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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 GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling 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 INSTITUTIO : JURNAL PENDIDIKAN AGAMA KRISTEN Indonesian Community Journal Psyche 165 Journal Jurnal Psikologi dan Konseling West Science Flourishing Journal Jurnal Penelitian Kualitatif Ilmu Perilaku Jurnal Kajian Bimbingan dan Konseling ICPE
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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Hubungan Antara Efikasi Diri Akademik dan Kesejahteraan Psikologis Pada Mahasiswa Universitas Negeri Malang Kuserawati, Selvia; Farida, Ika Andrini
Flourishing Journal Vol. 2 No. 4 (2022)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um070v2i42022p277-290

Abstract

Abstract: Psychological well-being becomes an important factor for college students to carry out their taskand responsibility to achieve success at university. Compare to the previous research which showsa positive correlation between self-efficacy and psychological well-being of high school students ingeneral way, this study focused on academic self-efficacy in college students which aimed todiscover the correlation between academic self-efficacy and psychological well-being of the MalangState University’s students. The sampling technique used is cluster sampling with a total sample of259 students from the Faculty of Mathematics and Natural Sciences, Faculty of Engineering, andFaculty of Psychology at the State University of Malang. The Academic Self-Efficacy (TASES) andpsychological well-being are used to collect the data. The methodes used are descriptive andcorrelational analysis. The results of this study indicate 67,2% of the Malang State University’sstudents have a high level of academic self-efficacy and 55,6% of them have a high level ofpsychological well-being. The results of correlation test showed a coefficient of 0,643 which meansthat there is a significant positive correlation between academic self-efficacy and psychologicalwell-being in Malang State University’s students. Through this research, it’s hoped that the MalangState University’s Students can improve their academic self-efficacy to achieve better psychologicalwell-being Abstrak: Kesejahteraan psikologis menjadi faktor penting bagi mahasiswa dalam melaksanakan tugas dantanggung jawab untuk mencapai kesuksesan di universitas. Temuan penelitian terdahulumenunjukkan bahwa ada hubungan positif efikasi diri dengan kesejahteraan psikologis pada siswasekolah menengah atas. Penelitian terdahulu cenderung meneliti efikasi diri secara umum padasiswa sedangkan penelitian ini berfokus pada efikasi diri akademik pada mahasiswa yang bertujuanuntuk mengetahui hubungan antara efikasi diri akademik dan kesejahteraan psikologis padamahasiswa Universitas Negeri Malang. Teknik sampling yang digunakan adalah cluster samplingdengan jumlah sampel sebesar 259 mahasiswa yang berasal dari Fakultas MIPA, Fakultas Teknik,dan Fakultas Psikologi Universitas Negeri Malang. Pengumpulan data menggunakan adaptasi dariThe Academic Self-Efficacy Scale (TASES) dan skala kesejahteraan psikologis. Analisis data yangdigunakan adalah analisis deskriptif dan korelasional. Hasil penelitian ini menunjukkan sebanyak67,2% mahasiswa Universitas Negeri Malang memiliki tingkat efikasi diri akademik yang tinggi dansebanyak 55,6% mahasiswa Universitas Negeri Malang memiliki tingkat kesejahteraan psikologisyang tinggi. Hasil uji korelasi menunjukkan koefisien sebesar 0,643 yang berarti ada hubunganpositif yang signifikan antara efikasi diri akademik dan kesejahteraan psikologis pada mahasiswaUniversitas Negeri Malang. Melalui penelitian ini diharapkan mahasiswa Universitas Negeri Malangdapat meningkatkan efikasi diri akademik untuk mencapai kondisi kesejahetraan psikologis yanglebih baik.
Exploring the Impact of Self-Control, Motivation, and Resilience on Students' Self-Compassion Apsari, Diani Akmalia; Atmoko, Adi; Farida, Ika Andrini; Eva, Nur; Da Costa, Augusto; Fuadiyah, Aidah
Jurnal Kajian Bimbingan dan Konseling Vol. 9, No. 3
Publisher : citeus

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Abstract

The core purpose of Pendidikan Profesi Guru Prajabatan (PPG) is to educate prospective teachers to become professional teachers. To achieve this goal, students requires psychological abilities when facing challenges such as dense and demanding tasks based on the curriculum that must be completed in 2 semesters. This study aims to (1) test the theoretical model of regression of self-compassion, and (2) determine the contribution of self-control, motivation, and resilience to self-compassion in PPG students. This study used a causal relationship design. Data were collected with (1) Brief Self Control Scale, (2) The Academic Motivation Scale, (3) The Connor-Davidson Resilience Scale, and (4) Self-Compassion Scale which have been tested for validity and reliability; data were analyzed with multiple regression. A total of 474 preservice PPG students participated. The results showed that theoretical model was fit. Self-control, motivation, and resilience have significant effects on self-compassion. This finding provides essential basis for policies to reinforce these three factors in enhancing self-compassion of PPG students. The toughness of the lectures and the immense challenges require self-compassion as a psychological support so that students are able to adapt and succeed in challenging tasks.
Efektifitas Program Gentle Separation dalam Upaya Reduksi Separation Anxiety Anak Usia Dini pada Minggu Awal Sekolah Husna, Badi'atul; Farida, Ika Andrini
GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Vol 15, No 4 (2025)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/gdn.v15i4.14076

Abstract

Separation anxiety is one of the most common emotional challenges experienced by young children during the early stages of school transition. Difficulties in separating from parents may hinder children’s emotional adjustment, participation in classroom activities, and overall readiness for school. This study aimed to examine the effectiveness of the Gentle Separation program in reducing separation anxiety among early childhood students during the initial weeks of school. The program emphasizes gradual desensitization and structured parental involvement, distinguishing it from conventional adaptation approaches that often rely on immediate separation. An experimental research method with a pre-test–post-test design was employed to evaluate the effectiveness of the intervention. Anxiety levels among children in the intervention group were measured before and after the implementation of the program. Data analysis revealed a statistically significant reduction in separation anxiety scores, indicated by a significance value of p < 0.05 and a large effect size. These findings demonstrate that the Gentle Separation program effectively supports children’s emotional readiness by facilitating a safer and more adaptive transition into the school environment. The gradual separation process enabled children to develop a stronger sense of security and emotional comfort during school adjustment. This study highlights the importance of child-centered and humane transition strategies in early childhood education settings. Practically, the findings suggest that the Gentle Separation program may serve as an effective orientation model and can be adopted as a standard transition procedure in early childhood education institutions to support children’s psychological well-being and school readiness.
Modeling Academic Self Efficacy and Social Support to Increase Academic Engagement of Health Student Through Academic Resilience as an Intervening Kiftiyah Kiftiyah; Ika Andrini Farida; Bambang Budi Wiyono; Imanuel Hitipeuw
International Conference on Psychology and Education (ICPE) Vol. 3 No. 1 (2024): Proceeding of The International Conference on Psychology and Education (ICPE)
Publisher : Department of Psychology, Faculty of Education, Universitas Negeri Surabaya

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Abstract

Academic engagement is currently an important focus in education. This is because the academic engagement that students have will have a significant impact on the abilities of nursing students, especially in providing nursing care and services. Some of the impacts of students' lack of academic engagement result in students experiencing decreased learning achievement and not being active in learning activities in class. The aim of this research is to analyze the influence of self-efficacy and social support on nursing students' academic engagement through academic resilience as an intervening variable. This research is research development. This research was conducted in the Mojokerto Regency area. The sample in this study was 590 nursing students from health institutions in Mojokerto Regency who were determined using stratified random sampling. The variables in this research are self-efficacy, social support, academic resilience and academic engagement. Data analysis was carried out using confirmatory factor analysis. The results of the research show that self-efficacy and social support contribute significantly to academic engagement, academic resilience has a significant effect on academic engagement, and self-efficacy and social support contribute significantly to academic engagement through academic resilience. The high academic engagement that health students have during their education will help students to be actively involved in academic and non-academic activities. One effort to increase students' academic engagement is to stimulate self-efficacy and social support while students are studying education
Strategi Pembelajaran Berbasis Psikologi Humanistik Untuk Meningkatkan Keterlibatan Siswa Wargo Silanto; Dedi Kuswandi; Ika Andrini Farida
INSTITUTIO : Jurnal Pendidikan Agama Kristen Vol. 11 No. 1 (2025): STRATEGI PENDIDIKAN AGAMA KRISTEN MENGHADAPI TANTANGAN GENERASI ERA 5.0
Publisher : Institut Agama Kristen Negeri (IAKN) Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51689/bzt3fe12

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Abstract: Student engagement is an important indicator of learning effectiveness; however, various reports show that active student participation in Indonesia remains low. This literature review analyzes the role of humanistic psychology based learning strategies in enhancing student engagement across cognitive, affective, and behavioral dimensions. Humanistic psychology, rooted in the ideas of Maslow and Rogers, emphasizes the fulfillment of basic needs, authentic interpersonal relationships, and emotionally safe learning environments as the foundation of meaningful learning. The findings of the literature review indicate that strategies providing autonomy, empathetic communication, reflective learning, and contextual learning experiences can enhance intrinsic motivation, learning interest, and students’ active participation. Several studies also highlight that the quality of teacher student relationships is a decisive factor in engagement, particularly through emotional support, constructive feedback, and a positive classroom climate. In the digital era, the integration of technology that preserves humanistic values has also been shown to strengthen student engagement. Overall, these findings suggest that the humanistic approach makes a significant contribution to improving student engagement and is relevant for application in modern education. This research provides a theoretical and empirical foundation for developing learning practices that are more humanistic, empowering, and oriented toward learners’ needs.   Keywords: humanistic psychology, learning strategies, student engagement, intrinsic motivation
Membangun Kohesi Sosial Melalui Unplugged Pedagogy: Sebuah Ulasan Perspektif Mengenai Pendekatan Psikologi Sosial Dalam Kelas Inklusi Rosmawaty Rumahorbo; Dedi Kuswandi; Ika Andrini Farida
INSTITUTIO : Jurnal Pendidikan Agama Kristen Vol. 11 No. 1 (2025): STRATEGI PENDIDIKAN AGAMA KRISTEN MENGHADAPI TANTANGAN GENERASI ERA 5.0
Publisher : Institut Agama Kristen Negeri (IAKN) Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51689/egh38r68

Abstract

Abstract: Social cohesion is a critical foundation for the realization of meaningful inclusive education; however, challenges such as prejudice, isolation, and unequal group dynamics often hinder its development in the classroom. This conceptual article argues that unplugged pedagogy can serve as an effective and contextual medium to operationalize the core principles of social psychology in building social cohesion. By synthesizing key theories such as the Contact Hypothesis, Social Interdependence Theory, and Social Identity Theory, the article outlines three integration mechanisms: (1) facilitating positive and equal intergroup contact through structured simulations and role-playing; (2) fostering a common ingroup identity through collaborative projects and cooperative problem-solving; and (3) reducing stereotype threat through reflective dialogue and the creation of inclusive classroom norms. A conceptual framework is proposed to map the systematic relationship between psychosocial principles, unplugged activity design, and expected outcomes in classroom climate. This framework serves as a hypothesis that requires further empirical testing. As an integration, the conceptual framework offers a theoretically grounded, practical, and sustainable approach to transforming social dynamics in inclusive classrooms. Its practical implications are directed toward educators in designing learning activities, as well as policymakers and curriculum developers in advancing inclusive education that is not only adaptive but also socially transformative. Keywords: social cohesion, unplugged pedagogy, social psychology, inclusive education, experiential learning
Pemanfaatan TikTok sebagai Media Microlearning untuk Mengelola Cognitive Load dalam Pembelajaran Daring Dyah Ayu Sulistyaming Cipta; Dedi Kuswandi; Ika Andrini Farida
INSTITUTIO : Jurnal Pendidikan Agama Kristen Vol. 11 No. 2 (2025): INTEGRASI TEKNOLOGI, ETIKA DIGITAL, DAN PEMBERDAYAAN PEMBELAJAR DALAM PENDIDIK
Publisher : Institut Agama Kristen Negeri (IAKN) Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51689/dje4s082

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Abstract: Online learning in higher education often faces the problem of increasing students’ cognitive load due to poorly structured and excessive material presentation. One potential strategy to address this issue is microlearning. This study aims to analyze the use of TikTok as a microlearning medium in managing students’ cognitive load in online learning. The research employed a descriptive quantitative approach conducted in the Design and Innovation of Learning course within the Mathematics Education Study Program at Universitas Insan Budi Utomo during the odd semester of the 2025/2026 academic year, involving 41 students. Learning was carried out over six sessions using TikTok-based microlearning curated through Padlet. Data were collected using a cognitive load questionnaire covering intrinsic, extraneous, and germane cognitive load, and then analyzed descriptively. The results show that intrinsic cognitive load was at a moderate level, extraneous cognitive load was at a low level, and germane cognitive load was at a high level. These findings indicate that TikTok-based microlearning can reduce irrelevant cognitive load while simultaneously fostering students’ understanding processes in online learning.   Keywords: Microlearning; TikTok; Cognitive Load; Online Learning; Educational Psychology
Peran Self-Efficacy dalam Efektivitas Pembelajaran Berbasis Teknologi: Sebuah Tinjauan Literatur Sistematis (SLR) Prihatin; Dedi Kuswandi; Ika Andrini Farida
INSTITUTIO : Jurnal Pendidikan Agama Kristen Vol. 11 No. 2 (2025): INTEGRASI TEKNOLOGI, ETIKA DIGITAL, DAN PEMBERDAYAAN PEMBELAJAR DALAM PENDIDIK
Publisher : Institut Agama Kristen Negeri (IAKN) Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51689/kxxmxb49

Abstract

Abstract: This study aims to analyze the role of self-efficacy in the effectiveness of technology-based learning through a systematic literature review designed to identify patterns, contributing factors, and pedagogical implications across studies. The research method involved selecting articles through a rigorous screening procedure using PRISMA standards, resulting in a set of relevant studies that were then thematically analyzed. The findings indicate that self-efficacy functions as a key psychological factor mediating the relationship between technology use and learning outcomes, particularly by enhancing motivation, engagement, persistence, and self-regulation. The development of self-efficacy is supported by the quality of digital learning design, structured success experiences, social support in the learning process, and learners’ technopedagogical competence. The study concludes that the effectiveness of technology-based learning does not depend on the platform used, but rather on learning experiences designed to foster learners’ confidence. It recommends strengthening instructional design, improving learner competence, and expanding research across different educational levels to deepen understanding of the role of self-efficacy in digital learning contexts.   Keywords: Self-Efficacy, Technology-Based Learning, Instructional Design, Learning Effectiveness, Educational Technology
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 Dedi Kuswandi Dewi Retno Suminar Dhelya Widasmara Diah Prasetyawati Dianti, Ine Luna Dina Aulia Dwi Nikmah Puspitasari, Dwi Nikmah Dyah Ayu Sulistyaming Cipta 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 husna, Badi'atul Ibrahim Bafadal Imanuel Hitipeuw Irena Syva Salbilah Ulfa Junda Annisa Junita Sipahelut Kiftiyah Kiftiyah Kiftiyah, Kiftiyah Kuserawati, Selvia Leyly Rahmawati LIZA, NUR Machmudah Malinda Syafrina Mochammad Yunus, Mochammad Mohammad Bisri Muftiya, Syifa Falah Muhammad Aldwin Priyatama Munaisra Tri Tirtaningsih Munawaroh Munawaroh Nur Hidayah Prihatin Raissa Dwifandra Putri Rakhmaditya Dewi Noorrizki Rifa Hidayah Rosmawaty Rumahorbo Sa'dun Akbar Safitri, Nurmala Sri Weni Utami Syabiilah Azzahroh Widyatmoko Putri Tasya Yuni Ariskasari Tutut Chusniyah Ulfah Masfufah Wargo Silanto Yudi Tri Harsono Yuniwati, Esy Suraeni