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All Journal Cakrawala Pendidikan Jurnal Psikologi Humanitas: Indonesian Psychological Journal Journal of Education and Learning (EduLearn) Journal of Educational, Health and Community Psychology Mimbar Sekolah Dasar Jurnal Psikologi Teori dan Terapan Jurnal Ilmiah Sekolah Dasar Psikostudia : Jurnal Psikologi Journal of Innovation in Educational and Cultural Research Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran
Safitri, Shahnaz
Faculty Of Psychology, Universitas Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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PARENTS AS TEACHERS: THE INFLUENCE OF INTERNAL AND EXTERNAL FACTORS ON PARENTING STYLE DIFFERENCES Salim, Rose Mini Agoes; Safitri, Shahnaz
Jurnal Psikologi Teori dan Terapan Vol 10, No 2 (2020)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jptt.v10n2.p95-104

Abstract

Research on the relationship between parents and children consistently shows that parents play a major role in developing the child's personality and skills. The influence of parents on children, among others, took place through parenting style. In the Indonesian context, teachers had also been viewed as an authority whose role was similar to parents in educating children, considering students spent a remarkable amount of time learning together with teachers at school. Based on this reason, this study explored whether the parenting styles adopted by teachers as parents at their homes were related to the parenting styles they applied to students at school. We also examined the extent to which gender and education levels influenced parenting. Using accidental sampling, this study was conducted on 501 teachers from five cities in Indonesia using the Parenting Style Scale. The analysis showed that there was a positive relationship between the teacher's parenting styles at home and school. Furthermore, gender was a significant factor in distinguishing one dimension of parenting style, in contrast to the level of education. Further analysis found that domicile influenced parenting behavior, which indicated the role of culture in parenting practices.Abstrak: Riset terkait hubungan orangtua dan anak secara konsisten menunjukkan bahwa orangtua berperan besar dalam mengembangkan kepribadian dan keterampilan anak. Pengaruh orangtua terhadap anak antara lain berlangsung melalui pola asuh yang diterapkan. Pada konteks Indonesia, guru juga dipandang sebagai pihak otoritas layaknya orangtua untuk mendidik anak, khususnya mengingat siswa menghabiskan waktu yang cukup lama untuk belajar bersama dengan guru di sekolah. Untuk itu, penelitian ini menelusuri apakah pola pengasuhan yang diadopsi oleh guru sebagai orangtua berkaitan dengan pola pengasuhan yang diterapkan pada siswa di sekolah. Lebih lanjut, ditelusuri pula seberapa jauh atribut demografi berupa gender dan tingkat pendidikan mempengaruhi pola asuh. Menggunakan teknik aksidental sampling, penelitian ini dilakukan pada 501 guru dari lima kota di Indonesia menggunakan Skala Pola Asuh dalam bentuk kuesioner cetak. Hasil analisis menunjukkan terdapat hubungan positif antara gaya pengasuhan guru di rumah dan di sekolah. Lebih lanjut, gender menjadi faktor yang signifikan membedakan pola asuh pada salah satu dimensi pengasuhan, sementara tidak demikian dengan tingkat pendidikan. Analisis lanjutan juga menemukan bahwa tempat tinggal memengaruhi perilaku pengasuhan, yang  mengindikasikan peran budaya di dalam praktik pengasuhan.Kata kunci: Gaya pengasuhan, guru, keluarga
CAREER DECISION-MAKING ATTRIBUTION AND SELF EFFICACY: THE MODERATING ROLE OF EMOTIONAL INTELLIGENCE Salim, Rose Mini Agoes; Safitri, Shahnaz
Jurnal Psikologi Vol 19, No 1 (2020): March 2020
Publisher : Faculty of Psychology, Diponegoro University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (209.577 KB) | DOI: 10.14710/jp.19.1.1-14

Abstract

It is known that gifted high-school students tend to have difficulty in choosing career due to their wide-range interests and capabilities. In order to successfully making an appropriate career choice, having a high level of career decision making self-efficacy (CDMSE) is an important precondition. CDMSE is the belief in one’s ability to successfully complete the task necessary to make career-related decisions. Of several factors known to be affecting CDMSE, previous study has shown that career decision-making attribution (CDMA) could affect students CDMSE. However, the CDMA effect on CDMSE in gifted student is seemed to be related to personal trait of students, namely emotional intelligence (EI). Therefore, this study aims to examine the moderating role of EI on the impact of gifted high-school student CDMA on CDMSE. Subjects in this study were gifted high school students (N = 165; 52.12% males; M-age = 16.20 years old) in Jakarta. The measurement tools used are CDMSE Scale Short-Form, Assessment of Attribution for Career Decision Making, and Trait Emotional Intelligence Questionnaire Short-Form (TEIQue-SF) adapted into Indonesian language. The data were analyzed using simple regression analysis with Hayes PROCESS model. It was found that there is a direct effect of CDMA on CDMSE with (F (1,163) = 10.6661, p = .0033 < .001), in which CDMA serves as a predictor of CDMSE. We also found that EI can serve as a predictor of CDMSE (F (1,163) = 10.6661, p = .0007<.001. However, EI did not moderate the CDMA-CDMSE relation. Discussion, limitations, and suggestions for further research are listed. 
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.
Comparison of marital satisfaction by couples types in arranged (ta'aruf) married couples Shahnaz Safitri; Yudiana Ratnasari
HUMANITAS: Indonesian Psychological Journal Vol 16, Number 2: August 2019
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (524.126 KB) | DOI: 10.26555/humanitas.v16i2.12136

Abstract

One form of marital arrangements in Indonesian Muslim society is to get married through arranged marriages, popularly called as ta'aruf. Ta'aruf is related to the individual's religiosity, which may be associated with high marital satisfaction. This study aimed to explore the comparison of marital satisfaction by couple types in the context of marriage through ta'aruf. This research involved 62 persons as couples (M of age = 25.35 years old) in Jakarta as participants. The Revised Dyadic Adjustment Scale (RDAS) and Relational Dimensions Instrument (RDI) were used to collect the data. The couple types were derived from K-Means cluster analysis on the RDI score which was further analyzed with one-way ANOVA to test for difference in marital satisfaction. The results show there is a significant difference in marital satisfaction among the couple types in the couples as general, and also particularly in men as husbands. However, marital satisfaction does not differ to the couple type among women as wives. Therefore, gender seems to influence this relationship since husbands and wives differ in their degree of marital satisfaction within the same couple types. The compatibility on the vision and marital scheme between the spouses may enforce to a high marital satisfaction.
Teacher Efficacy and Teacher Social Perception in Creative Teaching for Elementary School Teachers Yaumil Fadhilah; Rose Mini Agoes Salim; Shahnaz Safitri
Jurnal Ilmiah Sekolah Dasar Vol 6 No 2 (2022): May 2022
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jisd.v6i2.44760

Abstract

Creativity is a competency that teachers need to have, especially in the learning process, to support the formation of creative thinking processes in children. Creative teaching needs to be applied especially in the learning of elementary school children because they are in a critical period in forming creative thinking processes. Teachers play a role in fostering and increasing creativity in children in elementary school. This study analyzes the correlation between teacher efficacy and teacher perceptions of creativity on creative teaching behavior during school learning. This study uses a quantitative approach. A sampling of data on 43 elementary school teachers from several cities in Indonesia was conducted using a simple random technique. The measuring tools used in this research are the Creativity Fostering Teacher Index (CFTI) and the Teaching for Creativity Scale (TFCS). The data obtained were tested quantitatively using simple linear regression analysis. The results showed that self-efficacy and teacher perceptions influence creativity and creative teaching behavior. Increased teacher efficacy has been proven to help teachers to form self-confidence in creative teaching. On the other hand, the teacher's perception of creativity will also affect teacher efficacy in applying creativity to the teaching and learning process.
Teachers’ Self-Efficacy as a Mediator of Their Perception and Behavior regarding Creative Teaching for Elementary School Students Winda Ria Sutjonong; Rose Mini Agoes Salim; Shahnaz Safitri
Mimbar Sekolah Dasar Vol 9, No 1 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v9i1.44253

Abstract

Creativity must be considered in teaching elementary school students to prepare them to be more innovative. It needs to be fostered from an early age because children at that age are in a critical period, so it will be easier to teach them to think creatively. The teachers have roles to carry out creative teaching to foster their students’ creativity. Creative teaching is influenced by the teachers’ perception of creativity, which depends on several factors, one of which is the teachers’ self-efficacy. This study aims to examine whether the teacher’s self-efficacy can mediate the relationship between teachers’ perceptions of creativity and their creative teaching behavior in class. Participants of this study were 38 elementary school teachers who were participants in the Creative Teaching Workshop. The measuring tools used in this study are the Creativity Fostering Teacher Index (CFTI) and Teaching for Creativity Scale (TFCS). The data obtained were analyzed quantitatively using correlation tests (Pearson’s correlation) and mediation tests with Macro PROCESS. The results found that teachers’ self-efficacy partially mediated teachers’ perceptions of creativity and creative teaching behavior, which means that the relationship between teachers’ perceptions and behaviors can be explained directly and indirectly through the teachers’ self–efficacy. 
Self-Regulated Learning, Growth Mindset and Students’ Grit in Career Preparation Amelia Ajrina; Shahnaz Safitri
Psikostudia : Jurnal Psikologi Vol 12, No 2 (2023): Volume 12, Issue 2, Juni 2023
Publisher : Program Studi Psikologi, Fakultas Ilmu Sosial dan Ilmu Politik, Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/psikostudia.v12i2.10523

Abstract

As a result of the closure of several workplaces and jobs during Covid-19 pandemic, many undergraduate students feel anxious and worried about the career prospects they want to pursue in the future. In this case, grit is needed by them so that they could be able to study diligently to prepare their goals. Furthermore, students' growth mindset and beliefs about their abilities contribute to grit. However, there is self-regulated learning (SRL) which plays a role in strengthening the relationship between growth mindset and grit in Covid-19 pandemic. This study investigated the mediating effect that self-regulated learning has on growth mindset and grit. This study is quantitative research using three questionnaires, i.e., Grit Short Scale (8 items, α=0.747); Theory of Intelligence Scale (4 items, α=0.846); and Motivated Strategies for Learning Questionnaire (44 items, α=0.918). The participants of this study were 207 undergraduate students from all over Indonesia. The analytical technique used in this study was Process Hayes in SPSS version 26.0. The result revealed that the growth mindset can increase student’s grit in career preparation during the Covid-19 pandemic and it is partially mediated by self-regulated learning. Furthermore, mediation emphasizes the relationship between growth mindset and grit. This research has practical implications for educational institutions, counsellors, and psychologists in career developmental centres to increase students’ grit by using a growth mindset and SRL as basis for intervention.Akibat adanya penutupan beberapa lapangan pekerjaan di masa pandemi Covid-19, tidak sedikit mahasiswa yang merasa cemas dan khawatir terhadap prospek karier yang ingin dijalaninya ke depan. Dalam hal ini, kegigihan diperlukan mahasiswa untuk untuk dapat tekun belajar dalam rangka mempersiapkankarier dan cita-citanya. Growth mindset yang dimiliki mahasiswa terhadap kemampuannya berkontribusi terhadap kegigihan. Namun demikian, terdapat peran self-regulated learning (SRL) yang menguatkan hubungan antara growth mindset dan kegigihan. Penelitian ini bertujuan untuk mengetahui efek mediasi yang dimiliki oleh SRL terhadap hubungan antara growth mindset dan kegigihan mahasiswa dalam persiapan karier di masa pandemi Covid-19. Penelitian menggunakan metode kuantitatif dengan menggunakan tiga kuesioner yaitu Grit Short Scale (8 item, α=0.747); Theory of Intelligence Scale (4 item, α=0.846); dan Motivated Strategies for Learning Questionnaire (44 item, α=0.918). Partisipan dari penelitian ini berjumlah 207 mahasiswa D3/D4/S1 dari seluruh Indonesia. Untuk menguji peran mediasi, digunakan teknik analisis menggunakan Micro Process Hayes pada SPSS versi 26.0. Hasil dari penelitian ini menunjukkan bahwa growth mindset dapat meningkatkan kegigihan mahasiswa dalam mempersiapkan karier di masa pandemi Covid-19 dan dimediasi secara parsial oleh regulasi dalam belajar. Lebih lanjut, mediasi yang dilakukan memiliki kontribusi untuk memperkuat hubungan antara growth mindset dengan kegigihan. Penelitian ini memiliki implikasi praktis yang dapat dilakukan lembaga pendidikan, konselor maupun psikolog yang praktik di klinik mahasiswa (career developmental center) untuk meningkatkan kegigihan mahasiswa dengan menggunakan growth mindset dan SRL sebagai landasan intervensi.
Psychological Capital and Academic Procrastination: The Mediating Role of Self-Regulated Learning among College Students Tira Nalvianti Rahmi; Shahnaz Safitri
Journal of Educational, Health and Community Psychology Vol 12 No 2 June 2023
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jehcp.v1i2.25209

Abstract

Academic procrastination has always posed a challenge in both offline and online learning environments. In order to mitigate delays in academic assignments, students need to adopt positive attitudes towards their academic life and actively regulate their learning process. Therefore, this study aimed to investigate the mediating role of self-regulated learning in the relationship between psychological capital and academic procrastination among college students. The study utilized the Academic Psychological Capital Questionnaire-12, the Motivated Strategies for Learning Questionnaire, and the Academic Procrastination Scale. The findings, based on a sample of 207 college students from Indonesia, revealed that self-regulated learning fully mediated the link between psychological capital and academic procrastination. Moreover, further analysis indicated that the method of learning could differentiate levels of academic procrastination, while no significant difference was observed based on gender. This study offers valuable insights to students, lecturers, and other stakeholders in the field of education, emphasizing the significance of psychological capital and self-regulated learning in students' academic journey.
Academic Motivation, Perceived Creativity Fostering Teacher Behavior, and Student Engagement in Online Statistics Course of Indonesian Undergraduates: An Investigation of Relations and Predictability Astri Setiamurti; Rose Mini Agoes Salim; Frieda Maryam Mangunsong; Shahnaz Safitri; Atikah Ainun Mufidah; Maridha Normawati
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 9, No 2 (2023): June
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v9i2.7511

Abstract

This study aims to analyze the relationship and influence of academic motivation and perceived creativity fostering teacher behavior (P-CFTB) on student engagement in Statistics online learning courses in Indonesia. The research used a cross-sectional design study with a quantitative approach. Three standardized scales (academic motivation scale, perceived creativity fostering teacher index, and university student engagement inventory) were filled out by 533 psychology undergraduates who participated. All data were analyzed statistically by descriptive, correlational, and multiple linear regression tests. The results show that academic motivation and student engagement, P-CFTB and student engagement were related moderately and positively (r = 0.582, r = 0.593; p < .001, respectively). Furthermore, academic motivation and P-CFTB simultaneously affected students’ learning engagement by 48%. The result shows that when students’ academic motivation is combined with creativity fostering teacher behavior, student engagement in online learning increases.
Co-Authors Airin Yustikarini Saleh Amelia Ajrina Astri Setiamurti Astri Setiamurti Atikah Ainun Mufidah Atikah Ainun Mufidah Frieda Maryam Mangunsong Frieda Maryam Mangunsong Siahaan Irsyad Farhah Kurniawati, Farida Maridha Normawati Maridha Normawati Rose Mini Agoes Salim Tira Nalvianti Rahmi Winda Ria Sutjonong Yaumil Fadhilah Yudiana Ratnasari