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All Journal Emik : Jurnal Ilmiah Ilmu-Ilmu Sosial EDUKASI : Jurnal Penelitian dan Artikel Pendidikan
Swari, Made Ardha Nare
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Psikososial Berkendara Agresif Swari, Made Ardha Nare
Emik Vol 7 No 2 (2024)
Publisher : Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/emik.v7i2.2493

Abstract

Traffic accidents pose a serious threat to modern society, with significant consequences including injury, disability, death, and economic and social impacts, caused primarily by motor vehicles, and influenced by environmental, mechanical, and human factors. Current traffic research often focuses on driver-related factors, including aggressive driving behavior. This article aimed to review literature concerning aggressive driving and the psychosocial factors that may influence it. This article is based on an examination literature review of 18 research articles, regarding psychological variables influencing aggressive driving behaviour. The study shows that psychosocial factors are categorised into four, namely cognitive, personality, mental condition, and social factors. Cognitive factors consist of risk perception, self-control, moral disengagement, perceived behavioral control, traffic locus of control, mindfulness, psychological resilience, cognitive reappraisal, cognitive emotion regulation, and difficulties in emotion regulation. Personality factors comprise the Big Five traits (conscientiousness, agreeableness, and neuroticism), the Dark Triad traits (narcissism, Machiavellianism, and psychopathy), the Light Triad traits (humanism, Kantianism, and faith in humanity), life history strategies, driver overconfidence, attitudes toward aggressive driving, willingness to drive aggressively, emotional maturity, emotional intelligence, impulsivity, and sensation seeking. Mental condition factors consist of stress, anxiety, and depression. Social factors consist of social desirability, safe driving climate among friends (peer pressure, social costs, communication, and shared commitment to safe driving), social exclusion, social identity, and masculinity. This literature review is constrained by the limited number of sources analyzed. Future research should aim to include a greater number of studies and broaden the scope of psychosocial factors influencing aggressive driving.
Psikososial Berkendara Agresif Swari, Made Ardha Nare
Emik Vol. 7 No. 2 (2024)
Publisher : Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/emik.v7i2.2493

Abstract

Traffic accidents pose a serious threat to modern society, with significant consequences including injury, disability, death, and economic and social impacts, caused primarily by motor vehicles, and influenced by environmental, mechanical, and human factors. Current traffic research often focuses on driver-related factors, including aggressive driving behavior. This article aimed to review literature concerning aggressive driving and the psychosocial factors that may influence it. This article is based on an examination literature review of 18 research articles, regarding psychological variables influencing aggressive driving behaviour. The study shows that psychosocial factors are categorised into four, namely cognitive, personality, mental condition, and social factors. Cognitive factors consist of risk perception, self-control, moral disengagement, perceived behavioral control, traffic locus of control, mindfulness, psychological resilience, cognitive reappraisal, cognitive emotion regulation, and difficulties in emotion regulation. Personality factors comprise the Big Five traits (conscientiousness, agreeableness, and neuroticism), the Dark Triad traits (narcissism, Machiavellianism, and psychopathy), the Light Triad traits (humanism, Kantianism, and faith in humanity), life history strategies, driver overconfidence, attitudes toward aggressive driving, willingness to drive aggressively, emotional maturity, emotional intelligence, impulsivity, and sensation seeking. Mental condition factors consist of stress, anxiety, and depression. Social factors consist of social desirability, safe driving climate among friends (peer pressure, social costs, communication, and shared commitment to safe driving), social exclusion, social identity, and masculinity. This literature review is constrained by the limited number of sources analyzed. Future research should aim to include a greater number of studies and broaden the scope of psychosocial factors influencing aggressive driving.
Menyontek atau Tidak Menyontek: Menggali Persepsi dan Meningkatkan Efikasi Diri Siswa Upadani, Ni Kadek Sri Reta; Swari, Made Ardha Nare; Devi, Ni Made Mirah Artati; Putri, M Ni Komang Ayu Meita; Cahyadewi, Ni Ketut Cory
Edukasi: Jurnal Penelitian dan Artikel Pendidikan Vol 16 No 2 (2024)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/edukasi.v16i2.11598

Abstract

Cheating behavior is a form of academic dishonesty to gain an advantage. The phenomenon of cheating behavior is also found at SD Saraswati 1 Denpasar, which often occurs during exams. Cheating behavior arises due to students' lack of trust and confidence in their abilities, so they choose to use the wrong method by cheating to get satisfactory grades. This is related to student self-efficacy. The intervention activity aims to build perceptions and increase student self-efficacy to minimize cheating behavior among students at SD Saraswati 1 Denpasar. The subjects in this intervention were students in class V C of SD Saraswati 1 Denpasar with a total of 29 students. Intervention activities consist of psychoeducation and play therapy in the form of role-play and playing the Wheel of Destiny. The analysis technique uses Paired Sample t-tests and observation techniques. Based on the results of the Paired Sample T-Test, it shows a significant value of 0.000 (p < 0.05), which shows that there is a difference between self-efficacy scores before and after the intervention. Observation results show that increasing students' levels of self-efficacy has an impact on reducing students' cheating behavior. There were no students who brought small notes and found answers during the exam, there were only 1–2 students who were still seen sharing answers during the exam.
Co-Authors Cahyadewi, Ni Ketut Cory Devi, Ni Made Mirah Artati Putri, M Ni Komang Ayu Meita Upadani, Ni Kadek Sri Reta