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All Journal Proyeksi: Jurnal Psikologi Jurnal Psikologi Terapan dan Pendidikan
Putri, Audifa Swastriana
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Humanities Education Social Sciences

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The neuropsychology of love: Mechanisms of love in the human brain Putri, Audifa Swastriana; Fauziyah, Farah; Retnasari, Retni; Medina, Karima Nada; Hamidah, Annisaul; Nugraheni, Rizki Putri
Jurnal Psikologi Terapan dan Pendidikan Vol. 7 No. 1 (2025): Mei
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/jptp.v7i1.27568

Abstract

Love is one of the most powerful positive emotions experienced by human beings. When caught up in love, individuals undergo neurochemical changes in brain regions such as the amygdala, hippocampus, and prefrontal cortex. These changes are triggered by increased blood flow, reflecting the complex interplay between love and brain activity. Accordingly, this study aims to explore how love influences brain function, the various types of love, and their respective impacts on individuals.  This will be explored through a literature review of previous studies on the types and characteristics of love, as well as the neural and hormonal activity associated with it. This study employed a systematic literature review approach, resulting in fifteen selected articles for synthesis. The findings indicate that types of love include romantic love, maternal love, filial love, unconditional love, and friendship. Moreover, the hormones involved in love include oxytocin, dopamine, and testosterone. The study also reveals that visual processing of a loved one's face engages complex brain mechanisms. Unique characteristics of love include sexual desire, emotional conflict, and attachment.
DUKUNGAN TEMAN SEBAYA DAN PENYESUAIAN DIRI SISWA BERKEBUTUHAN KHUSUS: STUDI PADA SEKOLAH INKLUSI DI YOGYAKARTA Putri, Audifa Swastriana; Widiasmara, Nur
Proyeksi Vol 20, No 2 (2025): Oktober 2025
Publisher : Faculty of Psychology Universitas Islam Sultan Agung Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/jp.20.2.124-133

Abstract

Proses penyesuaian diri menjadi langkah penting bagi setiap siswa untuk dapat beradaptasi dengan lingkungan sekolahnya. Namun, proses ini sering kali menantang bagi siswa berkebutuhan khusus di sekolah inklusi. Penelitian ini bertujuan untuk menguji secara empirik bagaimana hubungan dukungan teman sebaya terhadap penyesuaian diri siswa berkebutuhan khusus di sekolah inklusi. Penelitian ini merupakan studi kuantitatif korelasional dengan melibatkan 63 siswa berkebutuhan khusus yang bersekolah di sekolah inklusi yang berada di Kota Yogyakarta, Kabupaten Sleman, dan Kabupaten Bantul. Alat ukur yang digunakan dalam penelitian ini adalah Skala Penyesuaian Diri dan Child and Adolescent Social Support Scale (CASSS). Hasil penelitian menunjukkan bahwa terdapat hubungan positif yang signifikan antara dukungan teman sebaya dengan penyesuaian diri siswa berkebutuhan khusus di sekolah inklusi. Selain itu, aspek dukungan emosional memiliki korelasi positif terkuat dengan penyesuaian diri. Secara keseluruhan, temuan dalam penelitian ini memberikan kontribusi substansial pada pengembangan ilmu psikologi pendidikan, khususnya terkait penyesuaian diri siswa berkebutuhan khusus di konteks sekolah inklusi.The self-adjustment process is a crucial step for every student to adapt to their school environment. However, this process can be particularly challenging for students with special needs in inclusive schools. This study aims to empirically examine the relationship between peer support and the self-adjustment of students with special needs in inclusive schools. This study is a correlational quantitative study involving 63 students with special needs who attend inclusive schools in the city of Yogyakarta, Sleman Regency, and Bantul Regency. The measurement tools used in this study were the Adjustment Scale and the Child and Adolescent Social Support Scale (CASSS). The results of the study indicate that there is a significant positive relationship between peer support and the self-adjustment of students with special needs in inclusive schools. In addition, the aspect of emotional support has the strongest positive correlation with self-adjustment. Overall, the findings in this study contribute substantially to the development of educational psychology, particularly in the context of the adjustment of students with special needs in inclusive schools.
Co-Authors Farah Fauziyah, Farah Hamidah, Annisaul Medina, Karima Nada Nugraheni, Rizki Putri Nur Widiasmara Retnasari, Retni