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INDONESIA
PSYMPATHIC
Published by Universitas Islam Negeri Sunan Gunung Djati Bandung
ISSN : 23563591     EISSN : 25022903     DOI : -
Core Subject : Social,
Social Sciences
Arjuna Subject : -
Articles 394 Documents
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From Compliance to Self-Regulation: Internalizing Discipline Through Culture in an Elementary School Nursidik; Raharjo; Azam Syukur Rahmatullah; Arina Athiyallah; Lika Hestyaningsih
Psympathic : Jurnal Ilmiah Psikologi Vol. 13 No. 1 (2026): PSYMPATHIC
Publisher : Fakultas Psikologi, Universitas Islam Negeri (UIN) Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/psy.v13i1.52555

Abstract

Discipline in elementary education is frequently reduced to rule compliance. However, educational psychology views discipline as a developmental process through which externally guided behaviour gradually becomes self-regulation. Limited attention has been given to how this transition is supported through integrated school-culture practices. Therefore, this qualitative instrumental research aimed to examine how the BR3T programme (Bersih/Clean, Rapi/Neat, Tertib/Orderly, Teratur/Regular, Terpelihara/Well-maintained) at SD IT Salsabila, Purworejo, Central Java, functions as a cultural practice that facilitates discipline internalization. Data were collected from 25 participants, including 10 students (Grades 2–6), five homeroom teachers, and ten parents, through non-participant observation, semi-structured interviews, and document analysis. Subsequently, analyses were conducted thematically using Miles, Huberman, and Saldaña's interactive framework. The results showed three interdependent processes, namely (1) behavioural habituation through structured repetition, (2) teacher role modelling that translates routines into moral meaning, and (3) reinforcement through monitoring and reflection that fosters self-evaluation. Collectively, these processes support a gradual shift from supervised compliance toward emerging self-regulation.
Parent-Child Interactions and the Development of Critical Thinking in Early Childhood: A Systematic Literature Review Indah Andika Octavia; Widia Sri Ardias; Rahman Pranovri Putra; Mai Tiza Husna; Maysyarah
Psympathic : Jurnal Ilmiah Psikologi Vol. 13 No. 1 (2026): PSYMPATHIC
Publisher : Fakultas Psikologi, Universitas Islam Negeri (UIN) Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/psy.v13i1.54736

Abstract

In this systematic literature review, the role of parent-child interactions in supporting critical thinking development during early childhood was examined. The adoption of PRISMA framework in the review led to the identification of 500 articles from national and international scientific databases out of which 25 empirical studies satisfied the inclusion criteria. The results showed that responsive parent-child interactions including democratic parenting, inquiry-based communication, family literacy activities, and questioning strategies significantly supported the analytical reasoning, problem-solving, and evaluative thinking of children. A distinctive observation was that digitally mediated questioning strategies such as interactive storytelling tools enhanced deeper parent-child discussions and stimulated reflective reasoning. However, the methodological limitations identified include the dominance of cross-sectional designs, small or culturally specific samples, and inconsistent definitions of critical thinking in early childhood studies. The evidence suggested that structured parental participation meaningfully supported higher-order cognitive development despite the limitations. This review offers implications for parent education programs and emphasizes the need for robust longitudinal and cross-cultural studies.
The Mediating Role of Micro- and Meso-Level Factors in the Relationship between University Students' Self-Regulated Learning and Problem-Solving Skills Esti Zaduqisti; Ali Mashuri
Psympathic : Jurnal Ilmiah Psikologi Vol. 13 No. 1 (2026): PSYMPATHIC
Publisher : Fakultas Psikologi, Universitas Islam Negeri (UIN) Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/psy.v13i1.54803

Abstract

This study aimed to elucidate problem-solving skills in relation to self-regulated learning (SRL) among university students. The roles of emotional intelligence, academic self-efficacy, teacher charismatic leadership, and classmates' support were examined as mediators of SRL contribution to explaining problem-solving skills. A correlational design, including 224 respondents as participants, was adopted through an online questionnaire. This study analyzed the data using PROCESS installed in SPSS version 29. The results showed that SRL, academic self-efficacy, teacher charismatic leadership, and classmate support played a significant role in improving problem-solving skills. Furthermore, SRL significantly and positively predicted emotional intelligence, academic self-efficacy, teacher charismatic leadership, and classmate support. All variables exhibited significant mediating effects on the relationship between SRL and the enhancement of problem-solving skills, with the exception of emotional intelligence, academic self-efficacy, teacher charismatic leadership, and classmate support. This study contributed to the development of educational psychology by examining the roles of academic self-efficacy, teacher charismatic leadership, and classmate support as important mechanisms that explained how SRL positively affected problem-solving skills, while emotional intelligence did not act as a mediator.
The Role of Self-Awareness and School Climate in Predicting Career and Work Future Orientation among Madrasah Aliyah Students Metha Irmawayani Putri; Muhammad Fikri Pratama; Fithria Siti Hanifah; Fidia Hanan Zahara
Psympathic : Jurnal Ilmiah Psikologi Vol. 13 No. 1 (2026): PSYMPATHIC
Publisher : Fakultas Psikologi, Universitas Islam Negeri (UIN) Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/psy.v13i1.54876

Abstract

This study aimed to examine the influence of self-awareness and school climate on career future orientation among Madrasah Aliyah (MA) students. Participants were adolescents aged 15–18 who completed questionnaires measuring self-awareness, perceptions of school climate, and career future orientation. Multiple linear regression was used to analyzed the contributions of each variable to students’ career future orientation. The results showed that both self-awareness and school climate positively predicted career future orientation, with school climate having a stronger impact. Therefore, adolescents’ career future orientation was shaped by both internal factors, such as self-awareness, and external factors, including supportive school environments. Students with higher self-awareness and a positive school climate tended to have more realistic and structured career future orientation. The result of this study showed the importance of integrating personal and environmental aspects in promoting adolescents’ career development. Schools were recommended to enhance climate, provide career guidance, and support programs that foster self-awareness. Future studies should explore additional factors influencing adolescents’ career future orientation using broader and in-depth methods.

Page 40 of 40 | Total Record : 394

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