Proceeding International Symposium on Global Education, Psychology, and Cultural Synergy
The PsychoSeries Proceedings aims to contribute to the advancement of psychological science and practice by encompassing a comprehensive range of topics. These include, but are not limited to: - Educational Psychology: Investigating the role of psychological principles in learning processes and educational outcomes. - Clinical Psychology: Promoting evidence-based approaches to diagnosis, treatment, and prevention of psychological disorders. - Industrial and Organizational Psychology: Exploring psychological principles in workplace settings, including employee behavior, organizational development, and occupational well-being. - Social and Cultural Psychology: Examining psychological phenomena within diverse sociocultural contexts and their implications for understanding human behavior. * Mental Health and Psychological Well-Being: Exploring factors that influence mental health and psychological resilience in individuals and communities. - Innovations in Psychological Assessment and Intervention: Advancing methodologies and tools for psychological evaluation and therapeutic practices. By addressing these areas, the PsychoSeries Proceedings seeks to provide a platform for scholarly discourse and to foster the integration of psychological research and practice across various domains.
Articles
148 Documents
<![CDATA[THE RELATIONSHIP BETWEEN SELF-CONTROL AND NARCISSISTIC TENDENCIES IN STUDENTS USING INSTAGRAM SOCIAL MEDIA ]]>
<![CDATA[Amanda Octavia]]>;
<![CDATA[Widyastuti]]>
<![CDATA[ Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 1 No 1 (2024): PROCEEDING INSPIRE 2024: INTERNATIONAL SYMPOSIUM ON GLOBAL EDUCATION, PSYCHOLOGY, ]]>
Publisher : <![CDATA[P3I UMSurabaya ]]>
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DOI: 10.30651/psychoseries.v1i1.25263
<![CDATA[The purpose of this study is to determine the relationship between self-control and narcissistic tendencies in students who use Instagram social media. So the hypothesis proposed is that there is a relationship between self-control and narcissistic tendencies in students who use Instagram social media. The population of this study was aimed at students who were studying at the University of Sidoarjo with a sample of 62 students. The data collection method in this study using a self-control scale was revealed using a self-control scale compiled by Lynantawati (2021) and the NPI-16 (Narcissistic Personality Inventory) scale compiled by Ames, Rose, and Anderson and adapted by Nida Monica Ulfa (2022). The data analysis used in the study used Pearson product moment correlation analysis which is used to see the direction and strength of the linear relationship between two variables. The analysis test can be used after the prerequisite test is carried out, the prerequisite tests carried out include normality test and linearity test. This research was assisted by the SPSS version 23.00 for Windows program. Based on data analysis between self-control and narcissistic variables, the correlation coefficient (rxy) value is 0.191 and (p) is 0.137. These results indicate that there is no significant relationship between the self-control variable and the narcissistic tendency variable in students who use Instagram social media. The self-control variable affects the narcissistic variable by 2.1%. and then the remaining 97.9% is influenced by other variables.]]>
<![CDATA[ADOLESCENT SELF PRESENTATION IN CYBERSPACE ]]>
<![CDATA[Liyuts Bitul Adliyah Tsalitsy]]>;
<![CDATA[Wiwik Juwarini Prihastiwi]]>
<![CDATA[ Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 1 No 1 (2024): PROCEEDING INSPIRE 2024: INTERNATIONAL SYMPOSIUM ON GLOBAL EDUCATION, PSYCHOLOGY, ]]>
Publisher : <![CDATA[P3I UMSurabaya ]]>
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DOI: 10.30651/psychoseries.v1i1.25264
<![CDATA[This study aims to identify the differences in self presentation between female and male adolescents in the online world. This research employs a quantitative approach with 109 respondents from Surabaya, aged 11 to 21 years, from various educational backgrounds. The instrument used in this study is a self presentation scale designed based on various aspects of the variables being investigated. The data analysis technique used is statistical analysis, specifically manova, using the JASP (Jeffrey's Amazing Statistics Program) software. The results indicate significant differences in the aspects of Ingratiation (t = 1.902, p < 0.05) and Self Promotion (t = 2.381, p < 0.05), with females engaging in both behaviors more frequently than males. However, no significant difference was found in the aspect of Supplication (t = 0.233, p > 0.05) between males and females.]]>
<![CDATA[THE INFLUENCE OF SELF-EFFICACY AND PEER CONFORMITY ON ACADEMIC PROCRASTINATION AMONG STUDENTS AT PRIVATE VOCATIONAL HIGH SCHOOL IN NGANJUK ]]>
<![CDATA[Eko Hardi Ansyah]]>;
<![CDATA[Ananda Indria Yulianti]]>
<![CDATA[ Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 1 No 1 (2024): PROCEEDING INSPIRE 2024: INTERNATIONAL SYMPOSIUM ON GLOBAL EDUCATION, PSYCHOLOGY, ]]>
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DOI: 10.30651/psychoseries.v1i1.25265
<![CDATA[This study investigates the impact of self-efficacy and peer conformity on academic procrastination among students at private Vocational High School (SMK) in Nganjuk using an inferential quantitative approach with multiple regression analysis. From a total of 857 students, a sample of 247 was selected through random sampling. The instruments used were a self-efficacy scale (α = 0.830), a peer conformity scale (α = 0.825), and an academic procrastination scale (α = 0.826). Data analysis was conducted using IBM SPSS 22 For Windows. The results indicate that self-efficacy has a significant positive effect on procrastination, while peer conformity has a significant negative effect. Together, these variables account for 27.1% of the variance in academic procrastination, with the remaining 72.9% influenced by other factors. The hypothesis is accepted, confirming the influence of self-efficacy and peer conformity on academic procrastination among students at private Vocational High School (SMK) in Nganjuk.]]>
<![CDATA[RELIABILITY AND CONSTRUCT VALIDITY OF THE SELF ADJUSTMENT SCALE ]]>
<![CDATA[Andika Agus Setiawan]]>;
<![CDATA[Resti Handayani]]>;
<![CDATA[Aulia Woro Hapsari]]>;
<![CDATA[Dini Fajar Khairunisa]]>
<![CDATA[ Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 1 No 1 (2024): PROCEEDING INSPIRE 2024: INTERNATIONAL SYMPOSIUM ON GLOBAL EDUCATION, PSYCHOLOGY, ]]>
Publisher : <![CDATA[P3I UMSurabaya ]]>
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DOI: 10.30651/psychoseries.v1i1.25267
<![CDATA[The purpose of this study is to examine the reliability and construct validity of self-adjustment, to find dimensions and indicators that can form self-adjustment. self-adjustment measured by the dimensions of recognition, participation, conformity, altruism, and social approval. The population in this study were new students of the psychology study program at Muhammadiyah Purwokerto University in the 2024/2025 academic year, totaling 302 new students. The sample of this study was 172 new students. The sampling technique in this study used a random sampling. Data collection methods use a self-adjustment scale. Research data were analyzed with Structural Equation Modeling (SEM) through the Smart PLS 3.2.8 program. Based on the analysis results, the dimensions and indicators that form the construct of self-adjustment are declared valid and reliable. The most dimension that reflects the construction of self adjustment is a recognition with a loading factor value is 0,947. The lowest dimension that reflects the construct of self adjustment is social approval, with a loading factor 0,476. This research shows that all dimensions and indicators are able to reflect and form the construct of self-adjustment. Thus, the measurement model can be accepted because the theory was described self-adjustment is consistent with empirical data obtained from the subject.]]>
<![CDATA[STUDENT ENGAGEMENT IN THE LEARNING PROCESS THROUGH ZOOM ]]>
<![CDATA[Siefanny Puspita Ningrum]]>;
<![CDATA[Rizqillah Salsabila]]>;
<![CDATA[Yasyfa Ainan]]>;
<![CDATA[Wiwik Juwarini Prihastiwi]]>
<![CDATA[ Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 1 No 1 (2024): PROCEEDING INSPIRE 2024: INTERNATIONAL SYMPOSIUM ON GLOBAL EDUCATION, PSYCHOLOGY, ]]>
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DOI: 10.30651/psychoseries.v1i1.25268
<![CDATA[Online learning through Zoom has become a new reality in education. However, the utilization of technology does not necessarily guarantee effective learning. One crucial factor influencing learning effectiveness is student engagement. Therefore, this study aims to analyze student engagement in the learning process using the Zoom platform based on cognitive, behavioral, and emotional dimensions. This research employed a quantitative descriptive approach with 100 respondents who had participated in online learning via Zoom meetings. Of these respondents, 82% were female, and 18% were male. The research findings revealed that: 1) In terms of cognitive engagement in Zoom meetings, 54% of respondents felt uncomfortable asking questions to the instructor, 83% expressed that a lack of direct interaction with the educator hindered their understanding of the material, and 77% experienced difficulty concentrating during Zoom meetings. 2) Regarding behavioral engagement, 73% of participants took part in quizzes conducted during Zoom classes. In terms of punctuality, 73% arrived on time, and 60% actively asked questions and provided comments during Zoom meetings. 3) Concerning emotional engagement in Zoom learning, 66% of respondents felt a disconnect from the instructor and classmates during Zoom-based learning.]]>
<![CDATA[TEACHERS' CHALLENGES AND STRATEGIES IN IMPLEMENTING ACTION DAY AT MUHAMMADIYAH 2 TULANGAN ELEMENTARY SCHOOL ]]>
<![CDATA[Risha Agustina Widianata]]>;
<![CDATA[Muhlasin Amrulloh]]>
<![CDATA[ Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 1 No 1 (2024): PROCEEDING INSPIRE 2024: INTERNATIONAL SYMPOSIUM ON GLOBAL EDUCATION, PSYCHOLOGY, ]]>
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DOI: 10.30651/psychoseries.v1i1.25269
<![CDATA[Education in Indonesia faces great challenges in creating more effective and meaningful evaluation methods for students. Written exams are considered less capable of exploring students' potential as a whole. Various cheats were found from the implementation of written exams as an evaluation of student learning. In response to this challenge, SD Muhammadiyah 2 Tulangan implemented action day activities as a new breakthrough in learning outcomes evaluation innovation. The implementation of action day using the project-based learning (PjBL) learning model is considered effective in improving the ability to collaborate, think critically, and student creativity. However, the implementation faces a number of challenges, such as time constraints, lack of student enthusiasm, and difficulties in managing the class. This study aims to identify effective strategies to overcome these challenges and evaluate the success of Action Day implementation in improving learning quality. This research is expected to serve as a guideline for other schools in developing a more innovative evaluation system that has a positive impact on student learning.]]>
<![CDATA[THE IMPORTANCE OF DOING AN ICE-BREAKING BEFORE CORE LEARNING ACTIVITIES ]]>
<![CDATA[Farah Amaliyah Yuwono]]>;
<![CDATA[Rahmania Sri Untari]]>;
<![CDATA[Lintang Suminar]]>;
<![CDATA[Ristananda Izzul Muslimin Syifa]]>
<![CDATA[ Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 1 No 1 (2024): PROCEEDING INSPIRE 2024: INTERNATIONAL SYMPOSIUM ON GLOBAL EDUCATION, PSYCHOLOGY, ]]>
Publisher : <![CDATA[P3I UMSurabaya ]]>
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DOI: 10.30651/psychoseries.v1i1.25270
<![CDATA[This study discussed the importance of doing an Ice-Breaking before Core Learning Activities to enhance students’ learning motivation level for Tenth grade students at SMKN 2 BUDURAN SIDOARJO. This research objectives to avoid of students’ problem that exhibiting low enthusiasm and motivation in their learning endeavors. The researchers employed a qualitative descriptive methodology. The techniques for data collection encompassed observation, doing three categories of ice-breaking, and documentation only. The findings showed the data of participants consisted around +30 students from various classes, specifically X DKV, RPL, and BD classes and showed the attachment of three categories of ice-breaking techniques were applied across several classes, specifically "Hold Friends' Shoulder", "Who Faster, They Got it!", and "Guessing Words Through Gestures". Thus, this research can concluded that ice-breaking activities were exceptionally appropriated at the beginning of learning, this section could see based on proof of documentation attachments into findings section because all of the researchers could foster students' enthusiasm for have done an ice- breaking before carried out the core learning activities.]]>
<![CDATA[SELF-CONCEPT AND WIFE'S ASSERTIVENESS IN DEALING MARITAL CONFLICTS ]]>
<![CDATA[Wiwik Juwarini Prihastiwi]]>
<![CDATA[ Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 1 No 1 (2024): PROCEEDING INSPIRE 2024: INTERNATIONAL SYMPOSIUM ON GLOBAL EDUCATION, PSYCHOLOGY, ]]>
Publisher : <![CDATA[P3I UMSurabaya ]]>
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DOI: 10.30651/psychoseries.v1i1.25271
<![CDATA[The purpose of this study was to determine the role of self-concept, education level, and employment status on women's assertiveness in dealing with marital conflict. The subjects of this study were 101 wives taken using a multistage random sampling technique. The data in this study were taken with a scale arranged based on the Likert model. Hypothesis testing used correlation analysis and t-test. Product moment correlation analysis showed that there was a significant relationship between self-concept and assertiveness and there was a significant relationship between education and assertiveness. The results of other analyses, namely partial correlation analysis, showed that there was a significant relationship between education level and assertiveness by controlling for self- concept (r1.y-2 = 0.242; p = 0.015). The results of the partial correlation analysis showed a significant relationship between self-concept and assertiveness by controlling for education level (r2.y-1 = 0.312; p = 0.002. The results of the t-test showed no difference in wife's assertiveness in terms of employment status (p > 0.01). The contribution of the self-concept variable (8.187%) to assertiveness was higher than education level. (6.870).]]>
<![CDATA[APPLICATION OF THE GUIDED INQUIRY LEARNING MODEL TO IMPROVE STUDENTS' CRITICAL THINKING SKILLS IN NATURAL SCIENCE SUBJECTS ]]>
<![CDATA[Nur Efendi]]>;
<![CDATA[Dinda Tia Tinara]]>;
<![CDATA[Sabrina Oktavia Irawati]]>;
<![CDATA[Nabila Indana Zulfa]]>
<![CDATA[ Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 1 No 1 (2024): PROCEEDING INSPIRE 2024: INTERNATIONAL SYMPOSIUM ON GLOBAL EDUCATION, PSYCHOLOGY, ]]>
Publisher : <![CDATA[P3I UMSurabaya ]]>
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DOI: 10.30651/psychoseries.v1i1.25272
<![CDATA[This research aims to improve students' critical thinking skills through the application of guided inquiry learning. This research is Classroom Action Research which was carried out in two cycles. Each cycle consists of four stages: planning, acting, observing, and reflecting. The research subjects were class VII ECP students at SMP Muhammadiyah 1 Sidoarjo for the 2024/2025 academic year, totaling 34 students and consisting of 18 men and 16 women. The data collection techniques used in this research were essays, tests, observations and interviews, with data validation using triangulation techniques. The essay test used in this research contains six aspects of critical thinking skills: interpretation, analysis, evaluation, inference, explanation, and self-regulation. Data were analyzed using qualitative descriptive techniques. The spiral model is used for research procedures. The research results show that every aspect of critical thinking ability increases in two guided inquiry cycles of learning implementation. Interpretation increased 30.30%; analysis 36.36%; evaluation 41.67%; inference 31.82%; explanation 37.88%; and self-regulation 24.25%. Based on the results of data analysis, it can be concluded that the implementation of guided inquiry learning is able to increase the critical thinking abilities of class VII ECP students at Muhammadiyah 1 SIdoarjo Middle School for the 2024/2025 academic year.]]>
<![CDATA[IMPLEMENTATION OF LEADERSHIP ATTITUDE CHARACTER VALUES THROUGH SCOUT EXTRACURRICULAR ACTIVITIES AT SDN KANDANGAN ]]>
<![CDATA[Novia Kartika Sari]]>
<![CDATA[ Proceeding International Symposium on Global Educatiorg Psychology, and Cultural Synergy Vol 1 No 1 (2024): PROCEEDING INSPIRE 2024: INTERNATIONAL SYMPOSIUM ON GLOBAL EDUCATION, PSYCHOLOGY, ]]>
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DOI: 10.30651/psychoseries.v1i1.25273
<![CDATA[The problem of education in education instilling leadership values in elementary schools needs to be studied, and alternative solutions are sought, and need to be developed more operational so that it is easy to apply in schools. Scouting extracurricular activities are one way to develop leadership character. Extracurricular activities are activities that are carried out in an organized manner by students both at the school and college levels outside of school hours. Extracurricular activities are carried out in order to develop personality, talents, and other abilities outside of academics with the aim of providing positive benefits for students. The type of research used is qualitative with a study approach. This research was used at SDN Kandangan. Based on the results of the research, the application of leadership character values carried out by scout leaders is to provide motivation and stimulation for students to have a high spirit of leadership and responsibility and to be able to develop knowledge with a variety of learning such as marching games, ceremonial practices and others so that students have a fairly good level of understanding. The research recommendations are directed at the role of scouts in instilling student character values through meaningful, interesting and challenging activities so that students are trained and accustomed to behaving well at school.]]>
