 0.000 < 0.050 meaning that there is a positive influence between sense of humor, self-love and academic resilience. The percentage of contribution given by the simultaneous influence of sense of humor and self- compassion on academic resilience is 21.1%. The remaining 79.9% is influenced by other variables not examined in this study.]]>
<![CDATA[Hubungan Self Efficacy Dengan Student Engagement Pada Siswa di MAN 2 Bener Meriah ]]>
<![CDATA[Erda Sulyani]]>;
<![CDATA[Salamiah Sari Dewi]]>
<![CDATA[ Jouska: Jurnal Ilmiah Psikologi Vol 1, No 2 (2022): Jouska: Jurnal Ilmiah Psikologi Agustus ]]>
Publisher : <![CDATA[Universitas Medan Area ]]>
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DOI: 10.31289/jsa.v1i2.1339
<![CDATA[This study aims to determine whether there is a correlation between self-efficacy and student engagement in students at Madrasah Aliyah Negeri 2 Bener Meriah. This study uses quantitative research methods. The number of samples in this study were 53 students. This study was compiled based on the Likert scale method using a self-efficacy scale, namely level, strength and generality. and the student engagement scale, namely behavior engagement, emotional engagement and cognitive engagement. The data analysis technique in this study used the Pearson product moment correlation technique. The results of data analysis show a correlation coefficient where r_xy = 0.998 with a significant p = 0.000 0.050. This means that the proposed hypothesis is accepted. It is assumed that the more positive self-efficacy for students, the higher student engagement will be, or vice versa, the more negative self-efficacy for students, the lower the level of student engagement for students at the school. From the results of this analysis, it is known that the self-efficacy of students at MAN 2 Bener Meriah is high (empirical mean = 109.53 hypothetical mean = 77.5). The coefficient of determination was found to be r^2 = 0.997. This shows that self-efficacy contributes to student engagement 99.7%]]>
<![CDATA[Motivasi Membaca Siswa di Daerah Rural Berdasarkan Jenis Sekolah dan Gender ]]>
<![CDATA[Nugraha, M Fadli]]>;
<![CDATA[Dewi, Salamiah Sari]]>;
<![CDATA[Siregar, Erlina Sari]]>
<![CDATA[ GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Vol 13, No 4 (2023) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Metro ]]>
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DOI: 10.24127/gdn.v13i4.8738
<![CDATA[Recently, no research was found to differentiate reading motivation but focused on reading interest, so this research aimed to look at differences in students' reading motivation based on school type and gender because these two issues are rarely analyzed. Two hypotheses are proposed, namely (H1) There are differences in reading motivation based on gender (H2) There are differences in reading motivation based on school type. Strata took samples and data using a reading motivation scale, which will then be analyzed using a t-test. The results of this study explain that there are no differences in rural students' reading motivation based on gender, meaning that this study rejects the first alternative hypothesis. However, we accept the second alternative hypothesis because it proves differences in reading motivation based on school type. The impacts and recommendations are explained later in this research.]]>
<![CDATA[ISLAMIC PARENTING IN SANDWICH GENERATION ]]>
<![CDATA[Dewi, Salamiah Sari]]>;
<![CDATA[Surbakti, Amanah]]>;
<![CDATA[Nataya Nasution, Atika Mentari]]>
<![CDATA[ Psikis : Jurnal Psikologi Islami Vol 8 No 2 (2022): Psikis : Jurnal Psikologi Islami ]]>
Publisher : <![CDATA[Program Studi Psikologi Islam, Fakultas Psikologi, Universitas Islam Negeri Raden Fatah Palembang ]]>
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DOI: 10.19109/psikis.v8i2.13865
<![CDATA[This study aimed to find out more about Islamic Parenting in Sandwich Generation. The research method used in this research is qualitative research with a case study approach. This research was conducted by collecting observation data and interviews with the parents of the SDN 027962 Binjai students who are the sandwich generation according to the journal of M. Sahal. The selection of the study location was based on interviews from parents of students who complained about their positions as sandwich generation. The study was conducted on 3 parents of students. The data analysis technique was carried out by data reduction, data presentation, and conclusion. The results of this study indicated that the application of Islamic parenting in the sandwich generation has been going quite well. The differences found in implementing Islamic parenting were based on differences in parents' economic conditions, which gave impact to the availability of time and understanding of religion by parents who became the sandwich generation. Parents who had low economic conditions tend to use practical parenting and rely on the involvement of experts (parents or teachers) to cover the lack of time that can be provided to care for their children. The study concluded that efforts to implement Islamic parenting based on M. Sahal’s journal such as al-Mukalatah or socialization, al-I’tiyad or habituation, al-Ta’allum or learning, internalization and integrity, and religious children can be applied to families experiencing the sandwich generation.]]>
<![CDATA[ANALYSIS OF SOCIAL SKILLS AND MEANING OF LIFE: A STUDY OF MADRASAH ALIYAH STUDENTS ]]>
<![CDATA[Hardjo, Suryani]]>;
<![CDATA[Dewi, Salamiah Sari]]>;
<![CDATA[Wahyuni, Nini Sri]]>;
<![CDATA[Siregar, Nurmaida Irawani]]>;
<![CDATA[Triastuti, Neni]]>
<![CDATA[ Psikis : Jurnal Psikologi Islami Vol 9 No 2 (2023): Psikis : Jurnal Psikologi Islami ]]>
Publisher : <![CDATA[Program Studi Psikologi Islam, Fakultas Psikologi, Universitas Islam Negeri Raden Fatah Palembang ]]>
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DOI: 10.19109/psikis.v9i2.19420
<![CDATA[The aim of this research is to understand how adolescents' social skills relate to their understanding of the meaning of life. This research uses a qualitative descriptive type of research which aims to analyze the social skills and meaning of life of Madrasah Aliyah X students in Medan City. The research method used was descriptive qualitative by collecting data through interviews with 5 students at Madrasah Aliyah X in Medan City. The research results show that there is a relationship between social skills and understanding the meaning of life in adolescents. The results can provide insight to educators and parents about the importance of developing social skills in helping teenagers live their teenage years better. In addition, this research also provides further understanding of how adolescents respond to social challenges and how this can influence their understanding of life goals. Therefore, the recommendation from this research is the need for a holistic approach in adolescent education which includes the development of social skills and understanding the meaning of life. Apart from that, there needs to be support and guidance from parents and educators in helping teenagers live their teenage years better.]]>
<![CDATA[THE EFFECT OF PERMISSIVE PARENTING ON ACADEMIC SELF-EFFICACY THROUGH SOCIAL SUPPORT FOR PAI STUDENTS AT UNIVERSITAS AL-WASHLIYAH MEDAN ]]>
<![CDATA[Nirmalasari, Susanti]]>;
<![CDATA[Hasanuddin, Hasanuddin]]>;
<![CDATA[Dewi, Salamiah Sari]]>
<![CDATA[ Jurnal As-Salam Vol. 8 No. 2 (2024): Jurnal As-Salam ]]>
Publisher : <![CDATA[Asosiasi Dosen Perguruan Tinggi Islam ]]>
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DOI: 10.37249/assalam.v8i2.788
<![CDATA[The purpose of this study was to analyze the direct effect of permissive parenting on students' academic self-efficacy and to construct a model that is in accordance with the standard value of the fit index. This research method uses a quantitative method. The population in this study were all PAI students at Al-Washliyah University, Medan, totaling 488 students. The sampling technique used was the total sampling technique. This study uses a mediation model approach (Neuman, 2013). This study will look at the function of the social support variable (M) on the effect of permissive parenting on academic self-efficacy. Based on the results of the analysis, it is known that permissive parenting has a significant negative effect on academic self-efficacy, with an estimated value of ? = -0.029 and p = 0.049. Based on the results of the analysis, it is known that there is an effect of family support on academic self-efficacy with an estimated value of ? = 0.145 and p = 0.006. Next, there is an influence of friend support on academic self-efficacy with an estimated value of ? = 0.229 and p = <0.001. Then, there is no significant influence of someone's support on academic self-efficacy, with an estimated value of ? = -0.075 and p = 0.129. The determining factor for learning success is the students themselves, so based on the results of this research, advice that can be given to students is to always pay attention to their intelligence and personality.]]>
<![CDATA[Hubungan Self-Esteem Dan Minat Belajar dengan Kematangan Karir Siswa DI SMK ]]>
<![CDATA[Zulfahriansyah Harahap]]>;
<![CDATA[Salamiah Sari Dewi]]>;
<![CDATA[Amanah Surbakti]]>
<![CDATA[ G-Couns: Jurnal Bimbingan dan Konseling Vol. 9 No. 2 (2025): April 2025, G-Couns: Jurnal Bimbingan dan Konseling ]]>
Publisher : <![CDATA[Universitas PGRI Yogyakarta ]]>
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DOI: 10.31316/g-couns.v9i2.7126
<![CDATA[Lembaga pendidikan formal yang berperan dalam membentuk karir dan mengembangkan kemampuan siswa sebagai persiapan untuk masa depan mereka. Penelitian ini bertujuan untuk mengetahui adanya hubungan self-estem, minat belajar dengan kematangan karir siswa. Metode menggunakan kuantitatif populasi 493 dan sampel 100 siswa. Alat ukur yang dipakai yaitu skala. Analisis data dengan Regresi Berganda. Berdasarkan hasil yaitu (1) Signifikan 0,712 dengan p= 0,000 < 0,050 (self-esteem dengan kematangan karir ). (2) hubungan positif nilai koefisien (rxy)= 0,937 dengan p= 0,000 < 0,050 (antara minat belajar dengan kematangan karir). (3) Berdasarkan hasil analisis, diketahui terdapat hubungan positif yang signifikan antara self-esteem dan minat belajar dengan kematangan karir. Sehingga adanya hubungan positif yang signifikan antara self-esteem dengan kematangan karir, Adanya hubungan positif yang signifikan antara minat belajar dengan kematangan karir. Apabila self esteem dan minat belajar tidak baik maka akan berdampak pada karir di masa depan. Kata kunci: kematangan karir, self–esteem, minat belajar]]>
<![CDATA[The influence of social support on students’ academic resilience through self-efficacy ]]>
<![CDATA[Nasution, Muhammad Faisal Ramadhan]]>;
<![CDATA[Dewi, Salamiah Sari]]>;
<![CDATA[Fadilah, Risydah]]>
<![CDATA[ Jurnal Psikologi Terapan dan Pendidikan Vol. 6 No. 2 (2024): November ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.26555/jptp.v6i2.29415
<![CDATA[Students who can maintain their abilities and function competently throughout their educational journey until completion are considered resilient. To become a resilient student, several attributes are necessary, both internal and external. Internally, self-efficacy the belief in one’s ability to complete tasks and fulfill obligations is crucial. Externally, social support from family, friends, and significant others plays a vital role. This study aims to examine the effect of social support on students’ academic resilience, with self-efficacy serving as a mediating variable. This study employs a quantitative methodology involving a sample of 270 students from a private university in Medan, with participants aged between 21 and 27 years. The instruments utilized in this research included the MSPSS scale, the General Self-Efficacy Scale, and the Academic Resilience Scale. Mediation analysis conducted using PLS-SEM4 showed that self-efficacy significantly mediates the relationship between social support and academic resilience, as indicated by a t-statistic of 4.440 (greater than 1.96) and a p-value of 0.000 (less than 0.05). This study's findings suggest that self-efficacy partially mediates the relationship between social support and academic resilience among students. Specifically, students who receive strong social support and possess high self-efficacy are more likely to confront their challenges and fulfill their academic responsibilities, ultimately developing resilient students.]]>
<![CDATA[Pengaruh Self Efficacy dan Dukungan Sosial Terhadap Resiliensi Mahasiswa Pendidikan Guru Madrasah Ibtidaiyah Universitas Islam Negeri Sumatera Utara ]]>
<![CDATA[Halimsyah Rambe, Ifrahunnada]]>;
<![CDATA[Nuraini, Nuraini]]>;
<![CDATA[Dewi, Salamiah Sari]]>
<![CDATA[ ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol 8 No 3 (2024): Additional Issue ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH SURABAYA ]]>
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DOI: 10.30651/else.v8i3.24630
<![CDATA[This associative quantitative research aims to determine the influence of self-efficacy and social support on the resilience of students at the State Islamic University of North Sumatra. Data collection was carried out through questionnaires and interviews, with analysis using multiple linear regression and coefficient of determination using SPSS 27. The research population was 177 students majoring in Madrasah Ibtidaiyah Teacher Education, and the sample used was 123 people using the Slovin method. The test results show that simultaneously, self-efficacy and social support influence resilience, with Fcount > Ftable (78.403 > 3.92). The partial test shows that self-efficacy (X1) has a significant effect on resilience (Y), with a value of tcount > ttable (10.695 > 1.657), while social support (X2) has no significant effect, because tcount < ttable (0.388 < 1.657). The significance value for self-efficacy < 0.05 and social support > 0.05. The results of the coefficient of determination test show that 56.6% of the variance in resilience can be explained by self-efficacy and social support, while 44.4% is explained by other factors not studied. Thus, self-efficacy has a significant positive effect on resilience, while social support does not show a significant effect]]>
<![CDATA[THE EFFECT OF PERMISSIVE PARENTING ON ACADEMIC SELF-EFFICACY THROUGH SOCIAL SUPPORT FOR PAI STUDENTS AT UNIVERSITAS AL-WASHLIYAH MEDAN ]]>
<![CDATA[Nirmalasari, Susanti]]>;
<![CDATA[Hasanuddin, Hasanuddin]]>;
<![CDATA[Dewi, Salamiah Sari]]>
<![CDATA[ Jurnal As-Salam Vol. 8 No. 2 (2024): Jurnal As-Salam ]]>
Publisher : <![CDATA[Asosiasi Dosen Perguruan Tinggi Islam ]]>
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DOI: 10.37249/assalam.v8i2.788
<![CDATA[The purpose of this study was to analyze the direct effect of permissive parenting on students' academic self-efficacy and to construct a model that is in accordance with the standard value of the fit index. This research method uses a quantitative method. The population in this study were all PAI students at Al-Washliyah University, Medan, totaling 488 students. The sampling technique used was the total sampling technique. This study uses a mediation model approach (Neuman, 2013). This study will look at the function of the social support variable (M) on the effect of permissive parenting on academic self-efficacy. Based on the results of the analysis, it is known that permissive parenting has a significant negative effect on academic self-efficacy, with an estimated value of ? = -0.029 and p = 0.049. Based on the results of the analysis, it is known that there is an effect of family support on academic self-efficacy with an estimated value of ? = 0.145 and p = 0.006. Next, there is an influence of friend support on academic self-efficacy with an estimated value of ? = 0.229 and p = <0.001. Then, there is no significant influence of someone's support on academic self-efficacy, with an estimated value of ? = -0.075 and p = 0.129. The determining factor for learning success is the students themselves, so based on the results of this research, advice that can be given to students is to always pay attention to their intelligence and personality.]]>
