Article Per Year (5 Year)
p-Index From 2020 - 2025
0.408
P-Index
This Author published in this journals
All Journal Psikostudia : Jurnal Psikologi Psikoborneo : Jurnal Ilmiah Psikologi
Rizkiyana, Ria
Unknown Affiliation
Humanities Education Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Enhancing Assertiveness in Bullying Witnesses: The Efficacy of Emotional Intelligence Training in Junior High School Students Wati, Septi Ambar; Al Adib, Amin; Lekahena, Femmy; Rizkiyana, Ria
Psikoborneo: Jurnal Ilmiah Psikologi Vol 13, No 2 (2025): Volume 13, Issue 2, Juni 2025
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.v13i2.19249

Abstract

Bullying in schools is an issue that can affect the social and emotional development of students, both for victims and witnesses. Witnesses of bullying often feel trapped in such situations, and increasing their assertiveness can help reduce the negative impacts of this phenomenon. Emotional intelligence training is effective in improving the assertiveness of bullying witnesses. This study aims to examine the impact of emotional intelligence training on the assertiveness of bullying witnesses in junior high school students. The method used in this study is an experimental design with a one-group pre-test post-test design. The study involved 62 students selected through purposive sampling, including students who had previously witnessed bullying, from grade VII with low and moderate assertiveness levels based on a preliminary study. The study had two groups: the experimental group, which received emotional intelligence training, and the control group, which received no intervention. Data analysis was performed using the Wilcoxon test. The results showed that emotional intelligence training significantly improved the assertiveness of bullying witnesses, with a p-value of 0.003 (p < 0.05). The implications of this study highlight the importance of implementing emotional intelligence training in schools as an effort to enhance assertiveness among students, particularly bullying witnesses, to create a more supportive and safe school environment for all students.Bullying di lingkungan sekolah merupakan masalah yang dapat memengaruhi perkembangan sosial dan emosional siswa, baik bagi korban maupun saksi. Saksi bullying sering kali merasa terjebak dalam situasi tersebut, dan peningkatan asertivitas mereka dapat membantu mengurangi dampak negatif dari fenomena ini. Pelatihan emotional intelligence (kecerdasan emosional) dianggap dapat meningkatkan asertivitas saksi bullying. Penelitian ini bertujuan untuk mengetahui pengaruh pelatihan emotional intelligence dalam meningkatkan asertivitas saksi bullying pada siswa SMP. Metode yang digunakan dalam penelitian ini adalah eksperimen dengan desain one group pre-test post-test. Subjek penelitian berjumlah 62 siswa yang dipilih melalui teknik purposive sampling, yaitu siswa yang pernah menjadi saksi bullying, dari kelas VII dengan tingkat asertivitas rendah dan sedang berdasarkan studi pendahuluan. Terdapat dua kelompok dalam penelitian ini, yaitu kelompok eksperimen yang diberi intervensi pelatihan emotional intelligence dan kelompok kontrol yang tidak diberi perlakuan. Analisis data dilakukan dengan menggunakan uji Wilcoxon. Hasil penelitian menunjukkan bahwa pelatihan emotional intelligence memiliki pengaruh signifikan terhadap peningkatan asertivitas saksi bullying, dengan nilai p = 0,003 (p < 0,05). Implikasi dari penelitian ini adalah pentingnya penerapan pelatihan emotional intelligence di sekolah sebagai upaya untuk meningkatkan asertivitas siswa, khususnya saksi bullying, sehingga dapat menciptakan lingkungan sekolah yang lebih mendukung dan aman bagi semua siswa.
The Application of Project-Based Learning as an Effort to Improve Learning Achievement in Vocational High School Students Apolonio, Arya; Romas, Muslimah Zahro; Rizkiyana, Ria
Psikostudia : Jurnal Psikologi Vol 14, No 3 (2025): Volume 14, Issue 3, September 2025
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/psikostudia.v14i3.19481

Abstract

Low student achievement in vocational high schools (SMK) is one of the problems that has led to a decline in enrollment every year. One way to deal with this is to use a learning model that can boost student engagement and motivation. This study aims to investigate the relationship between project-based learning (PBL) and student academic performance at SMK. The researcher employed a quantitative approach with a sample size of 85 students out of a total population of 100 students. Data analysis was conducted using normality tests, linearity tests, Pearson Product Moment correlation tests, and partial correlation tests for each aspect. The normality test results showed that the data were normally distributed, while the linearity test showed a significant linear relationship between the two variables. Through the correlation test, the researcher found that there was a positive relationship between Project-Based Learning and learning achievement with a correlation coefficient of r = 0.572 and significant at the 0.01 level (p ≤ 0.05). These findings indicate that the implementation of Project-Based Learning significantly contributes to improving the learning achievement of vocational high school students. The implications of this study suggest that teachers need to optimize the use of project-based learning models as an effective learning strategy to improve the quality of learning and student learning outcomes in vocational high schools.Rendahnya prestasi belajar siswa di Sekolah Menengah Kejuruan (SMK) menjadi salah satu permasalahan yang berdampak pada menurunnya jumlah peserta didik setiap tahunnya. Salah satu upaya untuk mengatasi permasalahan tersebut adalah dengan menerapkan model pembelajaran yang mampu meningkatkan keaktifan dan motivasi belajar siswa. Penelitian ini bertujuan untuk mengetahui hubungan antara model pembelajaran berbasis proyek (Project-Based Learning) dan prestasi belajar siswa SMK. Peneliti menggunakan pendekatan kuantitatif dengan jumlah sampel sebanyak 85 siswa dari total populasi 100 siswa. Peneliti melakukan analisis data menggunakan uji normalitas, uji linearitas, dan uji korelasi Pearson Product Moment serta uji korelasi parsial pada setiap aspek. Hasil uji normalitas menunjukkan bahwa data terdistribusi normal, sedangkan uji linearitas menunjukkan adanya hubungan linier yang signifikan antara kedua variabel. Melalui uji korelasi, peneliti menemukan bahwa terdapat hubungan positif antara Project Based Learning dan prestasi belajar dengan nilai koefisien korelasi r = 0,572 dan signifikan pada tingkat 0,01 (p ≤ 0,05). Temuan ini menunjukkan bahwa penerapan Project Based Learning secara signifikan berkontribusi terhadap peningkatan prestasi belajar siswa SMK. Implikasi dari penelitian ini menunjukkan bahwa guru perlu mengoptimalkan penggunaan model pembelajaran berbasis proyek sebagai strategi pembelajaran yang efektif dalam meningkatkan kualitas pembelajaran dan hasil belajar siswa di SMK.
Co-Authors Al Adib, Amin Apolonio, Arya Femmy Lekahena Romas, Muslimah Zahro Wati, Septi Ambar