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EDITORIAL BOARD Journal PAEDAGOGY (Jurnal Ilmu Pendidikan dan Psikologi) Editor in Chief Dr. Arman, M.Pd (Universitas Lampung) Journal Editor Lalu Hamdian Afandi, M.Pd (Universitas Mataram) Dr. Didi Muliadi, M.Pd (STIBA Pertiwi) Section Editor Dr. Hegar Harini, M.Pd (STKIP Kusuma Negara) Reviewer/Mitra Bestari Dr. Syarfuni, M.Pd (Universitas Bina Bangsa Getsempena) Dr. Syafaat Ariful Huda, M.Pd (STKIP Kusuma Negara) Endah Resnandari, M.Pd (Universitas Pendidikan Mandalika) Dr. Abdullah Muzakar, M.Pd (Universitas Hamzanwadi) Dr. Marzoan, M.Pd (STKIP Hamzar) Copy Editor Dr. Muhamad Suhardi, M.Pd (Universitas Pendidikan Mandalika) Online Journal System: https://www.jurnalp4i.com/index.php/paedagogy/index Journal Coresponding e-mail: jurnal.P4I@gmail.com Phone: 085239967417/ 085236615827 Address: Lingkungan Handayani, Kel. Leneng, kec. Praya, Kab. Lombok Tengah, Nusa Tenggara Barat
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PAEDAGOGY : Jurnal Ilmu Pendidikan dan Psikologi
Published by Pusat Pengembangan Pendidikan dan Penelitian Indonesia
ISSN : 27973336     EISSN : 27973344     DOI : https://doi.org/10.51878/paedagogy.v1i2.473
Core Subject : Education, Social,
Languange, Linguistic, Communication & Media Social Sciences Other
PAEDAGOGY : Jurnal Ilmu Pendidikan dan Psikologi contains writings/articles on the results of thoughts and research results written by teachers, lecturers, experts, scientists, practitioners, and reviewers in all disciplines related to Educational Science and Psychology
Arjuna Subject : Umum - Umum
Articles 701 Documents
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PENGARUH PELATIHAN SELF LEADERSHIP TERHADAP RESILIENSI KERJA PADA KARYAWAN GEN Z DI PERUSAHAAN BERBASIS TEKNOLOGI DIGITAL Dewi Handayani Harahap; Amin Al Adib; Eni Rohyati; Fx. Wahyu Widiantoro
PAEDAGOGY : Jurnal Ilmu Pendidikan dan Psikologi Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/paedagogy.v6i3.10049

Abstract

ABSTRACT Changes in work systems within digital technology-based companies require employees, particularly Generation Z, to possess strong adaptive capacity and psychological resilience to cope with increasingly complex workplace demands. Although numerous studies have examined self-leadership in relation to employee performance and work engagement, experimental evidence regarding the effectiveness of self-leadership training in enhancing work resilience remains limited. This study aimed to examine the effect of self-leadership training on improving work resilience among Generation Z employees in digital technology-based companies. The study employed a quantitative approach using a one-group quasi-experimental pretest–posttest design. The participants consisted of 15 Generation Z employees selected through purposive sampling. Data were collected using a work resilience scale that had demonstrated satisfactory validity and reliability, and were analyzed using a paired-sample t-test after meeting the assumptions of normality and homogeneity. The findings revealed a significant improvement in work resilience following the training (t = −3.611; p = 0.001), with the mean score increasing from 58.27 in the pretest to 65.73 in the posttest. These results indicate that self-leadership training is an effective psychological intervention for strengthening the work resilience of Generation Z employees. The novelty of this study lies in providing experimental evidence of the effectiveness of self-leadership training in enhancing work resilience among Generation Z employees in digital technology-based companies. Furthermore, the findings offer both theoretical and practical contributions to organizational psychology by presenting an adaptive human resource development strategy to support sustainable organizational performance. ABSTRAK Perubahan lingkungan kerja pada perusahaan berbasis teknologi digital menuntut karyawan, khususnya Generasi Z, memiliki kemampuan beradaptasi dan ketahanan psikologis yang memadai untuk menghadapi tekanan kerja yang semakin kompleks. Meskipun berbagai penelitian telah mengkaji self-leadership dalam kaitannya dengan kinerja dan keterlibatan kerja, bukti empiris mengenai efektivitas pelatihan self-leadership dalam meningkatkan resiliensi kerja melalui pendekatan eksperimen masih relatif terbatas. Penelitian ini bertujuan menganalisis pengaruh pelatihan self-leadership terhadap peningkatan resiliensi kerja pada karyawan Generasi Z di perusahaan berbasis teknologi digital. Penelitian menggunakan pendekatan kuantitatif dengan desain quasi-experimental satu kelompok pretest–posttest. Subjek penelitian berjumlah 15 karyawan Generasi Z yang dipilih menggunakan teknik purposive sampling. Data dikumpulkan melalui skala resiliensi kerja yang telah memenuhi uji validitas dan reliabilitas, kemudian dianalisis menggunakan paired sample t-test setelah memenuhi asumsi normalitas dan homogenitas. Hasil analisis menunjukkan adanya peningkatan resiliensi kerja yang signifikan setelah pelatihan (t = −3,611; p = 0,001), dengan rata-rata skor meningkat dari 58,27 pada pretest menjadi 65,73 pada posttest. Temuan ini membuktikan bahwa pelatihan self-leadership merupakan intervensi psikologis yang efektif untuk memperkuat resiliensi kerja karyawan Generasi Z. Penelitian ini memberikan kontribusi empiris terhadap pengembangan intervensi berbasis psikologi organisasi serta menawarkan alternatif strategi pengembangan sumber daya manusia yang adaptif guna mendukung keberlanjutan kinerja pada perusahaan berbasis teknologi digital.
SCROLL, KLIK, BELI : PERAN KONTROL DIRI DALAM PERILAKU IMPULSIVE BUYING DI KARAWANG Yenny Dwi Virgyana; Randwitya Ayu Ganis Hemasti; Regi Ramadan
PAEDAGOGY : Jurnal Ilmu Pendidikan dan Psikologi Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/paedagogy.v6i3.11744

Abstract

The rapid growth of e-commerce in Indonesia has changed consumption patterns, particularly among early adults who are increasingly exposed to digital marketing stimuli that may encourage impulsive buying. This study aims to examine the relationship between self-control and impulsive buying among early adult e-commerce users in Karawang. This research employed a quantitative approach with a predictive correlational design. The participants were 385 early adults aged 20–35 years who had experience using e-commerce platforms and were selected through convenience sampling. Data were collected using the Brief Self-Control Scale and the Impulsive Buying Tendency Scale and analyzed using simple linear regression. The results showed that self-control had a significant negative relationship with impulsive buying. These findings indicate that individuals with better self-control tend to have lower tendencies toward impulsive buying. This study highlights that self-control is one of the psychological factors associated with impulsive purchasing behavior among early adult e-commerce users ABSTRAK Perkembangan e-commerce di Indonesia telah mengubah pola konsumsi masyarakat, terutama pada dewasa awal yang rentan terpapar berbagai stimulus pemasaran digital sehingga meningkatkan kecenderungan impulsive buying. Penelitian ini bertujuan untuk mengetahui hubungan antara kontrol diri dan impulsive buying pada dewasa awal pengguna e-commerce di Karawang. Penelitian ini menggunakan pendekatan kuantitatif dengan desain korelasional prediktif. Partisipan penelitian berjumlah 385 dewasa awal berusia 20–35 tahun yang pernah menggunakan e-commerce dan dipilih melalui teknik convenience sampling. Pengumpulan data dilakukan menggunakan Brief Self-Control Scale dan Impulsive Buying Tendency Scale, kemudian dianalisis menggunakan regresi linear sederhana. Hasil penelitian menunjukkan bahwa kontrol diri memiliki hubungan negatif yang signifikan dengan impulsive buying. Temuan ini menunjukkan bahwa individu dengan kontrol diri yang lebih baik cenderung memiliki kecenderungan impulsive buying yang lebih rendah. Penelitian ini menunjukkan bahwa kontrol diri merupakan salah satu faktor psikologis yang berperan dalam perilaku pembelian impulsif pada pengguna e-commerce dewasa awal.
TEACHER WELL-BEING GURU GEN-Z: PERAN WORK LIFE BALANCE DAN PERCEIVED ORGANIZATIONAL SUPPORT Sofiya Najwa Herdianti; Nita Rohayati; Regi Ramadan
PAEDAGOGY : Jurnal Ilmu Pendidikan dan Psikologi Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/paedagogy.v6i3.11843

Abstract

Teacher well-being has become an important issue due to increasing work demands, administrative pressures, and emotional challenges faced by teachers, particularly Generation Z teachers who are in the early stages of their careers. Although previous studies have examined various factors associated with teacher well-being, studies simultaneously examining the roles of Work-Life Balance and Perceived Organizational Support in Teacher Well-Being among Generation Z teachers remain limited, particularly in Karawang. This study aimed to examine the effects of Work-Life Balance and Perceived Organizational Support on Teacher Well-Being among Generation Z teachers in Karawang. This study employed a quantitative approach with a predictive correlational design. The participants were 204 Generation Z teachers aged 19–29 years residing in Karawang, selected using convenience sampling. Data were collected using the Teacher Well-Being Scale, Survey of Perceived Organizational Support, and Work-Life Balance Scale and analyzed using multiple linear regression. The results showed that Work-Life Balance and Perceived Organizational Support each had a positive and significant effect on Teacher Well-Being. Simultaneously, both variables also had a significant effect on Teacher Well-Being among Generation Z teachers in Karawang. These findings highlight that maintaining a balance between work and personal life and perceiving adequate organizational support are important factors in promoting the well-being of Generation Z teachers. The findings imply that schools should develop work policies that facilitate work-life balance, recognize teachers’ contributions, and strengthen organizational support for teachers’ needs and well-being. ABSTRAK Teacher Well-Being menjadi isu penting seiring meningkatnya tuntutan kerja, tekanan administratif, dan tantangan emosional yang dihadapi guru, terutama guru Generasi Z yang berada pada tahap awal karier. Meskipun berbagai penelitian telah membahas faktor-faktor yang berkaitan dengan kesejahteraan guru, kajian yang secara simultan menguji peran Work-Life Balance dan Perceived Organizational Support terhadap Teacher Well-Being pada guru Generasi Z masih terbatas, khususnya di Karawang. Penelitian ini bertujuan untuk mengetahui pengaruh Work-Life Balance dan Perceived Organizational Support terhadap teacher well-being pada guru Generasi Z di Karawang. Penelitian menggunakan pendekatan kuantitatif dengan desain korelasional prediktif. Partisipan berjumlah 204 guru Generasi Z berusia 19–29 tahun yang berdomisili di Karawang dan dipilih menggunakan teknik convenience sampling. Pengumpulan data dilakukan menggunakan teacher well-being Scale, Survey of Perceived Organizational Support, dan Work-Life Balance Scale. Data dianalisis menggunakan regresi linear berganda. Hasil penelitian menunjukkan bahwa Work-Life Balance dan Perceived Organizational Support masing-masing berpengaruh positif dan signifikan terhadap teacher well-being. Secara simultan, kedua variabel juga terbukti berpengaruh signifikan terhadap teacher well-being pada guru Generasi Z di Karawang. Temuan ini menegaskan bahwa kemampuan menjaga keseimbangan antara kehidupan kerja dan pribadi serta persepsi terhadap dukungan organisasi merupakan faktor penting dalam mendukung kesejahteraan guru Generasi Z. Implikasinya, sekolah perlu mengembangkan kebijakan kerja yang mendukung keseimbangan kehidupan kerja, memberikan apresiasi terhadap kontribusi guru, serta memperkuat dukungan terhadap kebutuhan dan kesejahteraan guru.
PROKRASTINASI AKADEMIK MAHASISWA DITINJAU DARI SELF REGULATED LEARNING DAN DUKUNGAN SOSIAL Elfrida Astin Hanadia; Nur Ainy Sadijah; Haryanti Mustika
PAEDAGOGY : Jurnal Ilmu Pendidikan dan Psikologi Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/paedagogy.v6i3.11854

Abstract

Academic procrastination is a major concern among university students because it is associated with delayed task completion and poorer academic performance. Although self-regulated learning and social support have been widely investigated, evidence regarding their combined contribution and the specific roles of different sources of social support among students at Buana Perjuangan University Karawang remains limited. This study aimed to examine the extent to which self-regulated learning and social support predict academic procrastination among 335 students at Buana Perjuangan University Karawang selected through proportionate stratified sampling. This quantitative study employed a correlational design using the Academic Procrastination Scale (APS), the Academic Self-Regulated Learning Scale (A-SRL-S), and the Multidimensional Scale of Perceived Social Support (MSPSS). Data were analyzed using multiple linear regression with SPSS version 25. The results showed that self-regulated learning and social support jointly predicted academic procrastination. Individually, both variables were negatively associated with academic procrastination, with self-regulated learning emerging as the stronger predictor. Among the three sources of social support, only support from significant others significantly predicted academic procrastination, whereas support from family and friends did not make significant contributions. Most students demonstrated high levels of academic procrastination, low self-regulated learning, and high perceived social support. These findings indicate that better self-regulated learning and stronger support from significant others are associated with lower levels of academic procrastination among university students. ABSTRAK Prokrastinasi akademik merupakan permasalahan penting pada mahasiswa karena berkaitan dengan keterlambatan penyelesaian tugas dan rendahnya pencapaian akademik. Meskipun self-regulated learning dan dukungan sosial telah banyak dikaji, bukti mengenai kontribusi simultan kedua variabel serta peran spesifik setiap sumber dukungan sosial pada mahasiswa Universitas Buana Perjuangan Karawang masih terbatas. Penelitian ini bertujuan menganalisis kemampuan self-regulated learning dan dukungan sosial dalam memprediksi prokrastinasi akademik pada 335 mahasiswa Universitas Buana Perjuangan Karawang yang dipilih melalui proportionate stratified sampling. Penelitian kuantitatif dengan desain korelasional ini menggunakan Academic Procrastination Scale (APS), Academic Self-Regulated Learning Scale (A-SRL-S), dan Multidimensional Scale of Perceived Social Support (MSPSS). Data dianalisis menggunakan regresi linear berganda dengan bantuan SPSS 25. Hasil penelitian menunjukkan bahwa self-regulated learning dan dukungan sosial secara simultan memprediksi prokrastinasi akademik. Secara parsial, kedua variabel berasosiasi negatif dengan prokrastinasi akademik, dengan self-regulated learning sebagai prediktor yang lebih kuat. Dari ketiga sumber dukungan sosial, hanya dukungan dari significant others yang menjadi prediktor signifikan, sedangkan dukungan keluarga dan teman tidak menunjukkan kontribusi yang signifikan. Mayoritas mahasiswa memiliki prokrastinasi akademik tinggi, self-regulated learning rendah, dan dukungan sosial tinggi. Temuan ini menunjukkan bahwa self-regulated learning yang lebih baik dan dukungan yang lebih tinggi dari significant others berasosiasi dengan rendahnya prokrastinasi akademik mahasiswa.
PENGEMBANGAN STRATEGI REGULASI EMOSI PADA ANAK ASUH PONDOK YATIM & DHU’AFA X MELALUI PSIKOEDUKASI Fatima Fatima; Pricilya Edelweyz Tan; Abriana Fredolin Noang; Agoes Dariyo
PAEDAGOGY : Jurnal Ilmu Pendidikan dan Psikologi Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/paedagogy.v6i3.12301

Abstract

ABSTRACT Childhood is a developmental stage during which individuals begin to understand, recognize, and express their emotions. Limited emotion regulation strategies tend to make children experience difficulties in managing their emotions adaptively in daily life. This study aimed to improve the emotion regulation strategies of children residing at Pondok Yatim & Dhu'afa X in their everyday lives. The study employed a quantitative approach using a pre-experimental one-group pretest-posttest design. The scores were calculated by obtaining the total and mean values for the Cognitive Reappraisal (CR) and Expressive Suppression (ES) dimensions. Emotion regulation was measured using the Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA). The data were analyzed using descriptive statistics and the non-parametric Wilcoxon Signed-Rank Test. The findings revealed a significance value of 0.027 (p < 0.05) for the Expressive Suppression subscale and 0.028 (p < 0.05) for the Cognitive Reappraisal subscale. These results indicate a statistically significant improvement in the emotion regulation strategies of the children at Pondok Yatim & Dhu'afa X following the intervention. Therefore, the combination of psychoeducation, film screening, and group counseling was found to be effective in helping children develop more adaptive emotion regulation strategies. ABSTRAK Masa kanak-kanak merupakan tahap ketika individu mulai memahami, mengenali, dan mengekspresikan emosi yang dirasakan. Kemampuan pengaturan strategi regulasi emosi yang rendah cenderung akan membuat anak mengalami kesulitan dalam mengatur emosi secara adaptif di kehidupan sehari-hari. Penelitian ini dilaksanakan dengan tujuan untuk mengembangkan strategi regulasi emosi anak asuh Pondok Yatim & Dhu’afa X dalam kehidupan sehari-hari. Metode yang digunakan dalam penelitian ini menggunakan pendekatan kuantitatif dengan desain pre-experimental one-group pretest-posttest design yang kemudian dijumlahkan menjadi total dan mean antara dimensi CR (Cognitive Reappraisal) dan ES (Expressive Suppression). Pengukuran dilakukan menggunakan Emotion Regulation Questionnaire for Children and Adolescents (ERQCA) dan dianalisis menggunakan statistik deskriptif serta uji non-parametrik Wilcoxon SignedRank Test. Hasil penelitian ini menunjukkan nilai signifikansi sebesar 0,027 (p < 0,05) pada subskala Expressive Suppression dan 0,028 (p < 0,05) pada subskala Cognitive Reappraisal. Hasil temuan tersebut menunjukkan adanya peningkatan secara signifikan pada kemampuan anak-anak asuh Pondok Yatim & Dhu’afa X dalam mengatur strategi regulasi emosi mereka setelah diberikannya intervensi. Dengan demikian, kombinasi program psikoedukasi, pemutaran film, dan konseling kelompok dapat secara efektif mampu membantu anak meningkatkan strategi regulasi emosi yang lebih adaptif.
STUDI FENOMENOLOGI: PEMAKNAAN TERHADAP PENGALAMAN KEKERASAN DALAM BERPACARAN (DATING VIOLENCE) PADA REMAJA AKHIR DI KOTA KUPANG Filomena Since; Christiani Natasya Miru; Diana Aipipidely; M.K.P. Abdi Keraf
PAEDAGOGY : Jurnal Ilmu Pendidikan dan Psikologi Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/paedagogy.v6i3.12407

Abstract

Dating violence is an increasingly concerning phenomenon among late adolescents, particularly in Kupang City. This study aims to gain an in-depth understanding of the meaning-making of dating violence experiences among late adolescents in Kupang City, as well as to describe the meaning-making process experienced by victims, encompassing the aspects of meaning discrepancy, searching for meaning, cognitive reappraisal, finding meaning, and psychological adjustment based on Park's meaning-making theory. This study employed a qualitative research design with a descriptive phenomenological approach. Participants consisted of five late adolescents aged 18–22 years who had experienced dating violence in Kupang City, selected through purposive sampling and snowball sampling techniques. Data were collected through semi-structured interviews. Data analysis followed Colaizzi's phenomenological analysis procedure through seven stages. Data validity was established through member checking and audit trail. The results revealed six main themes: the ideal relationship concept, experiences of violence, responses and perceptions toward violence, the process of searching for and transforming meaning, meaning-making of the violence experience, and post-violence adjustment. All participants experienced more than one form of violence, including verbal and emotional violence, psychological violence, physical violence, sexual violence, and excessive control and monitoring. Participants initially tended to deny the violence, justify their partner's behavior, and engage in self-blame. Over time, with social support from those closest to them, participants began to recognize themselves as victims, found meaning in their experiences, and achieved more adaptive adjustment. The violence experience was ultimately interpreted as a valuable lesson regarding self-worth, relational boundaries, and personal growth. ABSTRAK Dating violence merupakan fenomena mengkhawatirkan pada remaja akhir di Kota Kupang yang membutuhkan pemahaman kualitatif mendalam. Penelitian fenomenologi deskriptif ini bertujuan menggambarkan proses pemaknaan pengalaman kekerasan berpacaran berdasarkan teori meaning-making Park mencakup ketidaksesuaian makna hingga penyesuaian psikologis. Subjek terdiri atas lima remaja akhir berusia 18–22 tahun korban kekerasan yang dipilih melalui purposive dan snowball sampling. Pengumpulan data menggunakan wawancara semi-terstruktur yang dianalisis melalui tujuh tahapan kualitatif Colaizzi dengan member check. Hasil penelitian mengungkap enam tema utama: gambaran hubungan ideal, pengalaman kekerasan, respons emosional, pencarian makna, pemaknaan baru, dan penyesuaian pasca-kejadian. Partisipan mengalami kekerasan verbal, fisik, psikologis, dan kontrol berlebihan yang awalnya direspons dengan penyangkalan serta self-blame. Seiring berjalannya waktu dan hadirnya dukungan sosial, terjadi pergeseran kognitif menuju kesadaran diri sebagai penyintas. Pengalaman traumatis dimaknai sebagai pelajaran berharga mengenai penguatan harga diri, penetapan batasan hubungan, dan pendewasaan pribadi. Kesimpulannya, analisis meaning-making terbukti efektif memfasilitasi transformasi kognitif dan penyesuaian psikologis adaptif bagi korban kekerasan dalam berpacaran.    
PERAN GURU BIMBINGAN DAN KONSELING DALAM PENGUATAN KARAKTER DISIPLIN KETEPATAN WAKTU HADIR DI SEKOLAH SISWA KELAS VII-A SMP NEGERI 3 KEDUNGWARU Brina Erlingga; Winarsih Winarsih; Ahmad Izzul Ito
PAEDAGOGY : Jurnal Ilmu Pendidikan dan Psikologi Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/paedagogy.v6i3.13059

Abstract

ABSTRACT Punctuality in school attendance is one indicator of student discipline; however, repeated lateness was still observed among Class VII-A students at SMP Negeri 3 Kedungwaru, associated with habits of oversleeping, time management, motivation, family circumstances, and travel-related difficulties. This study examines how Guidance and Counseling (GC) teachers foster such discipline while also exploring the challenges encountered and the measures taken to address them. A descriptive qualitative approach was employed, with informants selected through purposive sampling, comprising a GC teacher, the homeroom teacher, and Class VII-A students relevant to the research focus. Data were gathered through in-depth interviews, observations of disciplinary behavior and GC services, and documentation consisting of attendance records and GC service programs. Data analysis involved reduction, presentation, and conclusion drawing, while credibility was examined through source and technique triangulation. The findings indicate that discipline development involved classical services, individual guidance, individual counseling, group guidance, motivational support, habituation, and coordination with the homeroom teacher and parents, with individual guidance being the most frequently used service. Low student awareness and limited GC personnel constituted the main challenges, while continuous mentoring, a persuasive approach, monitoring, and collaboration served as the primary responses. Thus, discipline development needs to be contextual, continuous, and collaborative to ensure that behavioral change extends beyond temporary interventions. ABSTRAK Ketepatan waktu hadir menjadi salah satu cerminan disiplin siswa, namun pada kelas VII-A SMP Negeri 3 Kedungwaru masih dijumpai keterlambatan yang berulang dengan latar kebiasaan bangun kesiangan, pengelolaan waktu, motivasi, kondisi keluarga, dan hambatan perjalanan. Penelitian ini menelaah bagaimana guru Bimbingan dan Konseling (BK) membangun disiplin tersebut sekaligus memahami kendala serta upaya penanganannya. Pendekatan kualitatif deskriptif digunakan dengan pemilihan informan secara purposive, meliputi guru BK, wali kelas, dan siswa kelas VII-A yang relevan dengan fokus kajian. Data diperoleh melalui wawancara mendalam, observasi perilaku kedisiplinan dan layanan BK, serta dokumentasi berupa catatan kehadiran dan program layanan. Proses analisis berlangsung melalui reduksi, penyajian, dan penarikan kesimpulan, sedangkan keabsahan informasi diperiksa menggunakan triangulasi sumber dan teknik. Temuan memperlihatkan bahwa pembinaan berlangsung melalui layanan klasikal, bimbingan pribadi, konseling perorangan, bimbingan kelompok, pemberian motivasi, pembiasaan, serta koordinasi dengan wali kelas dan orang tua, dengan bimbingan pribadi paling dominan. Rendahnya kesadaran siswa dan keterbatasan personel BK menjadi kendala utama, sementara pendampingan berkelanjutan, pendekatan persuasif, pemantauan, dan kolaborasi menjadi jalan penanganannya. Penguatan disiplin karenanya perlu dirancang secara kontekstual, berkelanjutan, dan kolaboratif agar perubahan perilaku tidak berhenti pada penanganan sesaat.
HUBUNGAN ANTARA KEPUASAN KERJA DENGAN KINERJA PEGAWAI LEMBAGA PEMASYARAKATAN X Dinda Anatasya; Muslimin Nulipata; Desita Dyah Damayanti
PAEDAGOGY : Jurnal Ilmu Pendidikan dan Psikologi Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/paedagogy.v6i3.13141

Abstract

This study was conducted based on the importance of understanding the relationship between job satisfaction and employee performance in supporting the effective implementation of duties at X Correctional Institution. The purpose of this study was to examine the relationship between job satisfaction and employee performance among employees of X Correctional Institution. This study employed a quantitative approach with a correlational research design. The sample consisted of 88 employees of X Correctional Institution selected using a purposive sampling technique. Data were collected using an adapted Job Satisfaction Scale and employee performance assessments based on the Employee Performance Target (SKP) documents. Data were analyzed using the Spearman rank-order correlation test because the normality test indicated that the data were not normally distributed. The results revealed a significant positive relationship between job satisfaction and employee performance (r = 0.428, p < .05). These findings indicate that higher levels of job satisfaction are associated with higher levels of employee performance. Therefore, the research hypothesis was accepted. The findings imply that X Correctional Institution should maintain employees’ job satisfaction as an effort to sustain optimal employee performance. ABSTRAK Penelitian ini dilatarbelakangi oleh pentingnya memahami hubungan kepuasan kerja dengan kinerja pegawai dalam mendukung efektivitas terlaksananya tugas di Lembaga Pemasyarakatan X. Penelitian ini bertujuan untuk mengetahui apakah terdapat hubungan antara kepuasan kerja dengan kinerja pegawai Lembaga Pemasyarakatan X. Penelitian ini menggunakan pendekatan kuantitatif dengan metode korelasional. Sampel dalam penelitian ini berjumlah 88 pegawai Lembaga Pemasyarakatan X yang dipilih menggunakan teknik purposive sampling. Pengumpulan data dilakukan dengan menggunakan skala kepuasan kerja adaptasi dan penilaian kinerja pegawai menggunakan dokumen sasaran kinerja pegawai (SKP). Analisis data menggunakan uji korelasi Spearman-rank, dikarenakan hasil dari uji normalitas tidak berdistribusi normal. Hasil penelitian menunjukkan terdapat hubungan positif yang signifikan antara kepuasan kerja dengan kinerja pegawai dengan nilai korelasi (r = 0,428) dan signifikansi (p<0,05). Hal ini menunjukkan bahwa semakin tinggi kepuasan kerja makan semakin tinggi pula kinerja pegawai. Dengan demikian, hipotesis penelitian diterima. Implikasi penelitian ini menunjukkan bahwa Lembaga Pemasyarakatan X perlu mempertahankan kepuasan kerja pegawai sebagai upaya untuk mempertahankan kinerja pegawai yang optimal.    
FEAR OF FAILURE PADA MAHASISWA TINGKAT AKHIR DITINJAU DARI PERBEDAAN JURUSAN DAN JENIS KELAMIN Adisya Kurnia Adila; Rini Eka Sari; Flora Grace Putrianti
PAEDAGOGY : Jurnal Ilmu Pendidikan dan Psikologi Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/paedagogy.v6i3.13412

Abstract

Final-year undergraduate students are vulnerable to academic pressure during the completion of their undergraduate thesis, which may trigger fear of failure and hinder academic performance. This study aimed to examine differences in fear of failure based on academic program and gender, as well as the interaction between these two characteristics. A quantitative approach with a comparative design was employed. The participants were 166 final-year undergraduate students from the Management and Industrial Engineering Study Programs at Universitas Sarjanawiyata Tamansiswa, selected using purposive sampling. Data were collected using a Fear of Failure Scale and analyzed using a two-way analysis of variance followed by Tukey’s post hoc test. The results showed significant differences in fear of failure across academic programs and gender, as well as a significant interaction between the two factors. The main finding indicated that female students in the Industrial Engineering Study Program exhibited the highest level of fear of failure compared with the other groups, whereas no significant difference was found between male and female students in the Management Study Program. These findings suggest that gender-related differences in fear of failure vary across academic programs. The findings provide a basis for developing academic and psychological support services tailored to the specific characteristics of students in different study programs. ABSTRAK Mahasiswa tingkat akhir rentan mengalami tekanan akademik selama proses penyelesaian skripsi yang dapat memunculkan fear of failure dan menghambat performa akademik. Penelitian ini bertujuan untuk menganalisis perbedaan fear of failure berdasarkan program studi dan jenis kelamin, serta interaksi antara kedua karakteristik tersebut. Penelitian ini menggunakan pendekatan kuantitatif dengan desain komparatif. Partisipan penelitian terdiri atas 166 mahasiswa tingkat akhir Program Studi Manajemen dan Teknik Industri Universitas Sarjanawiyata Tamansiswa yang dipilih menggunakan teknik purposive sampling. Data dikumpulkan menggunakan skala Fear of Failure dan dianalisis menggunakan analisis varians dua jalur (two-way ANOVA) yang dilanjutkan dengan uji post hoc Tukey. Hasil penelitian menunjukkan adanya perbedaan fear of failure berdasarkan program studi dan jenis kelamin, serta adanya interaksi antara kedua faktor tersebut. Temuan utama menunjukkan bahwa mahasiswi Program Studi Teknik Industri memiliki tingkat fear of failure paling tinggi dibandingkan kelompok lainnya, sedangkan tidak ditemukan perbedaan yang signifikan antara mahasiswa laki-laki dan perempuan pada Program Studi Manajemen. Temuan ini menunjukkan bahwa perbedaan fear of failure berdasarkan jenis kelamin berbeda pada masing-masing program studi. Hasil penelitian ini dapat menjadi dasar dalam pengembangan layanan pendampingan akademik dan psikologis yang disesuaikan dengan karakteristik mahasiswa pada setiap program studi.
PENGARUH PEER SUPPORT DAN ACADEMIC PROCRASTINATION TERHADAP QUARTER LIFE CRISIS PADA MAHASISWA AKHIR UNIVERSITAS MUHAMMADIYAH PURWOKERTO Dwi Nofita Sari; Suwarti Suwarti
PAEDAGOGY : Jurnal Ilmu Pendidikan dan Psikologi Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/paedagogy.v6i3.13448

Abstract

Quarter-life crisis is a psychological condition commonly experienced by final-year university students as they face academic demands, career uncertainty, and the transition to adulthood. Although peer support and academic procrastination have been widely examined as separate factors, studies investigating their simultaneous contribution to quarter-life crisis among final-year students remain limited. This study aimed to examine the effects of peer support and academic procrastination on quarter-life crisis among final-year students at Universitas Muhammadiyah Purwokerto. A quantitative approach with an explanatory survey design was employed. A total of 321 students were selected using purposive sampling. Data were collected using the Quarter Life Crisis Scale, Peer Support Questionnaire, and Tuckman Procrastination Scale, and were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results indicated that both peer support and academic procrastination had positive and significant effects on quarter-life crisis. Peer support demonstrated a stronger influence than academic procrastination, while both variables jointly explained a substantial proportion of the variance in quarter-life crisis among final-year students. These findings suggest that academic procrastination represents an important psychological risk factor, whereas the positive association between peer support and quarter-life crisis should be interpreted cautiously by considering the quality of peer interactions, the potential influence of social comparison, and the accuracy of reverse-coded items. This study highlights the importance of reducing academic procrastination and fostering constructive peer support to help students successfully navigate the transition from university to the workforce. ABSTRAK Quarter-life crisis merupakan kondisi psikologis yang rentan dialami mahasiswa tingkat akhir ketika menghadapi tekanan akademik, ketidakpastian karier, dan tuntutan transisi menuju kehidupan dewasa. Meskipun peer support dan academic procrastination telah banyak dikaji secara terpisah, penelitian yang menguji kontribusi keduanya secara simultan terhadap quarter-life crisis pada mahasiswa tingkat akhir masih terbatas. Penelitian ini bertujuan menganalisis pengaruh peer support dan academic procrastination terhadap quarter-life crisis pada mahasiswa tingkat akhir Universitas Muhammadiyah Purwokerto. Penelitian menggunakan pendekatan kuantitatif dengan desain survei eksplanatori. Sebanyak 321 mahasiswa dipilih melalui teknik purposive sampling. Data dikumpulkan menggunakan Quarter Life Crisis Scale, Peer Support Questionnaire, dan Tuckman Procrastination Scale, kemudian dianalisis menggunakan Partial Least Squares Structural Equation Modeling. Hasil penelitian menunjukkan bahwa peer support dan academic procrastination berpengaruh positif dan signifikan terhadap quarter-life crisis. Peer support menunjukkan pengaruh yang lebih besar dibandingkan academic procrastination, sedangkan kedua variabel secara bersama-sama mampu menjelaskan sebagian besar variasi quarter-life crisis pada mahasiswa tingkat akhir. Temuan ini menunjukkan bahwa academic procrastination merupakan faktor risiko psikologis, sedangkan hubungan positif peer support perlu ditafsirkan secara hati-hati dengan mempertimbangkan kualitas interaksi teman sebaya, kemungkinan munculnya perbandingan sosial, dan ketepatan pengodean butir terbalik. Penelitian ini menegaskan pentingnya pengelolaan prokrastinasi akademik dan pengembangan dukungan teman sebaya yang konstruktif untuk membantu mahasiswa menghadapi transisi menuju dunia kerja.

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