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Pengaruh Keterlibatan Orang Tua dan Dukungan Sosial Terhadap Pengambilan Keputusan Karir Affifa, Ken; Dyan Prastika, Netty
JURNAL MANAJEMEN PENDIDIKAN DAN ILMU SOSIAL Vol. 6 No. 1 (2024): Jurnal Manajemen Pendidikan dan Ilmu Sosial (Desember 2024 - Januari 2025)
Publisher : Dinasti Review

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/jmpis.v6i1.3413

Penelitian ini mengkaji bagaimana dukungan orangtua dan masyarakat mempengaruhi pilihan profesi. Penelitian ini menggunakan metode kuantitatif. Survei ini melibatkan 86 mahasiswa Fakultas Hukum Universitas Mulawarman. dipilih secara probabilistik. Data dikumpulkan dengan menggunakan skala pengambilan pilihan profesional, partisipasi orangtua, dan dukungan sosial. Data dianalisis dengan menggunakan regresi linier berganda. Data dianalisis dengan menggunakan SPSS 26.0 for Windows. Penelitian ini menemukan hubungan yang signifikan antara keterlibatan orangtua dan dukungan sosial terhadap pengambilan keputusan karier, dengan nilai F = 30,047, F tabel = 3,11, nilai p = 0,000, dan R2 = 0,42%. Keterlibatan orangtua juga memiliki dampak yang signifikan, dengan ? = 0,220, t = 2,288 > t tabel = 1,989, nilai p = 0,025 (p < 0,05); (3) dukungan sosial berpengaruh signifikan terhadap pengambilan keputusan pekerjaan (? = 0,509, t = 3,820, t-tabel = 1,989, p-value = 0,000 (p < 0,05).

Early Introduction of Emotions: CERIA Program to Develop Children's Emotional Intelligence with Storytelling Methods Dyan Prastika, Netty; Rahayu, Diah; Purwanti, Silviana
Plakat : Jurnal Pelayanan Kepada Masyarakat Vol 7, No 1 (2025): Volume 7, Nomor 1, Juni Tahun 2025
Publisher : Fakultas Ilmu Sosial dan Ilmu Politik, Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/plakat.v7i1.17798

The early introduction of emotions is an important step in supporting children's psychological development. However, many young children still struggle to recognize and express their emotions appropriately. The lack of effective methods in emotional education within school environments remains a challenge that needs to be addressed. The community service program "CERIA" (Smart Emotion through Storytelling Method) is designed to help young children recognize and express various types of emotions in a healthy way through an interactive and educational storytelling approach. This program was implemented at Alifia Kindergarten, Samarinda, involving 33 children as participants. The methods used include reading emotion-themed storybooks, interactive discussions, and craft activities to strengthen the children’s understanding of the emotions introduced. Evaluation results showed an increase in the children's ability to recognize and express various emotions, as well as improved engagement in emotion-based activities. This program highlights the importance of storytelling-based approaches in supporting the emotional development of young children and can serve as an effective learning model in early childhood education. Pengenalan emosi sejak dini merupakan langkah penting dalam mendukung perkembangan psikologis anak-anak, namun masih banyak anak usia dini yang kesulitan mengenali dan mengekspresikan emosi mereka dengan tepat. Kurangnya metode yang efektif dalam pendidikan emosional di lingkungan sekolah menjadi tantangan yang perlu diatasi. Program pengabdian masyarakat "CERIA" (Cerdas Emosi Melalui Metode Bercerita) dirancang untuk membantu anak-anak usia dini mengenali dan mengekspresikan berbagai jenis emosi secara sehat melalui pendekatan storytelling yang interaktif dan edukatif. Program ini dilaksanakan di TK Alifia, Samarinda, dengan melibatkan 33 anak sebagai peserta. Metode yang digunakan meliputi pembacaan buku cerita bertema emosi, diskusi interaktif, serta aktivitas prakarya untuk memperkuat pemahaman anak terhadap emosi yang telah diperkenalkan. Hasil evaluasi menunjukkan adanya peningkatan pemahaman anak-anak dalam mengenali dan mengekspresikan berbagai jenis emosi, serta meningkatkan keterlibatan mereka dalam aktivitas berbasis emosi. Program ini menegaskan pentingnya pendekatan berbasis cerita dalam mendukung perkembangan emosional anak usia dini dan dapat menjadi model pembelajaran yang efektif dalam pendidikan anak.

The Work-Life Balance Phenomenon Among Teachers: What Role Does Perceived Organizational Support Play? Faeqotus Soleha, Tiki; Dyan Prastika, Netty
Psikoborneo: Jurnal Ilmiah Psikologi Vol 13, No 3 (2025): Psikoborneo: Jurnal Ilmiah Psikologi
Publisher : Program Studi Psikologi, Fakultas Ilmu Sosial dan Ilmu Politik, Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/psikoborneo.v13i3.20362

Work-life balance is the ability to fairly divide roles between work life and personal life. One of the driving factors that can improve work-life balance is the perceived organizational support that makes teachers feel well-being in living their work life. So this perceived is needed to achieve work-life balance. However, in reality there are still teachers who lack the perceived organizational support. The purpose of this study was to determine the relationship between the perceived organizational support and work-life balance. The research method used was quantitative. The subjects of this study were 158 high school teachers with civil servant status in Samarinda with simple random sampling data collection techniques. The collection method used was the work-life balance scale and perceived organizational support. The data analysis technique used was the Pearson product moment correlation. The results of the validity test of the work-life balance scale and perceived organizational support obtained a value of r> 0.300 with all items declared valid. Based on the results of the study, it was found that there was a significant relationship between the perceived organizational support and work-life balance with r count 0.408> r table 0.131 and a sig value of 0.000 <0.05 which indicated a positive relationship. The higher the perceived organizational support, the higher the work-life balance of teachers. Therefore, schools and education stakeholders are expected to facilitate the psychological well-being of teachers by providing adequate support. With this support, it is hoped that teachers can carry out their duties better without sacrificing aspects of their personal lives, thus having a positive impact on the quality of education.Keseimbangan kehidupan kerja merupakan kemampuan membagi peran secara adil antara kehidupan pekerjaan dengan kehidupan pribadi. Salah satu faktor pendorong yang dapat meningkatkan keseimbagan kehidupan kerja yaitu faktor persepsi dukungan organisasi yang membuat guru merasakan kesejahteraan dalam menjalani kehidupan pekerjaan. Sehingga persepsi ini dibutuhkan untuk mencapai keseimbangan kehidupan kerja. Namun, kenyataannya masih ada guru yang kurang memiliki persepsi dukungan organisasi. Tujuan penelitian ini untuk mengetahui hubungan persepsi dukungan organisasi dengan keseimbangan kehidupan kerja. Metode penelitian yang digunakan yaitu kuantitatif. Subjek penelitian ini adalah 158 guru SMA sederajat berstatus PNS di Samarinda dengan teknik pengumpulan data simple random sampling. Metode pengumpulan yang digunakan adalah dengan skala keseimbangan kehidupan kerja dan persepsi dukungan organisasi. Teknik analisis data yang digunakan adalah korelasi pearson product moment. Hasil uji validitas skala keseimbangan kehidupan kerja dan persepsi dukungan organisasi didapatkan nilai r > 0.300 dengan seluruh aitem dinyatakan valid. Berdasarkan hasil penelitian ditemukan bahwa terdapat hubungan signifikan antara persepsi dukungan organisasi dan keseimbangan kehidupan kerja dengan r hitung 0.408 > r tabel 0.131 dan nilai sig 0.000 < 0.05 yang menunjukkan hubungan ke arah positif. Semakin tinggi persepsi dukungan organisasi maka semakin tinggi pula keseimbangan kehidupan kerja pada guru. Oleh karena itu, sekolah dan pemangku pendidikan diharapkan dapat memfasilitasi kesejahteraan psikologis guru dengan memberikan dukungan yang memadai. Dengan adanya dukungan tersebut, diharapkan para guru dapat menjalankan tugas mereka dengan lebih baik tanpa mengorbankan aspek kehidupan pribadi, sehingga berdampak positif pada kualitas pendidikan.

Building Organizational Citizenship Behavior among Civil Servants: Job Satisfaction Mediates the Relationship between Self-Efficacy and Emotional Intelligence Dyan Prastika, Netty; Hardiansyah
Psikologika: Jurnal Pemikiran dan Penelitian Psikologi Vol. 31 No. 2 (2026)
Publisher : Universitas Islam Indonesia

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The growing demands of civil servant (ASN) public service encourage the importance of understanding psychological factors such as self-efficacy and emotional intelligence in shaping organizational citizenship behavior. This study aims to determine how self-efficacy and emotional intelligence can influence OCB through job satisfaction. This study used a quantitative method with a SEM design. The sampling technique used purposive sampling, with 381 participants being civil servants in Samarinda City, Indonesia. Data collection used scales of organizational citizenship behavior, emotional intelligence, job satisfaction, and self-efficacy. The fourth scale is an adaptation. Data analysis in this study used Structural Equation Modeling (SEM) with SmartPLS. This technique was chosen because of its ability to test mediation models. The results showed that self-efficacy and emotional intelligence can significantly influence job satisfaction. Meanwhile, job satisfaction can significantly influence organizational citizenship behavior. Job satisfaction can act as a partial mediator in the influence of self-efficacy and emotional intelligence on organizational citizenship behavior. The novelty of this study lies in its examination of the role of job satisfaction as a psychological mechanism linking self-efficacy and emotional intelligence to organizational citizenship behavior (OCB) within a government bureaucratic setting. Theoretically, these findings enrich the public sector organizational behavior literature by highlighting the importance of individual psychological factors in the formation of OCB. Practically, the results offer recommendations for government agencies regarding human resource policies specifically the development of competency-based training programs focused on emotional intelligence and self-efficacy to enhance job satisfaction and foster sustained OCB among civil servants.

Teaching Amid Technological Demands: The Role of Technostress on Junior High School Teachers’ Performance Wicaksana, Monica Massayu Widi; Dwi Nur Rahmah, Dian; Dyan Prastika, Netty; Hardiansyah, Hardiansyah; Tondang, Tondang
Psikoborneo: Jurnal Ilmiah Psikologi Vol 14, No 2 (2026): Psikoborneo: Jurnal Ilmiah Psikologi
Publisher : Program Studi Psikologi, Fakultas Ilmu Sosial dan Ilmu Politik, Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/psikoborneo.v14i2.25419

The rapid advancement of technology requires teachers to adapt to various digital systems used in learning and school administration. This condition has the potential to create technostress, defined as pressure resulting from intensive technology use. However, based on the concept of eustress, a certain level of pressure can serve as positive stimulation that enhances performance. This study aims to examine the effect of technostress on the performance of public junior high school teachers in Tenggarong. A quantitative approach was employed with a sample of 100 teachers selected through simple random sampling. The instruments used were a technostress scale and a teacher performance scale, and the data were analyzed using simple linear regression. The results show that the calculated F value exceeds the F table value (F = 214.534; R² = 0.686; p = 0.000), indicating a significant effect of technostress on teacher performance with a contribution of 68.6%. These findings suggest that technological pressure does not always have a negative impact; instead, it can function as eustress that promotes digital adaptation, resilience, and improved performance. This study contributes by highlighting the positive role of technostress and emphasizing the importance of managing it to enhance teacher performance in the digital era.Perkembangan teknologi yang semakin pesat menuntut guru untuk beradaptasi dengan berbagai sistem digital dalam proses pembelajaran maupun administrasi sekolah. Kondisi ini berpotensi menimbulkan technostress, yaitu tekanan yang muncul akibat penggunaan teknologi secara intensif. Namun, berdasarkan teori eustress, tekanan pada tingkat tertentu dapat menjadi stimulus positif yang mendorong peningkatan kinerja. Penelitian ini bertujuan untuk mengetahui pengaruh technostress terhadap kinerja guru Sekolah Menengah Pertama Negeri di Tenggarong. Penelitian menggunakan pendekatan kuantitatif dengan sampel sebanyak 100 guru yang dipilih melalui teknik simple random sampling. Instrumen penelitian berupa skala technostress dan skala kinerja guru, sedangkan analisis data dilakukan menggunakan regresi linear sederhana. Hasil penelitian menunjukkan bahwa nilai F hitung lebih besar dari F tabel (F = 214.534; R² = 0.686; p = 0.000), sehingga terdapat pengaruh signifikan antara technostress terhadap kinerja guru dengan kontribusi sebesar 68,6%.Temuan ini menunjukkan bahwa tekanan teknologi tidak selalu berdampak negatif, melainkan dapat berfungsi sebagai eustress yang mendorong adaptasi digital, ketahanan diri, dan peningkatan kinerja. Penelitian ini memberikan kontribusi dalam memperluas pemahaman mengenai peran positif technostress serta menegaskan pentingnya pengelolaan technostress sebagai strategi untuk meningkatkan kinerja guru di era digital.

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