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All Journal Proyeksi: Jurnal Psikologi Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Psyche: Jurnal Psikologi Journal Evaluation in Education (JEE) Journal An-Nafs: Kajian Penelitian Psikologi
Rosita Endang Kusmaryani
Yogyakarta State University
Humanities Education Environmental Science Social Sciences Other

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The Optimism Scale Based on Explanatory Style: Evidence of Psychometric Validity in Indonesian High School Students Thoriq Asshiddiqie; Rahman Pranovri Putra; Rosita Endang Kusmaryani; Farida Agus Setiawati; Auliya Ramadhanti; Barreiro Annemari
Journal Evaluation in Education (JEE) Vol 6 No 2 (2025): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i2.1463

Abstract

Purpose of the study: The purpose of this study was to provide psychometric evidence of the Optimism Scale based on Explanatory Style in high school students in Indonesia. Methodology: The type of research is quantitative research with a survey type. This study was conducted with EFA factor analysis, which was used for initial exploration in scale development and CFA, which was used to confirm a predetermined factor model based on the results of EFA., the optimism scale consisted of 32 items, and the number of subjects in this study was 186 students. The data were analysed using the Jamovi program version 2.4.11. Main Findings: The results of this study indicate that there are 3 factors after EFA, and after CFA there are 7 items that are dropped, leaving 25 items with CFA values of CFI = 0.911, TLI = 0.902, SRMR = 0.0553, RMSEA = 0.0508 and McDonald's Omega reliability of 0.872 and Cronbach's alpha of 0.872. Novelty/Originality of this study: This study offers an explanatory style-based optimism scale with comprehensive psychometric validity evidence in Indonesian high school students. This study makes a novel contribution in the development of instruments that are appropriate to the Indonesian cultural context, as well as supporting the measurement of optimism in educational settings to understand students’ positive thinking patterns in order to improve their psychological well-being and academic achievement.
Servant Leadership and Work-Life Balance as Predictors of Organizational Commitment among Public High School Teachers Putri Inayah; Rosita Endang Kusmaryani
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 17, No 3 (2026): July
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v17i3.39465

Abstract

Organizational commitment is essential for maintaining teachers’ loyalty in public schools. This study examines the roles of servant leadership and work–life balance in predicting organizational commitment among public senior high school teachers in Sarolangun Regency, Jambi. Using a quantitative survey design, data were collected from 190 teachers through multistage random sampling and analyzed using multiple linear regression. The results show that servant leadership and work–life balance jointly influence organizational commitment. However, partial analysis indicates that servant leadership has no significant effect, whereas work–life balance has a significant positive effect on organizational commitment. These findings highlight work–life balance as a key factor in strengthening teachers’ organizational commitment, suggesting the importance of supportive work policies in public school settings.Organizational commitment is essential for maintaining teachers’ loyalty in public schools. This study examines the roles of servant leadership and work–life balance in predicting organizational commitment among public senior high school teachers in Sarolangun Regency, Jambi. Using a quantitative survey design, data were collected from 190 teachers through multistage random sampling and analyzed using multiple linear regression. The results show that servant leadership and work–life balance jointly influence organizational commitment. However, partial analysis indicates that servant leadership has no significant effect, whereas work–life balance has a significant positive effect on organizational commitment. These findings highlight work–life balance as a key factor in strengthening teachers’ organizational commitment, suggesting the importance of supportive work policies in public school settings.
EXPLORING HAPPINESS IN THE WORKPLACE AMONG SCHOOL TEACHERS: AN ORGANIZATIONAL PSYCHOLOGY PERSPECTIVE Arina Nur Hikmah; Rosita Endang Kusmaryani; Clayton Michael Fonceca
Psyche: Jurnal Psikologi Vol 8, No 1 (2026)
Publisher : Universitas Muhammadiyah Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36269/psyche.v8i1.4250

Abstract

Teachers happiness at work remains underexplored within a phenomenological framework, particularly regarding how teachers interpret happiness in their everyday professional lives. This study aims to address this gap by examining the construction of teachers lived experiences of happiness at work. Using a qualitative phenomenological approach, data were collected through semi-structured interviews with three junior high school teachers with a minimum of two years of teaching experience. Data were analyzed using Miles and Hubermans analysis model to ensure systematic, consistent, and credible interpretation of participants experiences. The findings reveal that teachers happiness at work is shaped by three interrelated conceptual clusters: meaning-oriented factors (such as personal meaning, purpose, motivation, and subjective perceptions of happiness), relational factors (including social support, collegial relationships, enthusiasm, and emotional engagement), and organizational factors (encompassing career development opportunities, job satisfaction, challenges and coping strategies, as well as perceptions of an ideal organizational environment). Overall, the study highlights that teachers happiness at work is a multidimensional and subjective construct, predominantly grounded in meaningful work, a supportive workplace, and positive social relationships rather than material conditions.
The Optimism Scale Based on Explanatory Style: Evidence of Psychometric Validity in Indonesian High School Students Thoriq Asshiddiqie; Rahman Pranovri Putra; Rosita Endang Kusmaryani; Farida Agus Setiawati; Auliya Ramadhanti; Barreiro Annemari
Journal Evaluation in Education (JEE) Vol 6 No 2 (2025): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i2.1463

Abstract

Purpose of the study: The purpose of this study was to provide psychometric evidence of the Optimism Scale based on Explanatory Style in high school students in Indonesia. Methodology: The type of research is quantitative research with a survey type. This study was conducted with EFA factor analysis, which was used for initial exploration in scale development and CFA, which was used to confirm a predetermined factor model based on the results of EFA., the optimism scale consisted of 32 items, and the number of subjects in this study was 186 students. The data were analysed using the Jamovi program version 2.4.11. Main Findings: The results of this study indicate that there are 3 factors after EFA, and after CFA there are 7 items that are dropped, leaving 25 items with CFA values of CFI = 0.911, TLI = 0.902, SRMR = 0.0553, RMSEA = 0.0508 and McDonald's Omega reliability of 0.872 and Cronbach's alpha of 0.872. Novelty/Originality of this study: This study offers an explanatory style-based optimism scale with comprehensive psychometric validity evidence in Indonesian high school students. This study makes a novel contribution in the development of instruments that are appropriate to the Indonesian cultural context, as well as supporting the measurement of optimism in educational settings to understand students’ positive thinking patterns in order to improve their psychological well-being and academic achievement.
Measuring Grit Gen Z: Adaptation and psychometric properties of Grit-O Indonesian version Arina Nur Hikmah; Rosita Endang Kusmaryani; Herwin Herwin; Tanesh N Segar
Proyeksi Vol 21, No 1 (2026): April 2026
Publisher : Faculty of Psychology Universitas Islam Sultan Agung Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/jp.21.1.45-63

Abstract

Grit defined as persistence and passion for achieving long-term goals, has received increasing attention in psychology research due to its association with academic achievement, career, and resilience. Although the Grit-O Scale developed by Angela Duckworth (2007) has been widely used internationally, validated instruments for measuring grit in Indonesian cultural and linguistic contexts are still limited. Therefore, adapting and examining the psychometric properties of such scales is important to ensure their suitability for research and assessment in Indonesia. This research aims to adapt the Grit-O Scale of Angela Duckworth (2007) into the context of Indonesian culture and language. The study involved 153 respondents between the ages of 18 and over 28. The adaptation process is carried out through several stages: (1) translation, (2) synthesis, (3) back translate, (4) readability test, and (5) finalization. Reliability testing was performed using Omega McDonald and stratified alpha composites, while construct validity was checked using confirmatory factor analysis (CFA). The results showed that the adapted scale showed high reliability, with a value of 0.850, and a validity indicating good two-factor model conformity, with RMSEA = 0.043, CFI = 0.990, SRMR = 0.068, and TLI = 0.987. These findings provide preliminary evidence that the Indonesian version of the Grit-O Scale demonstrates acceptable reliability and validity for use in the Indonesian context.
Exploring Female Teachers' Experiences in Facing Gender Discrimination in the Workplace: A Phenomenological Perspective Arina Nur Hikmah; Rosita Endang Kusmaryani; Herwin Herwin; Muhammad Saifullah Qureshi
Journal An-Nafs: Kajian Penelitian Psikologi Vol. 10 No. 2 (2025): Journal An-Nafs: Kajian Penelitian Psikologi
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/psi.v10i2.8232

Abstract

Gender discrimination in the workplace remains a persistent issue in the education sector, where female teachers continue to experience unequal treatment that affects their professional roles and personal well-being. This study aims to explore female teachers’ lived experiences of gender discrimination, focusing on how they perceive and navigate gender bias, the impacts of discrimination on their professional and personal lives, and the coping strategies they employ. Using a phenomenological approach, this study applied Interpretative Phenomenological Analysis (IPA) to in-depth data collected through semi-structured interviews with three female teachers. The findings reveal multiple dimensions of gender discrimination in the school environment, including its underlying causes, psychoemotional impacts, limited institutional support, the role of the work environment, participants’ expectations for change, and strategies used to cope with discriminatory practices. From the perspective of positive psychology, the results indicate that gender discrimination undermines subjective well-being and constrains the development of individual potential. Female teachers largely rely on personal resilience and peer support in the absence of systematic organizational protection. The novelty of this study lies in its phenomenological examination of gender discrimination by foregrounding female teachers’ subjective experiences within the educational workplace, thereby offering a holistic understanding of discrimination that integrates structural, emotional, and coping dimensions. The study underscores the urgent need for changes in institutional mindsets, organizational structures, and workplace cultures, as well as the implementation of gender-sensitive policies and practices to foster inclusive, supportive, and gender-equitable educational environments.
Co-Authors Arina Nur Hikmah Arina Nur Hikmah Auliya Ramadhanti Barreiro Annemari Clayton Michael Fonceca Farida Agus Setiawati Herwin Yogo Wicaksono Muhammad Saifullah Qureshi Putri Inayah Rahman Pranovri Putra Rahman Pranovri Putra Tanesh N Segar Thoriq Asshiddiqie