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All Journal Al Ishlah Jurnal Pendidikan Didaktika: Jurnal Kependidikan Eduvest - Journal of Universal Studies
Rahmifanti R. Jacub
Universitas Negeri Yogyakarta
Aerospace Engineering Computer Science & IT Education Health Professions Languange, Linguistic, Communication & Media Mathematics Neuroscience Social Sciences Other

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Penerapan Neuro Linguistic Programming dalam Meningkatkan Motivasi Siswa: Tinjauan Pustaka Sistematis Chrisanta Kezia Yemima; Annisa Silvia Wulandari; Rahmifanti R. Jacub; Nurul Izzah Subhan; Yuyun Lestari; Kamalatan Nihaya
Didaktika: Jurnal Kependidikan Vol. 14 No. 1 Februari (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.1455

Abstract

Penelitian ini bertujuan untuk mengkaji efektivitas penerapan Neuro Linguistic Programming (NLP) dalam meningkatkan motivasi belajar siswa. NLP, sebagai pendekatan yang memfokuskan pada hubungan antara pikiran, bahasa, dan perilaku, menawarkan teknik-teknik yang dapat mengubah pola pikir dan perilaku siswa. Penelitian ini menggunakan metode Systematic Literature Review. Penelitian dilakukan dengan menganalisis 11 artikel terkait penerapan NLP terhadap Motivasi siswa dengan database elektronik Google Scholar, scopus, Garuda, dan lainnya. Hasil penelitian menunjukkan kajian bahwa siswa yang menerima intervensi NLP mengalami peningkatan yang signifikan dalam motivasi belajar, ditandai dengan peningkatan minat, semangat, dan kepercayaan diri dalam belajar. Temuan ini menunjukan bahwa kajian-kajian mengenai penerapan NLP dapat menjadi alat yang efektif untuk meningkatkan motivasi siswa melalui teknik yang digunakan pada NLP yaitu diantaranya reframing, anchoring, rapport, criteria, cause and effect, complex equivalence, presuppositions, pacing current experience, neuro logical level dan mirroring.
The Influence of External Locus of Control, Emotion Dysregulation, and Social Support on Academic Procrastination in Overseas Students Rahmifanti R. Jacub; Agus Basuki
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.6070

Abstract

Academic procrastination is a prevalent issue among international students, influenced by multiple psychological and social factors. This study investigates the relationships between academic self-efficacy, social support, emotion dysregulation, and academic procrastination, with academic self-efficacy also examined as a mediating and moderating variable. Data were collected from international students enrolled in universities. Structural Equation Modelling (SEM) was employed to analyze the interrelationships among the variables, focusing on both direct and indirect effects. Findings revealed that social support significantly and positively predicted academic self-efficacy, which in turn negatively influenced academic procrastination. Moreover, social support also directly reduced procrastination levels. External locus of control indirectly increased academic procrastination through lowered academic self-efficacy. However, emotion dysregulation showed no significant direct or indirect effect on academic procrastination. Academic self-efficacy served as a significant mediator between both social support and external locus of control in relation to procrastination. The results underscore the importance of perceived social support and academic self-efficacy in mitigating academic procrastination among international students. While emotional dysregulation was hypothesized to influence procrastination, its non-significant effect suggests that other factors may moderate this relationship in international student populations. These findings highlight the potential effectiveness of interventions aimed at strengthening academic self-efficacy and social support systems to reduce procrastination behaviors in this group.
The Effectiveness of Character Values–Based Psychodrama Techniques in Enhancing Emotional Intelligence Among Public Junior High School Students in Ternate City Rahmifanti R. Jacub; Diana Septi Purnama
Eduvest - Journal of Universal Studies Vol. 6 No. 1 (2026): Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v6i1.52711

Abstract

This study emphasizes the importance of emotional management among junior high school students, particularly during adolescence—a developmental phase marked by significant emotional changes. Emotional intelligence is crucial for students’ social adaptation, communication, and academic success. To address the emotional and social challenges faced by students, this research applies psychodrama techniques as a group guidance method to help develop students’ emotional intelligence. The study employed a quantitative approach using a nonequivalent control group experimental design. The sample consisted of 16 students from SMP Negeri 1 Kota Ternate and SMP Negeri 7 Kota Ternate, selected through purposive sampling based on low levels of emotional intelligence. The participants were divided into two groups: an experimental group that received group guidance using psychodrama techniques and a control group that did not receive the intervention. Data were collected using an emotional intelligence scale with Cronbach’s alpha reliability coefficient of 0.762. Measurements were conducted before and after the intervention, and data analysis used the N-gain score to assess changes in emotional intelligence. The results showed a significant improvement in the emotional intelligence of students in the experimental group, with an N-gain score of 0.75, indicating a high level of effectiveness. These findings demonstrate that psychodrama is an effective technique for enhancing students’ emotional intelligence, helping them better understand emotions, build empathy, and develop interpersonal skills. This study contributes valuable insights into school guidance practices and supports the use of psychodrama as an innovative method to foster students’ emotional, social, and academic development.
Co-Authors Agus Basuki Annisa Silvia Wulandari Chrisanta Kezia Yemima Diana Septi Purnama Kamalatan Nihaya Nurul Izzah Subhan Yuyun Lestari