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Provitae: Jurnal Psikologi Pendidikan
Published by Universitas Tarumanagara
ISSN : 02164485     EISSN : 2716019X     DOI : -
Core Subject : Humanities, Education,
Humanities Education Other
Focus and Scope Provitae: Jurnal Psikologi Pendidikan, berasal dari sebuah gagasan “filsafat pendidikan”, berbunyi “Non scholae sed vitae discimus” (kita belajar, bukan demi sertifikat/sekolah melainkan demi hidup, pro vitae). Provitae: Jurnal Psikologi Pendidikan, adalah peer-reviewed journal, bertujuan untuk diseminasi atau menyebarluaskan temuan-temuan ilmiah di bidang Psikologi Pendidikan. Provitae: Jurnal Psikologi Pendidikan, memuat artikel hasil penelitian yang terkait dengan bidang ilmu Psikologi Pendidikan.
Arjuna Subject : Psikologi - Psikologi Pendidikan dan perkembangan
Articles 197 Documents
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Parental Self-Efficacy dan Regulasi Emosi Anak Prasekolah: Dukungan Sosial Orang Tua Dapatkah Memperkuat? Rana Dwinadia; Lia M Boediman
Provitae: Jurnal Psikologi Pendidikan Vol 14, No 2 (2021): Provitae: Jurnal Psikologi Pendidikan
Publisher : Fakultas Psikologi Universitas Tarumanagara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24912/provitae.v14i2.13412

Abstract

Parental self-efficacy is one of the critical factors that impact emotional regulation development in preschool children. Many factors can impact parental self-efficacy; however, social support is often mentioned as one of the essential factors. Thus, this study aimed to explore the impact of parental self-efficacy and parental social support on preschooler's emotional regulation. Parental social support is used as a moderator variable, which can hypothetically strengthen the impact of parental self-efficacy on preschoolers' emotional regulation development. This research design was quantitative research. The participants consisted of 119 mothers of children in preschool age between the ages of five-to-six years old. The data were analyzed using the regression analysis method. This research found an impact of parental self-efficacy on preschoolers' emotional regulation and no impact on parental self-efficacy and parental social support on preschoolers' emotional regulation. Parental self-efficacy has an impact on preschooler's emotion regulation, but there is no effect of parental social support on parental self-efficacy.
Resiliensi dan Stres Akademik Mahasiswa Yang Sedang Menyelesaikan Skripsi di Universitas X Jakarta Barat Aulia Kirana; Agustini Agustini; Enka Rista
Provitae: Jurnal Psikologi Pendidikan Vol 15, No 1 (2022): Provitae
Publisher : Fakultas Psikologi Universitas Tarumanagara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24912/provitae.v15i1.18379

Abstract

This study aims to examine the relationship between Resilience and academic stress of students who are completing their final project at X University, West Jakarta. The sample in the study amounted to 87 respondents consisting of 33 men and 54 women. The sampling technique used was non-probability sampling with the convenience sampling method. The measuring instrument in this study used the instrument of academic stress and resilience. The results obtained are correlation coefficient (r) -0.324 and a significance value of 0.002 (p <0.01). It can be concluded that there is a negative relationship between academic stress and resilience in students who are completing their final project at University X, West Jakarta. This shows that the higher the academic stress, the lower the resilience of students who are completing their final assignments and vice versa if the lower the academic stress of students who are completing their final assignments at University X, West Jakarta.
Behavioral Skill Training Dalam Membantu Orang Tua Mengatasi Permasalahan Anak Autism Spectrum Disorder Dina Permata Sari; Farida Kurniawati
Provitae: Jurnal Psikologi Pendidikan Vol 15, No 1 (2022): Provitae
Publisher : Fakultas Psikologi Universitas Tarumanagara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24912/provitae.v15i1.18377

Abstract

Behavioral Skill Training (BST) is a method for modifying behavior. The purpose of this literature review is to describe BST procedures can help parents cope with behavioral problems that arise in children with autism. Systematic literature review carried out by filtering articles through the Spingerlink and Taylor & Francis Online databases with publication dates between 2012-2020. It was obtained three articles (n=3) with specific criteria. Data analysis was performed by narrative synthetic analysis. The results of the study show that clear and detailed instructions, modelling in accordance with instructions, chance for imitate behavior during rehearsal, and positive and constructive feedback have a positive impact on parental behavior and expected behavior’s child.
Peran Modal Psikologis dan Dukungan Sosial terhadap Kesiapan Kerja Mahasiswa Universitas X Kiky D. H. Saraswati; Daniel Lie; Roland B Pribadi
Provitae: Jurnal Psikologi Pendidikan Vol 15, No 1 (2022): Provitae
Publisher : Fakultas Psikologi Universitas Tarumanagara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24912/provitae.v15i1.18376

Abstract

In order to compete with other job seekers, a university graduate should have adequate provisions. In addition to knowledge and skills, they also need to possess readiness to enter the workplace, which is known as work readiness. Work readiness is characterized by having a number of skills, knowledge, basic attitudes, and practical understanding that enable an individual to work productively and to achieve the goals of the organization. Work readiness is influenced by individual internal and external factors. In this study, the internal factor studied is psychological capital, namely an individual’s positive psychological state of development characterized by self-efficacy, hope, optimism, and resilience. Furthermore, the external factor studied is social support, namely the perception or actualization of care  or assistance  from a  social network. This research implemented a non-experimental quantitative method, by distributing the Work Readines Inventory developed by Brady (2010), the Psychological Capital Questionnaire developed by Luthans et al. (2007), and the Personal Resources Questionnaire (PRQ2000) developed by Weinert (2003) to 124 students of University X in Jakarta, Indonesia. The results showed that work readiness of the students of University X is significantly influenced by psychological capital (F= 131.291; p< 0.000) and social support (F= 67.007; p< 0.000).
Pengaruh pemberian mata kuliah Psikologi pengembangan diri terhadap Self Confidence pada mahasiswa semester pertama Fakultas Psikologi Universitas Tarumanegara Untung Subroto; Linda Wati; Febrianto Febrianto
Provitae: Jurnal Psikologi Pendidikan Vol 15, No 1 (2022): Provitae
Publisher : Fakultas Psikologi Universitas Tarumanagara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24912/provitae.v15i1.18380

Abstract

This research is motivated by the phenomenon of first semester students who have problems adapting to educational conditions due to changes in the learning system and environment during the pandemic which makes students feel stressed and not confident in taking education. Therefore, a method is needed that can make students more confident, one of which is by increasing the knowledge of students themselves through the Psychology of Self-Development course. This study aims to examine the effect of giving psychology courses on self-development to first-semester students. This study used a quasi-experimental method with a pretest-posttest technique. The subjects of this study consisted of 17 men and 108 women. Measurements in this study used the Paired Sample T-Test, where the results of the test showed a significance value of less than 0.05 (0.00) which indicated a significant difference between the pretest score and the post-test score. So it can be said that presenting the Psychology of Self-Development course is a method used to assist students in increasing Self-confidence. Thus, there is an influence between presenting the self-development course on the self-confidence of the first semester students of the Faculty of Psychology, Tarumanegara University. 
Psikoedukasi Pengetahuan Menanamkan Respek pada Anak untuk Guru TK X Alifa Astari Hendriana; Eva Septiana
Provitae: Jurnal Psikologi Pendidikan Vol 15, No 1 (2022): Provitae
Publisher : Fakultas Psikologi Universitas Tarumanagara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24912/provitae.v15i1.18374

Abstract

Not all of “X” preschool teachers apply the habit of saying please, sorry, thank you (TOMAT) in their daily life including in the school environment. Other than that, “X” preschool teachers also found not having enough knowledge on how to instill the habit on students in school. Therefore, the purpose of this study is to know the effectivity of psychoeducation to increase teacher’s knowledge on how to instill utterance TOMAT in children aged 5-6 with the total of participant included in this study is seven teachers (n=7). Effectivity of psychoeducation can be known through comparing scores between before and after psychoeducation is given. Wilcoxon Signed Ranks Test is used as method to test effectivity where significant results (p<0,05) is found on both pre-test – post-test 1 and post-test 1 – post-test 2. This result indicating that psychoeducation used in this study is effective to increase teacher’s knowledge on how to instill utterance of TOMAT in children aged 5-6. The psychoeducation can still affecting teacher’s knowledge even after 3 weeks it ended. Limitation of this study is that some participants already have enough knowledge on the habit of saying TOMAT therefore even after psychoeducation is given, the increase in their knowledge score is not too much. This study implicates that the increase of teacher’s knowledge can be done through psychoeducation that is suitable with the need or the difficulty the teachers have. 
Peranan Information Overload terhadap Konsentrasi pada Proses Belajar Daring Peserta Didik di SMAN 1 Kotabaru Mutiara Hikmah; Rusdi Rusli; Marina Dwi Mayangsari
Provitae: Jurnal Psikologi Pendidikan Vol. 15 No. 2 (2022): Provitae: Jurnal Psikologi Pendidikan
Publisher : Fakultas Psikologi Universitas Tarumanagara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24912/provitae.v15i2.20748

Abstract

The COVID-19 pandemic brings new challenges to the teaching and learning process through online learning. Online learning that is carried out efficiently will have positive effects. In fact, online learning in Indonesia does not run efficiently and has various impacts on several aspects, one of which is concentration. Online learning activities require high concentration and a supportive environment. Inefficient online learning results in an excess of information from the environment, thus affecting the level of concentration of students during learning activities. This fact underlines the purpose of this study, namely to investigate the role of information overload on concentration during the online learning process in students of SMAN (Public Senior High School) 1 Kotabaru. This study is quantitative research using the information overload adaptation scale and concentration scale. The sampling was carried out using the cluster random sampling technique. The subjects were students of SMAN 1 Kotabaru as many as 249 students. Data were analyzed using the simple linear regression with the results showing that the information overload had a significant negative role in predicting concentration. It means that the higher the individual experienced information overload, the lower the concentration the individual had. Meanwhile, the information overload was not the only factor that affected concentration. There were other factors affecting concentration but were not investigated in this study.
Keterlibatan Orangtua Siswa Berkebutuhan Khusus Di Masa Pandemi Covid-19: Studi di Sekolah Inklusi Hana Talita Margijanto; Weny Savitry Sembiring Pandia
Provitae: Jurnal Psikologi Pendidikan Vol. 15 No. 2 (2022): Provitae: Jurnal Psikologi Pendidikan
Publisher : Fakultas Psikologi Universitas Tarumanagara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24912/provitae.v15i2.20826

Abstract

The role of parental involvement in the development and outcome of students with special needs is instrumental, especially during the remote learning period. However, parents are not always involved in children's learning activities at home on a regular basis, especially if they feel the students have been helped at school. This study aims to look at the involvement of parents of students with special needs at inclusive elementary school level during the remote learning period due to the COVID-19 pandemic. This quantitative study utilized a questionnaire based on the Hoover-Dempsey and Sandler parental involvement model on parents of students with special needs in Greater Jakarta. The data were interpreted using the hypothetical categorization method. The results showed that parental involvement was high, especially at home. In addition, parental role construction and perception of involvement invitation from school were high. These results show that despite the alarming pandemic condition, parental involvement remains high. This is presumably because parents still have to support their children even if they have to sacrifice their time. Suggestions are discussed to maintain the level of parental involvement and to address less ideal motivating factors.
Hubungan antara Gaya Humor dengan Persepsi Mahasiswa terhadap Efektivitas Mengajar Dosen dalam Pembelajaran Jarak Jauh Desmiyati Desmiyati; Erik Wijaya; Kurniati W. Andani
Provitae: Jurnal Psikologi Pendidikan Vol. 15 No. 2 (2022): Provitae: Jurnal Psikologi Pendidikan
Publisher : Fakultas Psikologi Universitas Tarumanagara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24912/provitae.v15i2.20880

Abstract

During COVID-19 pandemic, learning activities were carried out online at home using online media. According to the college student's point of view, distance learning is considered less effective and boring so that using humor in the teaching and learning process is considered to increase the teaching effectiveness of lecturers in the classroom. Therefore, this study aims to determine the relationship between humor style and collage student’s perceptions of the teaching effectiveness of lecturers in distance learning. This research is quantitative research using non-probability sampling techniques, namely convenience sampling and snowball sampling. Participants in this study were 396 college students with age range of 18-25 years old. The measuring instrument used in this research were Humor Styles Questionnaire (HSQ) from Martin et al. (2003) which has been adapted into Indonesian by Laia (2014) and Teaching Effectiveness Scale (TES) from Calaguas (2013). The results of this study indicated that there was a positive and significant relationship between humor style on the self-enhancing humor dimension and teaching effectiveness in terms of the college student’s perceptions with a value of r = .287, p = .000 < .05. Other results show that the self-enhancing humor dimension has a positive and significant relationship with variables of teaching effectiveness on the dimensions of personality, subject matter expertise, relational competence with students, professional competence, teaching style, and classroom management style. This means, the higher the lecturer's self-enhancing humor, the higher teaching effectiveness of lecturer.
Peranan Stres Akademik Terhadap Subjective Well-Being dengan Perceived Social Support sebagai Moderator pada Mahasiswa Magang Atau Bekerja Barirahma Martinasia Islahuddiny; Fransisca Iriani Roesmala Dewi; Meylisa Permata Sari
Provitae: Jurnal Psikologi Pendidikan Vol. 15 No. 2 (2022): Provitae: Jurnal Psikologi Pendidikan
Publisher : Fakultas Psikologi Universitas Tarumanagara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24912/provitae.v15i2.20894

Abstract

In this era of rapid growth on technology literacy, students as a bridge between the world of school and work hold great responsibilities and are required to work in a fast-paced environment, more complex than their predecessors. As students who are doing internships or working, they have two responsibilities, namely academic and professional at the same time. This can cause students to experience poor learning patterns due to lack of time management skills and tend to multi-task. Those who have many academic and other demands but are unable to cope with them will experience academic stress. In addition, time management is closely related to the work-life balance phenomenon. This can affect the low subjective well-being. Thus, academic stress can affect the decline of subjective well-being in students who are doing internships or working. This study aims to examine the relationship between academic stress and subjective well-being moderated by perceived social support. Data was collected by distributing questionnaires using the Perceived Academic Stress Scale (PAS), Satisfaction With Life Scale (SWLS), Scale of Positive and Negative Experience (SPANE), and Multidimensional Scale of Perceived Social Support (MSPSS) with 387 participants using linear regression quantitative research design. The result shows that p < 0.05 for regression and p > 0.05 for moderation analysis. Thus, show that there is an influence between academic stress and subjective well-being and social support cannot strengthen the effect of academic stress and subjective well-being.

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