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All Journal Journal of Educational, Health and Community Psychology Sultan Idris Journal of Psychology and Education Flourishing Journal
Rakasiwy, Mochamad Randy Pradika
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Education Public Health Social Sciences

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The Effect of Mental Health and Psychosocial Support Interventions on Depression, Anxiety, and Stress in Children with Physical Disabilities Adristi, Nala Duhita Adristi; Maghfiroh, Fitrania; Rakasiwy, Mochamad Randy Pradika; Andjanie, Nindya Wahyu Hening; Satwika, Yohana Wuri
Journal of Educational, Health and Community Psychology VOL 14 NO 4 DECEMBER 2025
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jehcp.vi.31539

Abstract

This study investigated the effectiveness of Mental Health and Psychosocial Support (MHPSS) interventions in reducing depression, anxiety, and stress among children with physical disabilities. The intervention program integrated relaxation techniques, emotional literacy, and peer-based activities to promote adaptive coping and emotional resilience. A pretest–posttest design was employed, and statistical analysis indicated a significant improvement in psychological well-being, with large effect sizes across all variables. The greatest change occurred in depressive symptoms, followed by reductions in anxiety and stress levels. These findings suggest that structured and contextually adapted MHPSS programs effectively enhance emotional regulation and psychosocial adjustment. The study highlights the importance of school-based psychosocial initiatives in fostering inclusive education and reducing stigma toward children with disabilities.
Bridging School and Career: The Impact of Work-Based Learning on Career Adaptability Rakasiwy, Mochamad Randy Pradika
Sultan Idris Journal of Psychology and Education Vol 5 No 1 (2025): Sultan Idris Journal of Psychology and Education
Publisher : UIN Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/sijope.v5i1.11459

Abstract

The rapid transformation of the global labor market requires vocational education graduates to possess high career adaptability. This study investigates the relationship and influence of work-based learning on the career adaptability of vocational high school students in Surabaya. Employing a quantitative correlational design, data were collected from 101 final-year students participating in structured work-based learning programs, measured using the Career Adapt-Abilities Scale (CAAS) and a work-based learning participation questionnaire. Descriptive statistics, pearson correlation, and simple linear regression were applied to test the hypotheses. Results revealed a strong positive correlation between work-based learning and career adaptability (r = 0.716, p < 0.001), with work-based learning explaining 64% of the variance in adaptability scores. Curiosity emerged as the highest dimension, while concern and confidence remained moderate. These findings align with experiential learning and career construction theories, highlighting that authentic workplace engagement supported by structured mentoring, diverse tasks, and integration with school learning enhances the psychosocial resources necessary for managing career challenges. Practically, improving work-based learning quality through greater task variety, intensive mentoring, and structured reflection can better prepare adaptive, resilient, and work-ready graduates.
Keseimbangan Emosi dan Jiwa: Studi Korelasional tentang Regulasi Emosi dan Kesejahteraan Psikologis pada Siswa Rakasiwy, Mochamad Randy Pradika; Satwika, Yohana Wuri
Flourishing Journal Vol. 5 No. 7 (2025)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um070v5i72025p389-400

Abstract

The decline in psychological well-being among students is a global phenomenon, largely influenced by the unstable nature of adolescent life and the complex challenges they face in academic, social, and other aspects. This study examines the relationship between emotion regulation and psychological well-being among high school students in Surabaya. The research employed a quantitative correlational method and involved a sample of 427 students. Emotion regulation and psychological well-being were measured using validated scales. The results indicated that the majority of students reported a low level of psychological well-being (56,9%), while the level of emotion regulation was predominantly in the high category (44,3%). Data analysis revealed a moderately strong correlation between the two variables, with a correlation coefficient of 0.465. The p-value for the relationship between emotion regulation and psychological well-being was 0.000. At a significance level of 0.05, the p-value of 0.000 indicates a statistically significant result; thus, the null hypothesis is rejected. Therefore, the two variables are significantly associated. This study highlights a positive correlation between students’ emotion regulation and their psychological well-being. AbstrakPenurunan kesejahteraan psikologis di kalangan pelajar merupakan fenomena yang terjadi secara global yang disebabkan oleh fase kehidupan pelajar yang cenderung tidak stabil dan dihadapkan permasalahan kompleks pada aspek akademik, sosial, maupun isu lainnya. Studi ini mengkaji hubungan regulasi emosi dengan kesejahteraan psikologis pada siswa sekolah menengah atas di Kota Surabaya. Metode yang digunakan dalam penelitian ini adalah kuantitatif korelasional dan melibatkan 427 siswa sebagai sampel. Regulasi emosi dan kesejahteraan psikologis diukur menggunakan skala yang telah tervalidasi. Hasil menunjukkan mayoritas siswa menunjukkan skor kesejahteraan psikologis pada taraf rendah yakni sebesar 56,9%, sedangkan skor regulasi emosi pada taraf tinggi yakni 44,3%. Hasil analisis data menunjukkan adanya korelasi yang cukup kuat antara kedua variabel, dengan koefisien korelasi sebesar 0,465. Nilai p-value antara regulasi emosi dan kesejahteraan psikologis adalah 0,000. Pada taraf signifikansi 0,05, nilai p sebesar 0,000 menunjukkan bahwa hasil uji signifikan, sehingga hipotesis nol ditolak. Dengan demikian, kedua variabel memiliki hubungan yang signifikan secara statistik. Penelitian ini mengungkapkan bahwa regulasi emosi siswa berkorelasi positif dengan kesejahteraan psikologis.
Co-Authors Adristi, Nala Duhita Adristi Andjanie, Nindya Wahyu Hening Maghfiroh, Fitrania Satwika, Yohana Wuri