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All Journal An-Nahdlah: Jurnal Pendidikan Islam Jurnal Nakula: Pusat Ilmu Pendidikan, Bahasa Dan Ilmu Sosial Observasi: Jurnal Publikasi Ilmu Psikologi Wissen: Jurnal Ilmu Sosial dan Humaniora
Irma Julita
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Religion Humanities Education Mathematics Physics Social Sciences Other

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PENGARUH KONSEP DIRI DAN KOMUNIKASI INTERPERSONAL TERHADAP INTERAKSI SOSIAL SISWA KELAS VIII DI SMP NEGERI 1 TIGO NAGARI Irma Julita; M. Arif; Arjoni Arjoni; Sri Hartati
An-Nahdlah: Jurnal Pendidikan Islam Vol 4 No 2 (2024): September-Desember
Publisher : Institut Agama Islam Hamzanwadi NW Lombok Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51806/an-nahdlah.v4i2.266

Abstract

. The purpose of this study was to determine how much influence interpersonal communication and self-concept of class VIII students of SMP Negeri 1 Tigo Nagari have on students' social interactions. The research methodology used in this study is field research. The associative quantitative approach is used in this study. The number of students in the research group is 185 people. The sampling technique used in this study is the proportional random sampling technique, which is to divide the number of samples obtained per class by two. The total research sample is 126 samples. The research instrument is the result of the creation of scientists regarding social interaction, interpersonal communication, and self-concept surveys. To evaluate the research hypothesis, data analysis techniques such as simple linear regression and multiple linear regression are used. The results of this study indicate that: (1) with a percentage level of 43.2% and a significance value of 0.000 <0.05, self-concept (X1) has a positive and significant influence on social interaction (Y). (2) The interpersonal communication variable (X2) has a positive and significant influence on social interaction (Y), with a significance value of 0.000 <0.05
Analisis Literatur tentang Intervensi Psikologis Berbasis Mindfulness dan Dukungan Sosial terhadap Stres Akademik Mahasiswa Irma Julita; Firman Firman; Netrawati Netrawati
Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial Vol. 3 No. 4 (2025): Juli: Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/nakula.v3i4.1933

Abstract

Academic stress is a common challenge experienced by students due to the burden and pressure in higher education environments. This study conducted a systematic literature analysis to evaluate the effectiveness of mindfulness-based psychological interventions and social support in addressing academic stress. By reviewing various empirical studies from leading journals, it was found that mindfulness—through techniques such as Mindfulness-Based Stress Reduction (MBSR)—is beneficial in reducing stress, anxiety, and improving students' emotional regulation and learning focus. In addition, social support from family, friends, and the campus environment acts as a stress buffer by providing emotional support and a sense of connectedness. An approach that combines mindfulness and social support has shown more effective results in helping students manage academic stress. Therefore, it is recommended that higher education institutions develop programs that integrate these two interventions to improve students' mental well-being sustainably.
Penggunaan Instrumen Non-Tes dalam Menilai Permasalahan Sosial dan Emosional Siswa : Tinjauan Literatur Irma Julita; Nurfarhanah; Zadrian Ardi
WISSEN : Jurnal Ilmu Sosial dan Humaniora Vol. 3 No. 2 (2025): Mei : WISSEN : Jurnal Ilmu Sosial dan Humaniora
Publisher : Asosiasi Peneliti Dan Pengajar Ilmu Sosial Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/wissen.v3i2.805

Abstract

Social and emotional problems in students can have a significant impact on their academic development and psychological well-being. Comprehensive assessment of social-emotional aspects is essential in the context of modern education. This article discusses the use of non-test instruments as effective assessment tools to identify social and emotional problems in students. Through a review of current literature, the types, characteristics, advantages, and challenges of using non-test instruments such as observation, interviews, questionnaires, and reflective journals are explained. Implications for the role of teachers and counselors are also examined, with an emphasis on the importance of training and institutional support so that assessment can be carried out optimally. The results of the study indicate that non-test instruments can support a more humanistic holistic assessment approach that is responsive to students' needs. This article recommends the integration of social-emotional assessment into school policies and the improvement of educators' professional capacity as strategic steps in supporting students' sustainable social-emotional development.
Strategi Meningkatkan Motivasi Belajar Peserta Didik Irma Julita; Neviyarni Neviyarni; Herman Nirwana
Observasi : Jurnal Publikasi Ilmu Psikologi Vol. 3 No. 3 (2025): August : Observasi: Jurnal Publikasi Ilmu Psikologi
Publisher : Asosiasi Riset Ilmu Kesehatan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/observasi.v3i3.1362

Abstract

Learning motivation plays a crucial role in determining students' success in the educational process. This article aims to systematically examine various effective strategies for enhancing students' learning motivation through a literature review approach. The study employs a qualitative method based on library research by analyzing relevant scholarly sources, including journals, books, and previous research findings. The results indicate that learning motivation is influenced by both internal and external factors and can be improved through several strategies, such as the implementation of active learning methods, the use of educational technology, social and environmental support, personalized learning approaches, and the application of reinforcement and appreciation. The study concludes that collaboration between teachers, students, parents, and schools is essential to creating a supportive environment that fosters intrinsic learning motivation. This article is expected to provide practical insights for the development of more adaptive and relevant teaching methods tailored to students' needs.
Pengaruh Konseling Psikoanalisis Klasik Terhadap Perilaku Rasionalisasi Konseli Irma Julita; Netrawati Netrawati; Yeni Karneli
Observasi : Jurnal Publikasi Ilmu Psikologi Vol. 3 No. 3 (2025): August : Observasi: Jurnal Publikasi Ilmu Psikologi
Publisher : Asosiasi Riset Ilmu Kesehatan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/observasi.v3i3.1390

Abstract

This research is motivated by the existence of inappropriate behavior in a student who often justifies his behavior even though the behavior he shows is wrong. The objective to be achieved in this study is to determine whether there is a significant difference before and after classical psychoanalytic counseling is carried out on rationalization behavior towards the client. This research method uses a pre-experimental one group, pre-test-post test approach. The population is one of the students of the State Islamic University of Bukittinggi. The data is processed using the Statistical Product and Service Solution (SPSS) version 26 program using the Wilcoxon test. The results obtained in this study were changes in values ​​between before and after counseling. Which means that there is a change in rationalization behavior before and after treatment is given. So it can be concluded that classical psychoanalytic counseling can be carried out in handling rationalization behavior towards the client. So, it is recommended that counselors when conducting counseling can use the classical psychoanalytic counseling model in dealing with one of the client's inappropriate behaviors, especially rationalization behavior.
Co-Authors Arjoni Arjoni Firman Firman Herman Nirwana M. Arif Netrawati, Netrawati Neviyarni Neviyarni Nurfarhanah Nurfarhanah Sri Hartati Yeni Karneli Zadrian Ardi