Article Per Year (5 Year)
p-Index From 2019 - 2024
1.607
P-Index
This Author published in this journals
All Journal Cakrawala Pendidikan Journal of Education and Learning (EduLearn) Provitae: Jurnal Psikologi Pendidikan Jurnal Pendidikan Progresif Psychological Research on Urban Society
Airin Yustikarini Saleh
Universitas Indonesia
Arts Humanities Education Immunology & microbiology Library & Information Science Public Health Social Sciences Other

Published : 7 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 7 Documents
Search

 1 
The role of student-teacher relationship to teacher subjective well-being as moderated by teaching experience Irsyad Farhah; Airin Yustikarini Saleh; Shahnaz Safitri
Journal of Education and Learning (EduLearn) Vol 15, No 2: May 2021
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (266.342 KB) | DOI: 10.11591/edulearn.v15i2.18330

Abstract

A good relationship between teachers and students can positively influence the subjective well-being of teachers. However, in the context of middle school setting, a good relationship with students was considered as an effortful attempt for teacher to maintain which was related to the teacher well-being too. It was said that the more teaching experience the teacher has, the easier for them to navigate their relationship with students. Therefore, this study aimed to test whether the teaching experience moderate the impact of the teacher-student relationship to the teacher subjective well-being. The teacher-student relationship was measured using the Student-Teacher Relationship Scale (STRS), while the teacher subjective well-being was measured by the Teacher Subjective Well-Being Questionnaire (TSWQ). Respondents in this study were 289 teachers at the middle school level from both junior high school and senior high school or equivalent. The analysis technique used was a simple moderation analysis. The result showed that there was a positive relationship between the teacher-student relationship, the teacher subjective well-being, and teacher experience. However, this study indicated that there was no moderation role of the teaching experience in weakening or strengthening the close teacher-student relationship impact on the teacher well-being.
How to foster students' creativity? The effects of teacher subjective well-being mediation on the intellectual humility Farida Kurniawati; Airin Yustikarini Saleh; Shahnaz Safitri
Jurnal Cakrawala Pendidikan Vol 41, No 1 (2022): Cakrawala Pendidikan (February 2022)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v41i1.40055

Abstract

Creativity is widely recognized as one of the essential skills in the 21st century. However, Indonesian students are not considered to possess this characteristic as they belong in rank 115 out of 139 countries on Global Creativity Index in 2015. This leads to the question of whether these students are fostered to think creatively, especially since Indonesian teachers are regarded to hold higher demands and workloads that might limit the attempt for encouraging creativity. This study explores this phenomenon by observing the factors enabling creativity fostering teacher behavior (CFTB). The intellectual humility possessed by the teachers is hypothesized to be predictive for the CFTB through the mediation of teacher subjective well-being. Three instruments were applied in this study: Creativity Fostering Teacher Behavior Index by Soh (2000), Intellectual Humility Scale by Porter Schumann (2018), and Teacher Subjective Wellbeing Questionnaire by Renshaw, Long Cook (2015). Data of 534 teachers from 8 provinces in Indonesia (29.2% males, 70.8 females; M-age = 39.18, SD = 10.25) showed that intellectual humility predicted the CFTB while the teacher subjective well-being served as a partial mediator.
Gambaran Keterlibatan Ayah dalam Pengasuhan Anak Usia Dini: Baseline dari Rancangan Program Intervensi untuk Ayah Hayuning Zaskya Nugrahani; Rose Mini Agoes Salim; Airin Yustikarini Saleh
Provitae: Jurnal Psikologi Pendidikan Vol 14, No 1 (2021): Provitae: Jurnal Psikologi Pendidikan
Publisher : Fakultas Psikologi Universitas Tarumanagara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24912/provitae.v14i1.11420

Abstract

Previous studies have shown that father plays an important role in children’s lives (Lamb, 2010). Father involvement has been found to promote independence, self control, and socialize gender role in early childhood children. This study aimed to obtain baseline data as the first stage of preparation of intervention program of father involvement as an intervention for father who had early childhood children. 54 fathers who had early children aged between 1 to 5 year olds were involved in this study. The design in this study was non-experimental research, one-shot study. The instrument was developed based on five aspects of father involvement (Pleck, 2010). The results of this study showed that father involvement in parenting for early childhood was moderate (M = 3.14). The control aspect of the father involvement reached the highest score (M = 3.31), while the lowest aspects of father involvement were in the aspect of positive involvement activities (M = 3.04) and process responsibility (M = 3.04). Based on this study, further research was necessary to develop a psychoeducation intervention program that optimalized father involvement in parenting for early childhood.
Effects of Achievement Goal Orientation Types on Subjective Wellbeing Putri, Tasya Nafasya; Saleh, Airin Yustikarini
Psychological Research on Urban Society Vol. 3, No. 2
Publisher : UI Scholars Hub

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

In the midst of increasing academic pressure, the subjective well-being of high school students tends to decline as they undergo the school years. In this regard, measuring subjective well-being in specific contexts is necessary to ensure thorough and accurate information that better represents their situation. For this purpose, the study uses subjective well-being in school, which consists of school satisfaction, positive affect, and negative affect. Out of the variables that correlate to subjective well-being in school, achievement goal orientation needs more attention. Thus, the study examines the effects of each type of goal orientation on subjective well-being in school using a 2 × 2 framework. Based on linear regression analysis, mastery-approach goal, performance-approach goal, and performance-avoidance goal have a significant effect on the subjective well-being of 11thgrade high school students in school. However, the opposite is true for the mastery-avoidance goal. The research supports previous research and provides broad information about achievement goal orientation as described by the 2 × 2 framework.
The Effects of Family Functioning Dimensions on the Subjective Wellbeing among High School Students Hafshoh, Hafshoh; Saleh, Airin Yustikarini
Psychological Research on Urban Society Vol. 4, No. 1
Publisher : UI Scholars Hub

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Subjective well-being in school offers myriad benefits for the overall development and well-being of students and is thus crucial. This study examines the effects of the family functioning dimensions of cohesion, flexibility, and communication on subjective well-being displayed by students on school premises. An aggregate of 475 students from five high schools in Greater Jakarta participated in this study. The Brief Adolescents’ Subjective Well-Being in School Scale was administered to measure subjective well-being in school. The Family Adaptability and Cohesion Evaluation Scale and the Family Communication Scale were employed to measure family functioning. The results revealed that family flexibility and family communication positively and significantly affected the subjective well-being of students. Family communication exerted a more substantial influence than the other dimensions of family functioning because it could enhance the other dimensions. Prospective studies should investigate more specific student characteristics, such as living independently without parents or living with a single parent.
Teacher-Student Relationship and Teacher Subjective Well-being: Understanding the Employment Status as Moderator Akhmad Yazid Nugraha; Airin Yustikarini Saleh; Shahnaz Safitri
Jurnal Pendidikan Progresif Vol 13, No 1 (2023): Jurnal Pendidikan Progresif
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: Teacher-Student Relationship and Teacher Subjective Well-being: Understanding the Employment Status as Moderator. Objective: This research aimed to see whether the teacher employment status could moderate the association between teacher-student relationship and teacher subjective well-being in secondary level of education. Methods: This study uses a quantitative research approach with a non-experimental correlational design. Correlation analysis and simple regression analysis was used to measure the moderation effect. Findings: The result showed that no significant moderation effect of the employment status on the effect of teacher-student relationship to the teacher subjective well-being. Conclusion: The findings of this study fail to confirm the moderation effect of employment status on the association between teacher-student relationship and teacher subjective well-being in secondary level of education.Keywords: teacher subjective well-being, teacher-student relationship, teacher employment status, secondary schools.Abstrak: Hubungan Guru-Siswa dan Teacher Subjective Well-being: Memahami Status Kepegawaian sebagai Moderator. Tujuan: Penelitian ini bertujuan untuk mengetahui apakah status kepegawaian guru memoderasi hubungan antara hubungan guru-siswa dan kesejahteraan subjetif guru di jenjang sekolah menengah. Metode: Penelitian ini menggunakan pendekatan kuantitatif dengan desain korelasional non-eksperimental. Analisis korelasi dan regresi sederhana digunakan untuk mengukur efek moderasi. Temuan: Hasil penelitian menunjukkan bahwa tidak terdapat peran moderasi dari status kepegawaian guru dalam dampak hubungan guru-murid terhadap kesejahteraan subjektif guru. Kesimpulan: Temuan dari penelitian ini menunjukan bahwa status kepegawaian tidak memberikan efek moderasi terhadap hubungan dekat guru-murid kepada kesejahteraan subjektif guru.Kata kunci: kesejahteraan subyektif guru; hubungan guru-siswa; status kepegawaian guru; sekolah menengah. DOI: http://dx.doi.org/10.23960/jpp.v13.i1.202304
The Role of Emotional Intelligence to Teacher Perception of Student-Teacher Relationship Airin Yustikarini Saleh; Mario Djabbar Aidil Hibatullah
Jurnal Pendidikan Progresif Vol 13, No 2 (2023): Jurnal Pendidikan Progresif
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: The Role of Emotional Intelligence to Teacher Perception of Student-Teacher Relationship. A positive relationship between teachers and students is affected by many factors. Teacher competency in evaluate emotion of oneself and others, and regulating their emotion will have impact on their perception of relationship with students. Based on previous studies, the study on how teachers emotional intelligence relates to teacher-student relationships has not received much attention. Objectives: This study aims to investigate the relationship between teacher emotional intelligence and teacher perception regarding their relationship with students. Methods: This study uses a cross-sectional design with simple linear regression analysis was used to measure the effect of emotional intelligence to teacher-student relationships. Teacher emotional intelligence was measured using Schuttes Emotional Intelligence Scale (SEIS), while student-teacher relationship was measured using Student-Teacher Relationship Scale (STRS). Findings: Linear regression analysis from 1420 participants showed that there is significant effect of teacher emotional intelligence to student-teacher relationship. Conclusion: The implication of this research is developing and maintaining teacher emotional intelligence is importance because have impact in their relationship with students.Keywords: emotional intelligence, teacher-student relationship, teacher emotion, teacher and student.Abstrak: Peran Kecerdasan Emosional terhadap Persepsi Guru mengenai Hubungan Siswa-Guru. Hubungan positif antara guru dan siswa dipengaruhi oleh banyak faktor. Kompetensi guru dalam menilai emosi diri sendiri dan orang lain, serta mengatur emosinya akan berdampak pada persepsinya terhadap hubungan dengan siswa. Berdasarkan studi sebelumnya, studi tentang bagaimana kecerdasan emosional guru berhubungan dengan hubungan guru-siswa belum banyak mendapat perhatian. Tujuan: Penelitian ini bertujuan untuk menyelidiki hubungan antara kecerdasan emosional guru dan persepsi guru tentang hubungannya dengan siswa. Metode: Penelitian ini menggunakan desain cross-sectional dengan analisis regresi linier sederhana yang digunakan untuk mengukur pengaruh kecerdasan emosional terhadap hubungan guru-siswa. Kecerdasan emosional guru diukur menggunakan Skala Kecerdasan Emosional Schutte (SEIS), sedangkan hubungan siswa-guru diukur menggunakan Skala Hubungan Siswa-Guru (STRS). Temuan: Analisis regresi linier dari 1420 peserta menunjukkan bahwa ada pengaruh signifikan kecerdasan emosional guru terhadap hubungan siswa-guru. Kesimpulan: Implikasi dari penelitian ini adalah pentingnya mengembangkan dan memelihara kecerdasan emosional guru karena berdampak pada hubungannya dengan siswa.Kata kunci: kecerdasan emosional, hubungan guru-siswa, emosi guru, guru dan siswa.DOI: http://dx.doi.org/10.23960/jpp.v13.i2.202350
Co-Authors Akhmad Yazid Nugraha Hafshoh - - Hafshoh, Hafshoh Hayuning Zaskya Nugrahani Irsyad Farhah Kurniawati, Farida Mario Djabbar Aidil Hibatullah Putri, Tasya Nafasya Rose Mini Agoes Salim Safitri, Shahnaz Shahnaz Safitri Tasya Nafasya Putri