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All Journal Proyeksi: Jurnal Psikologi Humanitas: Indonesian Psychological Journal Al-Ulum Persona: Jurnal Psikologi Indonesia Jurnal Psikologi Integratif Jurnal Psikologi Perseptual Jurnal Sains Psikologi Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora Dinamisia: Jurnal Pengabdian Kepada Masyarakat ENLIGHTEN (Jurnal Bimbingan dan Konseling Islam) INTERNATIONAL JOURNAL OF NURSING AND MIDWIFERY SCIENCE (IJNMS) Child Education Journal Bulletin of Counseling and Psychotherapy Jurnal Visionary : Penelitian Dan Pengembangan Di Bidang Administrasi Pendidikan Indonesian Community Journal Psyche 165 Journal Jurnal Psikologi dan Konseling West Science Flourishing Journal Jurnal Penelitian Kualitatif Ilmu Perilaku
Ika Andrini Farida
Universitas Negeri Malang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Library & Information Science Neuroscience Nursing Physics Public Health Social Sciences Other

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Bagaimana pola asuh authoritarian mempengaruhi impostor phenomenon pada mahasiswa baru? How does authoritarian parenting affect Impostor Phenomenon in Freshmen? Muftiya, Syifa Falah; Harsono, Yudi Tri; Farida, Ika Andrini; Mantara, Angga Yuni
SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora Vol 10 No 2 (2024): August 2024
Publisher : LP2M Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/sosio.v10i2.16787

Abstract

Impostor Phenomenon is a syndrome that occurs in many freshmen. This phenomenon is closely related to authoritarian parenting. This study aims to determine the effect of authoritarian parenting on impostor phenomenon in freshmen class of 2022, Faculty of Psychology, State University of Malang. This study uses a quantitative approach with a correlational design. The population of this study were freshmen class of 2022, Faculty of Psychology, State University of Malang. The sample used in this study was 91 participants using the quota sampling technique. Data collection used the Parenting Style and Dimensions Questionnaire (PSDQ) on Adolescent which has been adapted to Indonesian by Fahiroh, Tairas, and Retnowati (2019), and adapted the Clance Impostor Phenomenon Scale based on the concept of Dr Clance and Imes (1978). Regression test results showed that authoritarian parenting significantly predicted impostor phenomenon in freshmen (F=17.077; p < 0.05).
Teachers’ Perceptions and Challenges of Inclusion in Early Childhood Education Ernawati, Eka Apriliya; Hanurawan, Fattah; Farida, Ika Andrini; Alfath, Esa Arsyiatul
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 9 No. 6 (2025)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v9i6.7446

Abstract

Inclusive education in early childhood settings has become a global priority, yet its implementation remains challenging due to teachers’ varying perceptions of children with special needs. This study examines the perceptions of early childhood teachers and evaluates the barriers and opportunities influencing inclusive practices. A systematic literature review of eight peer-reviewed articles was conducted, and data were synthesized through thematic analysis to identify recurring patterns across the studies. Findings indicate that educators typically express positive attitudes toward inclusion; however, lack of professional training, limited resources, and insufficient institutional support often hinder effective practice. The study concludes that strengthening teacher competence, fostering collaboration with families and specialists, and ensuring systemic support are crucial for sustainable inclusive education.
Model Prokrastinasi Akademik Pada Mahasantri: Analisis Struktural Equation Model Bahrodin, Ariga; Bafadal, Ibrahim; Eva, Nur; Farida, Ika Andrini
Al-Ulum Vol. 24 No. 2 (2024): Al-Ulum
Publisher : Institut Agama Islam Negeri (IAIN) Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/au.v24i2.5623

Abstract

This study examines the formation of academic procrastination in the absence of the influence of peers. This study employed a correlational quantitative approach involving a sample of 425 mahasantri, selected through the cluster random sampling technique. This study used four instruments. The Academic Procrastination Scale (α = 0.971) was employed to assess academic procrastination, the Self-Regulated Learning Questionnaire (α = 0.937) was utilized to evaluate self-regulated learning, the Positive Peer Influence Inventory (α = 0.882) was utilized to assess peer influence, and the General Self-Efficacy Scale (α = 0.788) was utilized to assess self-efficacy. The data were analyzed using structural equation modeling with AMOS. The results showed chi square value = 131.924 (p <0.05), GFI = 0.968, AGFI = 0.952, CFI = 0.994, TLI = 0.992, RMSEA = 0.030 and NFI = 0.981.
Model empati siswa: Peran kompetensi sosio emosional sebagai mediator pada konsep diri dan iklim sekolah: Student empathy model: The role of socio-emotional competence as a mediator in self-concept and school climate Yuniwati, Esy Suraeni; Bambang Budi Wiyono; Imanuel Hitipeuw; Ika Andrini Farida
Persona:Jurnal Psikologi Indonesia Vol. 14 No. 1 (2025): Juni
Publisher : Faculty of Psychology Universitas 17 Agustus 1945 Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30996/persona.v14i1.132522

Abstract

Empathy is an important asset in building conducive social relationships and forming a caring and responsible personality in the future. The formation of empathy can be influenced by internal and external factors. This study aims to examine the influence of school climate, self-concept and socio-emotional competence on the formation of empathy in adolescents. The research design used a quantitative approach with participants of adolescent high school students (n = 377) selected by cluster random sampling. Empathy was measured using the Interpersonal Reactivity Indeks-IRI  Scale(α=0,978), school climate was measured with The School Climate Measure Scale-SCM (α=0,936), self-concept was measured with the Personal Self Concept PSC Scale-PSC (α=0,798), and socio-emotional competence was measured using The Delaware Social-Emotional Competence Scale DSEC (α=0,880). The analysis technique used is the Structural Equation Model (SEM) which is processed using AMOS software. The results showed that the proposed research model can be supported by empirical data. This means that a positive school climate and a healthy self-concept together create an environment that supports the development of empathy in adolescents.
DUKUNGAN SOSIAL GURU SEBAGAI PREDIKTOR MOTIVASI BELAJAR: STUDI PADA SISWA SEKOLAH MENENGAH Lailatuzzahro Al-Akhda Aulia; Ika Andrini Farida
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.20.2.134-144

Abstract

Motivasi dalam belajar adalah elemen krusial yang dapat mempengaruhi keberhasilan siswa dalam pencapaian tujuan akademik. Perkembangan teknologi digital menjadi salah satu elemen yang bisa mempengaruhi motivasi belajar peserta didik. Salah satu faktor yang bisa mempengaruhi motivasi belajar adalah dukungan sosial dari pendidik. Tujuan dari dilakukannya kajian ini untuk menganalisis dampak dari dukungan sosial guru terhadap motivasi belajar siswa. Penelitian ini melibatkan 75 siswa (40 siswa laki-laki dan 35 siswa perempuan) di salah satu sekolah menengah pertama swasta di Kabupaten Pasuruan. Penelitian ini mengadopsi pendekatan kuantitatif dengan menerapkan stratified random sampling untuk menetapkan partisipan dalam penelitian. Data dalam penelitian ini dikumpulkan melalui skala motivasi belajar (α = 0,742) serta skala dukungan sosial guru (α = 0,859). Kemudian data dianalisis menggunakan analisis regresi sederhana dengan bantuan software SPSS 30. Data penelitian yang telah diolah menunjukkan dukungan sosial dari guru memiliki pengaruh positif pada motivasi belajar siswa (p = 0,00; p < 0,05). Besarnya pengaruh atau kontribusi dukungan sosial dari guru terhadap motivasi belajar sebesar 62,7%. Temuan penelitian ini menunjukkan bahwa peran guru sangat krusial dan dibutuhkan adanya peningkatan peran guru dalam menciptakan lingkungan belajar yang dapat mendukung dan menciptakan motivasi belajar siswa. penelitian ini juga mengindikasikan jika guru berperan penting dalam mendorong hasil belajar siswa lebih maksimal melalui dukungan yang diberikan oleh guru.Motivation in learning is a crucial element that can affect students' success in achieving academic goals. The development of digital technology is one of the elements that can affect students' motivation to learn. One of the factors that can affect learning motivation is social support from teachers. The purpose of this study is to analyze the impact of teachers' social support on students' learning motivation. This study involved 75 students (40 male and 35 female) in a private junior high school in Pasuruan Regency. This study adopted a quantitative approach by applying stratified random sampling to determine the participants in this study. Data in this study were collected through the learning motivation scale (α = 0.742) and teacher social support scale (α = 0.859). Then the data were analyzed using simple regression analysis with the help of SPSS 30 software. The processed research data showed that social support from teachers has a positive influence on student learning motivation (p = 0.00; p < 0.05). The amount of influence or contribution of social support from teachers on learning motivation is 62.7%. Research findings indicate that the role of teachers is crucial and that there is a need to enhance the role of teachers in creating a learning environment that supports and fosters student learning motivation. This study also suggests that teachers play an important role in maximizing student learning outcomes through the support they provide.
Reimagining Work–Family Balance and Psychological Well-Being of Working Mothers: A Post-Pandemic Systematic Review Farida, Ika Andrini; Utomo, Hanggara Budi; husna, badi'atul
Jurnal Psikologi dan Konseling West Science Vol 3 No 04 (2025): Jurnal Psikologi dan Konseling West Science
Publisher : Westscience Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/jpkws.v3i04.2732

Abstract

Balancing work and family demands is a major challenge for working mothers with preschool-aged children, affecting their psychological well-being and quality of childcare. This study aims to systematically review the relationship between work-family balance (WFB), psychological well-being, and the mediating and moderating factors involved. Employing a Systematic Literature Review (SLR) approach following PRISMA 2020 guidelines, 10 empirical articles were selected from an initial pool of 250 based on strict inclusion criteria. The studies focused on working mothers with children aged 0-6 years across diverse cultural and occupational contexts, using quantitative survey designs. Narrative thematic analysis synthesized the findings. Results reveal that WFB significantly enhances psychological well-being, mediated by satisfaction of basic psychological needs (autonomy, competence, relatedness), and moderated by social support and workplace flexibility which strengthen this relationship. The novelty of this study lies in its cross-cultural integration and contextualization in the post-pandemic era, highlighting psychological and structural mechanisms as a foundation for interventions. Practical implications emphasize the necessity for family-friendly workplace policies and psychological interventions tailored to individual needs to support working mothers’ well-being and productivity.
Cross-cultural adaptation and psychometric validation of the Autism Social Skills Profile in children with autism spectrum disorder in Indonesia Seftiani, Adela; Farida, Ika Andrini; Hidajat, Helga Graciani
ENLIGHTEN: Jurnal Bimbingan Konseling Islam Vol. 8 No. 2 (2025): July-December
Publisher : Program Studi Bimbingan dan Konseling Islam IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/enlighten.v8i2.12442

Abstract

Instruments for assessing social skills in children with autism spectrum disorder (ASD) remain scarce in Indonesia, underscoring the critical need for culturally valid tools. This study aims to adapt and validate the Autism Social Skills Profile (ASSP) for use in the Indonesian context through a rigorous cross-cultural methodology. The adaptation process followed the International Test Commission (ITC) guidelines, including forward–backward translation, expert content validation, cognitive debriefing, and psychometric testing. A total of 35 parents of children aged 6–17 years with professionally diagnosed ASD participated in the study. The results demonstrated excellent content validity (Aiken’s V = 0.89–0.92), high internal consistency (Cronbach’s = 0.939), and strong model fit for a refined three-factor structure after removing six items with low discriminatory power (RMSEA = 0.042; CFI = 0.965; TLI = 0.951). The Indonesian version of the ASSP provides theoretical contributions by expanding cross-cultural validation research in ASD assessment and offers practical benefits as a standardized instrument for evaluating social skills and guiding intervention planning in clinical, educational, and community-based settings. These findings support the use of the ASSP as a reliable and culturally relevant tool for improving outcomes in Indonesian children with ASD.
A Self-Compassion Module to Support Psychological Well-Being of Special Needs Teachers Ester Bethania Gandhi Purba, Ulil; Andrini Farida, Ika
Psyche 165 Journal Vol. 18 (2025) No. 4
Publisher : Fakultas Psikologi, Universitas Putra Indonesia YPTK Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35134/jpsy165.v18i4.635

Abstract

Special Education School (SLB) teachers encounter unique psychological challenges, including work stress, emotional exhaustion, and tendencies toward self-blame, when teaching children with special needs. This study aims to develop and evaluate a self-compassion module as an effort to strengthen teachers’ psychological well-being. Using a qualitative case study design, two teachers in Malang City participated: RH, an experienced teacher, and AR, a novice teacher. Data were collected through in-depth interviews, participant observation, and the Self-Compassion Scale (SCS). Pretest results indicated that RH scored at the medium level, while AR was at the low level. After completing the module intervention, both teachers’ scores improved to the high category. The module sessions considered most beneficial included reducing self-judgment, practicing mindfulness, journaling, and positive affirmations. Both participants reported significant changes, such as reduced self-criticism, improved emotional awareness, and greater resilience. These findings emphasize the role of self-compassion as a protective factor in maintaining teachers’ emotional health. The developed module holds potential as a practical tool for self-reflection, emotional regulation, and sustainable psychological support, though further refinement and testing with larger samples are recommended.
The Effect Social Skills Training on Pre-school Children's Emotional Intelligence & Social Skills Machmudah; Eva, Nur; Andrini Farida, Ika; Akbar, Sa'dun; Hidayah, Rifa; Hanurawan, Fattah; Chusniyah, Tutut; Fitriyah, Fifi Khoirul
Jurnal Pendidikan Anak Vol 6 No 3 (2024): Child Education Journal December
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v6i3.6849

Abstract

Teachers play an important role in enhancing the emotional intelligence and social skills of early childhood children, so teachers need to have the skills to teach emotional intelligence and social skills to their students. This study aims to empirically test whether social skills training interventions affect children's emotional intelligence and social skills. The type of research is an experimental study with a pretest-posttest group design. The population and sample of the study are students from 2 kindergarten schools in Sidoarjo, totaling 60 students, using purposive sampling. Participants attended social skills training sessions totaling seven, with each session lasting 60-120 minutes. Data collection techniques used questionnaires (EISC & SSS) and documentation. https://jurnal.umsu.ac.id/lib/journal/ The data analysis technique used is regression analysis. From the data analysis conducted, the pre-test and post-test results obtaine for emotional intelligence and 0.051 for children's social skills. The research results prove that there is an influence of social skills training on emotional intelligence and social skills in early childhood.
Co-Authors Adi Atmoko Agung Minto Wahyu Aji Bagus Priyambodo Alfath, Esa Arsyiatul Alwi, Muhammad Muhib An-Nisa, Lhulu Angelicus Ricardus F. Wara Sabon Angga Yuni Mantara Apsari, Diani Akmalia Ariga Bahrodin Augusto Da Costa, Augusto Aulia, Lailatuzzahro Al-Akhda Bambang Budi Wiyono Bilal Sulaiman Zavanna Zavanna Budi Eko Soetjipto Dewi Retno Suminar Dhelya Widasmara Diah Prasetyawati Dianti, Ine Luna Dina Aulia Dwi Nikmah Puspitasari, Dwi Nikmah Endang Prastuti Ernawati, Eka Apriliya Ester Bethania Gandhi Purba, Ulil Eva, Nur Fardana, Nur Ainy Fifi Khoirul Fitriyah Fuadiyah, Aidah Hanggara Budi Utomo Hanum Putryani Widayati Hanurawan, Fattah Helga Graciani Hidajat husna, Badi'atul Ibrahim Bafadal Imanuel Hitipeuw Irena Syva Salbilah Ulfa Junda Annisa Junita Sipahelut Kiftiyah, Kiftiyah Leyly Rahmawati Machmudah Malinda Syafrina Mochammad Yunus, Mochammad Mohammad Bisri Muftiya, Syifa Falah Muhammad Aldwin Priyatama Munaisra Tri Tirtaningsih Munawaroh Munawaroh Nur Eva Nur Hidayah Nur Liza Nurmala Safitri Raissa Dwifandra Putri Rakhmaditya Dewi Noorrizki Rifa Hidayah Sa'dun Akbar Seftiani, Adela Selvia Kuserawati Sri Weni Utami Syabiilah Azzahroh Widyatmoko Putri Tasya Yuni Ariskasari Tutut Chusniyah Ulfah Masfufah Yudi Tri Harsono Yuniwati, Esy Suraeni