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All Journal ANTHROPOS: JURNAL ANTROPOLOGI SOSIAL DAN BUDAYA (JOURNAL OF SOCIAL AND CULTURAL ANTHROPOLOGY) Jurnal Konseling dan Pendidikan Jurnal Psikologi Terapan dan Pendidikan Psikis : Jurnal Psikologi Islami Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar JURNAL DIVERSITA Jurnal As-Salam Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Journal of Education, Humaniora and Social Sciences (JEHSS) Psikologi Konseling: Jurnal Kajian Psikologi dan Konseling RANDANG TANA - Jurnal Pengabdian Masyarakat Psychocentrum Review Science Midwifery SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Pelita Masyarakat Jurnal Penelitian Pendidikan, Psikologi Dan Kesehatan (J-P3K) Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences JESS (Journal of Education on Social Science) Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) G-Couns: Jurnal Bimbingan dan Konseling International Journal of Educational Research and Social Sciences (IJERSC) Pendekatan Kebijakan Publik dalam Politik Pendidikan Islam International Journal of Educational Review, Law And Social Sciences (IJERLAS) Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET) Jurnal Riset Rumpun Ilmu Kesehatan (JURRIKES) Jouska: Jurnal Ilmiah Psikologi SCHOULID: Indonesian Journal of School Counseling
Salamiah Sari Dewi
Universitas Medan Area
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Pengaruh Strategy Coping Terhadap Flourishing Dengan Self-Compassion Sebagai Perantara Pada Penderita Dyspepsia Fungsional Parinduri, Rusda; Hardjo, Suryani; Dewi, Salamiah Sari
SCHOULID: Indonesian Journal of School Counseling Vol. 10 No. 3 (2025): SCHOULID: Indonesian Journal of School Counseling
Publisher : Indonesian Counselor Association (IKI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23916/086481011

Abstract

Teachers often experience prolonged work-related stress that can negatively affect psychological well-being and physical health, including functional dyspepsia. This study aimed to examine how teachers achieve flourishing despite significant work stress, with a focus on coping strategies and the role of self-compassion as an internal psychological mechanism. Specifically, this study investigated the effect of coping strategies on flourishing, the effect of coping strategies on self-compassion, the effect of self-compassion on flourishing, and the mediating role of self-compassion in the relationship between coping strategies and flourishing among teachers with functional dyspepsia. A quantitative approach was employed by distributing self-report scales to 200 teachers who met the criteria of the R4-FDDQ Functional Dyspepsia screening test. Data were analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with JASP version 0.19.3.0. The results indicated that the data met validity and reliability requirements and that the proposed model demonstrated a good fit. Coping strategies were found to have a significant effect on flourishing and self-compassion. However, self-compassion did not significantly influence flourishing and did not function as a mediating variable between coping strategies and flourishing. In addressing problems, teachers with functional dyspepsia tended to prioritize religious coping and mindfulness over other indicators. Nevertheless, the common humanity dimension of self-compassion appeared to be inconsistent with flourishing, as prolonged illness contributed to feelings of isolation and hindered the development of positive social connections.
The Influence of the Jigsaw Learning Model on student learning outcomes and engagement at Madrasah Tsanawiyah Al-Ikhlas Aek Botik Gultom, Dinda Sri Fatimah; Dewi, Salamiah Sari; Surbakti, Amanah
Jurnal Psikologi Terapan dan Pendidikan Vol. 7 No. 2 (2025): November
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/jptp.v7i2.31340

Abstract

This research is motivated by the low learning outcomes and limited student engagement at MTs Al-Ikhlas Aek Botik. The purpose of this study is to determine the effect of the jigsaw learning model on students' learning outcomes and engagement. The research employed a quasi-experimental design with a Pretest-Posttest Control Group format. The study involved 42 seventh-grade students divided into two groups: an experimental group that received instruction using the jigsaw learning model, and a control group that received conventional instruction. The instrument used to measure learning outcomes and student engagement was a multiple-choice questionnaire. The data were analyzed using normality and homogeneity tests, followed by the Paired Sample t-test, the Independent Sample t-test, the Wilcoxon test, and the Mann-Whitney test. The results indicated a significant difference between pre-test and post-test scores in the experimental group. Additionally, student engagement in the experimental group increased significantly compared to the control group. Therefore, the research concluded that the jigsaw learning model has a significant positive effect on learning outcomes and student engagement at MTs Al-Ikhlas Aek Botik.
THE INFLUENCE OF LEARNING MOTIVATION AND GRIT ON THE GROWTH MINDSET OF SENIOR HIGH SCHOOL STUDENTS IN THE ANAMBAS ISLANDS Sasa Raci; Risydah Fadilah; Salamiah Sari Dewi
SOSIOEDUKASI Vol 14 No 4 (2025): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v14i4.6582

Abstract

The purpose of this study was to determine the influence of Learning Motivation and Grit on Growth Mindset among senior high school students in the Anambas Islands. This research employed a quantitative method with a total population of 324 students and a sample of 235 respondents. The sampling technique used was probability sampling, and the data analysis technique applied was multiple regression analysis. Based on the results of hypothesis testing, the multiple regression analysis showed that the regression coefficient of the Learning Motivation variable (t-calculated) was 2.458, with a t-table value of 1.651. The significance value of Learning Motivation toward the related variable, Growth Mindset, was 0.000 < 0.05. Furthermore, the regression coefficient of the Grit variable (t-calculated) was 2.803, with a t-table value of 1.651, and the significance value of Grit toward Growth Mindset was 0.001 < 0.05. Additionally, based on the F-test results, the F-calculated value was 46.675, while the F-table value was 3.041, with a significance value of 0.000 < 0.050. Thus, since F-calculated > F-table and the significance value is below 0.050, it can be concluded that Learning Motivation and Grit simultaneously have a significant influence on students’ Growth Mindset.
Peran Kontrol Diri Dimediasi Motivasi Belajar pada Perilaku Cyberloafing Mahasiswa Pakpahan, Agnes Priccilia; Dewi, Salamiah Sari; Surbakti, Amanah
GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Vol 15, No 4 (2025)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/gdn.v15i4.13999

Abstract

The rapid advancement of technology does not always produce positive outcomes for university students. One emerging negative behavior is cyberloafing, defined as the use of internet access for non-academic purposes during learning activities. Self-control and learning motivation are considered important psychological factors that may help reduce cyberloafing behavior among students. This study aimed to examine the mediating role of learning motivation in the relationship between self-control and cyberloafing behavior among students of the Faculty of Economics at Universitas Medan Area. A quantitative research approach was employed using Structural Equation Modeling (SEM) based on Partial Least Squares (PLS). The sample consisted of 254 students selected through purposive sampling with the assistance of the Slovin formula. Data were collected using three instruments: a self-control scale, a cyberloafing behavior scale, and a learning motivation scale. The results indicated that self-control had a significant negative effect on cyberloafing behavior (β = −0.248, p < 0.05), learning motivation also had a significant negative effect on cyberloafing behavior (β = −0.252, p < 0.05), and self-control had a significant positive effect on learning motivation (β = 0.754, p < 0.05). Furthermore, learning motivation was found to significantly mediate the effect of self-control on cyberloafing behavior (β = −0.190, p < 0.05). These findings demonstrate that higher levels of self-control and learning motivation are associated with lower levels of cyberloafing among university students. This study highlights the importance of strengthening students’ self-control and learning motivation as effective strategies to reduce cyberloafing behavior in academic settings.
THE EFFECT OF SELF-REGULATED LEARNING AND SELF-AWARENESS ON SELF-LEADERSHIP AMONG STUDENTS AT EXCELLENT BRAIN TUTORING CENTER IN KABANJAHE Elpis Brahmana; Suryani Hardjo; Salamiah Sari Dewi
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 5 No. 5 (2025): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/morfai.v4i2.3527

Abstract

This study aims to examine the influence of self-regulated learning and self-awareness on self-leadership among students at the Excellent Brain tutoring center in Kabanjahe. The research employed a quantitative approach with a correlational design. A sample of 100 students was selected using purposive sampling. Instruments used included validated and reliable scales measuring self-regulated learning, self-awareness, and self-leadership. The regression analysis revealed that both self-regulated learning and self-awareness significantly affect self-leadership, both partially and simultaneously. These findings suggest that students' ability to manage their learning processes and recognize their personal traits plays a crucial role in developing self-leadership. The implications of this study are expected to provide valuable input for tutoring institutions in developing educational strategies that foster students' self-leadership to support academic achievement and character development.
The effect of coping strategies on flourishing with self-compassion as a mediator in teachers with functional dyspepsia Parinduri, Rusdah; Hardjo, Suryani; Dewi, Salamiah Sari
Science Midwifery Vol 13 No 6 (2026): February: Health Sciences and related fields
Publisher : Institute of Computer Science (IOCS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/midwifery.v13i6.2247

Abstract

The inability of teachers to manage stress effectively can worsen their health and trigger functional dyspepsia. This study aims to understand how teachers can achieve flourishing despite experiencing work-related stress. It examines the coping strategies used to manage stress and how these strategies contribute to achieving flourishing. This study also investigates the role of self-compassion in the relationship between coping strategies and flourishing. The purpose of this study is to examine the effect of coping strategies on flourishing, the effect of coping strategies on self-compassion, the effect of self-compassion on flourishing, and the effect of coping strategies on flourishing with self-compassion as a mediating variable among teachers with functional dyspepsia. This study employed a quantitative method by distributing questionnaires to 200 teacher respondents diagnosed with functional dyspepsia who met the screening criteria of the R4-FDDQ Functional Dyspepsia Diagnostic Questionnaire. Data analysis was conducted using JASP version 0.19.3.0 through Structural Equation Modeling–Partial Least Squares (SEM-PLS). The results indicate that the respondent data were reliable, valid, and the model demonstrated good fit. The findings reveal a significant relationship between coping strategies and flourishing, as well as between coping strategies and self-compassion. However, self-compassion did not have a significant effect on flourishing, nor did it significantly mediate the relationship between coping strategies and flourishing among teachers with functional dyspepsia. In coping with problems, teachers with functional dyspepsia tended to prioritize emotion-focused coping in achieving flourishing. Religiosity and mindfulness were identified as the most prioritized strategies compared to other aspects.
The effect of social support on the self-efficacy of parents of children with autism through the mediation of emotional intelligence Anwar, Aini Shafra; Dewi, Salamiah Sari; Lubis, Suaidah
Science Midwifery Vol 13 No 6 (2026): February: Health Sciences and related fields
Publisher : Institute of Computer Science (IOCS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35335/midwifery.v13i6.2278

Abstract

Parenting a child with Autism Spectrum Disorder (ASD) presents unique challenges that can lower parents' self-confidence and self-efficacy. While social support is considered a crucial external factor, its effectiveness in boosting self-confidence often depends on internal factors, such as emotional intelligence. The purpose of this study was to examine the mediating role of emotional intelligence in the relationship between social support and self-confidence in parents of children with autism. This study used a quantitative approach with a purposive sampling technique. Data were collected from respondents, parents of children with autism, using instruments such as the Multidimensional Scale of Perceived Social Support (MSPSS). Data analysis was performed using Structural Equation Modeling with Partial Least Squares (SEM-PLS). The results of a study of 153 parents of autistic children showed that social support influenced self-confidence by 51.7% with a p value <0.001. Social support influenced emotional intelligence by 57.3% with a p value <0.001, and emotional intelligence influenced self-confidence by 36.5% with a p value <0.001. Thus, it can be concluded that increasing social support can increase the self-confidence of parents of autistic children through their emotional intelligence.
The effect of “damai” role-play strategy in group counseling on reducing bullying behavior and enhancing students’ self-regulation Cici Endang Mustika; Salamiah Sari Dewi; Amanah Surbakti
Jurnal Konseling dan Pendidikan Vol. 13 No. 4 (2025): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1192900

Abstract

Bullying behavior among junior high school students remains a significant concern, particularly in relation to students’ self-regulation abilities. This study aims to examine changes in bullying behavior and self-regulation following group counseling interventions using the “DAMAI” role-play strategy (Listen, Observe, Understand, Invite Interaction). The study employed a one-group pretest–posttest experimental design involving students identified as bullying perpetrators (N = 32). Data were collected using Bullying Behavior and Self-Regulation scales and analyzed using a paired sample t-test. The results showed statistically significant differences between pretest and posttest scores. Bullying behavior scores decreased significantly, while self-regulation scores increased significantly (p < 0.001). These findings indicate that group counseling with the “DAMAI” role-play strategy is associated with positive changes in students’ bullying behavior and self-regulation. The study offers practical implications for Guidance and Counseling teachers in implementing structured group counseling interventions to address bullying in school settings.
Co-Authors Abd. Madjid Amanah Surbakti Anwar, Aini Shafra Aris Fauzan Asih Menanti Astuti, Sri Widya Atika Mentari Nataya Nasution Barus, Rehia K. Isabella Cici Endang Mustika Dimayanti, Titin Dinda Fauzi Siregar Dwiana , Ressi Elpis Brahmana Erda Sulyani Erlina Sari Siregar Erni, Yuli Faadhil, Faadhil Fauza, Fadhillah Fitriani Gultom, Dinda Sri Fatimah Hairul Anwar Dalimunthe Halimsyah Rambe, Ifrahunnada Hasan, Ahmad Mu’arif Hasanuddin Hasanuddin Hasanuddin Husna, Zakiyatul Khairuddin Khairuddin Lubis, Khairina Lubis, Suaidah M. Yogi Riyantama Isjoni Mathilda Monalisa Marbun MS, Dr. Nuraini Muhammad Fadli Nugraha Nasution, Muhammad Faisal Ramadhan Nasution, Nurhalijah Nefi Darmayanti Nina Siti Salmaniah Siregar Nirmalasari, Susanti Nurkusuma, Alfisahri Nurmaida Irawani Siregar Pakpahan, Agnes Priccilia Parinduri, Rusda Parinduri, Rusdah Parlindungan Parama Hutagalung, Budi Patisina Petro Satriwo Pulungan, Akmaliyah Hakiki Rahimah Azzahra Pohan Rahmi Lubis Ramadhani, Rofi Dwi Putri Rangga Muzakir Azwan Rehia Karenina Isabella Barus Rina Saraswaty Risydah Fadilah Risydah Fadilah Roni Marwan Saiful Akhyar Lubis Salamah Sarah Mafazah Daulay Sarah, Cut Sasa Raci Siagian, Iqbal Warid Siti Khairani Amnur Sri Milfayetty, Sri Suprayitno Suryani Hardjo Tarigan, Rimelda Triastuti, Neni Ummu Khuzaimah Utami, Alvida Wahyuni, Nini Sri Yana Humaira Yudistira Fauzy Indrawan Zulfahriansyah Harahap