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Gian Sugiana Sugara
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POTENSI : Journal of Education and Human Development
Published by Edupotensia
ISSN : -     EISSN : 31098894     DOI : https://doi.org/10.65067/potensi
Core Subject :
POTENSI : Journal of Education and Human Development is a peer-reviewed, scientific journal published by the Edupotensia Foundation. The aim of this journal is to publish high-quality articles dedicated to all aspects of the latest outstanding developments in the field of education. Its scope encompasses curriculum development, educational policy, language education, multicultural education, art education, teacher education, educational technology, educational developments, educational psychology, guidance and counseling, social education, social studies, history, sociology, language, and psychology. It was first published in 2025. It is published once every 3 months in the months of January, April, July, and October.
Arjuna Subject : -
Articles 15 Documents
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The Role of Academic Flow in Enhancing Student Engagement Among High School Students Sagita Pratiwi; Muhammad Muhajirin; Cucu Arumsari
POTENSI : Journal of Education and Human Development Vol. 1 No. 2 (2025): October
Publisher : Edupotensia Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65067/ehenk256

Abstract

Academic flow and student engagement are essential components of the learning process that influence students’ focus, intrinsic motivation, and academic success. According to Csikszentmihalyi’s (1990) flow theory, experiencing deep involvement in learning activities that are both challenging and aligned with one’s abilities can enhance concentration and persistence. Similarly, the engagement framework by Fredricks et al. (2004) emphasizes that behavioral, emotional, and cognitive engagement is shaped by positive and meaningful learning experiences. This study aims to describe the levels of academic flow and student engagement among 11th-grade students at SMK Negeri Manonjaya and to analyze the relationship between the two variables. Using a quantitative correlational approach with standardized measurement scales, the findings show that academic flow falls within the moderate category (78.48%), and student engagement is also in the moderate category (66.82%). Pearson correlation analysis reveals a strong and significant positive relationship between academic flow and student engagement (r = 0.684, p < 0.001), while regression analysis indicates that academic flow contributes 46.7% to student engagement. These results suggest that higher levels of flow—reflected in students’ focus, enjoyment, and interest in learning—are associated with higher academic engagement. A limitation of this study is that it did not incorporate any intervention; thus, it provides only a descriptive overview of students’ conditions without examining the effectiveness of specific actions to improve flow or engagement. Practical implications emphasize the role of classical guidance services, with materials such as enjoyable study strategies, learning responsibility, social ethics, coping with challenges, improving concentration, creativity development, wise decision-making, and learning motivation. These materials can strengthen students’ self-regulation, focus, resilience, positive interactions, and intrinsic motivation, thereby supporting the development of optimal flow conditions and academic engagement.
Mental Toughness in Students: A Descriptive Review Sabila Fatima Zahra; Gian Sugiana Sugara; Cucu Arumsari
POTENSI : Journal of Education and Human Development Vol. 2 No. 1 (2026): January
Publisher : Edupotensia Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65067/f9qaq447

Abstract

This study aims to describe the level of mental toughness of students at SMA Negeri 7 Tasikmalaya in facing academic failure. The study used a quantitative approach with a descriptive design. The study sample consisted of 213 students selected using a purposive sampling technique. The instrument used was the Adolescence Mental Toughness Scale, which measures three main aspects: persistence and growth orientation, emotional dysregulation, and self-resilience. The results showed that most students were in the medium (46.01%) and low (32.39%) categories of mental toughness, while others were in the high (14.08%) and very low (7.52%) categories. Based on the mental toughness aspects, the lowest scores tended to appear in the emotional dysregulation aspect, while relatively better scores were found in the persistence and growth orientation aspects. These findings indicate that although some students are able to maintain effort in facing academic demands, there are still vulnerabilities in managing emotions and the ability to recover from failure, making student mental toughness an important aspect that requires attention in the educational context
A Descriptive Study of Emotion Regulation in Students Zalva Putri; Agung Nugraha; Muhammad Muhajirin
POTENSI : Journal of Education and Human Development Vol. 2 No. 1 (2026): January
Publisher : Edupotensia Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65067/shdvpc39

Abstract

Emotion regulation is an essential psychological ability that supports adolescents in managing emotional experiences during academic and social demands. This study aimed to describe the level of emotion regulation among ninth-grade students at SMP Negeri 1 Sukawening. A quantitative descriptive approach was employed. The participants consisted of 313 students selected using total sampling. Data were collected using an emotion regulation scale based on Gross’s theoretical framework. Descriptive statistical analysis was used to categorize students’ emotion regulation levels into high, moderate, and low categories. The results indicated that the majority of students demonstrated a moderate level of emotion regulation, suggesting that students possess basic emotional management skills that have not yet developed optimally. These findings highlight the importance of school-based guidance and counseling services in supporting the development of adolescents’ emotion regulation abilities.
A Descriptive Study of Social Anxiety in Islamic Secondary Education Students Gilang Nauval Umam; muhammad muhajirin; Feida Noorlaila Isti’adah
POTENSI : Journal of Education and Human Development Vol. 2 No. 1 (2026): January
Publisher : Edupotensia Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65067/1zah7h04

Abstract

Social anxiety is a psychological problem commonly experienced by adolescents and has the potential to hinder their social and academic development. Students who experience social anxiety tend to fear negative evaluation, avoid social interactions, and experience stress in various social situations in the school environment. This study aims to determine the general description of social anxiety in students at Madrasah Aliyah (MA) Mathla'ul Falah Wakap, examine differences based on gender, and examine the implications of guidance and counseling services in addressing students' social anxiety. This study used a quantitative approach with descriptive methods. The subjects were MA Mathla'ul Falah Wakap students selected using a sampling technique in accordance with the characteristics of the study. The instrument used was a social anxiety scale developed based on the aspects of fear of negative evaluation, social avoidance and stress in new situations, and social avoidance and stress in situations with familiar people. Data analysis was conducted using descriptive statistics. The results showed that in general, students' social anxiety levels were in the moderate category, with fear of negative evaluation as the most dominant aspect. In addition, there were differences in social anxiety levels based on gender, where female students tended to have higher levels of social anxiety than male students. The findings of this study indicate the important role of guidance and counseling services in preventive and curative efforts to help students manage social anxiety adaptively in the school environment.
Growth Mindset as a Predictor of Academic Persistence in Secondary School Students Davilla Fikriyah; Agung Nugraha; Muhammad Muhajirin
POTENSI : Journal of Education and Human Development Vol. 2 No. 1 (2026): January
Publisher : Edupotensia Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65067/8kzzkk07

Abstract

This study aims to describe the general profile of growth mindset among students of MA Persis Sindangkasih. The study employed a quantitative approach and used a descriptive research method. The sample consisted of 90 students from MA Persis Sindangkasih. A non-probability sampling technique was applied, specifically saturated sampling. Saturated sampling is a sampling technique in which all members of the population are included as research participants. The instrument used in this study was the Mindset Measurement Scale. The results indicated that most students demonstrated a growth-oriented mindset, with 51% categorized as having a strong growth mindset and 40% as having a weak growth mindset. Only 8% of students showed a weak fixed mindset, and none were classified as having a strong fixed mindset. The mean score of growth mindset was 71, indicating a relatively good level. Overall, the findings suggest that students generally possess a positive growth mindset, although further reinforcement is still needed

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