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INDONESIA
Jurnal Psikologi
Published by Indonesian Journal Publisher
ISSN : -     EISSN : 30267447     DOI : https://doi.org/10.47134/pjp
Core Subject : Humanities, Health, Science, Social,
Humanities Biochemistry, Genetics & Molecular Biology Physics Public Health Social Sciences
Jurnal Psikologi is a scientific journal published by Indonesian Journal Publisher. Jurnal Psikologi publishes four issues annually in the months of November, February, May and August. The focus and scope of Jurnal Psikologi include articles concerned with Clinical Psychology, Cognitive Psychology, Social Psychology, Educational Psychology, Industrial and Organizational Psychology, Developmental Psychology, Abnormal Psychology, Health Psychology, Sports Psychology dan Experimental Psychology.
Arjuna Subject : Psikologi - Psikologi (Lain-Lain)
Articles 176 Documents
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Pengaruh Kebosanan Kerja Dan Kecerdasan Emosi Terhadap Produktivitas Karyawan PT X Caesaria, Nadila; Hamidah, Tjitjik; Wijayani, Mira
Jurnal Psikologi Vol. 3 No. 2 (2026): February
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/pjp.v3i2.5430

Abstract

Penelitian ini dirancang secara spesifik guna mengungkap dinamika implikasi kebosanan di lingkungan kerja serta kecakapan emosionaterhadap kapasitas output para pegawai. Pendekatan kuantitatif menjadi pilihan utama dalam kerangka studi ini. Populasi sampediambidari kalangan tenaga kerja di PT X, di mana sebanyak 100 partisipan dipilih melalui mekanisme purposive sampling yang selektif. Pengumpulan informasi empirik dilakukan lewat instrumen skala psikometri berbasis Likert, yang disusun dengan merujuk pada indikator-indikator kunci dari dimensi kebosanan kerja, kecakapan emosional, serta performa karyawan secara keseluruhan. Prosedur pemrosesan data mengadopsi teknik regresi linier jamak, dengan dukungan perangkat lunak SPSS edisi 27. Temuan analitik terkait kebosanan kerja mengungkapkan bahwa nilai t terhitung berada di bawah ambang ttabe(-11,706 < 1,984), disertai tingkat signifikansi 0,000 yang lebih rendah dari 0,05, sehingga mengilustrasikan adanya efek negatif yang substansiaantara kebosanan kerja dan tingkat produktivitas pegawai. Pada variabekecakapan emosional, nilai t terhitung melampaui ttabe(2,781 > 1,984), dengan signifikansi 0,006 di bawah 0,05, yang menandakan kontribusi afirmatif dan bermakna dari kecakapan emosionaterhadap performa karyawan. Adapun hasipengujian secara kolektif menunjukkan bahwa F terhitung jauh melebihi Ftabe(79,316 > 3,09), dengan signifikansi 0,000 di bawah 0,05, yang secara tegas mengonfirmasi adanya implikasi afirmatif secara simultan dari faktor-faktor independen terhadap elemen dependen, lengkap dengan magnitudo statistik yang relevan.
Efektivitas Psikoedukasi, Goal Setting, dan Manajemen Waktu dalam Menurunkan Prokrastinasi Akademik pada Siswi SMP Kelas VIII Natalia, Fenny; Meiyuntariningsih, Tatik
Jurnal Psikologi Vol. 3 No. 1 (2025): November
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/pjp.v3i1.5435

Abstract

Penelitian ini bertujuan untuk mendeskripsikan proses dan efektivitas intervensi psikologis berbasis regulasi diri dalam menurunkan prokrastinasi akademik pada siswi kelas VIII SMP. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus terhadap seorang siswi berusia 14 tahun yang menunjukkan tingkat prokrastinasi akademik tinggi. Pengumpulan data dilakukan melalui wawancara observasi, serta asesmen psikologi. Intervensi dilaksanakan dalam tiga sesi yang meliputi psikoedukasi prokrastinasi akademik, pelatihan goal setting dengan metode SMART, dan pelatihan manajemen waktu menggunakan 4 Kuadran Covey. Hasil penelitian menunjukkan penurunan skor prokrastinasi akademik dari kategori tinggi pada pretest menjadi kategori rendah pada posttest. Temuan ini menunjukkan bahwa intervensi berbasis regulasi diri efektif dalam menurunkan prokrastinasi akademik pada siswa SMP.
Efektivitas Pelatihan Manajemen Waktu untuk Meningkatkan Kemampuan Mengatur Waktu Belajar Siswa SMP Sena, L. M.; Meiyuntariningsih, Tatik
Jurnal Psikologi Vol. 3 No. 1 (2025): November
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/pjp.v3i1.5436

Abstract

This study aims to analyze the effectiveness of time management training in improving learning time management skills among junior high school students who experience difficulties in organizing academic activities. The study employed a mixed quantitative and qualitative approach using a single-case experimental design, involving a seventh-grade student who demonstrated ineffective time use patterns, characterized by irregular study schedules, fatigue, and decreased concentration. Data were collected through the Time Management Assessment for Middle-School Students questionnaire, observations, interviews, psychological tests, and self-recording. Quantitative data were analyzed by comparing pre-test and post-test scores, while qualitative data were analyzed descriptively to illustrate behavioral changes during and after the intervention. The intervention consisted of time management training through the introduction of the Eisenhower Matrix, time blocking, to-do list development, and the use of activity reminder applications. The results showed an improvement in time management scores from the low category (43) to the moderate category (58) after the intervention. In addition to score improvement, observations and student reflections indicated positive changes in scheduling regularity, consistency in recording assignment deadlines, and a better balance between study and rest time. These findings indicate that time management training is effective in enhancing junior high school students’ learning time management skills both quantitatively and qualitatively, and has the potential to support improvements in learning quality and students’ academic well-being. 
Intervensi Cognitive Restructuring dan Self-Instruction untuk Meningkatkan Self-Esteem Studi Kasus Khairat, Fitratul; Meiyuntariningsih, Tatik
Jurnal Psikologi Vol. 3 No. 1 (2025): November
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/pjp.v3i1.5437

Abstract

This study aimed to examine the effectiveness of cognitive restructuring, self-instruction, and parental psychoeducation in improving self-esteem in individuals with low self-esteem. The study employed a qualitative descriptive approach with a case study design involving one female subject in early adulthood. Data were collected through in-depth interviews, observations, personality tests, and self-esteem screening using the Rosenberg Self-Esteem Scale (RSES). The intervention was conducted offline over five sessions using cognitive restructuring, self-instruction training, role-play, and reflective discussion, followed by one session of parental psychoeducation. The effectiveness of the intervention was evaluated by comparing pre-test and post-test scores and observing cognitive and emotional changes during the intervention process. The results indicated a significant improvement in the subject’s self-esteem. The RSES score increased from 11 (low category) at pre-test to 25 (normal category) at post-test, reflecting a gain of 14 points, equivalent to 46.7% of the total possible score range (0–30). In addition to the quantitative improvement, qualitative findings showed a reduction in negative automatic thoughts, increased self-acceptance, and an improved ability to apply positive self-instructions in triggering situations. The subject also reported feeling calmer, more confident, and more capable of managing self-evaluative thoughts in daily activities. These findings suggest that the integration of cognitive restructuring, self-instruction, and parental psychoeducation is effective in enhancing self-esteem both cognitively and emotionally. This intervention model may serve as a practical approach for addressing low self-esteem in late adolescents and young adults.
Self-Efficacy as a Predictor of Teachers’ Innovative Work Behavior In Medan City Siregar, Farida; Siregar, Nurmaida; Chandra, Andy
Jurnal Psikologi Vol. 3 No. 2 (2026): February
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/pjp.v3i2.5452

Abstract

This study aimed to examine teacher self-efficacy as a predictor of innovative work behavior (IWB) among junior and senior high school teachers in Medan City, Indonesia. A quantitative cross-sectional predictive–correlational design was employed using purposive sampling. Participants consisted of 214 teachers from public and private schools. Teacher self-efficacy was measured using an instrument adapted from the Teacher Sense of Efficacy Scale (TSES), while IWB was assessed using a scale capturing core stages of work-related innovation, including idea generation, idea promotion, and idea implementation. All items were rated on a five-point Likert scale. Data analysis involved descriptive statistics, reliability testing, Pearson correlation, and simple linear regression. The results showed a positive and statistically significant correlation between teacher self-efficacy and IWB (r = 0.53, p < 0.001). Regression analysis further indicated that teacher self-efficacy significantly predicted IWB (β = 0.53, t = 9.09, p < 0.001), accounting for 28% of the variance in innovative work behavior (R² = 0.28, f² = 0.39). These findings demonstrate that higher levels of teacher self-efficacy are associated with greater engagement in innovation-oriented work behaviors. The results highlight the role of personal psychological resources in supporting instructional innovation, suggesting that strengthening teacher self-efficacy through practice-based professional development and organizational support may facilitate sustained innovative behavior in school settings.
Self-Regulation Based Time Management And Innovative Behavior Among Senior High School Students In Medan City Hasmayni, Babby; Azhar; Dewi, Ira; Haryati, Endang; Kibtiyah, Mariah
Jurnal Psikologi Vol. 3 No. 2 (2026): February
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/pjp.v3i2.5453

Abstract

This study examined the association between self-regulation–based time management and innovative behavior among senior high school students in Medan City, Indonesia. A quantitative correlational design was applied to a sample of 250 Grade XI students from public and private schools selected using cluster random sampling. Self-report measures assessed self-regulation–based time management (goal setting, planning, self-monitoring, and adaptive adjustment) and innovative behavior in learning contexts (idea generation, idea promotion, and idea implementation). Both instruments demonstrated satisfactory internal consistency (Cronbach’s α = 0.88 and 0.86, respectively). Pearson correlation analysis indicated a moderate positive relationship between self-regulation–based time management and innovative behavior (r = 0.53, p < 0.01). Linear regression analysis further showed that time management significantly predicted innovative behavior, explaining 28% of the variance (R² = 0.28, p < 0.001). These findings indicate that higher levels of self-regulatory time management are associated with greater engagement in innovation-oriented learning behaviors. The results underscore the role of self-regulatory resources in facilitating students’ innovative actions within academic settings. Interventions aimed at strengthening planning, monitoring, and adaptive time management strategies may be effective in promoting innovative behavior among adolescents. Future research should employ longitudinal and multilevel designs to examine causal mechanisms and contextual influences.

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