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Keputusan Pemilihan Karir: Studi Komparatif pada Siswa Remaja Jurusan IPA dan IPS Fatma Nuraqmarina; Erna Risnawati
Psympathic : Jurnal Ilmiah Psikologi Vol 5, No 2 (2018): 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.v5i2.3068

The purpose of this study was to compare career choice decisions between students majoring in Science and Social Sciences. This study used the comparative quantitative method. The subjects were 188 students, consists of 94 students on each major in Science and Social Science. The subjects were selected by purposive sampling, with the characteristics of class XII students majoring in science and social studies and aged 15-18 years. The data were analyzed using Mann-Whitney Nonparametric Test. The findings showed that there were no significant differences in career choice decisions between students majoring in Science and Social Sciences. There were 39 science and 53 social sciences students who have difficulties in deciding their careers.

Keputusan Pemilihan Karir: Studi Komparatif pada Siswa Remaja Jurusan IPA dan IPS Fatma Nuraqmarina; Erna Risnawati
Psympathic : Jurnal Ilmiah Psikologi Vol 5, No 2 (2018): 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.v5i2.3068

The purpose of this study was to compare career choice decisions between students majoring in Science and Social Sciences. This study used the comparative quantitative method. The subjects were 188 students, consists of 94 students on each major in Science and Social Science. The subjects were selected by purposive sampling, with the characteristics of class XII students majoring in science and social studies and aged 15-18 years. The data were analyzed using Mann-Whitney Nonparametric Test. The findings showed that there were no significant differences in career choice decisions between students majoring in Science and Social Sciences. There were 39 science and 53 social sciences students who have difficulties in deciding their careers.

Peran Father Involvement terhadap Self Esteem Remaja Erna Risnawati; Fatma Nuraqmarina; Laila Meiliyandrie Indah Wardani
Psympathic : Jurnal Ilmiah Psikologi Vol 8, No 1 (2021): 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.v8i1.5652

The purpose of this study is to examine the role of fathers involvement in parenting towards the development of self esteem in adolescents. This research used quantitative method with purposive sampling technique. The participants were 149 adolescents who live with the their fathers. This study used self esteem scale by Rosenberg and father involvement scale which was developed by researcher based on the theory of Goncy and Van Dullman. The data analysis result using regression test shows that the contribution of the role of the father involvement on adolescent's self esteem is 38%, while the other 62% was caused by other factors. This finding indicate that the greater role of father in parenting, the higher self esteem. This study hopefully can increase father’s awareness and brings new pattern of family parenting about their roles that not only in economic but also for the psychological effect, especially self esteem.

Peran Father Involvement terhadap Self Esteem Remaja Erna Risnawati; Fatma Nuraqmarina; Laila Meiliyandrie Indah Wardani
Psympathic : Jurnal Ilmiah Psikologi Vol 8, No 1 (2021): 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.v8i1.5652

The purpose of this study is to examine the role of fathers involvement in parenting towards the development of self esteem in adolescents. This research used quantitative method with purposive sampling technique. The participants were 149 adolescents who live with the their fathers. This study used self esteem scale by Rosenberg and father involvement scale which was developed by researcher based on the theory of Goncy and Van Dullman. The data analysis result using regression test shows that the contribution of the role of the father involvement on adolescent's self esteem is 38%, while the other 62% was caused by other factors. This finding indicate that the greater role of father in parenting, the higher self esteem. This study hopefully can increase father’s awareness and brings new pattern of family parenting about their roles that not only in economic but also for the psychological effect, especially self esteem.

THE ROLE OF FATHER INVOLVEMENT IN SOCIAL ADJUSTMENT OF FEMALE ADOLESCENTS Erna Risnawati; Hanifah Alriyanti; Khoiriyah Shoffiyah Tanjung
Biopsikososial: Jurnal Ilmiah Psikologi Fakultas Psikologi Universitas Mercubuana Jakarta Vol 7, No 1 (2023): VOL. 7 NO. 1 April 2023
Publisher : Universitas Mercu Buana Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22441/biopsikososial.v7i1.20289

Previous research has shown that this process of social adaptation is related to the process of parenting and its relationship with parents. In parenting, of course, there is not only the role of the mother but there is the role of the father who participates in the parenting process. This study aims to determine the role of father involvement in teen girls' adjustment. The study used quantitative methods with purposive sampling technique methods. The participants were 145 female adolescents, aged 12-15 years, who had fathers living together. The instruments used in this study are the scale of social adjustment compiled from the theory of Schneiders and the scale of Father involvement, from Risnawati, Fihadinata, and Wardhni. Data analysis using simple regression. The results showed that there was a relationship between Father Involvement and Social Adjustment in teen girls with R = 0.240, p (0.000) <(0.05), which showed that father involvement played a role of 24% in the social adjustment of teen girls. This research presents a new paradigm that fathers have a significant role in the social development of adolescents, especially teen girls.

“Let Your Stress Go and Be the Winner!” Pelatihan Manajemen Stres Bagi Siswa dalam Menhadapi Ujian Erna Risnawati; Ratri Kartiningtyas; Fatma Nur Aqmarina
Jurnal Abdi Masyarakat (JAM) Vol 8, No 2 (2023): JAM (Jurnal Abdi Masyarakat)-Maret 2023
Publisher : Universitas Mercu Buana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22441/jam.v8i2.16914

Adolescence is a time when individuals develop their ideal self that they will achieve in the future. A teenager begins to think abstractly and has various hopes in the future or achieves goals. In an effort to achieve this dream, teenagers are required to take various school exams such as the UN, SBMPTN, UTBK, etc. Unfortunately, teenagers often feel pressured and stressed when facing these various tests which have an impact on psychological health. Often we find teenagers who have "lost" mentally before facing the real school exam. This happens because of unstable emotional conditions in adolescence, low ability to regulate emotions, lack of support from the environment to support adolescents not only in cognitive aspects but also in emotional aspects. When teenagers are able to regulate emotions by doing a good stress management, it will increasingly support teenagers in reaching their goals and future with more focus and calm in facing exams.

Early childhood financial literacy: A systematic literature review Muktia Pramitasari; Erie Siti Syarah; Erna Risnawati; Khoiriyah Shofiyah Tanjung
Atfaluna: Journal of Islamic Early Childhood Education Vol 6 No 1 (2023): January-June 2023
Publisher : Atfaluna: Journal of Islamic Early Childhood Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/atfaluna.v6i1.5724

Financial literacy is important for individuals, society as a whole and contributes to economic growth and development. This systematic literature review aims to provide information regarding the importance of financial literacy for early childhood, financial literacy that early childhood can learn and good practices that have been implemented in stimulating early childhood financial literacy. This research reviews 14 journals from 143 various international journals and proceedings. Research has found that introducing the concept of financial literacy from an early age will encourage healthy financial habits in the future, financial education provides knowledge, skills and confidence, and various media and methods have been developed to stimulate early childhood financial literacy.

STRESS AKADEMIK MAHASISWA SEMESTER AWAL DAN MAHASISWA SEMESTER AKHIR: STUDI KOMPARATIF DALAM SITUASI PEMBELAJARAN DARING Putri, Prahastia Kurnia; Risnawati, Erna; Avati, Popi
Jurnal Psikologi : Media Ilmiah Psikologi Vol 20, No 2 (2022): Jurnal Psikologi : Media Ilmiah Psikologi
Publisher : Esa Unggul University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47007/jpsi.v20i2.232

Pandemi COVID-19 masih berlangsung di Indonesia dan metode pembelajaran di jenjang Perguruan Tinggi masih belum sepenuhnya berubah. Metode blended learning yang diterapkan sebagian menyasar pada mahasiswa tingkat pertengahan yang melakukan praktikum, namun belum menyasar pada mahasiswa semester awal yang baru memasuki bangku perkuliahan dan juga mahasiswa tingkat akhir yang memerlukan interaksi intens dengan subjek penelitian dan juga dosen pembimbing. Kesulitan yang dihadapi dua kelompok ini rentan mengakibatkan stress akademik. Penelitian ini bermaksud untuk melihat perbandingan stress akademik antara mahasiswa tingkat awal dan mahasiswa tingkat akhir. Partisipan dalam penelitian ini adalah 45 orang mahasiswa tingkat awal (semester 1-2) dan 45 orang mahasiswa tingkat akhir yang sudah mengambil tugas akhir (semester 7 ke atas). Instrumen dalam penelitian ini adalah Student-Life Stress Inventory milik Gadzella (1994) yang terdiri dari 51 item dengan alpha Cronbach = .945. Hasil yang diperoleh dalam penelitian ini, tidak terdapat perbedaan stress akademik antara mahasiswa tingkat awal dan tingkat akhir. Ketika dilakukan kategorisasi tingkat stres, diketahui bahwa sebanyak 70% mahasiswa memiliki tingkat stress di kategori tinggi. Uji matriks korelasi antar kedua jenis stress akademik, yaitu stressor dan reaksi stress, diperolah hasil bahwa dimensi perubahan berkorelasi paling tinggi dengan reaksi stress, dan dimensi yang paling berkorelasi dengan stressor adalah emosional.

Theory of Mind, Roles, and the Development of Emotion Regulation in Early Childhood Erna Risnawati; Laila Meiliyandrie Indah Wardani; Muktia Pramitasari; Alpin Herman Saputra
Jurnal Pendidikan Usia Dini Vol 17 No 2 (2023): Jurnal Pendidikan Usia Dini Volume 17 Number 2 November 2023
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/JPUD.172.01

The ability to regulate children's emotions is the basis for psychosocial development which is the key to future success, and they can quickly adapt to other people or situations that may not always be comfortable for them. Theory of mind (ToM) is a construct used to describe the ability to interpret other people's mental states, which then develops into the ability to empathize. This study examines how the theory of mind contributes to the development of emotion regulation in children aged 4, 5, and 6 years. This research used a quasi-experimental design to find the effect of ToM stimulation on children's emotional regulation. 109 respondents were selected using a purposive sampling technique. The scales used in this research are the PreBers scale to examine children's emotional regulation and the ToM scale. The research results showed that the influence of ToM development on children's emotional regulation was 52.4%. The results of this research highlight that the better the child acquires a Theory of Mind, the better the development of the child's emotional regulation. Furthermore, these findings are significant for early childhood education providers to develop programs to optimize ToM acquisition from childhood. Keywords: theory of mind, empathy, emotion regulation, children aged 4, 5, and 6 years References: Benita, M., Levkovitz, T., & Roth, G. (2017). Integrative emotion regulation predicts adolescents’ prosocial behavior through the mediation of empathy. Learning and Instruction, 50, 14–20. https://doi.org/10.1016/j.learninstruc.2016.11.004 Cress, C. J., Synhorst, L., Epstein, M. H., & Allen, E. (2012). Confirmatory factor analysis of the preschool behavioral and emotional rating scale (PreBERS) with preschool children with disabilities. Assessment for Effective Intervention, 37(4), 203–211. https://doi.org/10.1177/1534508411433499 Cress, C., Lambert, M. C., & Epstein, M. H. (2016). Factor Analysis of the Preschool Behavioral and Emotional Rating Scale for Children in Head Start Programs. Journal of Psychoeducational Assessment, 34(5), 473–486. https://doi.org/10.1177/0734282915617630 Diane E.Papalia; Gabriella Martorell. (2014). Experience Human Development (13th ed.). McGraw Hill-Education. Dunfield, K. A., & Kuhlmeier, V. A. (2013). Classifying prosocial behavior: Children’s responses to instrumental need, emotional distress, and material desire. Child Development, 84(5), 1766–1776. https://doi.org/10.1111/cdev.12075 Eisenberg, N., Fabes, R. A., & Spinrad, T. L. (2007). Prososial Development. Handbook of Child Psychology, 73. Fitzpatrick, P., Frazier, J. A., Cochran, D., Mitchell, T., Coleman, C., & Schmidt, R. C. (2018). Relationship Between Theory of Mind, Emotion Recognition, and Social Synchrony in Adolescents With and Without Autism. Frontiers in Psychology, 9(July), 1–13. https://doi.org/10.3389/fpsyg.2018.01337 Glenwright, M., & Pexman, P. M. (2010). Development of children’s ability to distinguish sarcasm and verbal irony. Journal of Child Language, 37(2), 429–451. https://doi.org/10.1017/S0305000909009520 Graham, A., & Fitzgerald, R. (2011). Supporting children’s social and emotional well-being: Does “having a say” matter? Children and Society, 25(6), 447–457. https://doi.org/10.1111/j.1099-0860.2010.00295.x Hum, K., & Lewis, M. (2013). Emotion Regulation in Children. Handbook of Self-Regulatory Processes in …, 33(April), 102–112. http://books.google.com/books?hl=en&lr=&id=o9DG7crxtZoC&oi=fnd&pg=PA173&dq=Emotion+Regulation+in+Children+With&ots=Lh-WsDVhYR&sig=9M0LvXTiIxBAP85dfTvmEIvqJWA Imuta, K., Henry, J. D., Slaughter, V., & Ruffman, T. (2016). Supplemental Material for Theory of Mind and Prosocial Behavior in Childhood: A Meta-Analytic Review. Developmental Psychology, 52(8), 1192–1205. https://doi.org/10.1037/dev0000140.supp Kuntoro, I. A., Risnawati, E., & Collier-Baker, E. (2019). The development of mental time travel in Indonesian children. Diversity in Unity: Perspectives from Psychology and Behavioral Sciences, 91–98. https://doi.org/10.1201/9781315225302-12 Lane, J. D., Wellman, H. M., Olson, S. L., LaBounty, J., & Kerr, D. C. R. (2010). Theory of mind and emotional understanding predict moral development in early childhood. British Journal of Developmental Psychology, 28(4), 871–889. https://doi.org/10.1348/026151009X483056 Lee, K., Sidhu, D. M., & Pexman, P. M. (2021). Teaching sarcasm: Evaluating metapragmatic training for typically developing children. Canadian Journal of Experimental Psychology, 75(2), 139–145. https://doi.org/10.1037/cep0000228 Lei, Y., Wang, Y., Wang, C., Wang, J., Lou, Y., & Li, H. (2019). Taking familiar others’ perspectives to regulate our own emotion: An event-related potential study. Frontiers in Psychology, 10(JUN), 1–9. https://doi.org/10.3389/fpsyg.2019.01419 Lewis, A. (2019). Examining the concept of well-being and early childhood: Adopting multi-disciplinary perspectives. Journal of Early Childhood Research, 17(4), 294–308. https://doi.org/10.1177/1476718X19860553 Meyebovsky, M. M., Tabullo, Á. J., & García, C. S. (2021). Associations between Theory of Mind and Emotion Regulation in Argentinean Adults. Current Psychology, 40(12), 6118–6131. https://doi.org/10.1007/s12144-019-00539-9 Mizokawa, Ai; Koyasu, M., & Mizokawa, A. (1999). Children ’ understanding of hidden emotion , theory of mind , and peer relationship Method Participants. 2025–2030. Nyklíček, I., Zeelenberg, M., & Vingerhoets, A. (2011). Emotion regulation and well-being. In Emotion Regulation and Well-Being (Issue January 2011). https://doi.org/10.1007/978-1-4419-6953-8 Risnawati, E., Anggraika, I., & Collier-baker, E. (2015). Kontribusi Perolehan Theory of mind terhadap Perkembangan mental Time Travel pada Anak Usia 3-5 tahun. 4(1), 37–39. Shahaeian, A., Peterson, C. C., Slaughter, V., & Wellman, H. M. (2011). Culture and the Sequence of Steps in Theory of Mind Development. Developmental Psychology, 47(5), 1239–1247. https://doi.org/10.1037/a0023899 Shukla, P., & Rishi, P. (2014). A Corelational Study of Psychosocial & Spiritual Well Being and Death Anxiety among Advanced Stage Cancer Patients. American Journal of Applied Psychology, 2(3), 59–65. https://doi.org/10.12691/ajap-2-3-1 Slaughter, V., Dennis, M. J., & Pritchard, M. (2002). Theory of mind and peer acceptance in preschool children. British Journal of Developmental Psychology, 20(4), 545–564. https://doi.org/10.1348/026151002760390945 Wellman, H. M., & Liu, D. (2004). Scaling of theory-of-mind tasks. Child Development, 75(2), 523–541. https://doi.org/10.1111/j.1467-8624.2004.00691.x

THE ROLE OF FATHER'S INVOLVEMENT AND SOCIAL COMPETENCIES ON ACADEMIC PRESENTATION IN CHILDREN Erna Risnawati; Hyunisa Rahmanadia; Orizka Desmi Rahmawati; Valeria Yekti Kwasaning Gusti
International Journal of Theory and Application in Elementary and Secondary School Education Vol. 5 No. 2 (2023): October
Publisher : Faculty of Teacher Training and Education, Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijtaese.v5i2.1619

This study aims to determine the relationship between father involvement and social competence on academic achievement in children. This study uses a correlational quantitative approach. The subjects in this study were fathers, teachers and children aged 8-13 years. The sampling technique in the study was accidental sampling. The number of samples in this study were 123 respondents. Measurements in this study used the Social Skills Improvement System (SSIS) scale from Gresham and Elliott, the Inventory of Father Involvement (IFI) scale from Hawkins and students' academic report cards. The data analysis technique used the Spearman correlation test. The results of this study indicate that there is no significant relationship between the role of father involvement and academic achievement but there is a significant relationship between social competence and academic achievement. This research is expected to have an impact on teachers, parents and schools to improve students' social competence to support students' academic

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