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Educational Psychology Journal
Published by Universitas Negeri Semarang
ISSN : -     EISSN : 29875242     DOI : https://doi.org/10.15294/epj
Core Subject : Education,
Other
From 2023 onwards, this issue will be published biannually with all articles published exclusively in English. Submissions are open all year round. However, before submitting an article, please ensure that it fits the focus and scope of EPJ, is written in English, and follows our author guidelines. Please note that only research articles are accepted. The scope of the article includes the latest educational psychology issues, technology in assessment and intervention in the context of education or school, educational or school psychology assessment and intervention, development of measurement tools in the field of educational psychology, and related topics.
Arjuna Subject : Psikologi - Psikologi (Lain-Lain)
Articles 5 Documents
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Search results for , issue "Vol. 14 No. 1 (2025): July 2025" : 5 Documents clear
The Impact of the Loss of a Father's Role on a Daughter's Relationship Life Sari, Novita
Educational Psychology Journal Vol. 14 No. 1 (2025): July 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/epj.v14i1.23585

Abstract

This study explores how the absence of a father figure—due to either death or divorce—shapes a girl's romantic relationships later in life. Using a descriptive case study approach, researchers conducted in-depth interviews with three women who all experienced being left by their fathers during childhood.Through these conversations, several recurring themes emerged, shedding light on the long-lasting emotional effects of growing up without a dad. The five key themes identified were: emotional dependence, a deep need for protection and acceptance, impulsive decisions around marriage, insecurity in relationships, and a tendency to seek a father figure in romantic partners. What’s striking is that none of the participants described any positive or healthy impact this early loss had on their adult relationships. Instead, the absence of a father left a significant emotional gap, influencing how they connect with and trust men. The study highlights just how vital a present, loving, and supportive father figure is in a girl's life. A healthy father-daughter relationship helps shape a girl's expectations of men, teaches her how to build strong emotional bonds, and plays a crucial role in how she navigates love and intimacy as an adult.
The Influence Of The Social Environment At School On The Learning Motivation Of Deaf Student Nurul Hidayati
Educational Psychology Journal Vol. 14 No. 1 (2025): July 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/epj.v14i1.25422

Abstract

Inclusive education for children with special needs, especially deaf students, is a fundamental need in creating a fair and equitable education system. This article discusses the influence of the school environment on deaf students' learning motivation, focusing on the physical, social, academic and emotional aspects that support their learning process. This research uses a descriptive qualitative approach to analyze the role of a conducive school environment in improving deaf students' enthusiasm and motivation to learn at an inclusive junior high school in Surakarta. The results showed that deaf-friendly facilities, positive social support, learning methods tailored to students' needs, and an inclusive emotional environment greatly influenced their learning motivation. Factors such as the availability of hearing aids, empathic attitudes from teachers, and supportive social interactions also increase deaf students' learning motivation. Therefore, it is important for schools to provide an adaptive and inclusive environment so that deaf students can learn optimally and feel accepted in the educational environment.
Integrating Psychological Data for Policy: A Study on the Mental Health of First-Year Students at Universitas Negeri Semarang Anandita, Nadine Salsabila; Margereta, Elsi; Mahanani, Fatma Kusuma
Educational Psychology Journal Vol. 14 No. 1 (2025): July 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/epj.v14i1.27582

Abstract

Mental health is essential for first-year college students, affecting their transition and academic success. The transition phase involves significant challenges due to major life changes. This study presents data on the mental health conditions of first-year students at Universitas Negeri Semarang (UNNES) and emphasizes the need for comprehensive, community-based interventions. A quantitative cross-sectional approach was utilized, surveying 410 first-year students from the 2024 cohort using the Depression Anxiety Stress Scales (DASS-21). Findings revealed high levels of anxiety, followed by depression and stress, with factors such as gender, age, and geographic origin significantly influencing mental health outcomes. Differences in admission pathways and tuition levels also provided valuable context. A comprehensive intervention strategy is proposed to address these issues, combining quarterly and daily components. The quarterly program, Q-CARE (Quarterly – Campus Adaptation & Resilience Enhancement), involves mandatory mental health screenings, personalized counseling referrals, and mentor check-ins. The daily support system includes mood journaling integrated into classroom attendance, motivational posters with QR codes linking to counseling services, and a "Mind Space" feature within the MyUNNES app offering self-help tools like grounding podcasts and breathing exercises. This program leverages existing resources and technology to support students during their transition and academic journey, promoting early detection and sustained mental well-being. Successful implementation will require collaboration among stakeholders, particularly university administrators, to ensure a lasting impact on student mental health.
TERANG : Discover Your Passion, Ignite Your Academic Enthusiasm Through Group Counseling Anindita, Tanaya; Febriyanti, Safiah; Haq Filhal, Najwa; Pratiwi Kuswardani, Hasna'
Educational Psychology Journal Vol. 14 No. 1 (2025): July 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/epj.v14i1.32680

Abstract

This study aims to examine the effectiveness of group counseling program TERANG (Discover Your Passion, Ignite Your Academic Enthusiasm) in improving academic motivation of vocational high school students. Using a quasi-experimental design with pre-test and post-test, five students from accounting major in SMK X Semarang participated. Data were collected using Academic Motivation Scale (AMS), interviews, and observations. Results of paired sample t-test revealed a significant increase in academic motivation (p = 0.018), with three students achieving high category after intervention. The findings indicate that group counseling creates a supportive environment that enables students to share experiences, gain insights, and build adaptive strategies to enhance academic enthusiasm. This study highlights the role of the humanistic approach in counseling to foster motivation, and contributes to educational psychology by providing evidence of group counseling effectiveness in vocational context.
Time Matters Strategy: Adaptive Group Counseling to Optimize Time Management for New Students Shanti, Dharma; Ainnurohmah, Dinda; Aini, Khurin; Pratiwi Kuswardani, Hasna'
Educational Psychology Journal Vol. 14 No. 1 (2025): July 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/epj.v14i1.32991

Abstract

New students often struggle to manage their time effectively due to various academic and non-academic demands. This study aims to determine new students' time management skills and test the effectiveness of the Time Matters Strategy through adaptive group counselling. The study employs a quantitative approach with a quasi-experimental one-group pre-test post-test design. The sample consisted of 5 new students selected through purposive sampling. The instruments used were a time management questionnaire and a self-evaluation questionnaire. Data analysis was performed using a paired sample t-test. The results showed a significant improvement in the time management skills of new students after participating in three sessions of Time Matters Strategy group counselling, with the average pre-test score of 74.80 increasing to 88.80 on the post-test (p = 0.004; Cohen's d = -2.720). In addition, participants reported positive changes in their thoughts, emotions, and behaviour, including reduced anxiety, increased motivation, and becoming accustomed to using effective time management methods. Group counselling with the Time Matters Strategy effectively improves the time management skills of new students, so it can be used as an alternative psychological intervention in higher education settings.

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