2019 - Prosiding International PDF

Proceeding of International Conference of Psychology
1
PROCEEDING
INTERNATIONAL CONFERENCE
OF PSYCHOLOGY 2019
Meaningfullife in society 5.0 Based on

Psycological Perspective
Faculty of Psychology
State University of Malang
23 October 2019
PROCEEDING
International Conference of Psychology 2019
“Meaningfullife in society 5.0 Based on Psycological Perspective”
Fakultas Pendidikan Psikologi, Univeristas Negeri Malang
The Comittee
Advisor : Prof. Dr. Fattah Hanurawan, M.Si., M.Ed.
Person-In-Charge : Dr. Tutut Chusniyah, M.Si.
Chief in Comitee : Dr. Nur Eva, M.Si.
Vice Chief in Comittee : Angga Yuni Mantara, S.Psi., M.Si.
Secretary of Comittee : Retno Sulistyoningsih, S.Pd.I., M.Si.
Financial Manager : Armita Ekowati
Division of Secretary : Aji Bagus Priambodo, S.Psi., M.Psi.
Dwi Nikmah Puspitasari, S.Psi., M.Psi.
Rakhmaditya Noorrizki, S.Psi., M.Si.
Iksan, S.Pd.
Division of Event : Farah Farida Tantiani, S.Pd., M.Psi.
Pravissi Shanti, S.Psi., M.Psi.
Gamma Rahmita U. H., S.Psi., M.Psi.
Aryudho Widyatno, S.Psi., M.A.
Division of Acomodation : Dr. Endang Prastuti, M.Si.
and Logistic Ike Dwi Astuti, S.Psi., M.Psi.
Hari Santoso, S.H., M.Hum.
Bambang Arie Nugroho M., A.Md.
Mochammad Sa’id, S.Psi., M.Si.
Yudi Tri Harsono, S.Psi., M.A.
Sonny Efendi
Divison of Decoration : Herry Setiabudi, A.Md.
and Documentation Mochammad Basori
Division of Publication : Indah Y. Suhanti, S.Psi., M.Psi.
and Proceeding Dr. Hetti Rahmawati, S.Psi., M.Si.
Ayu Dyah Hapsari, S.Psi., M.A.
Noor Rohmah Hidayatul Qoyyimah, S.Psi., M.A.
SCIENTIFIC COMMITTEE
Prof. Uichol Kim, Ph.D.
Inha University
Asst. Prof. Apitcharya Chaiwutikornawanich, Ph.D.
Cholalongkorn University
Dr. Fonny Dameaty Hutagalung
University of Malaya
Dr. Hamidah Binti Sulaiman
University of Malaya
Dr. Hetti Rahmawati
University of Malang
EDITOR
Dr. Hetti Rahmawati
REVIEWER
Prof. Dr. Fattah Hanurawan, M.Si., M.Ed.
Dr. Hetti Rahmawati
PUBLISHED BY
Fakultas Pendidikan Psikologi
Universitas Negeri Malang
All rights reserved. No part of this publication or the information contained herein may be
reproduced, stored in a retrieval system, or transmitted in any form or by any means,
electronic, mechanical, by photocopying, recording or otherwise, without written prior
permission contained herein.
MEANINGFUL LIFE IN SOCIETY 5.0 BASED ON PSYCHOLOGICAL PERSPECTIVE
FOREWORD
Industrial revolution 4.0 has created fundamental changes. It changes the way we of life,
work, and individual interaction with others. It is not surprising that in this Industrial Revolution
4.0 there is a phenomenon where technology has reduced humans’ roles, because it is more
focused on economy and technology. This certainly should not occur. Human beings are the
creators and the center of civilization. Their roles cannot be taken over by technology. Based
on critics on such phenomenon, Japan has put forward the concept of Society 5.0. This Society
5.0 is called a super smart society.
Society 5.0 is a concept of human-centered and technology-based society which was
developed by Japan. This concept is a result of the development of industrial revolution 4.0
which is deemed as potentially degrading the humans’ roles. Society 5.0 is a human-centered
society which balances economic advances and the settlement of social issues through a system
which highly integrates virtual and physical spaces. Therefore, technology is to be used for the
well-being of humans.
With Society 5.0, artificial intelligence will transform big data gathered through the
Internet of things to become new wisdom, which will be dedicated to enhance humans’ capacity
for opening new opportunities for humanity. Such transformation will be helpful for humans
in living a more meaningful life.
The efforts to create Society 5.0 with more meaningful life require new views in various
psychological perspectives so that a new discussion forum with broader dimensions is needed.
Clinical psychology provides insights in relation to solutions for the negative impacts of
technology. Educational psychology can provide explanation as to a learning process that
prioritizes the aspect of humanity. Social psychology discusses the social roles of humans,
while industrial psychology creates humans with technology without losing their humanity
aspect. Such multi-topic discussions are expected to help humans in achieving a more
meaningful life as the target of Society 5.0
Hopefully the International Conference of Psychology 2019 and Workshop with the
theme "make a meaningful life in society 5.0 based on psychological perspectives" can make a
broad contribution to scientists and practitioners in the world, and Indonesia in particular to
prepare for the formation of a 5.0 society. Thank you all for your contribution. May God you
all.
Malang, 7 September 2019

Conferencer Chair ICoPsy 2019
Dr. Nur Eva, M.Psi., Psikolog
iv
TABLE OF CONTENTS
Foreword ................................................................................................................................... iv
Table Of Contents ...................................................................................................................... v
The Correlation Between Flow At Work and Entrepreneurial Resilience ................................. 1
Determining The Reliabilityof The Emotional Competency Module On Malaysian
Adolescents ................................................................................................................................ 5
Cognitive Behaviour Group Therapy Reduce Depressive Symptoms ..................................... 13
Guilty in Deadly Force Experience : A Phenomenological Study ........................................... 22
Post Traumatic Growth on Earthquake Survivors.................................................................... 33
Academic Procrastination of Students at "A" Accredited Universities ................................... 42
Social Representations of Students with Special Needs in Normal Student Groups
in Inclusive Schools ................................................................................................................. 50
Trust In Performance Of Presidential Candidates And Intention To Vote Among
First-Time Voter Students ........................................................................................................ 56
Revealing the Outputs of Cooperation for Individuals in Water Management
Organization ............................................................................................................................. 63
Does Family Functioning has Correlation with Subjective Well-Being?
A study among Adolescent in Coastal Surabaya ..................................................................... 77
Implementation Of Problem-Based Learning To Improve Psychological Course
Students Academic Achievement............................................................................................. 87
Critical Thinking Skills And Self Regulated Learning In The Learning Process In
Early Childhood ....................................................................................................................... 93
Maintaning Indonesian Culture Since Early Childhood By Employing Zona Proximal
Development Approach............................................................................................................ 98
Psychoeducation: Psychological First Aid After Disaster (Earthquake) at
Sekarbela Region, Lombok, Southeast West Nusa ................................................................ 103
Self-Forgiveness And Disability : How People With Postnatal Disabilities
Forgive Themselves ............................................................................................................... 108
Teachers’ Perception: How To Promote Communication Skills In Young Children? .......... 114
The Effect of Creative Process Engagement and Relationship with Coworkers on
Creativity of PT Cendana Teknika Utama Employees .......................................................... 124
The Way To Overcome Loneliness In An Only Child In Early Adulthood .......................... 134
The Use of Group Counseling Based on Reality Therapy to Increase
Self-Regulated Learning to The Underachieve ...................................................................... 138
v
The Correlation Between Flow At Work and Entrepreneurial Resilience

Diyah Sulistiyorini1
Department of Psychology, Faculty of Psychology Education,
Indah Yasminum Suhanti2
Abstract. Small and medium enterprises have a major role to play in this country’s sustainable
development. The factors of entrepreneurial success becomes important to be studied in many
perspectives. This study focuses on understanding how entrepreneurs survive during uncertainty and
what drives entrepreneurship during challenging times. Entrepreneurial resilience becomes important to
be examined as one of the predictors of the success of the enterprises. This study argue that flow
experience can affect the entrepreneurial resilience. In recent studies, it is claimed that flow experience
has the strong impact to performance enhancement. Frequent experiences of flow at work would lead to
higher work productivity and innovation. As it is needed for entrepreneur to manage obstacles and
difficult market situations. This study aim to examine the relationship between flow at work and
entrepreneur resilience. The adaptation of Connor-Davidson Resilience, consisting of 25 items, was used
to measure entrepreneur resilience. Flow was assessed with the adaptation of work-related flow
instrument - “WOLF”. Data was collected from 32 entrepreneur of small and medium enterprises.
Purposive method was used to sampling. Descriptive statistics and correlation statistics using product
moments was used to analyse the collected data. The study shows that flow at work has significant
positive relationship with entrepreneurs’ resilience. Entrepreneurs who experience Flow are likely to
find their work enjoyable and intrinsically motivating. Flow gives them better experience to enhance
their resourcefulness dimension. It also give them positive effects experience that leads to positive
attitudes and optimism.
Keywords: flow at work; entrepreneurial; resilience.
INTRODUCTION
Small and medium enterprises have a leading role in sustainable development in Indonesia.
Currently, the number of entrepreneurs in Indonesia has reached 3.1% of the total population of
Indonesia around 260 million people, which is about 8.06 million people. This growth increased from
1.6% in 2016, and reached 3.1% in 2018. The government targets the growth of entrepreneurship in
Indonesia to 14% of Indonesia's population. Various government programs that can increase growth
have been launched, in line with the interest of choice of the job of young Indonesian generation.
Nowadays a lot of creative industry emerged as one form of creativity in pouring the idea of
entrepreneurial activities. As evidence of a concrete picture of the current condition almost about 25%
of the young generation of Indonesia has a high enough interest to become an entrepreneurial compared
with other professional options (Sea Group, 2019). Nevertheless, the uncertainty of results in the
entrepreneurial world makes not all of the already formed effort goes smoothly. 78% of small businesses
are able to survive in the first year. Then about 50% of the effort can last for approximately 5 years and
only 30% of businesses can survive for more than 10 years (Gallup, 2017). It is influenced by many
things one of them is the ability of an entrepreneur to survive in the condition of difficult times in the
development of his business.
1
Flow is a state “in which people are so intensely involved in an activity that nothing else seems
to matter; the experience itself is so enjoyable that people will do it even at great cost, for the sheer sake
of doing it” (Csikszentmihalyi, 1990). Flow can also be defined as a fully engaged experience with tasks
faced, not burdened by outside worries or worries (Fullagar, 2017). Experience of flow is often related
to job satisfaction and positive moods at work. Personal resources (such as self confidence, creativity,
etc) and job resources (such as social supports) are reported enhancing flow to occur at work, thus will
build personal and job resources. Hence, this will enhance the possibility of spiral effect of flow happens.
Fredrickson’s (2001) theory proposing that momentary positive affective experiences (e.g., flow) have
the abil ity to broaden thought-action repertoires and build personal resources, thus engendering upward
spirals of well-being.
Resilience is an ability of ones to bounce back after difficulties and overcome challenges to get
positive results. One of them Is the ability to dynamically adapt (Bullaough, 2013) so as to form a
formidable bounce to deal with business uncertainty. One way to form toughness in conducting
entrepreneurial activities can be improved by enhancing the network forming a professional network
of a community of coaches and mentors, Accept that change is part of life, and avoid seeing the crisis
as it is not insurmountable.
The ability to survive an entrepreneur is influenced by various things: resilience, high standards,
self-efficacy, toughness, high expectations, and optimism that has been held against the future (zubair
& Kamal, 2015). In addition, another thing that can affect is the knowledge that has, the business scale,
and the initial capital of the business also plays an important role to determine that an entrepreneur can
solve the problem in his business (Sebikari, 2014). The ability to describe an entrepreneur is not easily
frustrated when facing adverse situations. For an entrepreneur, the situation is a challenge and a fun
experience. The success of an entrepreneur in the face of the condition illustrates the ability to handle
the effect of good stress so that it can remain focused in thinking about problem solutions and making
careful decision making.
Based on the above exposure, researchers feel The need to research further on "The Correlation
between Flow At Work and Entrepreneurial Resilience".
METHODS
The research aims to test the relationship between flow in the workplace and the resilience of
entrepreneurs. The subject of this study was 32 entrepreneurs who joined in a community of West Java
entrepreneurs. Sampling in this study uses the purposive sampling method. Determination of criteria
used under UU No. 20/2018, on classification of Small business and medium enterprises, as follows:
 Small Business
Small businesses have net asset criteria worth around 50 million to 500 million rupiah
excluding buildings and land, business revenue ranged from 300 million to 2.5 billion rupiah
annually. Has a total workforce of 5-19 people
 Medium Enterprises
Medium Enterprises have net asset criteria worth around 500 million to 10 billion rupiah
excluding buildings and land, business revenue ranged from more than 2.5 billion to 50
billions of rupiah. Has a workforce of 20-99 people.
This research is a relationship study and uses the Pearson Product Moment Corellation analysis
method. The hypotheses on this research is : There is a significant correlation between flow in the
workplace and entrepreneurial resilience.
Measuring instruments used include:
 Entrepreneurial Resilience used the adaptation of Connor-Davidson Resilience Scale, v25 (CD-
RISC; Connor & Davidson, 2003)
 CD-RISC has five factors as mentioned before
2
 Flow at work used the adaptation of work-related flow instrument – “WOLF” (Bakker, 2008)
 WOLF consisting of three core components: (1) absorption or concentrated involvement in the
activity, (2) enjoyment of the activity, and (3) intrinsic motivation, or the fact that the activity
is rewarding in itself
RESULT
The results showed that the flow in the workplace had significant positive relationships with
entrepreneurial resilience. This is demonstrated with Sig = 0,002 and r = 0.796 meaning that the
entrepreneurs experiencing flow tend to find a fun and more motivated job. Flow gives you a better
experience to improve your skills and positive experience that makes you more optimistic in the face of
challenges.
DISCUSSION
The research was designed to see the relationship between flow in the workplace and the
resilience of the entrepreneurs. When an entrepreneur is in a flow condition in carrying out
entrepreneurial activity, he will feel excited, happy, so that he will still do despite being faced with a
stressful situation and Erratic conditions. Thus, the entrepreneurs will have better resilience capabilities
in the face of erratic situations.
In this study it was found that entrepreneurs who have felt satisfaction at work will demonstrate
better work performance, so they can optimise their skills to manage problems and not easily give up
when faced with the problem.
Flow states makes possible for someone to really enjoys activity so that nothing else can distract.
The experience will feel good to stay in spite of the stressful situation. When you are in the condition,
every experience will feel good though it requires a lot of energy, a considerable cost, it even takes a
long time. As reported, positive emotional experiences enhance personal resources so they also increase
resilience. Recent studies showed that the daily experience of work flow impacts positively on resiliency
by reducing the demands of the job and facilitating the recovery process (Debus, Sonnentag, Deutsch,
& Nussbeck, 2014).in Clive Fullagar, Antonella Delle Fave, and Steve Van Krevelen (flow at work :
the evolution of construct).
Flow promotes optimal functioning. Adolescents experiencing flow reported higher satisfaction
with life, hedonic balance, and psychological well-being than their counterparts (Bassi, Steca, Monzani,
Greco, & Delle Fave, 2014).When experiencing involvement in these conditions, all activities will be
done in total so that one will feel all the control over the situation that is facing yourself. An entrepreneur
who focuses in running his business will pay attention to all sorts of conditions that can affect the
acquisition of results in this case is profit. They will implement a specific strategy to defend their
business so that the ability to endure this uncertainty is what makes a business lasting or not.
Increasingly, the involvement of an entrepreneur in conducting entrepreneurial activities will further
enjoy the activities and undergo all uncertainty into a challenge.The involvement of entrepreneurs in
flow conditions, makes them able to make predictions, planning business activities are needed, such as
drafting strategic planning, resolving problems, and making assessments so that they can Provide the
best solution to the problems faced (Sebikari, 2014).
CONCLUSION
Some conclusions can be obtained among others as follows:
1. Entrepreneurship activities often accompanied by a high level of stress caused by the barriers
and the level of uncertainty of high business results
2. Intense involvement in entrepreneurial activities as in flow states, has a significant impact on
how to solve problems, difficulties, and uncertainty of business conditions
3
3. Experience the success of entrepreneurs in fulfilling a fun and satisfying entrepreneurial activity
can provide more work resources that can increase entrepreneurial resilience.
REFERRENCES
Zubair, Aisha and Kamal, Anila. 2015. Work Related Flow, Psychological Capital, and Creativity
Among Employees of Software Houses. National Academy of Psychology (NAOP) India.
Fullagar, Clive and Fave, Antonella Delle. 2017. Flow at Work Measurement and Implications. London
and New York: Taylor & Francis Group.
Bullough, Amand and Renko, Maija. 2013. Entrepreneurial Resilience During Challenging Times.
Indiana University: Business Horizons.
Luthans, F., Avolio, BJ. 2015. Psychological Capital and Beyond. New York : Oxford University Press.
Sebikari, Kagame Vincent. 2014. Entrepreneurial Performance and Small Business Enterprises in
Uganda. International Journal of Small Business and Entrepreneurship Research.
Wiig, S., Fahlbruch, B., 2019. Exploring Resilience, A Scienticif Journey from Theory to Practice.
Switzerland : SpringerOpen
Csikszentmihaly, M. 2014. Flow and The Foundation of Positive Psychology. Springer
Science+Business Media Dordrecht
4
Determining The Reliabilityof The Emotional Competency Module On

Malaysian Adolescents
Asma Perveen1
Senior Lecturer, Department of Psychology and Counselling, Faculty of Human Development, Sultan
Idris Education University (UPSI), Malaysia
[email protected]
Ebru Morgul2
Senior Lecturer, Department of Psychology and Counselling, Faculty of Human Development, Sultan
Idris Education University (UPSI), Malaysia
Abstract. This study aims to examine the effectiveness of the Emotional Competency Module
developed specifically for adolescents in Malaysia to help address the huge delinquent behavior cases
in Malaysia.The module reliability instrument was developed based on the objectives of the activities in
the module. A pilot test was conducted to measure the reliability of the module. After the pilot test, 25
participants were asked to answer the module reliability instrument and later on a Cronbach’s alpha
value was analysed. All the four themes and the overall module activities items showed very high
reliability values. The reliability value showed that the Emotional Competence Module Test (EmCoMT)
had a Cronbach’s alpha of 0.968 to 0.826. The reliability value of the overall module was 0.985. This
study provides prove that it can be effective to be used for adolescents as each activity successfully
achieved its objectives. This module also serves as a guideline for psychologists, counsellors and
teachers to provide emotional competence training for adolescents. This study provides a new module
to train emotional competency specifically for adolescents in Malaysia. This module is one of the
modules that was developed based on Daniel Goleman’s four emotion competency constructs.
Keywords: emotional competency; intelligence; adolescene; effectiveness; emotional issues.
INTRODUCTION
Adolescence is phase that is most challenging in which adult guidance becomes vital. In this
phase, adolescents’ transference occurs in which attention, care and love determine their emotional
states. Hence, without them they become more susceptible to negative influence which also become
instilled in them as they grow. As they transition into adulthood, the fate of the nation would lie in their
hands one day in the meantime making it our responsibility to ensure their healthy development. The
Department of Statistic Malaysia reported that Malaysian adolescent population from the age of 10 to
19 years old was estimated to be 5.5 million while the population of Malaysian youths aged 15–25 years
old was estimated to be around 5.2 million and approximately 19% of the total population (Kuldas,
Hashim, & Ismail, 2015). According to a research by Andi (2012), youths are still considered vulnerable
in the Malaysian society.
A recent study on adolescent delinquency conducted by Abdullah, Lee, Roslan, & Baba (2015)
found that adolescents with better emotional intelligence had lower levels of delinquency. Therefore,
improving the quality of life among adolescent’s is imperative. Current study aims to produce an
Emotional Competency Module based on the Goleman’s Emotional Intelligence Theory that focuses on
4 aspects which are self-awareness, self-management, relationship management and social awareness.
This study describes the comprehensive step by step processes of developing a module to address the
emotional problems faced by adolescents.
The current study aims to include the four domains from the Goleman’s theory which are self-
awareness, self-management, social awareness and relationship management. From the researches
5
reviewed, it can be concluded that adolescents issues that need to be improved are self-
awareness/intrapersonal awareness, self-management/ intrapersonal management, social awareness/
interpersonal awareness (Chong et al., 2015), relationship management/ interpersonal management
(Maizatul Akmal Mohd et al., 2013; Sharma et al., 2015; Balluerka et al., 2013) and emotion regulation
(Balluerka et al., 2013; Maizatul Akmal Mohd et al., 2013). Other methods that can be included in the
development of the module are using religious values (Mousavi Chamani, 2016; Nesami et al., 2015).
Shumaila Azeem and Bushra Hassan (2014) revealed that emotional intelligence is low in high
delinquent tendencies group whereas Adigwe (2015) also says that people give more importance to EQ
(Emotional Quotient) skills therefore raises the importance for education universities to instil EQ
abilities for a better future.
METHODS
This research is a design and development-based research which has three phases. Phase one:
Preliminary study involving a quantitative and qualitative study The study involved 262 participants for
the quantitative study and 15 interviews were conducted with counsellors and 13 interviews were
conducted with students from 5 Tunas Bakti juvenile schools, 6 national secondary schools from 5
different states (Selangor, Kuala Lumpur, Perak, Terengganu and Melaka) and 4 universities in Malaysia
using purposive sampling. Phase two: Module development. Phase two: Module development. Phase
three: Module validation and pilot test.
Phase 1:
Pre-module Development
Information gathering
through questionnaires and
interview session
Self-awareness
Phase 2: Module
Self-management Development
Construction of module
content and validation of
Social Awareness module by experts
Relationship
Management
Phase 3:
Post-module Development
Module Testing
6
To check for the content validity, the module was sent to be validated to 7 professionals with
experience in dealing with emotional issues among adolescents and also in developing modules (Jasmi
Abu Talib, Zakaria Mohammad & Norwaliza Abdul Wahab, 2015; Sidek Mohd Noah & Jamaluddin
Ahmad, 2005; Russell, 1974). Larry, Johnson and Lisa (2015) mention three criterias for checking for
validity of items which are, a) The content measures what it’s supposed to measure, b) The items does
not underrepresent the content required, c) Items represent what the researcher meant to measure. A
rating scale based on this is constructed to be evaluated by the experts.
According to Jasmi , Zakaria and Norwaliza (2015), obtaining a rating of 0.7 percent and above
is considered as the module having high content validity. A rating scale was developed based on a 10-
point Likert scale and given to the experts together with the module. Their percentage ratings were then
calculated to assess for construct validity using the formula below.
Total validity (%) = Total Expert Score x 100

Total Score
For the pilot test, a survey instrument was constructed to receive the feedback of the participants
who joined the study. Russell (1974) stated that all the steps included in the activity needs to be followed
thoroughly to measure the reliability of a module. If successful, it means participants master the
objective of the intervention (i.e. activity). Therefore, Jamaludin and Sidek (2001) suggested to measure
the reliability value index of a module using the items of either the activity objectives or procedure
which will be included into a questionnaire. Therefore, this study plans to include the objectives of each
activity in the reliability instrument. Both the content validity and reliability instruments underwent
back-to-back translation and face validity. Both had high face validity values.
RESULT
Phase 1 Findings: The quantitative study revealed that the overall emotional intelligence scoring
reveals to us that most adolescents scored average (67.6%). This indicates that adolescents are
only reasonably skilful at controlling and managing with their own emotions. This adds up with
about 0.8% of them who scored low who have trouble with handling their emotions. Meanwhile,
the interview transcript thematic analysis revealed 9 main themes which are professional
competence, living environment, relationship management, social awareness, self-management,
self-awareness, institution positive, institution negative and ways of coping. The results of the
qualitative study was used to build the module in phase two.
Phase 2: Module was developed based on qualative and quantiative research findings. The activities
were designed based on cognative, affective and behavila aspect based on the need analsysis.
The expert panel of Psychologist reviewed the activities to be designed for each domain of
emotional competency.
Phase 3 Module Reliability Analysis Results: Two pilot tests were conducted. The first was conducted
with university students as the participants in January 2019. The program was a two-day
program conducted at UPSI. We recruited 25 UPSI Diploma student participants after
advertising about the program on UPSI portal.
A Cronbach’s alpha test was conducted to find out the reliability of the module. The self-
awareness module domain had 42 items (α = 0.986). The self-management domain was found to be
highly reliable (34 items; α = 0.980). The Cronbach’s alpha for both the social awareness and
relationship management domains were 0.980 and 0.982 respectively. All the domains showed high
reliability. Finally, the overall module evaluation instrument had 131 items (α = 0.985). Hence, it was
found that the Emotional Competency Module was highly reliable.
7
Module Content Validity Analysis Results

Table 1. Content validity analysis results of module activities
Total Percentage of
Activity: Theme
Score Validity (%)
Theme 1: Self-Awareness 342 81.43
1 The Emotional Brain: Psycho-biology of emotions 55 78.57
2 Emoticons: Understanding emotions 56 80.00
3 ABC: Emotion rationalization 57 81.43
4 This Is Me: Self-acceptance 57 81.43
5 Triple Vision: Self-efficacy/Resilience 56 80.00
6 The Best Version of Yourself: Self-esteem 61 87.14
Theme 2: Self-Management 507 80.48
1 Emotional Map: Emotion regulation 57 81.43
2 Breathing Technique: Controlling emotions 58 82.86
3 POP!: Stress management 52 74.29
4 Pressure Cooker: Stress management 59 84.29
5 Time Flies: Stress management/Time management 55 78.57
6 My Spiritual Coping: Stress management 56 80.00
7 Progressive Muscle Relaxation: Stress management 57 81.43
8 Weigh Me Up: Self-motivation 57 81.43
9 Move It!: Self-motivation 56 80.00
Theme 3: Social Awareness 281 80.29
1 One Day: Social responsibility 56 80.00
2 Empathy: Empathy 58 82.86
3 Colourful Emotions: Empathy 59 84.29
4 Life Tree: Social respect 55 78.57
5 Colours of Malaysia: Social respect 53 75.71
Theme 4: Relationship Management 286 81.71
1 Sherlocking: Communication skills 55 78.57
2 Let’s Win: Assertive skills 58 82.86
3 Maze Runner: Teamwork 56 80.00
4 Rabbits and Hyenas: Dealing with criticism 60 85.71
5 Sorry Sorry: Emotion expression 57 81.43
Table 1 shows that all the module activities has a high percentage of content validity results.
Overal, the ‘POP!’ activity in the self-management theme received the lowest percentage of validation
rating which is 74.29% whereas ‘The Best Version of Yourself’ activity which focuses on enhancing
self-esteem received the highest rating which is 87.14%. Based on Tuckman (1999) and Sidek and
Jamaludin (2005), obtaining 70% for the content validity of a module is considered high. Hence, all the
activities are accepted and presumed to be effective in enhancing the self-awareness, self-management,
social awareness and relationship management skills of participants.
8
Table 2. Overall module validity analysis results

Overall Module Content Validity Results Percentage
1 This module covers for the target population. 84%
2 This module can be implemented successfully. 88%
Time allocated to the individuals to complete the module was 80%
3
sufficient and appropriate.
The emotional competence of the adolescent was enhanced 88%
4
after the completion of the module.
This module is capable of enhancing the emotion 88%
5
competence.
Total Content Validity 85.6%
Based on Table 2, a high validity of 85.6% for the overall module was calculated. Hence, it can
be concluded thus far in the research that the module developed is appropriate to be implemented to
enhance adolescents’ emotional competence.
DISCUSSION
Phase 1 Findings: The overall emotional intelligence scoring reveals to us that most adolescents scored
average (67.6%). This adds up with about 0.8% of them who scored low who have trouble with
handling their emotions. These findings were similar to studies by Wilks et al (2015) and Jafar,
Siti Aishah, Aminah and Maznah (2010). This indicates that adolescents are only reasonably
skilful at controlling and managing with their own emotions in different situations. However, in
difficult situation such as those inducing stress, they may not be well equipped to handle with
their emotions.
Phase 3 Module validity: The Emotional Competency Module has a high validity of 85.6% for the
overall module which shows that it is suitable to be used for the adolescent population in
Malaysia. This is also similar to the Emotional Intelligence Module (EeiM) developed by Salim
et al. (2018) which also revealed good content validity. Hence showing evidence that the
Emotional Competency Module can help enhance the emotional competence of adolescents.
Module reliability: The pilot test revealed that it has a high Cronbach’s alpha of 0.985. This also
suggests that the module is effective to be used to enhance the emotional competence level of
adolescence in secondary schools in Malaysia. Nareman, Nagwan, and Eman (2017) conducted
a study on the effect of emotional intelligence enhancement program on suicidal ideations,
among attempted suicide adolescents. This found that the program improved depression and
emotional intelligence. Similarly, many other studies showed that emotional intelligence
programmes or trainings were effective in many facets such as positive emotional intelligence
shifts and others behaviours (Dolev & Leshem, 2017), enhance emotional intelligence through
expressive writing and deep breathing (Castillo & Fisher, 2017), increase emotional intelligence
in adolescents with emotional and behavioural problems in single parent families (Motamedi,
Ghobari-Bonab, Beh-pajooh, Shokoohi Yekta, & Afrooz, 2017), improve the quality of life of
mothers of children with leukemia illness (Taghizadeh, Masoompour, & Shrinabadi, 2017),
managed to maintain the positive effects and prevent violence among adolescence in terms of
use of aggressive strategies to resolve conflict was significantly reduced (Garaigordobil & Pena-
Sarrionandia, 2015), emotional competence were found to be significant predictors of changes
in perceived stress, mental health, somatic complaints and vigor and confusion (Hsieh et al
2014), emotional self-control, emotional self-motivation, purification of emotions and self-
affections expressiveness training had significant effects on social adjustment and social
intimacy of women with breast cancer (Martorell-Poveda et al., 2015), increase in aspect such
as task-oriented coping (Zhao et al 2017), effective in developing emotional intelligence among
adolescents, modest improvement in family communication and satisfaction as well as
emotional intelligence while limited enhancement in perspective taking and anger expression
(Platsidou & Tsirogiannidou, 2016) and finally, social and emotional learning intervention is
9
effective among Spanish academic contexts (Castillo, Salguero, Fernández-Berrocal, &

Balluerka, 2013).
CONCLUSION
The Emotional Competency Module has a high validity of 85.6% for the overall module which
shows that it is suitable to be used for the adolescent population in Malaysia. This is also similar to the
Emotional Intelligence Module (EeiM) developed by Salim et al. (2018) which also revealed good
content validity. Hence showing evidence that the Emotional Competency Module can help enhance the
emotional competence of adolescents.
The pilot test revealed that it has a high Cronbach’s alpha of 0.985. This also suggests that the
module could be effective to be used to enhance the emotional competence level of adolescence in
secondary schools in Malaysia. Table 1 states the reliability index of each activity in the module had
high reliability in achieving it’s objectives in enhancing every aspect of a person’s emotional
competence with the highest being reported to have a Cronbach’s alpha at 0.968 (Sherlocking) and the
lowest with 2 items (α = 0.826). There aren’t previous emotional competency modules that show that
they are effective for adolescents in Malaysia. Hence, this study is rather new.
Study revealed that the Emotional Competency Module was effective in enhancing the overall
emotional intelligence of the participants. This is similar to many previous studies which showed that
emotional intelligence training can indeed enhance emotional intelligence (Castillo et al, 2017;
Motamedi, Ghobari-Bonab, Beh-pajooh, Shokoohi Yekta, & Afrooz, 2017). Module is appliacable in
vaierty of settings, educational, menatl and emotional health, and well-being.
ACKNOWLEDGMENT
This Research was supported by Ministry of Education (MOE) through Fundamental Research
Grant Scheme (FRGS/1/2017/SS05/ UPSI/2/6) 02/5/2). We acknowledge the Ministry of Education
and Research Management and Innovation Center (RMICUPSI)
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12
Cognitive Behaviour Group Therapy Reduce Depressive Symptoms

Ni Made Ari Wilani1
Psychology Departement, Faculty Medic and Health
Udayana University
Bali, Indonesia
[email protected]
Hamidah2
Airlangga University, Psychology Faculty
Kampus B Unair
Abstract. One of the many emotional disorders found in adolescence is depression. In junior high school
students, depression that is not treated early can result in dysfunction in personal, social, and academic
difficulties; and also depression can relapse or occur repeatedly. In SMP X Surabaya, students who are
depressed need to be treated so as not to get worse and prevent future recurrence. Cognitive Behavior
Group Therapy has been widely applied to reduce depression and this study wanted to know the
application of the technique to reduce the depressive symptoms in students of SMP X Surabaya.
Depressive symptoms measured in this study were emotional, cognitive, motivational, and physical
symptoms as measured by BDI. This experimental study used quasi-type experiments with pretest-
posttest control group design. The number of subjects in this study were 10 students with moderate to
severe depression. The results of the study found that students who received Cognitive Behavior Group
Therapy treatment showed a decrease in depression scores compared to the control group. This result
can be an alternative to handling depression in students at the junior high school level.
Keywords: cognitive-behavior group therapy; depressive symptoms; junior high school students; quasi-
type experiment.
INTRODUCTION
The World Health Organization (as cited in CNN Indonesia, 2017) states that depression is a
global crisis that is a major cause of health and disability problems. Depression affects around 300
million people in the world. So it is estimated that 1 in 20 people experience depression in the past year.
Depression even starts at a much younger age and causes dysfunction in life and can occur repeatedly
or relapse. Media Surabaya Post online dated September 30 (2010) stated that based on data from the
Ministry of Health's Basic Health Research in 2007, the national average of mild mental-emotional
disorders such as anxiety and depression in the population aged 15 years and overreached 11.6%. A
short report of giving a more astonishing and significant number is 25% of the total population of
adolescents experiencing depression, at least mild depression. Depression is also reported as one of the
most common mental disorders found in adolescents. Depression is associated with the emergence of
several dangerous behaviors and suicides in adolescents and as one of the three main causes of death in
the population of the 15-24 year age range (National Institute for Health Care Management, 2010).
Surabaya Post online (2012) also wrote that 2011 was called one of the years that illustrates the
many severe emotional problems experienced by teenagers. The highest suicide incidence is in the age
group of teenagers and young adults (range 15-24 years) and for male sex commits suicide (committed
suicide) four times more than women. Women attempted suicide four times more than men. Untreated
depression in adolescents can result in problems, among others: the tendency to recur, depression is a
chronic disorder that can lead to suicide, and if enter adulthood risk of depression increase and also
various psychosocial barriers (Reinecke, Dattilio, & Freeman, 2006; Hammen, 2009).
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Seligman, Walker, and Rosenhan (2001) specifically stated that depression is found even in
adolescents under the age of 15 years. Teenagers of this age in Indonesia are generally at the level of
junior high school education. Based on the theoretical study of adolescent depression that has been
mentioned, the author conducted an initial survey of one of the junior high schools in Surabaya. The
author conducted interviews with teachers and principals and distributed questionnaires to determine
the tendency of adolescent depression (translation in Dahlberg, Toal, Swahn, & Behrens, 2005). The
questionnaire contained 14 items of statements that revealed the tendency of depressed teenagers. The
researcher distributed 200 questionnaires assisted by the Guidance and Counseling teacher. The result
was 91 people or 45.5% had a score above the median and showed a tendency to depression.
The results of preliminary interviews of researchers with teachers at SMP X Surabaya found a
large number of student delinquency records so parents had to be called to the school. One hundred calls
to parents or guardians of students were recorded in a span of 4 months (Wilani & Hamidah, 2013).
More than 50 records indicate student delinquency in the form of truant. Other delinquencies i.e.: student
fights, school breaks, moral problems (for example: going out in a dimly lit place to being caught by the
Civil Service Police Unit), smoking, and stealing. Delinquency of students in schools that continue to
repeat can be one indicator of student depression symptoms. This opinion is supported by the findings
of Bernaras, Jaureguizar, and Garaigordobil (2019) which state that relations with other people and
negative environments can increase the prevalence of depression in adolescence.
Problems related to the depression symptoms of Surabaya X Middle School students need to be
addressed. Depression in adolescents really needs intervention, both in curative and preventive goals.
Various studies have found that cognitive behavior therapy is an effective treatment for reducing
depression (Ezegbe et al., 2019; Weersing, Jeffreys, Do, Schwartz, & Bolano, 2017; Hetrick, Cox, &
Merry, 2015; Rohde, Stice, Shaw, & Gau, 2015; Hofmann, AsnaaniVong, Sawyer, & Fang, 2012;
Spirito, Esposito-Smythers, Wolff, & Uhl, 2011).
Reinecke et al., (2006) mention that treatment with cognitive behavioral therapy targets thinking
errors that are often experienced by someone who is depressed, including adolescents. Cognitive
behavioral therapy can reduce the depression symptoms that appear in adolescents and prevent
recurrence of depression. Cognitive behavioral handling of depression in adolescents can be given in
group settings and more use the activity approach in its implementation. Cognitive-group therapy was
also reported to have significantly reduced depression symptoms from moderate to broad effects
compared to the control group and the effect could last up to 3 months.
The purpose of this study was to determine the effectiveness of cognitive behavioral group
therapy to reduce depression in adolescents in junior high schools in Surabaya. This research is a study
conducted in order to intervene in the emergence of depression in students of SMP X Surabaya. The
intervention carried out in this study is an attempt to prevent the severity of the student depression in
the future.
METHODS
This research is a quasi-experimental type with a pre-test and a post-test control group design.
The variables in this study are two, namely the independent variable and the dependent variable. The
dependent variable in this study is depression symptoms, while the independent variable in this study is
Cognitive Behavioral Group Therapy.
Participants
The subjects of this study were 10 students at the Middle School X Surabaya who showed the
depression symptoms through the results of examinations with the Beck Depression Inventory (BDI).
The research subjects were grouped into the experimental groups that received Cognitive Behavioral
Group Therapy and the control groups who did not get treatment. Each group consists of 5 students. The
distribution of BDI scores of the subjects between moderate depression and severe depression. The age
14
of the research subjects is between 13 and 15 years. The process of determining the gradual subject from
the spread of measuring instruments to 200 students, then 20 people were selected with high depression
symptoms, then 10 students were chosen to be the subjects of the study.
Procedure
Cognitive Behavioral Group Therapy is carried out in 7 sessions. Each session carried out in a
span of 3 days in accordance with the agreement with all group members. The total treatment time was
3 weeks. The therapy was carried out in one of the school rooms according to the agreement. The
duration of the therapy is 120 minutes. The therapy is led by a leader and an observer. The making of
group therapy modules is the development of a cognitive behavioral group therapy module by Bieling,
McCabe and Antony (2006). The cognitive techniques used in the module include learning automatic
thoughts, cognitive distortions, alternative thoughts, and problem-solving (with the help of empirical
collaboration techniques, Socratic dialogue, and guided discovery). The behavioral techniques used i.e.:
list of activities, pleasant activity and experimentation.
Instruments
The data collection of this study used the Beck Depression Inventory (BDI) developed by Beck
(as cited in Hamidah, 2011). The BDI consists of 21 statement items that can be used to measure
depression. The results of the BDI validity test show that the BDI statement items have a correlation
score between 0.5428-0.8944. These results indicate that the BDI is a valid measuring instrument for
measuring depression in middle school students.
Data Analysis
The data to be processed in this study is the difference between the post-test and the pre-test
scores between each group called the gain score. Data analysis in this study using independent t-test
statistical test with the help of SPSS ver.16.00 for Windows software. The test results with independent
t-test will be richer by knowing the effect size of a study. The effect size is calculated to determine how
much the effect of the CBGT has on the decline in students' depression symptoms. The effect size is
calculated using the formula from Rosenthal (as cited in Field & Hole, 2008).
RESULT
The difference in the post-test and the pre-test scores in the experimental group had an average
value of 15.80 with a standard deviation of 6.648. The difference in the post-test and the pre-test scores
in the control group showed a smaller average number of 3.20 and a standard deviation of 2.588.
Table 1. Recapitulation of Pre-test and Post-Test Comparison
Pre-test Post-test Gain Symptomps
No. Subject Sex Group
score score score Description
1. M F Experiment 24 10 -14 Decrease
2. RC M Experiment 25 19 -6 Decrease
3. ZV F Experiment 30 6 -24 Decrease
4. MM) F Experiment 28 12 -16 Decrease
5. SA F Experiment 27 8 -19 Decrease
6. A M Control 18 25 7 Increase
7. MS F Control 16 18 2 Increase
8. NS F Control 20 24 4 Increase
15
9. SC F Control 19 22 3 Increase
10. YI M Control 17 17 0 Consistent
Table 1 shows that in the experimental group, all students experienced a decrease in depression
symptom scores. Whereas in the control group four students experienced an increase in scores and 1
person had no change.
Table 2. Normality Test
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Gain score .220 10 .185 .913 10 .303
Homogeneity test result as shown below:

Table 3. Homogeneity Test
Levene
Statistic df1 df2 Sig.
Gain score Based on Mean 1.984 1 8 .197
Based on Median 1.912 1 8 .204
Based on Median and

1.912 1 5.186 .223
with adjusted df
Based on trimmed
1.944 1 8 .201
mean
From table 3, the significance values greater than 0.05 indicate that the resulting data is
homogeneous. Based on the results shown in the table above, it is known that all significance values
(Sig. 0.197; 0.204; 0.223; 0.201) are greater than 0.05. It can be concluded based on table 3 and table 4,
that the data generated in this study are normal and homogeneous.
The research hypothesis testing was carried out using an independent t-test with the help of the
16.00 SPSS program for Windows. The calculation results obtained are as follows:
Table 4. Independent t-test Result
Levene's Test for Equality of Variances
Sig. (2- Mean
F Sig. t df tailed) Difference
Equal
Gain score variances 1.984 .197 3,949 8 .004 12.600
assumed
Table 4 describes the test results with independent t-test. The Levene's column shows
differences in variance between the control group and the experimental group. The Levene's test
significance value is (Sig.) 0.197> 0.05, which means that the variants of the two groups are the same.
The value of p-value (Sig.) Is 0.004. The significance value is less than 0.05 (Sig. 0.004 <0.05). These
16
results can be concluded that there are differences in the average change in depression scores between
the experimental group and the control group. The change in depression scores was a decrease in
depression scores in the experimental group compared to the control group. It can be interpreted that the
therapeutic treatment of cognitive behavioral groups towards students of SMP X Surabaya is effective
in reducing the depression symptoms.
Based on the results of the calculation of the effect size, the effect size is 0.813. It can be
concluded that the effect value of 0.813 has a large influence on various variants in the study. It can be
broadly concluded that Cognitive Behavioral Group Therapy has a large influence to reduce depression
in students of SMP X Surabaya.
DISCUSSION
The results of this study can be concluded more broadly that Cognitive Behavioral Group
Therapy can reduce depression in adolescents who have similar characteristics to the characteristics of
the subjects in this study. These characteristics include adolescents who are depressed with severe to
moderate categories (getting depression scores from the Beck Depression Inventory), adolescents who
are studying junior high school, aged 13-15 years, and able to be invited to communicate.
The results of this study are consistent with similar studies conducted previously by Hamidah
(2011) regarding the effectiveness of cognitive behavioral group counseling to reduce depression in high
school adolescents in Surabaya. The previous research found that cognitive behavioral group counseling
was proven effective for reducing adolescent depression and showed the highest effectiveness compared
to social skills training interventions.
The results of this study support the results of similar studies carried out by previous researchers
and further reinforce the conclusion that cognitive behavioral group therapy is effective in reducing
adolescent depression. In general, the results of this study reinforce the results of previous studies
conducted by Rosello, Bernal, and Rivera-Medina (2012) which concluded that the behavioral cognitive
therapy was significantly able to reduce the depression symptoms in adolescents.
The application of cognitive behavioral group therapy in this study has a major impact in
reducing the depression of adolescents who are the subject of research. This can occur because it is
influenced by various factors, one of which is a group therapy process factor in cognitive behavioral
group therapy. One group factor that influences the results of therapy in this study is the factor of
universality, where the subject feels that other people also experience problems as they feel. Factors of
universality in groups affect the subject to reduce loneliness and feelings of isolation because the subject
thinks that the subject is not alone. This is consistent with Yalom's statement (as cited in Bieling et al.,
2006) that universality is one of the curative factors that can influence the outcome of therapy.
Cognitive behavioral group therapy allows each member to support each other because they
have the same problem and establish a harmonious relationship under the direction of a leader. The
similarity of the problems experienced by the subject of research fosters a feeling of togetherness and
eliminates the feeling of isolation that is commonly experienced by depressed teens. The similarity of
the problems faced also affects the subject of research developing motivation to support each other and
see the problem experienced as something natural, not a burden. Therapeutic factors are referred to as
one of the curative factors called universality (Yalom, as cited in Bieling et al., 2006).
The group therapeutic process that occurs in therapy provides a safe and comfortable foundation
for the subject to self-disclosure which is an important first step in the course of therapy to the end. The
openness of the subject to recounting family problems that weighed on their minds became the first step
for the subject to shape the cohesiveness, trust, and universality of the subject in the group. The openness
of the subject is another point of view for other subjects to see the problem differently. This is in
accordance with the opinion expressed by Bieling et al., (2006) that self-disclosure is an important basis
for the success of the cognitive behavioral group therapy process. The process of learning the subject
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from the other experimental group members is consistent with the group learning factors mentioned by
Bieling et al., (2006).
A feeling of security and trust that grew in the early sessions when self-disclosure became
stronger and became the foundation of safe relationships for the subjects. The subject of the experimental
group in session 2 tells what has burdened his feelings and thoughts so far to the group. The subject
talked while crying and allowed things to bother him outside. Subject 2 is more difficult to open and
vent, but in session 4, subject 2 also wants to open up. Therapeutic factors are called catharsis (Yalom,
in Bieling et al., 2006). Catharsis allows the subject to vent feelings so as to alleviate the things that
have been buried so far. This is consistent with the statement about group therapy providing a feeling of
security and familiarity (Wright et al. 1993). All subjects in the experimental group became close friends
and even grew a feeling of being family because they felt they were supported socially.
Overall, the therapeutic factors of the group act as a means of social support for the subject.
Teenagers who are depressed tend to be deficits in terms of social support both from friends and from
family, so the presence of social support from peers helps adolescents overcome depression. These
conditions indicate that adolescent depression is closely related to the availability of social support
(Hamidah & Mahajudin, 2012; Young, Berenson, Cohen, & Garcia, 2005).
Cognitive-group group therapy provides an educational tool for members to practice and get the
information needed to recognize problems, understand problems, and solve problems. Cognitive
behavioral group therapy is a means for members to see their feelings, thoughts, and behavior directly
when experiencing unpleasant events. The exercise was obtained at the middle session/work session,
namely session 2-6, where the members of the experimental group were asked to mention their thoughts,
feelings, and behavior when experiencing unpleasant events. The research group experimental subjects
can understand the impact of thoughts on feelings and behavior directly or indirectly, see the impact on
other subjects, compare feelings, thoughts, and behaviors with other subjects, and learn new ways of
relating that are modeled by leader and co-leader. This is in accordance with the social learning theory
proposed by Bandura (as cited in Mash & Wolfe, 2005) which states that children and adolescents can
learn new behaviors directly and by observation.
The improvement of thoughts experienced by the research subjects affects feelings and
behavior. The process of cognitive improvement is carried out in sessions 5 and 6 by collecting evidence
to find alternative thoughts, testing negative thoughts with experimentation, and solving problems. This
condition is in accordance with the cognitive theory of depression proposed by Beck (as cited in Fenn
& Byrne, 2013) that the handling of depression involves improving the way of thinking so that it affects
changes in emotions and behavior.
Cognitive-group group therapy is a comparative tool for subjects with the same problems they
have. Subject 1 tells us that the cause of depression is a family problem where the subject thinks that his
mother cannot understand himself as a teenager, feels that the mother is more fond of his sister, feels
often arranged by the mother, and he does not have people to share at home. Subject 2 felt that the main
problem that caused him to become depressed was the treatment of his parents who he thought were
unfair compared to his younger siblings and he felt he had always been the wrong child in his family.
According to subject 2, he never received praise or attention from his parents, especially father. The
subject's father often hits the subject if the subject is considered wrong. The harsh treatment of the father
and lack of defense from the mother is the source of the subject's depression. Subject 3 also shared a
similar thing where he felt his parents could not understand him, he was often blamed, never been
praised or cared for by parents, many orders and prohibitions were given by his parents so that they
made him depressed. Subjects 4 and 5 have similar family problems that are parents who often fight at
home so that the subject feels uncomfortable at home but is not allowed to go outside the home.
According to subjects 4 and 5, parental fights make them feel angry, feel unloved, and feel worthless.
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The findings reflect that family problems trigger depression in adolescents (Chen, Du, Gao, Ma, Ban,
Meng, 2017).
All subjects included in the experimental group showed negative thoughts that they aimed at
themselves, their parents/family, and the future. The forms of negative thoughts about oneself that
appear on the subject of the experimental group such as: "I am not loved by my parents", "I am not like
my parents' biological child", "I am the one who causes all these problems," I am worthless being a child
". Forms of negative thoughts about other people that appear like: "my parents don't love me", "my
parents can't understand me", "my parents are like stepparents". The negative forms of thinking about
the future that appear on the subject of this study such as: "my parents' quarrels will not end", "my
problem will be difficult to lose", "maybe my hopes are not there", "parents won't want to change for
us". All types of thoughts illustrate the low self-esteem of students who are depressed compared to
healthier students (Lee, Kim, Park, & Park, 2017).
The various negative thoughts possessed by students affect their feelings and behavior to be
negative. The negative feelings that arise include feelings of sadness, despair, disappointment, and
irritability. The negative behaviors that accompany depression that arise in the subject include: crying
frequently, reduced frequency of doing activities that are liked, tendency to decrease activity, loss of
energy both at home and at school, lazy learning at school, changes in sleep patterns and changes in
appetite. This condition is also in line with the findings by Rohde et al., (2009) which states that
symptoms commonly found in adolescents aged 12-15 years include: depressive mood, difficulty
concentrating, sleep pattern problems, decreased energy.
The results of the discussion and review of the overall implementation of therapy with group
members showed that group members felt very helpful because they attended therapeutic activities.
According to the subject, group therapy activities help members to see problems from different
perspectives, become a safe place for members to tell problems and learn to overcome them, become a
source of social support they need, a means of learning problem solving strategies, and bring up feelings
of similarity so as to reduce the mind negative. That indicates the modality of cognitive behavioral
therapy and group therapy to reduce depression (Rohde et al., 2015; Esbitt, Batchelder, Tanenbaum, &
Shreck, 2014).
The effectiveness of cognitive behavioral group therapy to reduce adolescent depression in this
study supports previous theories stating the effectiveness of cognitive behavioral group therapy in
reducing adolescent depression, especially junior high school students. Although the number of subjects
in this study is very small, it can be concluded that Cognitive Behavioral Group Therapy can reduce
student depression symptoms.
CONCLUSION
The results of this study can be concluded that cognitive behavioral group therapy proved
effective for reducing adolescent depression with characteristics: being in junior high school education,
aged 13-15 years, able to communicate, and BDI scores showing moderate to severe depression
categories. The effects of Cognitive Behavioral Group Therapy in reducing depression scores in this
study are quite large.
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21
Guilty in Deadly Force Experience : A Phenomenological Study

Aryo Bima Fathoni
Faculty of Psychology,
Sunan Gunung Djati Islamic State University
[email protected]
Zulmi Ramdani
Faculty of Psychology,
Sunan Gunung Djati Islamic State University
[email protected]
Abstract. Deadly force is one of the procedures of the police in the Republic of Indonesia that used if
the perpetrator cannot be invited to negotiate peacefully. This procedure can affect the executant's
mentality, one of the causes is guilt. Excessive guilty can cause various problems, such as minor
depression and suicidal ideation. This study used a phenomenological approach, which was aimed to
identify guilt in a police officer who has deadly force experience and how they solve it. 4 subjects that
were chosen by using a purposive sampling method. Subjects that involved in the study were willing to
give us information by doing an interview. Qualitative content analysis was used to examine the
interview. The result of investigating subjects are, there were 3 subjects feel guilty from what they have
done, 2 of them have suffered symptoms of minor depression and don't want to perform a deadly force
procedure anymore. Only 1 subject that didn't feel guilt. The solution to distract this feeling is by doing
a useful activity and get closer to God.
Keywords: deadly force; police officer; guilty; phenomenology.
INTRODUCTION
Deadly force is a series of actions carried out by a police officer when a problem cannot be
resolved in a negotiable manner (soft power) and the action is carried out in accordance with procedures
and applicable law (Syahbana, 2013). In the Chief of Police Regulation No. 8 of 2013, there are six
stages in the procedure of using force in police actions. Starting from the lightest, such as placing a
number of uniformed police personnel, to the most severe, such as the use of firearms used in dealing
with acts of perpetrators of crimes that are aggressive, anarchy, and endanger public safety. In this
procedure, the implementer of this action can cause the perpetrator to suffer serious injuries or even
death.
The deadly force that causes loss of life can have an impact on the psychological and mental
health of the executant, one of which can lead to guilt. Maguen et al., (2009) explain that the act of
eliminating life is associated with guilt which can be related to mental health consequences after killing.
Based on previous researches, police officers who have carried out acts of eliminating lives have higher
potential for trauma which is associated with guilt that is part of the symptoms of Post Traumatic Stress
Disorders or PTSD (Komarovskaya et.al, 2014). The level of education pursued also influences the
taking of initiatives to take deadly force. Police officers who have taken higher education are
significantly lower in taking actions to eliminate lives than those who have not (Aamodt, 2004;
McElvain & Kposowa, 2008; Paoline & Terrill, 2007; Miller, 2015). In the results of previous
researches, it was also found that moral conflict, shame, and guilt were associated with the acts of
eliminating lives that could be related to Post Killing Mental Health Consequences. The act of
eliminating lives is also significantly associated with symptoms of PTSD, alcohol-related violence,
anger, and relationship problems (Maguen et al., 2009).
22
Guilt is a common form of emotional distress and a general factor in decision-making behaviour
(Baumeister, Stillwell, & Heatherton, 1994). Whereas Gaudou, Lorini, and Mayor (2014) define guilt
as the difference between the level of actual idealism and the level of counterfactual idealism that can
be achieved if someone chooses different actions. Guilt arises when a person makes an internal, unstable,
and specific attribution that directs them to negative feelings about certain behaviours that have been
done (Tracy & Robins, 2004; Cohen, Wolf, Panter, & Insko, 2011).
Some behaviours can be used as indicators of guilt, namely negative behaviour evaluation or
Guilt Negative Behavior Evaluation and self-improvement or Guilt Repair (Cohen et al., 2011). Both
indicators are interconnected so that they can explain that individuals tend to evaluate what they have
done and try to improve it. According to Utami (2016), there are five behaviours that can be used as
indicators of guilt, (1) Feelings of being responsible for a situation that is bad for them or someone else;
(2) Regret for reality and always haunted by bad behaviours; (3) Deep regret that is not even accepted
by oneself or others; (4) Having a strong feeling about what is wrong and right; and (5) Imposing a
behavior or hiding with illogical beliefs. Guilt is classified as self-conscious emotion which includes
shame, regret, and awkwardness (Lewis, 1993; Tracy & Robins, 2007). Conscious emotion involves
reflection on past actions so that these emotions are slower to be realized than other affective states
(Giner-Sorolla, 2001; Cryder, Springer, & Morewedge, 2012). In addition, personal factors also result
in whether someone is conscious or unconscious of their mistakes (Strang et al., 2014).
Guilt can be useful in various social functions such as communicating moral meanings, making
apologies, and convincing others that someone can be better in the future (Stearns & Parrott. 2012).
Guilt also plays an important role in social contact, because guilt is a moral emotion that can lead people
who feel it be prosocial (Tangney, Stuewig, & Mashek, 2007; Xu, Begue, & Bushman, 2012). Prosocial
behaviour is an action with the intention to help or benefit a person or group without expecting a reward
(Mussen & Eisenberg-Berg, 1977; Eisenberg, 2013, p. 27). Xu, Begue, and Shankland (2011) also
explain that people who feel guilty about their actions in the past will try to eliminate those feelings by
taking prosocial actions.
On the other hand, guilt also positively correlates with depressive symptoms (Harder, 1995;
Kugler & Jones, 1992; Tilghman-Osborne, Cole & Felton, 2010). Guilt is not only associated with the
effects of depression in everyday life, but also with depression as a clinically relevant disorder (Orth,
Berking, & Burkhardt, 2006). In fact, excessive guilt is a major factor in suicide (Exline, Yeli, &
Sanderson 2000). Cole (1988) explains that people who feel guilty can think that their sins and mistakes
are too big and unforgivable so that the thought of suicide as penance arises.
Considering the maladaptive effects in overcoming guilt, there have been no previous studies
that tried to explore how much guilt felt by police officers who have taken deadly force and how they
dealt with those feelings. This is to consider that the police officers who have taken action to eliminate
the lives of criminals are at greater risk of getting stressed and feeling guilty (Komarovskaya, 2014).
Not to mention a large amount of misconception in the public regarding the deadly force that can
provoke anger and blame police officers for implementing those actions (Miller, 2015). So that not a
few members of the police are insulted, belittled, and labelled badly by society (Van Maanen, 1999;
Conti, 2009)
METHODS
Problem Approach Method
The approach used in this study is qualitative research. According to Yilmaz (2013), qualitative
research is an emerging, inductive, interpretative, and naturalistic approach to study individuals, cases,
phenomena, social situations and processes in their natural settings to express descriptively the meaning
of the individual's experience. In qualitative research, credibility is needed as proof of the truth of the
research result (Holloway & Wheeler, 2002; Macnee & McCabe, 2008: 172). There are several
23
strategies that can be used by researchers to increase credibility in qualitative research, namely the
duration and variation of research experience, sampling time, reflexivity, triangulation, member review,
careful examination, interviewing techniques, determining researcher authority and structural coherence
(Anney, 2014; Ramdani, 2017).
Phenomenological research is a research design in which the researcher describes the experience
of human life to a particular phenomenon (Creswell, 2016: 18). This research was first introduced by
Edward Husserl at the beginning of the 20th century which aimed to describe the structure of experience
as that experience revealed itself to consciousness (Wrathall and Dreyfus, 2007: 404). There are several
stages in carrying out phenomenological research (Finlay, 2012).
Accepting and
understanding Integrating the Giving implicit
the attitude of reference frame meaning deeply
phenomenology
Describing Explaining the

experiences from phenomena
the subject holistically
Figure 1. Stages of phenomenological research

Selecting a Research Sample
In sample selection, this research uses a purposive sampling method. According to Bernard
(2002), purposive sampling is a method in which researchers can decide the criteria of people who are
willing to provide information based on knowledge or experience of what researchers want to know.
Whereas according to Tongco (2007), purposive sampling is a sample selection technique chosen by
researchers because of the quality possessed by the informant. This method is widely used in qualitative
research to identify and be able to choose information-rich cases related to the phenomenon under study
(Patton, 2002). In this research, there are characteristic samples, namely:
a. An active member of the police of the Republic of Indonesia.
b. Having experience in taking severe deadly force.
c. A police officer in the intelligence department.
As an agreement, the personal information displayed is very limited. It is because the four
subjects are members of the police from the intelligence department who are required to cover their
identity.
Method of Data Obtaining
Data obtaining is very important in research, because the data taken can contribute to
understanding the theoretical framework better (Bernard 2002). In collecting the data, this research uses
interviews that are arranged based on factors on the Guilt and Shame Proneness (GASP) scale compiled
by Cohen et al., (2011).
a. Guilt Negative Behavior Evaluation (Negative behaviour evaluation)
b. Guilt Repair (self-improvement)
Before the interviews are conducted, the subjects are also given a questionnaire with a GASP
scale for initial data collection. Data triangulation is used to strengthen the research by combining
various methods, measurements, previous researches, and perspectives (Gubrium, 2012, p. 248).
24
Unit Problems
a. The types and conflicts faced by the subject.
b. The duration of the guilt felt.
c. The impact on psychological and physical health.
d. The amount of guilt felt.
e. The support from various parties in overcoming the guilt.
f. The handling of the subjects for the guilt experienced
Data Analysis Technique
The results of the interviews are recorded using a smartphone and have obtained permission
from the related parties on a condition that the voice of the informants is changed using an application.
In the interviews, coding is also needed to assist specifications and make it easier to analyze the data
systematically.
RESULT
Table 1. Information on the subjects
Initials Age Status Sex Action(s)
Subject 1 43 Married Male 2 times
Subject 2 32 Married Male 1 time
Subject 3 31 Single Male 2 times
Subject 4 42 Single Male 4 times
In the interview, subject 1 admits that he felt guilty after taking deadly force. The guilt emerged
because of the contradiction with the personal value in a pressing situation. Such actions were carried
out solely to protect himself and had been based on the laws governing those actions. Subject 1 says:
“Before it, too, yes, there was guilt. Before acting too, maybe because it rarely happens,
so I felt anxious, there were worries, how could it be, even though it was a provision
that must be taken, not haphazardly shooting or something, because it was as if
defending ourselves, because he had taken out a weapon and preceded by us.”
Besides feeling guilty, subject 1 also felt emotions and other disorders that led to mild depressive
symptoms. Social support and spiritual approach also influenced him in overcoming the guilt.
“Anxious, afraid, feeling guilty. In utterances, and also the imagination that the victim
was there, unable to sleep. I even went to a Kiai asking for enlightenment, because the
guilt remained. In the beginning, it was felt that what I had done was wrong, even
though it was a procedure, it was still wrong to eliminate lives. My uncle happens to be
a cop too, I often talk to him. He said if we refused to do it, maybe we were also
punished. If, for example, we carried it out too, well… Oh okay, then. The important
thing is we had no intention. If we have our intention of doing it, then it's wrong. Killing
animals is not right, let alone killing humans.”
The guilt felt was fairly long and made him worry if the same incident happened to his family.
However, the guilt did not interfere with his daily social interactions.
“I had been feeling the guilt for 3-4 months. There was nothing strange in everyday life,
as for the family, I was scared. What if it happened to my family, right? Even though
the person was wrong, but there it is.”
Subject 1's guilt was overcome by religious coping. “Well, improving worship, improving alms,
maybe that is what I am currently living. Dhikr, every time, Alhamdulillah the mind can be calm, so the
past can be forgotten, maybe it is because of dhikr.”
25
If the task to take deadly force is given again, Subject 1 will reject it. The guilt felt by him was
very difficult to overcome.
“InsyaAllah, for now, and forever, I have promised that I will never do such thing again,
even if it means punishment for me, I will still refuse. Because it is a spiritual matter.
Knowing from past events, it's hard to get rid of.”
Subject 2 felt guilty for his action in eliminating the life of a criminal. There was no anxiety or
guilt felt at first. The feeling appeared only after subject 2 did the action. He also experienced mental
and physical disorders. The disorders led to mild depressive symptoms.
“At first, since it was in accordance with the procedure, I did not feel guilty. Because it
was clear that he was GAM, right, so at that time there was no guilt. But after the
incident, I felt it. After doing the task, I felt guilty, the feeling that I had killed someone.
So, at that time, I could not sleep, I could not eat, so for a week or two I was only
hanging out, I could not sleep, I could not do anything, I continued remembering how
his face was like when begging me not to kill him.”
Social relations were also less influential in overcoming his guilt. “At that time I was not
married. So the guilt was carried alone. So the feeling was never spoken. I never told my friends about
it. Well, I stood apart pretending to my friends as if there was no problem. More or less thinking about
the incident.”
The bad memory about the experience often arose. However, Subject 2 tried to forget the
memory by diverting it to positive activities.
“Honestly, it is still haunting. I can’t really remember the details to recount it, because
I want to bury the memory deeply. So little by little I can forget the incident, right? It is
also when I am alone or daydreaming sometimes the memory comes back, but as I said,
I immediately stop it. I just busy myself with having trips, working, being with my
family. After killing the person, I was contemplating, I consulted the Danpos and was
directed to talk to an ustad at the mosque, I did it, I talked, I told the stories and
Alhamdulillah, little by little I could get rid of the thought.”
The family had influence in considering actions. “If I am reassigned for such task now, I will
raise my hand, will not accept and could not accept. Because first, I have children and a wife now,
already married. I don't want such an incident will lead to the family, I am afraid of karma.”
Subject 3 admits that he felt guilty after taking deadly force. The guilt arose from the conflict
between personal value and the urgent situation.
“There must be guilt. But we were in accordance with the police duty that we must take
deadly force if the perpetrator runs away. We gave a warning shot first, and he did not
stop, so we did deadly force.”
However, the guilt could be overcome with a relatively short time. There were no physical and
mental disorders felt in his daily social interactions.
“As a human, I feel pity. But then I couldn't help but did it. But I didn't feel depressed
or anything. I needed only one day to overcome the feeling. As for the impact on the
family or work, it had none either.”
In dealing with his guilt, religious coping and support from colleagues were used.
“Getting closer to Allah, I did deadly force, but this is my job. It could also by busying
myself with work. It could also by asking for advice, talking to friends. But I never told
it to my family.”
Despite feeling guilty, deadly force will still be taken. It is his duty as a police officer.
26
“I am accepting it should I am given the assignment again. If it is an order from the

leader, I will definitely accept it.”
The guilty feeling was not felt by Subject 4. Social trust, rationalization, and professionalism in
work affect the absence of guilt.
“Guilty ... Well no. If it is guilty, it means I am wrong. But I am right, meaning that in
law enforcement, it must be strict, must be implemented, there is no sense of guilt. If I
feel guilty, it means that the thief was not wrong, right? Means I don't have to feel guilty.
I have no guilt when doing law enforcement. Even though the suspect died or lost his
life, well, no problem. What is clear is that we took legal action. So, there were no
feelings of regret, guilt, sadness. Even though in doing it for the first time. Because we
know that this is professionalism. We are professionals. I, as a law enforcer, must be
firm.”
Although guilt was not felt, compassion arose for the criminal that he did deadly force to.
“But humanely, I feel pity. I'm not sad. In fact, the more rampant he is, he can wander
and do actions that harm others, can kill other people, can drop more victims, so, it
would be better to give him decisive and strict actions from the police.”
The action also had no impact on his social interaction with the family.
“We are professionals when we work, we are in the scope of our work. When you are
with your family, do not carry your workplace to your household, to your family, that’s
not professional. I did not even tell my family about what happened. It was only like….
"Where was the assignment?” Well, just a normal duty, you know it. The family knows
for sure that if I leave for several days for an assignment, it means that there is law
enforcement. Just like that, as for the person concerned, the victim dies, etc, the family
knows nothing.”
Involving guilt does not need to be done in carrying out deadly force. This will become an
obstacle and make police officers become unprofessional.
“We should not ever feel guilty for the criminals, because it can make us down, not sad,
but mentally down. Because it will be carried away later in the next assignment, which
is not good. So when ordered that way, then that’s it. For example, when someone died,
the criminal died because of our decisive actions, then next time we won't do it anymore,
well, that's not professional.”
DISCUSSION
In this research, the first coding discussed is about the guilt felt by the subjects after taking
deadly force. This aspect also explains the amount and kind of guilt that the subjects felt. The next
coding discusses the impact of the guilt in behaviour, mental condition, social life, and family. Lastly,
it discusses how the subjects overcame guilt and how much social and family support played a role in
it.
Of the four subjects studied, three subjects felt guilty after taking deadly force. The three
subjects felt that the actions they carried out were contrary to their conscience and they did these
decisive actions solely because of duty. According to Wilson, Drozde, and Turkovic (2006) the
contradiction between action and personal value when facing a coercive situation and pressure, such
as in a threatened state of war, can also lead to guilt. Guilty feelings are usually expressed in the
mind, which relates to the cognitive or intellectual side of the guilt phenomenon (Dein, 2013). So
that the differences in cognitive and intellectual abilities possessed by each subject are facing a
phenomenon can influence whether or not guilt arises.
27
Subject 1 felt fear, anxiety, haunted by the traumatic events, and experienced sleep disorder for
3-4 months. Subject 2 had disorders of eating, sleeping, and having difficulty in doing activities for two
weeks. Mild depressive symptoms can be seen in both subjects. Physical symptoms experienced by the
people affected by mild depression can include loss of appetite, sleep disorder, and fatigue (Sowislo &
Orth, 2013). Mild depression occurs due to events that increase stress specifically. People who
experience mild depression can be seen from the appearance of depressive symptoms that appear for
two weeks (Lumongga, 2009: 29). Orth, Berking, and Burkhardt (2006) explain that guilt is also
associated with the effects of depression both in daily life and depression as a clinical disorder. Police
officers who have experienced traumatic events generally have depression, fear that lasts a long time
(Karlsson & Christianson, 2003; Papazoglou, 2013).
Despite feeling guilty, subject 3 did not feel depressed as the two previous subjects. Even the
guilt could be overcome within one day. Humans have the ability to control and manipulate their own
emotions driven by personal motives that conflict with social expectations. This is because emotions are
activated and shaped by certain structures of belief. And beliefs that can activate, deactivate, or change
guilty feelings are social beliefs (Miceli & Castelfranchi, 2018). The difference in social beliefs also
causes differences in terms of time and actions taken by individuals in dealing with guilt.
Subject 4 was aware from the start that the actions taken were not crimes, that he merely carried
out his duty as a police officer. In Freud's Psychoanalysis, there is a defence mechanism in the form of
intellectualization or rationalization. Schultz and Schultz (2013: 54) explain that rationalization is a
defence mechanism that involves reinterpretation of behaviours or actions that make it more rational
and acceptable. This is also done to avoid tension in the form of anxiety and various things that threaten
the integrity of the ego. A person will feel guilty or not is also influenced by their group. Groups give a
big influence on decisions and psychological experiences that someone feels (Sharvit, Brambilla,
Babush, & Colucci, 2015).
Baumeister, Stillwell, and Heatherton (1994) explain that guilt is a factor that can strengthen
social relations by creating empathy and caring for others. After taking deadly force, subject 1 and
subject 2 who are married become more careful in taking actions. This is caused by the fear and worry
about their actions which may have an impact on the safety of their family, that they even will refuse
the same instruction in the future and ready to accept the punishment, in contrast to two other subjects
who are not married. Guilt is an emotional part that plays a role in decision making. Emotional
involvement in decision making can help in choosing the right decision (Zeelenberg, Nelissen,
Breugelmans, & Pieters, 2008).
Guilt focuses on something specific, one can overcome this emotion through actions. The three
subjects tried to divert guilt by busying themselves with positive activities. In psychoanalysis, there is a
sublimation type of defence mechanism. It is the transfer of tension to behaviours that are accepted by
society (Irwanto & Gunawan, 2018: p.197). In addition, spiritual approach and family support have a
major impact on overcoming guilt. They shared their experiences with religious experts and asked them
for advice. It can relieve pressure and provide a feeling of relief. Sin confession in psychoanalysis is
also known as abstraction, which is to eliminate mental tension by re-expressing feelings or experiences
that are hidden through oral, written, or heart (Yulianti, 2017).
CONCLUSION
The results of this research conclude that guilt is not always experienced by police officers when
taking deadly force, even though the majority feel guilty with different intensities. This is motivated by
personal factors, psychological experiences, and how they interpret these actions. Married police
officers are more careful in accepting the task of carrying out these actions due to their concern that it
may affect their family. Efforts in diverting guilt can be done by doing positive activities and getting
closer to God.
28
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Post Traumatic Growth on Earthquake Survivors

Yudi Tri Harsono1
[email protected]
Norberta Fauko Firdiani2
[email protected]
Abstract. One of traumatic occurance can be caused by natural disaster. Traumatic occurance can lead
someone to experience positive change because of their persistence in facing the condition after the
trauma or usually called as post traumatic growth. The purpose of this research is to know how is post
traumatic growth on earthquake survivors. This research used qualitative approach with phenomenology
model. Data collection was through semi-strucutred interview technique. The results of the research
show that the changes occur in the subject indicate that there is post traumatic growth. These changes
cover personal strength growth, the relationship with other people, appreciation towards life,
identification of new possibility, and spiritual changes. The findings of this research is that social support
plays important role in post traumatic growth.
Keywords: post traumatic growth; social support; earthquake survivors.
INTRODUCTION
Indonesia is a country that has many volcanoes and is on the path of all three tectonic plates that
often experience earthquakes. One of the earthquakes with the biggest casualties occurred in Yogyakarta
in 2006 with a magnitude of 4.5 on the Richter Scale while the epicenter was 28 km southeast of
Yogyakarta with a depth of 10 km. The earthquake was felt by the people of Yogyakarta to Central Java
bordering Yogyakarta (National Agency Disaster management). The area in Yogyakarta which has the
most severe impacts is Bantul Regency. Data on survivors who suffered serious injuries due to the
earthquake in Bantul were 13,989 people and some of them became physical disabled.
Physical disabilities experienced cause a person has physical barriers and obstacles in aspects
of life such as economic, social, and psychological aspects. In the economic aspect, the diffable
experienced will affect the work activities and performance which results in their income. In the social
aspect, someone with a disability has the potential to experience problems of adjustment and barriers to
the environment. In the psychological aspect, someone with disabilities will have psychological
problems such as trauma. This is also based on the results of the author's interview with one of the
earthquake survivors who explained that until now he was still experiencing trauma, especially when
there were stimuli such as sounds that reminded of the earthquake event in 2006. Although the 2006
earthquake happened a long time ago, it was a shocking and unexpected event that caused a traumatic
event. This is supported by Martam's statement (2009) who states that negative events that are terrible,
very stressful, shocking, and sudden or out of control that have the potential to threaten life and have an
impact on the physical aspects, thoughts, feelings, and behavioral imprints are called traumatic events.
A person who has a trauma due to a traumatic event has the characteristics of having a memory
that is difficult to forget about the traumatic event he experienced, felt that events often occur again, felt
scared and disturbed when remembering or being reminded of events experienced, difficulty in
controlling feelings because he was unable forgetting memories of traumatic events (Martam, 2009). In
33
addition, trauma experienced by a person will cause two consequences, namely negative consequences
or positive consequences (Bensimon, 2012). These negative consequences are in the form of post-
traumatic stress disorder, while the positive consequences of trauma are referred to as post-traumatic
growth. These two consequences have their own characteristics.
Negative consequences of trauma called post-traumatic stress disorder have characteristics,
namely, amnesia for traumatic events, avoiding things that can be reminiscent of a traumatic event,
feeling distant from others, emotional numbness, and feelings of pessimism towards future (Foa et. al.,
in Meisenhelder and Marcum, 2004). While the positive consequences of trauma, referred to as post-
traumatic growth also have characteristics, namely, an increase in relationships with others, increased
personal power, identification of new possibilities, positive spiritual changes, and an increase in
appreciation of life (Tedeschi & Calhoun, 2004b).
Post-traumatic growth occurs as a form of struggle and persistence of individuals against the
reality that exists after trauma and determine the extent of growth that occurs after trauma (Tedeschi and
Calhoun, 2004c). However, scientific studies of the positive consequences of trauma such as post-
traumatic growth are still few compared to scientific studies of the negative consequences of trauma
(Tedeschi & Calhoun, 1996). Based on this, the researcher wants to reveal more deeply about how "Post-
Traumatic Growth Among Earthquake Survivors".
Post Traumatic Growth
According to Tedeschi & Calhoun (1996), post-traumatic growth is a process of positive change
experienced by individuals after experiencing a traumatic event. Individuals who experience post-
traumatic growth will have a higher level than before experiencing traumatic events in the ability to
adapt and psychological functions (Tedeschi & Calhoun, 1996). Post-traumatic growth occurs along
with one's adaptation efforts to the negative consequences of trauma that have the potential to cause
high levels of distress (Tedeschi & Calhoun, 2004a).
The life crisis of every individual caused by negative events can vary. Joseph et al., Ai et al., (In
Hefferon & Boniwell, 2011) mentioned that subjects experiencing post-traumatic growth have gone
through life crises caused by war and military fighting, bombing, loss or sorrow, breast cancer sufferers,
mastectomy, bone marrow disease, heart attacks, rheumatoid arthritis, spinal cord injuries, victims who
suffered a catastrophic voyage, tornadoes, plane crashes, rape, sexual violence during childhood,
shooting, HIV, infertility, drug dependence and so on. Individuals who experience growth can be
associated with coping abilities before the onset of stress or trauma. If the individual has little coping
ability, then he will be difficult or weak to experience growth, on the contrary if the individual has a lot
of coping abilities it will be easier and faster for him to experience personal growth (Werdel & Wicks,
2012).
Post-traumatic growth is a concept that has manifestations in aspects consisting of: 1) personal
power, 2) increasing relationships with others, 3) identification of new possibilities, 4) positive spiritual
changes, and 5) an increase in life appreciation (Tedeschi & Calhoun, 1996). First, personal strength,
which is a change in the self that is felt by individuals or victims who have experienced trauma that they
feel to be stronger, more authentic, confident, open, empathetic, creative, more alive, mature, and
increased sense of humanity and humility. Second, relationships with other people (relating to others),
namely having a closer relationship with the nuclear family and extended family, having close
friendships, improving relationships with people who are known as neighbors, and being able to initiate
good relations with people who have not known or stranger. Third, appreciation for life, namely the
increase of existential awareness, has a change in the philosophy of life, begins to contemplate deeper
problems such as, spirituality, meaning and purpose in life. Besides it also better understands what's
important in life, and makes it possible to make changes to priorities. Fourth, identification of new
possibilities which includes the desire of individuals to change life goals, such as finding information to
34
learn new things, and get a job or acquire new skills. Overall, identification of these new possibilities
has a focus on "present and now". Fifth, spiritual change, in positive spiritual changes, people can decide
to return to the initial beliefs they left behind, actively participate in religious activities such as being
present at places of worship, increased confidence in God and gratitude.
METHOD
Subject
The subject of the research was the survivors of the 2006 earthquake who became physical
disabled in Bantul Regency. The first subject came from the Pleret area, with the initials 48-year-old
NR who is a male and suffered a spinal injury and broken leg. The second subject came from Pundong,
with the initials RT 44 years old who is female and have a broken shoulder bone.
Research design
Qualitative research in accordance with the objectives of this study is phenomenology.
Phenomenology is a study that provides a description of the meaning of the experience of several
individuals about a concept (Herdiansyah, 2015). Phenomenology research aims to search for the
psychological meaning of an individual's experience of a phenomenon through in-depth research.
Data Collection Method
Interview is data collection technique used in this study. Interview is a method of collecting
data where the participants ask a number of questions to participants to obtain in-depth information
about the subjective meaning of thoughts, feelings, behavior, attitudes, beliefs, perceptions, behavioral
intentions, motivations, and personalities of participants about a phenomenon (Hanurawan, 2012). The
type of interview used in this study is a semi-structured interview because it is more flexible, natural
setting, and emphasizes the depth of language. Semi-structured interviews provide broad opportunities
for researchers to understand what the subject says from his life experience (Herdiansyah, 2015).
RESULTS
Personal Strength
Individuals who experience an increase in personal strength after trauma have several
characteristics, namely the individual feels stronger, more authentic, confident, open, empathetic,
creative, more lively, mature, and an increased sense of humanity and humility. Based on the results of
interviews conducted, researcher can find an increase in personal power. This can be seen in the results
of the following interview.
"I am also often asked for help by NGOs to become resource persons and motivators
for people with disabilities, such as resource persons for the craft of waste recycling.
According to the people in NGO, I am a person who is able to rise up and able to
encourage friends, the important thing is to be able to help my fellow friends. I am also
active in various disability organizations, currently I am a member of the KONI Bantul
branch. The benefits that I feel now is that I have a broad social and connection. Now I
am more social than before, I have more meeting everywhere and becoming more
knowledgeable. In the past, the activities were only selling somai every day. My friend
is not only a victim of the earthquake, but there are also blind, deaf, and various people
in government agencies ". (NR, W1, 35-47)
The statement of the subject indicated that the NR subject had an increase in personal power,
that is, by being a frequent resource person and motivator, and being an administrator of the KONI
Bantul branch. In addition, there are also improvements in social relations, such as being active in
various disabled organizations and having friends from various groups.
35
The NR subject also experienced an increase in humanity by being beneficial to others, helping
others, and sending colleagues who were equally disabled with the abilities and skills possessed by the
NR subject. This is as revealed by the following NR subject.
“For me, in living my life I try to be sincere and useful to others, to be able to continue
to help others, willing to escort my fellow disabled friends when asking for help”. (NR,
W1, 50-52)
In addition, the subject NR also always tries and thinks creatively in developing his business
despite capital constraints. NR subject is also open to opportunities that exist through partners, networks
or connections, and among his customers. This is as revealed by the NR subject in the following
interview.
“So that my wish is reached, I always pray and endeavor. The endeavor is done by
enthusiasm for work, although currently the obstacle is capital. For my current business,
even without capital but still able to run, even so it will grow faster if supported by
capital. With capital the business will get better or develop even faster, but I know how
to run my business even without capital can be still possible. What I have done so far
to develop my business is through partners, networks or connections, and from one
person to another who is a customer”. (NR, W1, 65 - 73)
Based on the explanation above, it can be seen that NR subject experiences an increase in
personal strength which is one of the important aspects in post-traumatic growth. In addition to the NR
subject, researcher also conducted interviews on the following RT subject.
“In my opinion, the business is now gradually able to help my family economy I feel I
can develop the business that I run now, even though I am still hit by capital. I will also
add menus, like soto”. (RT, W1, 59 - 63)
Based on the interview excerpt, it can be seen that the RT subject becomes stronger, confident,
and thinks creatively in developing a business by adding a new menu even though capital is limited.
This shows that RT subject also experiences an increase in personal power as an aspect of post-traumatic
growth. Subjects who experience post-traumatic growth such as NR and RT have positive beliefs for
the future, such beliefs as confidence that their business will continue to grow.
"In the future, I am sure that my current business will grow, sometimes I am
overwhelmed in serving orders". (NR, W1, 55-57)
Relationships with Others
Individuals who experience an increase in relationships with others after trauma will be closer
to the nuclear family and extended family, have close friendships, improved relationships with people
who are known as neighbors, and are able to initiate good relations with strangers.
Both NR and RT subjects showed characteristics that showed an increase in relationships with
others after a traumatic event. This is as revealed by the subjects in the following interview.
“I am also active in various disability organizations, at the moment I am the founder of
the KONI Bantul branch. The benefits that I feel that now I have a broad social and
connection. I am more social now than before, I have meeting everywhere and
becoming more knowledgeable”. (NR, W1, 40-44)
“I am happy to take part in meeting activities, especially with friends with disabilities
through routine gatherings, the benefit of associations is that I feel happy to meet friends
who experiences the same things, I have many friends because they feel that they are
alone who are injured. When I meet friends with the same story, we usually discusses
health and activities”. (NR, W1, 89 -94)
36
Based on this quote, NR subject currently feel he has more social relations and broad
connections than before before the traumatic event. In addition, the subject NR felt happy about having
a regular meeting so that he could meet his fellow disabled friends. In addition, RT subject also showed
the same thing as revealed in the following interview.
“I myself was accompanied by other neighbors, two days after the earthquake, I was
able to regroup with my family after asking for help on the radio announcement. After
meeting my family, I returned to my parents' home in Klaten to receive treatment”. (RT,
W1, 17-21)
Based on this, the RT subject is getting closer to the family since the traumatic event. This
indicates an increase in relations with others after a traumatic event in both NR and RT subjects.
Therefore, both subjects experienced an increase in relations with others after a traumatic event as one
aspect of posttraumatic growth.
Appreciation for Life
Improvements to life occur when individuals experience an existential awareness increase, have
changes in the philosophy of life, begin to contemplate deeper problems such as, spirituality, meaning
and purpose in life and understand what is important in life.The following are the results of interviews
with both subjects related to respect for life.
“Compared to my life before the earthquake, financially, my previous life was better by
selling somai than it is now, because it adjusts to physical conditions. But for experience
and knowledge, certainly more and better nowadays. I am also often asked for help by
NGOs to become resource person and motivator for people with disabilities, such as
resource person for the craft of waste recycling. (NR, W1, 31-37)
The NR subject felt he has broader experience and knowledge now. The existence of NR subject
is also highly valued as a resource and motivator at various events. In addition, NR subject also has the
goal to continue to be able to pay for his children's education. This is as revealed by the NR subject in
the following interview.
“The most important thing I want now is that my children can continue their education,
I wish my children can continue their studies until university so they can succeed, I
work whatever is lawful to make my children have their fomal education, maybe I
cannot give them property, but more to knowledge for them”. (NR, Wi, 61 - 65)
RT subject also experienced changes in her live after a traumatic event. RT subject is able to
coordinate some alumni friends to do business. RT subject also has the desire to do other activities that
can increase income. This is as revealed by the following RT subject.
“In 2012, I got an offer from the orphanage to run a grocery business, initially as a
group. I coordinate some alumni friends to do a grocery business. I was also advised to
make a proposal for the orphanage for help, considering that I was taking part in a
grocery business because I wanted to do other activities to give more income to my
family”. (RT, W1, 48-54)
Based on the above explanation it can be seen that NR and RT subjects show characteristics that
indicate an increase in respect for others which is one aspect of post-traumatic growth.
Identification of New Possibilities
Individuals who experience an increase in identification are likely to learn new things, and get
a job or acquire new skills. Following are the results of researcher's interviews with two subjects relating
to the identification of new possibilities.
37
“In 2009, I began to study the craft of recycling in the Jetis region by becoming a laborer
there. Next I started to pursue the craft of recycling to this day. During this time there
have been developments, I have also opened my own recycling business although I still
receive orders from where I used to work”. (NR, W1, 23-28)
Based on this quote, it can be seen that the NR subject learned a new thing, namely recycling
crafts until it became a skill possessed by NR. These skills are used by NR as a new job to date. In
addition, RT subject also learns new things as revealed below.
“I attended training at the orphanage in 2010 and finished in 2011. After graduating
from the orphanage I gained computer skills, but these skills still did not help my family
economy a lot”. (RT, W1, 43-46)
“My activity is currently opening a grocery business, there is food and drink, before
selling in the canteen, I have attended training at this institution (Center for Disabled
Integrated Rehabilitation)”. (RT, W1, 1-3)
RT subject also learns something new, namely computer skills, even though her work is not in
that field. In addition, RT subject has also attended training to open a grocery business to date. Therefore,
both subjects showed that they experienced an increase in the identification of new possibilities after the
traumatic event.
Spiritual Change
Positive spiritual changes experienced by individuals after traumatic events have the
characteristics of active individuals in religious activities such as being present at places of worship and
increasing belief in God and gratitude. Based on the results of interviews the subject experienced a
spiritual change after a traumatic event as one aspect of posttraumatic growth.
“The accident I experienced was grateful that I was still alive. I consider it is such as a
warning from the Almighty, so that I am more obedient in carrying out His commands”.
(NR, W1, 47-50)
Based on this quote, it can be seen that the NR subject considers disaster as a warning and since
then he is more obedient to God Almighty. Besides spirituality and gratitude, NR subject has coping in
adjusting to the current situation.
"I realized that I had to find another job that suited my current situation, a simple work
that could be done at home. Therefore, I attended sewing training. "(NR, W1, 15-17)
"The current job as a maker of waste recycling is simple work, can be done at home
and time is flexible". (NR, W1, 28-30)
"With capital, a business will be getting better or faster, I know how to make a
business becomes like that even without capital. "(NR, W1, 69-70)
Coping the NR subject in adjusting himself can be seen from the subject's awareness to look for
other jobs that are in accordance with his current situation, namely as a waste recycling craftsman who
according to the subject is simple work.
Research Findings
Both subjects that show aspects in posttraumatic growth are inseparable from the role of social
support. Social support is an action given by another individual such as a spouse, family, friends,
doctors, or community organization, so that individuals who receive support feel loved, valued, and
become part of social networks (Sarafino & Smith, 2012). Social support can be received by individuals
from various sources and in various types of social support. According to the research subjects, social
38
support was obtained from the government, NGOs, friends and family. Regarding support from the
government and NGOs, NR and RT revealed the following statement.
"For surgeries in hospitals, I did not pay it since there was donation from government,
initial physiotherapy was carried out in Yakum for three months, then every day it was
carried out at home by NGO named HI (Handicap International) and PMI Indonesia".
(NR, W1, 7-10)"
Previously, the government provided donation in the form of a house with the size of
4x6 from the P2KP program, as well as kitchen equipment from Sabda NGOs, sewing
machine business capital and 700 thousand money that I got after attending sewing
training. In 2014, I received donation in the form of six village chickens from Social
Affairs to be farmed ". (NR, W1, 73-78)
"Donation from NGOs in the form of a house foundation and funds from the
government are used to build additional houses. For the shop building, it is free of
charge by rehabilitation homes. (RT, W1, 28-30)
According to several research subjects, all operating costs are borne by the government, in
general assistance from the government and NGOs is related to health and material assistance. In
addition to the government, support from family and friends with disabilities is an important source of
social support, especially affective support, this subject is revealed as follows.
"The family also helps. The help that I got from my siblings in Kalimantan such as
money for children's schooling, was offered to live and get treatment there, and was
visited by my brothers and sisters in Surabaya. The wife also cares to me, like when I
used to take care of my health by moving my sleeping position, she helped me to sitting
to avoid being converted, always delivering physiotherapy and attending meetings,
always reminding me not to overwork, and told me that I must be sleeping and have a
rest before twelve o'clock ". (NR, W1, 78-86)
"Family support is very important, my son is a very understanding boy, he also take
care of me, not ashamed of his parent that now became father with disability, and took
me for a walk in a wheelchair every morning". (NR, W1, 86-89)
The source of social support, especially affective support can also come from friends who have
the same conditions or experiences, this support is usually referred to as peer support. Peer support is
based on the support of friends who have personal experience and knowledge of the same conditions,
the experience and knowledge becomes effective support. NR revealed the benefits of peer support as
follows.
"I am happy to take part in meeting activities, especially with fellow friends with
disabilities through routine gatherings, the benefit of the association is feeling happy to
meet a friend who have same condition like me, many of my friendsthen feel that they
are not alone through injury. When I meet friends with the same condition, we usually
discuss about health and activities ". (NR, W1, 89-94)
Based on this, it is known that social support has a large role to the subject in post-traumatic growth.
DISCUSSION
Post-traumatic growth is a positive psychological process experienced by individuals as a result
of adaptation efforts in dealing with traumatic events. The crisis in life experienced by both subjects is
an accident experienced during an earthquake. The NR subject suffered a spinal injury and a broken leg,
while the RT subject suffered a shoulder fracture. Secondly, the crisis experienced by the subject when
39
an earthquake does not make the subject despair, it actually causes the subject to continue to adjust to
the situation.
Individuals who experience post-traumatic growth will have a higher level than before
experiencing traumatic events in adaptation and psychological function (Tedeschi & Calhoun, 1996).
Based on the results of the analysis above, it can be seen that both subjects experienced post-traumatic
growth seen from the post-traumatic aspects that appeared in NR and RT subjects. Currently, the subject
is also active in various organizational activities, meetings, and even becomes an inspirational resource
person. This indicates that the subject has a higher level than before experiencing medical events. Post-
traumatic growth of these two subjects is also supported by the positive beliefs, self-confidence, and
perseverance possessed by the subject that is seen from the subject's willingness to take part in various
training and apply the acquired skills.
In retrospect, NR and RT subjects have strong goals for developing businesses and financing
children's education up to the tertiary level. This is the motivation of both subjects to achieve these
goals. Motivation owned by individuals plays a role in solving problems and adjusting themselves which
is useful when the subject experiences obstacles in achieving goals, so individuals do not easily give up.
Therefore, the limited capital experienced by the subject does not become an obstacle to the subject, this
actually causes the subject to think creatively and try to come up with new ideas to solve problems. Post-
traumatic growth can be sourced from the environment in the form of social support (Bozo et al., 2009;
Schexnaildre, 2011).
Social support can reduce stress by providing affection, facilities and activities to support the
post-traumatic growth process. In addition, social support also allows traumatized individuals to look at
others in a positive way so as to enhance their relationships with others (Swickert & Hittner, 2009).
After experiencing an accident during an earthquake, the cost of treating NR and RT subjects is borne
by the government. The subject also received various training courses that taught new skills to support
the life of the subjects provided by the government and NGOs. In addition, subjects get affective support
that comes from friends who have the same personal experience and conditions that are relatively the
same. This finding is also supported by research on the role of social support for post-traumatic growth
as evidenced in the Schexnaildre (2011) study conducted in New Orleans in children and adolescents
who experienced Hurricane Katrina, their research found that social support was a significant predictor
of posttraumatic growth. Therefore, social support is very instrumental in the occurrence of post-
traumatic growth.
In this study, researcher realized that there are still limitations and shortcomings, especially
those concerning the subject matter, data, and time. The resource persons used in the study were still
limited to two people. In addition, the data used in this study are lacking in depth, especially related to
the dynamics or post-traumatic growth process.
CONCLUSION
Based on the results of interviews about post-traumatic growth among earthquake survivors, it
can be concluded that the post-traumatic growth of NR and RT subjects shows some changes that occur
after a traumatic event. These changes include increasing personal power, relationships with others,
respect for life, identification of new possibilities, and spiritual change. In addition, the post traumatic
growth of NR and RT subjects was also supported by social support from the government, NGOs,
friends, and family.
The next researcher is expected to increase the number of subjects involved in this study. Data
also needs to be added, especially to explore the dynamics or the process of growth after the trauma of
the subject. In addition, this research is expected to be a goal for subsequent similar studies.
REFERENCES
40
Badan Nasional Penanggulangan Bencana. (t.t). Data dan informasi bencana Indonesia. Diunduh dari
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the role of trait resilience. Personality and Individual Differences, 52, 782-787.
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Bozo, O., Gundogdu, E., & Colak, C. B. (2009). The moderating role of different sources of perceived
social support on the dispositional optimism posttraumatic growth relationship in postoperative
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Tedeschi, R. G., & Calhoun, L. G. (1996). The posttraumatic growth inventory: Measuring the positive
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Tedeschi, R. G., & Calhoun, L. G. (2004a). The foundations of posttraumatic growth: New
considerations. Psychological Inquiry, 15(1), 93-102.
Tedeschi, R. G., & Calhoun, L. G. (2004b). Posttraumatic growth: Conceptual foundations and empirical
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Tedeschi, R. G., & Calhoun, L. G. (2004c). Posttraumatic growth: A new perspective on
psychotraumatology. Psychiatric times, 21 (4), 58-59.
Werdel, M, B., & Wicks, R. J. (2012). Primer on posttraumatic growth: An introduction and guide.
United States of Amerika: John Wiley & Sons.
Sarafino, E. P., & Smith, T. W. (2012). Health psychology: Biopsychosocial interactions (7th ed).
Hobokon, Asia. John Wiley & Sons.
Schexnaildre, M. A. (2011). Predicting posttraumatic growth: coping, social support, and posttraumatic
stress in children and adolescents after hurricane katrina (Master’s thesis). Diperoleh dari
Proquest Dissertations and Theses database.
Swickert, R., & Hittner, J. (2009). Social support coping mediates the relationship between gender and
posttraumatic growth. Journal of Health Psychology, 14(3), 387-393. doi:
10.1177/13591053081
41
Academic Procrastination of Students at "A" Accredited Universities

Suhadianto1
Faculty Of Psychology Universitas Negeri Malang
Jl. Semarang No. 5 Sumbersari, Lowokwaru Malang
[email protected]
Siti Nurlaila2
[email protected]
Hetti Rahmawati3
[email protected]
Abstract. Academic procrastination has a negative impact on procrastinators, so research on how

academic procrastination in a group is important, as an initial step to assist. The purpose of this study is
to find out how academic procrastination of students at the University with accreditation "A". The
population in this study were students at one of the "A" accredited universities in Surabaya. The research
sample of 500 students taken by incidental sampling. The research data was taken using a delay area
questionnaire compiled by researchers referring to Solomon & Rothblum (1984) with a Cronbach Alpha
coefficient of 0.84. The results showed as many as 73% of students postponed doing assignments to
prepare papers, 61.8% of students postponed study assignments, 76.8% of students postponed the task
of reading books or references, 54.4% of students postponed completing academic administration, and
56.8% of students postponed or were late for class. Further research needs to be done to explore the
factors that cause high academic procrastination on research subjects.
Keywords: academic procrastination; areas of academic delay; "A" accredited universities.
INTRODUCTION
According to the Indonesian Dictionary, the term student comes from two words, namely maha
which means big and students which means students (in http://kbbi.kemdikbud.go.id). Based on the
meaning of the student's words, it can be said that students are students who are studying at the
University who have great thoughts and dreams and have maturity in behavior and have a great
responsibility towards themselves (Hartaji, D., 2012; Siswoyo, 2007). Naturally, if the community has
great expectations for students. Label students as change agents given by the people, is one evidence of
the expectations of society to the figure of the student.
The high expectations of the community for students should be a driving force to continue to
improve their academic achievement so that after holding a Bachelor, Masters or Doctorate they have
good competence and can make a positive contribution to the family, society and of course to the
country. In fact, according to the writer's observation, not all students in the lecture process have a high
enthusiasm to complete academic assignments. Not even a few students who prefer to do other activities
that are more enjoyable and prefer to postpone doing or postpone completing academic tasks. This
procrastination behavior is called academic procrastination.
Procrastination in the view of Solomon & Rothblum (1984) is interpreted as a tendency to delay
in starting or completing overall performance to perform other activities that are not useful, so that
performance is hampered, never completing tasks on time, and often late in attending meetings. The
42
definition is still general, while specifically academic procrastination is defined as a tendency to always
or almost always delay the execution of academic tasks and always or almost always experience
disturbing anxiety related to academic procrastination performed (Ferrari, 2010).
Several other definitions of academic procrastination have been put forward by many experts,
which in general can be drawn a conclusion that academic procrastination is a delaying behavior in
starting or completing academic tasks that are done intentionally and irrationally, and negatively
impacting the actors (Knaus, 2010; Ozer, et al., 2013; Yong, 2010; Klingsieck, 2013; Steel, 2016; Zack
& Hen, 2018).
Academic procrastination behavior has occurred throughout human life so it needs to get
attention from all parties (Burka & Yuen, 2008). According to our search, a book on academic
procrastination was indeed first written by Milgram in 1992 (Steel, 2007). However, the Milgram book
cannot be used as proof that academic procrastination only occurred in that decade. Evidence that
procrastination behavior has occurred throughout human life can be seen from the availability of
literature on procrastination in ancient Egypt and Greece. One of them is Hesiod's work in 800 BC,
which denounced the behavior of postponing work until tomorrow causing many failures (Steel, 2007).
Although it has been a problem since the days of Egypt and Greece. Until now, academic
procrastination behavior still occurs. Academic procrastination has even been common among
undergraduate and postgraduate students (Klassen, Krawchuk & Rajani, 2008; Kalssen, 2010).
According to Ferrari, et al. (1998) as much as 25% to 75% of students report that procrastination is a
problem in their academic sphere. Even according to Steel (2007) about 80% to 95% of students
postpone academic tasks. Burka & Yuen (2008) also estimated that about 90% of students from tertiary
institutions had academic procrastination, of which 25% were students with chronic procrastination who
generally ended up dropping out of college.
The Solomon & Rothblum (1984) study, which focused on the area of academic delay of 342
American students, showed that 46% of students postponed writing assignments, 27.6% of students
postponed study for exam preparation, 30.1% of students postponed reading assignments, 10.6% of
students postponed administrative tasks, 23% of students postponed attending lectures and 10.2% of
students postponed lecture activities in general.
Academic procrastination behavior needs to get the attention of all parties because if left
unchecked it will have a negative impact on the offender. Recent research conducted by Patrzek, et al.
(2014) to determine the impact of academic procrastination by involving 2207 students from four
universities in Germany, obtained information that academic procrastination can lead to unlawful
behavior such as fraud, plagiarism, cheating during exams, using methods that are prohibited in the
exam, and do homework by copying other people's work. The results also found that academic
procrastination affects the frequency of all forms of academic violations. In short academic
procrastination is associated with unsatisfactory academic performance and higher levels of stress and
anxiety (Ferrari, O'Callaghan, & Newbegin, 2005; Sirois, 2004).
In Indonesia, several studies on academic procrastination have been carried out, including
Purnama's research (2014) on 275 students of the Faculty of Sport Science, State University of Surabaya,
showing 62% of students doing academic procrastination in the medium category, 21% in the high
category and 12% in the low category. Besides, research conducted by Huda (2015) on Sunan Kalijaga
State Islamic University students showed 78.5% of students conducted academic procrastination, while
female students who conducted academic procrastination were 21.5%.
Although several studies on academic procrastination have been carried out in Indonesia, studies
that specifically examine the percentage of delays in the academic area have not been done, so far
researchers in Indonesia always refer to the findings of Solomon & Rothblum (1984) to explain the types
of delays in the area academic. Preliminary research on the percentage of delays in academic areas is
43
important to do in Indonesia so that there is a clear picture of how delays in academic areas are conducted
by students in Indonesia. This data clarity is important as a basis for further research, selection of
intervention strategies and policymaking for handling academic procrastination at the University. Based
on these arguments, the purpose of this study is to find out how the percentage of academic delays that
occur in students in Indonesia.
METHODS
This research is a quantitative descriptive study. The population in this study were students of a
university with an "A" accreditation in Surabaya, Indonesia, with> 10,000,000 students. The research
sample consisted of 500 students from semester 2 to semester 8 taken incidentally at six faculties (297
male; 203 female). The sample size in each faculty is adjusted to the number of students in the faculty
(Faculty of Engineering n = 100; Faculty of Economics and Business n = 100; Faculty of Psychology n
= 100; Faculty of Social and Political Sciences n = 100; Faculty of Cultural Sciences n = 50; Faculty
Law n = 50).
The research data was obtained through an academic procrastination questionnaire prepared by
the researcher referring to the Solomon & Rothblum (1984) delays area. Questions asked by researchers
such as "I postpone studying for exam preparation and choose to do other activities that are more fun,
even though I feel the negative impact of these behaviors?" With alternative answers yes and no. This
questionnaire has a Cronbach Alpha coefficient = 0.84, so it is reliable to use.
Data obtained through the academic procrastination questionnaire was then analyzed using
descriptive statistics with the help of the SPSS for Windows program to obtain an overview of the
number of subjects and the percentage of subjects who delayed in each area of delay (Grunschel, 2012).
To obtain a more detailed picture of the delay behavior in students, a descriptive analysis was also
conducted to see the percentage of delays that occurred in each faculty.
RESULT
Academic procrastination questionnaire was given to 500 “A” accredited University students in
Surabaya Indonesia (297 men & 203 women) spread across six faculties (Faculty of Engineering,
Faculty of Economics and Business, Faculty of Social and Political Sciences, Faculty of Psychology,
Faculty of Science Culture and Faculty of Law) as presented in table 1. The data obtained were then
analyzed using descriptive statistics with the help of the SPSS for Windows program to find out the
number and percentage of respondents who made academic procrastination.
The results of data analysis showed 365 students (73%) postponed doing assignments to prepare
papers and chose to do other activities that were more enjoyable, as many as 309 students (61.8%)
postponed study assignments and chose to do other activities that were more enjoyable, as many as 384
students (76.8% ) postponing the task of reading books or references and choosing to do other activities
that are more fun, as many as 272 students (54.4%) students postpone completing academic
administration and choose to do other activities that are more fun, and as many as 284 students (56.8%)
postpone or be late for class . More clearly presented in table 2.
The results of the analysis of academic procrastination when viewed from the sex shows the
delay in doing the assignment of the paper carried out by 152 male students (74.9%) and 213 female
students (71.7%), postponement of the learning task carried out by 131 students male (64.5%) and by
178 female students (59.9%), delays in reading or reference assignments by 158 students (77.8%) and
226 female students (76.1%), delays in academic administration by 111 students (54.7 %) and by 161
female students (54.62%), delays in class attendance or late class entry were carried out by 112 students
(55.2%) and by 172 female students (57.9%). More clearly presented in table 3.
Further results of the analysis of academic procrastination, when viewed from the faculty, are
as follows: 1) delays in the task of compiling papers carried out by 67% of students of the Faculty of
Psychology, 82% of students of the Faculty of Engineering, 74% of students of the Faculty of Social
44
and Political Sciences , 70% students of the Faculty of Economics and Business, 56% students of the
Faculty of Cultural Sciences and 88% students of the Faculty of Law; 2) postponement of study
assignments is done by 58% of students of the Faculty of Psychology, 71% of students of the Faculty of
Engineering, 56% of students of the Faculty of Social and Political Sciences, 57% of students of the
Faculty of Economics and Business, 62% of students of the Faculty of Cultural Sciences and 72% of
students of the Faculty of Law; 3) postponement of the task of reading books or references is done by
76% of students of the Faculty of Psychology, 79% of students of the Faculty of Engineering, 78% of
students of the Faculty of Social and Political Sciences, 75% of students of the Faculty of Economics,
76% of students of the Faculty of Cultural Sciences and 76% of students of the Faculty of Law ; 4)
delays in academic administration were done by 59% of Psychology Faculty students, 50% of
Engineering Faculty students, 62% of Social and Political Faculty students, 51% of Economics and
Business faculty students, 58% of Cultural Faculty students, and 42% of Law Faculty students ; 5) delays
in class attendance or late entry to classes by 59% of Psychology Faculty students, 51% of Engineering
Faculty students, 67% of Social and Political Faculty students, 71% of Economics and Business faculty
students, 42% of Cultural Sciences faculty students, and 30% of Law Faculty students. More clearly
presented in table 4.
Tabel 1. Respondent Demographics Data
Men Women Total Number
Origin of the Faculty
F % F % F %
Psychology 29 29 71 71 100 20
Engineering 55 55 45 45 100 20
Social & Political Sciences 37 37 63 63 100 20
Economics & Business 36 36 64 64 100 20
Cultural Sciences 25 50 25 25 50 10
Law 21 42 29 58 50 10
Total Number 203 40.6 297 59.4% 500 100
Tabel 2. Student Academic Procrastination Data

Delaying Not Delaying
Aspect
F % F %
Delaying assignments compiling papers 365 73 135 27
Delaying study assignments when facing exams 309 61.8 191 38.2
Delaying reading or reference reading tasks 384 76.8 116 23.2
Delaying completing academic administration 272 54.4 228 45.6
Delaying assignments compiling papers 284 56.8 216 43.2
Tabel 3. Academic Procrastination in terms of Gender

Number of Postponements
Aspect Man Woman
F % F %
Delaying study assignments when facing exams 131 64.5 178 59.9
Delaying reading or reference reading tasks 158 77.8 226 76.1
Delaying completing academic administration 111 54.7 161 54.6
45
Tabel 4. Academic Procrastination in terms of Faculties

Number of Postponements
Aspect Psychology Engineering Social Economy Cultural Law

Sciences & Studies
& Politics Business
Delaying assignments 67% 82% 74% 70% 56% 88%

compiling papers
Delaying study 58% 71% 56% 57% 62% 72%

assignments when facing
exams
Delaying reading or 76% 79% 78% 75% 76% 76%

reference reading tasks
Delaying completing 59% 50% 62% 51% 58% 42%

academic administration
Delaying assignments 59% 51% 67% 71% 42% 30%

compiling papers
DISCUSSION
The results of the study showed that the percentage of delays in the area of academic
assignments carried out by research subjects was high. In general, the percentage of delays in all aspects
is above 50%, as described in table 2. The results of this study thus support research conducted by
Solomon & Rothblum (1984) of 342 students in America who found a delay in the assignment area of
the academic. What needs to be considered is that the findings of this study indicate that the percentage
of delays in all areas of academic assignments is much higher, compared to the findings of Solomon &
Rothblum (1984). It can be concluded that the percentage of delays in the area of academic assignments
carried out by students at one of the accredited universities "A" in Surabaya which is the population in
this study, is much higher than the delay behavior done by American students in the Solomon and
Rothblum research ( 1984).
The findings of this study support the Ferrari, et.all (2007) study of adults in Australia, Peru,
Spain, the United Kingdom, the United States, and Venezuela, finding that procrastination has become
commonplace and occurs in all countries. The pattern of procrastination by avoiding is also used in all
countries. Klassen, R.M., et.all research (2010) also shows that there is no difference in the behavior of
delaying writing assignments between students in Singapore and students in Canada. Long before this,
Burka & Yuen's research (2008) also found that academic procrastination had taken place throughout
human life regardless of culture.
In more detail, it can be explained that the delay in the academic area that is mostly done by
research subjects is the delay in reading books or references suggested by lecturers (as much as 76.8%).
46
The results of this study support Purnama's research (2014) which found that 94% of the students of the
Faculty of Sport Science, Surabaya State University made a delay on the task of reading references.
Followed by delays in the task of preparing papers, postponing study assignments facing exams,
delaying entering class and the lowest is delaying administrative tasks related to academics.
Furthermore, this study qualitatively supports previous studies which state that academic
procrastination occurs in all cultures and there are no significant differences between students in the
West and Asia. However, quantitatively, this study clearly shows that there are differences in the number
of percentages of delays in all areas of academic work. The difference in the quantity of this delay can
be caused by differences in the existing academic culture at the university where this research with the
academic culture at the university where Solomon & Rothblum conduct research. According to some
previous studies of the school environment, teacher characteristics, the class atmosphere that makes
students experience boredom and unpleasant assignments are seen to have a great influence on academic
procrastination (Shalev, 2018; Grunschel, et al., 2013).
The influence of external factors such as the school environment, class atmosphere and
instructor characteristics on academic procrastination which has been proven by previous studies should
be a concern of universities in Indonesia. The university needs to make a policy to create a comfortable
academic environment, a pleasant classroom atmosphere and teachers with good teaching skills so that
the academic procrastination of students can be derived. The role of universities in reducing academic
procrastination is very necessary because so far academic procrastination is still seen as a personal
problem and not yet considered an institutional problem, so that very few universities have standard
interventions to reduce academic procrastination (Glick & Orsillo, 2015). This is certainly very contrary
to the many studies of academic procrastination.
Evidence of the influence of external factors such as academic culture, class atmosphere, and
instructor characteristics can also be explained through the results of this study. The results of this study
indicate that there are differences in the percentage of delays in all academic areas when viewed by the
faculty. The data in Table 4 shows the percentage of delays in all areas of postponement of academic
assignments that occur in students of the Faculty of Cultural Sciences and students of the Faculty of
Psychology are classified as lower, compared to the percentage of delays in the students of the Faculty
of Engineering, Social Sciences and Politics, Economics and Business and the Faculty Law. Academic
climate, class atmosphere and teaching strategies used by lecturers in each faculty may be one of the
contributing factors. The results of previous studies have proven that students who receive teaching with
the SCLapproach (student-centered learning) have lower academic procrastination compared to
students who receive teaching with the TCLapproach (Teacher-Centered Learning) (Ananta, 2017).
The results of this study indicate that delays in the area of academic assignments occur in all
research subjects, both in male and female subjects. Although there are differences in the percentage,
such as the delay in the task of compiling papers conducted by 74.9% of men and only 71.7% of women.
The difference is not significant because in general, the percentage of delays in female students is not
much different from male students. This finding supports the research of Burka & Yuen (2008) which
says that academic procrastination does not look at gender. However, the results of this study contradict
the research of Huda (2015) which states that the percentage of delays in male students reached 78.5%,
while female students who procrastinated was only 21.5%. Certainly, further research needs to be done
to truly find out whether gender can influence academic procrastination behavior.
Differences in quantitative delays in all areas of academic assignments between subjects in this
study and subjects in the research of Solomon and Rothblum (1984), of course, not only caused by
differences in academic climate, classroom atmosphere, and teacher teaching strategies. The difference
can be caused by other factors, which can be internal or external factors. According to Ferrai, et al (1995)
47
academic procrastination can be caused by internal factors such as physical conditions and psychological
conditions of individuals and can also be caused by external factors such as too much work.
This research is preliminary so that it can only explain descriptively how delays occur in the
research subjects. Further research that explores the factors causing the high academic procrastination
on research subjects needs to be done.
CONCLUSION
The results of the study showed that the subjects in this study, although they were students from
universities with accreditation "A", had high academic procrastination behavior. Subjects in this study
73% postponed the task of compiling papers, 76.8% postponed the task of reading references, 61.8%
delayed the task of studying when facing exams, 56.8% postponed entering a class and 54.4% postponed
completing administrative tasks related to academics. The results showed a difference in the number of
percentages in all areas of delay between male and female students. The results also showed a difference
in percentage in all areas of delay, when viewed from the faculty of the study subject.
The percentage in all areas of delays performed by subjects in this study is much higher when
compared to the percentage of delays done by American students who were the subject of the Solomon
& Rothblum (1984) study. This difference can be influenced by differences in academic climate,
classroom atmosphere, and teacher teaching strategies. It can also be caused by internal factors such as
physical conditions and psychological conditions of research subjects. Further research needs to be done
to explore the factors that cause the high academic procrastination on research subjects who are students
at the University with accreditation "A". Besides, the high percentage of delay on the subject of this
study can be used as a basis for the importance of determining treatment strategies to help reduce student
academic procrastination.
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Ananta, A. (2017). Perbedaan Tingkat Prokastinasi pada Mahasiswa Ditinjau dari Metodologi
Pembelajaran. Persona: Jurnal Psikologi Indonesia, 6(2), 75-81.
Burka, J. B. & Yuen, L. M. (2008). Procrastination: why you do it, what to do about it now. Cambridge:
Da Capo Press.
Ferrari, J. R., & Ferrari, J. R. (2010). Still procrastinating: The no-regrets guide to getting it done. New
York: Wiley.
Ferrari, J. R., Keane, S., Wolf, R., & Beck, B. L. (1998), The Antecedents and Consequences of
Academic Excuse-Making: Examining Individual Differences in Procrastination. Research in
Higher Education, 39, 199-215.
Ferrari, J.R., et.all. (2007). Frequent behavioral delay tendency by adults: International prevalence rates
of chronic procrastination. Journal of Cross-Cultural Psychology, 38, 458–464.
Ferrari, J.R., Jhonson, J.L. & McCown, W.G. (1995). Procrastination and Task Avoidance: Theory,
Research and Treatment. New York: Plenum Press.
Ferrari, J.R., O’Callaghan, J., & Newbegin, I. (2005). Prevalence of procrastination in the United States,
United Kingdom, and Australia: Arousal and avoidance delays among adults. North American
Journal of Psychology, 7, 1–6.
Glick, D. M., & Orsillo, S. M. (2015). An investigation of the efficacy of acceptance-based behavioral
therapy for academic procrastination. Journal of Experimental Psychology:General, 144(2),
400. Http://doi:10.1037/xge0000050.
Grunschel, C., Patrzek, J., & Fries, S. (2013). Exploring different types of academic delayers: A latent
profile analysis. Learning and Individual Differences, 23, 225-233.
48
Hartaji, D., A. (2012). Motivasi Berprestasi Pada Mahasiswa yang Berkuliah Dengan Jurusan Pilihan
Orangtua. Fakultas Psikologi Universitas Gunadarma.
Huda, M.J.S. (2015). Perbandingan prokrastinasi akademik menurut pilahan jenis kelamin di UIN Sunan
Kalijaga Yogyakarta. Palastren, 8(2), 423-438.
Klassen, R. M., Krawchuk, L. L., Lynch, S. L., & Rajani, S. (2008). Procrastination and Motivation of
Undergraduates with Learning Disabilities: A Mixed-Methods Inquiry. Learning Disabilities
Research & Practice, 23(3), 137–147. http://doi:10.1111/j.1540-5826.2008.00271.
Klassen, R.M. (2010). Academic Procrastination in Two Settings: Motivation Correlates, Behavioral
Patterns, and Negative Impact of Procrastination in Canada and Singapore. Journal of Applied
Psychology (3), 361–379. http://doi: 10.1111/j.1464-0597. 2009.00394.x
Klingsieck, K. B. (2013). Procrastination in different life-domains: Is procrastination domain
specific?. Current Psychology, 32(2), 175-185.
Knaus, W. (2010). End Procrastinaiton Now. New York: The McGraw-Hill Companies, Inc.
Ozer, B. U., Demir, A., & Ferrari, J. R. (2013). Reducing academic procrastination through a group
treatment program: A pilot study. Journal of Rational-Emotive & Cognitive-Behavior
Therapy, 31(3), 127-135.
Patrzek, J. et.all. (2014). Investigating the effect of academic procrastination on the frequency and
variety of academic misconduct: a panel study. Journal Studies in Higher Education. 40(6),1-
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Purnama, S.S. (2014). Prokrastinasi akademik (penundaan akademik) mahasiswa Fakultas Ilmu
Keolahragaan Universitas Negeri Surabaya. Jurnal BK Unesa, 4(3), 682-692.
Shalev, I. (2018). Use of a self-regulation failure framework and the NIMH Research Domain Criterion
(RDoC) to understand the problem of procrastination. Frontiers in psychiatry, 9, 213.
Siswoyo. (2007). Ilmu Pendidikan. Yogyakarta: UNY Press
Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-
behavioral correlates. Journal of Counseling Psychology, 31(4), 503-509.
Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential
self-regulatory failure. Psychological Bulletin 133(1), 65–94.
Steel, P., & Klingsieck, K. B. (2016). Academic procrastination: Psychological antecedents revisited.
Australian Psychologist, 51(1), 36–46. http://doi:10.1111/ap.12173.
Yong, F. L. (2010). A study on the assertiveness and academic procrastination of English and
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Zacks, S., & Hen, M. (2018). Academic interventions for academic procrastination : A review of the
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http://doi.org/10.1080/10852352.2016.1198154.
49
Social Representations of Students with Special Needs in Normal Student

Groups in Inclusive Schools
Isrida Yul Arifiana1
Faculty of Psychology Universitas 17 Agustus 1945 Surabaya
Semolowaru 45 Surabaya
Rahma Kusumandari2
Faculty of Psychology Universitas 17 Agustus 1945 Surabaya
Semolowaru 45 Surabaya
Fatah Hanurawan3
Abstract. The objective of this study is to find an overview of the social representation of normal
students in inclusive schools for students with special needs. The method used in this study was a
qualitative descriptive approach. Data collection techniques were by open questionnaires and semi-
structured interviews with normal students. Research subjects were 8 normal students from two
inclusive schools in Surabaya City. The results showed that normal students represent students with
special needs as students with strange behavior and have deficiencies. Some others also found the fact
that students with special needs were targeted by bullying by several other peers in inclusive schools.
From the results of this study, it can be the basis that further steps that are needed, especially
interventions to handle cases of violence in inclusive schools.
Keywords: Social Representations; Special Needs; Inclusive Schools.
INTRODUCTION
Recent cases of violence against children have attracted the attention of people in Indonesia.
Some cases of violence even occur in schools where schools should be a safe and comfortable place for
children to learn. The Central Statistics Agency noted in 2009 that of all reported cases of violence, 30
percent were committed by children, and 48 percent occurred in a school environment with varying
motives and levels. An NGO called "Child Protection Plan Indonesia" has conducted a survey of violent
behavior in schools conducted in Jakarta, Yogyakarta, Surabaya, and Bogor, involving 1.500 high
school students and 75 teachers. As a result, 67.9 percent consider school violence to occur, it is in the
form of verbal, psychological, and physical violence. Perpetrators of violence, in general, are fellow
students, namely friends, classmates, and classmates (Hasanah, 2013). The description of the data above
shows that currently, children in Indonesia are vulnerable to becoming victims of violence in schools.
There is a tendency that schools become unsafe places for children to learn. This certainly has the
potential to become a problem for inclusive schools that also serve children with special needs to attend
school with children who are classified as normal. Even though the purpose of the inclusive school itself
is intending to provide opportunities for children with special needs to be able to socialize with students
who are classified as normal. Smith (2006) revealed that inclusive education is an educational model
that allows children with special needs to interact directly with students who do not have special
obstacles so that they improve social skills and motivation in learning.
Inclusive education in Indonesia officially took place in 2003, it is in line with the issuance of
the Circular of the Directorate General of Basic Education Ministry of National Education
No.380/C.C26/MN.2003 on January 20, 2003, concerning Inclusion Education. Based on the legal
protection, each City/District Service appoints at least four schools in each district/city consisting of
elementary, junior high, high school, and vocational schools to run an inclusive education program
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(Mangungsong, 2009). Specifically, in the Surabaya region, up to the end of 2012, there were 50 at the
elementary school level, 10 at the junior high school level, and two at the high school level that provided
inclusive education. Initially, the designated school was a public school that only accepted normal
students, now it has changed to an inclusive school that has to accept students with special needs. They
seem not ready to develop an inclusive culture that can accept the existence of students regardless of
their background. The impact is a behavioral problem that does not reflect a culture of inclusion among
students.
From the results of the preliminary study by observation and interviews at one of the inclusive
schools, the researchers found that some normal students treated students with special needs improperly.
When researchers observed cases of students with intellectual disabilities with communication
difficulties, there were some normal students were mocking and pushing them into gutters. Because of
the limitation, the student cannot fight when his friends mock him. The problems as described above do
not only occur to new students but also occur in class XII who have been involved in an inclusive
environment for almost three years. Researchers also conducted interviews with students (GR) who were
seen close to a deaf student (SA). GR said that his other classmates rarely invited AS to interact. SA
often sits on the bench and interacts only with GR every day. Conversely, other normal friends also
rarely take the initiative to invite AS to interact because they feel SA is a quiet child. The behavior
shown by normal or normal students is part of the act of discrimination against the presence of students
with special needs in inclusive schools. Discrimination is a part of the negative social representation of
their existence. Social interactions that occur between students and their social environment unwittingly
have built meaning constructions about students with special needs based on their understanding. The
meaning is a social representation.
The system of values, habits, ideas or concepts derives from life experiences that continue to
develop due to the ongoing interaction between community members. This communication process is
also strongly influenced by the history and context of the observed object. According to Moscovici
(Marková, 2017), the meaning is created from a system through social negotiations and it is not
something that is fixed or predetermined. This approach in social psychology is known as social
representation. The approach that wants to give an idea of how a concept or idea is understood, believed,
and carried out by a social group. Moscovici (1984 in Bauer & Gaskell, 1999) stated that social
representation opens the possibility to question the most fundamental thing in social science thinking,
which is truth. The truth is never faced and is single. Every place with different cultural and historical
contexts will define a different truth. Still, according to Moscovici (1984), social representation provides
fundamental knowledge to understand the position of ordinary people in dealing with diverse situations
according to their respective perspectives. For this reason, culture, history, habits, linguistic practices,
and emotions are neglected in scientific knowledge in modern society, precisely in social representation
are considered as basic elements that form the structure of community thought (Bauer & Gaskell, 1999).
From the description above, this study would like to find out a description of the social
representation of students with special needs in a group of normal or normal students in an inclusive
school in the Surabaya city. Normal or regular students are selected as research samples based on the
existence of this group as a group that is part of the support system in inclusive schools which should
be able to show positive support for their existence. The concept of special needs students represented
by regular or normal students will help us to understand the structure of their thinking about the concept.
METHODS
This type of research was descriptive qualitative research using the paradigm of social
representation. The purpose of qualitative research was to provide rich descriptive descriptions of the
phenomena under investigation and involve the collection of data in the form of naturalistic reports and
written analyzes (J. Smith, 2009). This research tried to explore data and analyze data qualitatively. In
51
qualitative research, the type of data collected was descriptive data such as interview transcripts, field
notes, photographs, video recordings and so on (Poerwandari, 2005). In this study, researchers compiled
a comprehensive and complex picture, report in detail and carried out research in their natural
environment. The paradigm of social representation was used in this study because it can reveal what
was in society related to existing social problems. The social representation paradigm is a framework
for thinking psychological concepts and ideas in the social world, in the context of studying psychosocial
phenomena in modern society (Wagner, 1999). This paradigm placed individuals in their social spaces
so that their understanding and social attitudes towards the existence of students with special needs can
be known, by the values that apply and develop among normal students. The theory of social
representation will help in understanding the relationship between initial thoughts or knowledge that is
of general opinion and scientific knowledge; can explain the emergence of social thought, and
understanding that was based on social experience in each individual which later serves to direct each
individual to behave and communicate.
The process of selecting research subjects was using purposive sampling techniques with the
criteria of the research subjects including being normal students or non-dissability students in inclusive
schools and having established interactions with students with special needs. The location of the study
was conducted at two inclusive schools in Surabaya city. In the process of determining which schools
were involved based on the agreement given by the school to the researchers. The subjects of this study
consisted of 8 normal students representing 2 schools at junior and senior high school levels. Data
collection methods in this study were using word association techniques by using open questionnaires.
The free association method was often used in research into structural approaches to social
representation. Besides being able to be used to explore the structure of social representation, associative
methods were also effective for taking data from many participants (large groups) in a short time
(Tsoukalas, 2006). This method was conducted by asking the research subject to write the words that
first cross his mind when faced with a stimulus. The stimulus presented in the form of them was asked
to write down 5 words that came to mind when hearing the words of students with special needs. Then
from the words written by the research subject, it will be clarified through semi-structured interviews
with the research subject.
The qualitative interview process was carried out to achieve knowledge regarding subjective
meanings that were understood by individuals regarding the topic under study (Poerwandari, 2009). The
type of interview used in this study was to use semi-structured interviews. Interviews with general
guidelines that covered issues that must be explored without regard to the order of questions (Moleong,
2006). The researchers in the research process improvised of existing questions and conducted probing
techniques for the process of extracting data in more depth and specifics. Data analysis techniques used
for the process of taking data in an open questionnaire and interviews were using content analysis
techniques. Content analysis was used to analyze word association data and verbatim open interview
results to determine the categories of students with special needs according to the research subject.
RESULT
The results of data collection conducted by researchers, both in the free association model and
interviews will be summarized in the following points:
1) In general, all research subjects from two inclusive schools consist of 5 men and 3 women.
The research subjects met the second criterion, namely having interacted with students with
special needs in their schools. Interaction models carried out by research subjects such as
interaction because they are classmates, group work and scout activities.
2) Research subjects reveal that they do not understand the type of specificity of their peers
who have special needs. From 8 research subjects, only 2 people are right to mention the
type of specificity of their peers who have special needs. Information about types of
52
specificity has never been explained by teachers in schools, so some research subjects state
that in the end, they made them do the labeling, on students who have special needs.
3) From 8 research subjects, it is obtained 50 words written down and the following are 6
popular words mentioned by the research subjects:
Table 1. List of Words

Words Total Respondents
Strange 8
Sick 6
There are deficiencies 5
Not focus 3
Pity 2
The word "strange" is a popular word mentioned by research subjects, all subjects express
these words in the list of words they write when receiving stimulus from researchers.
4) The words were written then clarified their meaning, one of the subjects of the research with
initial “AN”, mentions that the word "strange" has the meaning that students with special
needs exhibit strange behavior such as being unable to look into the eyes of their peers and
smile spontaneously/suddenly. The relationship between words and meanings can be
presented through the following table:
Table 2. Meanings of words
Words Meanings of words
Strange Their behavior is strange, do not stare when invited to speak,
smile spontaneously, cannot be silent, likes to shout
Sick There are health problems, they are disabled (cannot hear)
There are Because they cannot be like normal friends, because they have a
deficiencies problem
Not focus Like to run around in class, cannot listen to the teacher, they do
not do assignments
Pity Because they are sick, they must be taken care of, they cannot be
like other children
Bully They are often teased by friends, as a target of jokes/bully
5) The results of the interview show that the research subjects understand students with special
needs as matters related to illness conditions, strange behavior, weaknesses, and easily
become targets of bullying by the surrounding environment. The meaning of students with
special needs is also interpreted by some respondents as something closely related to
conditions that require assistance. From the interviews, information is also obtained that
some normal students tend to ignore what happens with students with special needs. Also,
they feel that they cannot help students with special needs.
6) Factors that influence the meaning related to students with special needs, it is obtained the
fact that based on the understanding of each individual obtained from the learning process
and socialization from the environment. In this case, school and family culture factors also
influence the emergence of meaning related to students with special needs.
53
DISCUSSION
Social representations of the meaning of students with special needs are influenced by factors
affecting the subject’s understanding and subject experience when interacting with students with special
needs. Researchers find the fact that the attitudes shown by normal students towards students with
special needs start from the behavior that is shown by students with special needs in their daily lives.
This is in line with research conducted by Retnaningsih (2012) which states that peer groups respond to
children with intellectual limitations through actions or behaviors that are demonstrated in daily life.
The process of social representation includes content and processes that are meaningful because there
are social thoughts that can influence the attitudes of normal students.
CONCLUSION
The conclusion of this study leads to the discovery of data in the field through statements from
research subjects which reveal that students with special needs are associated with several negative
statements. There are negative statements that arise from regular students based on their understanding
and experience when interacting with students with special needs. Through this research, it is expected
that it can be used as a foundation in the preparation of intervention designs to overcome the problems
that exist in inclusive schools. Specifically, related to the relationship between normal students and
students with special needs. Another expectation, this research can be input for the government in
regulating policies related to inclusive education. Other researchers, can also develop this research by
using different subject, location and research variables.
REFERENCES
Bauer, M. W., & Gaskell, G. (1999). Towards a paradigm for research.
Hasanah, H. (2013). Kekerasan Terhadap Perempuan Dan Anak Dalam Rumah Tangga Perspektif
Pemberitaan Media. Jurnal SAWWA, 9(1), 159–178.
Lienert, C. (2003). Inclusive education. Sport Science & Physical Education Bulletin.
https://doi.org/http://dx.doi.org/10.1292/jvms.70.723
Mangungsong, F. (2009). Psikologi Pendidikan Anak Berkebutuhan Khusus. Jakarta: LPSP3
Universitas Indonesia.
Manuti, A., & Mininni, G. (2010). Social Representations of Medically Assisted Fecundation a Study
on the Discursive Construction of “ Media Texts .” Psychology, 1(5), 337–348.
https://doi.org/10.4236/psych.2010.15043
Marková, I. (2017). A fabricação da teoria de representações sociais. Cadernos de Pesquisa, 47(163),
358–375. https://doi.org/10.1590/198053143760
Moleong, L. . (2006). Metode Penelitian Kualitatif. Bandung: Remaja Rosdakarya.
Poerwandari, K. (2005). Pendekatan Kualitatif Untuk Perilaku Manusia. Jakarta: LPSP3 Universitas
Indonesia.
Roth Korreferent, R., & Schwenk, A. (2016). Collective Excitations with Chiral NN+3N Interactions
from Coupled-Cluster and In-Medium SRG.
Smith, D. (2006). Inklusi : Sekolah Ramah Untuk Semua. Bandung: Nuansa.
Smith, J. . (2009). Psikologi Kualitatif : Panduan Praktis Metode Riset. Penerjemah Budi Santoso.
Yogyakarta: Pustaka Pelajar.
Tsoukalas, I. (2006). A Method For Studying Social Representation. Quality & Quantity Qual Quanty,
6, 959–981.
54
UNESCO. (2011). Pernyataan Salamanca dan Kerangka Aksi dalam Pendidikan Kebutuhan Khusus.
Jakarta.
Wagner, et. A. (1999). Theory and method of social representations. Asian Journal Social Psychologhy,
2, 95–125.
55
Trust In Performance Of Presidential Candidates And Intention To Vote

Among First-Time Voter Students
Rani Muarifah
[email protected]
Nurul Ashriyanti Mulyakusuma
[email protected]
Inayatun Nadhiroh
[email protected]
Mochammad Sa’id
[email protected]
Abstract. The purpose of this study was to identify the relationship between trust on performance of
presidential candidates and the intention to vote among first-time voter students. The sample of this
study was 51 undergraduate students at State University of Malang, with the criteria 17-21 years old and
were first-time voters in presidential election 2019. To get research samples, purposive sampling
technique was used. The instruments used were Scale of Trust in Performance of Presidential Candidates
and Scale of Intention to Vote. The research data were analyzed using product moment correlation
analysis technique. The results of this study show that there is a significant positive relationship between
trust in performance of presidential candidates and intention to vote among first-time voter students. In
other word, the higher the level of respondents’ trust in performance of presidential candidates, the
higher their intention to vote in presidential election 2019.
Keywords: political trust, presidential election, voting behavior, first-time voters
INTRODUCTION
April 2019 is time to held an event of democracy in connection with the holding of the
presidential election for the period 2019-2024. Therefore, the presidential candidates and pre-
presidential representatives make various efforts to get political trust from their voters. Political trust is
an individual view of things produced by a political system based on normative expectations. This trust
does not only stop at trust in the government, but also on the elements inherent in the politics (Wahyudi
et al., 2013).
Political trust built by means of campaigns, both directly and through the media, aims to build
positive perceptions and impressions - and ultimately political support to be chosen - in the eyes of the
voters, especially the first-time voters. First-time voters are prioritized because they have
psychologically different characteristics from older people in general. They tend to be critical,
independent, dissatisfied with establishment, and pro change. This makes them the target for various
political forces ahead of the election, where political parties and candidates for election usually make
56
political advertisements or propaganda to attract these new voters (Hakim & Agus, 2015). In addition to
having many advantages, first-time voters also have shortcomings, namely not having the experience of
voting in elections, because they do not have sufficient knowledge of an organization that leads to
politics, lack of political socialization from the school environment and society, lack of socialization and
simulation of elections done by the KPU (Komisi Pemilihan Umum) to first-time voters, so that their
political awareness is still not maximal (Tyas, 2014). This is also the case in the UK, which is based on
research conducted by Henn and Foard (2012), 55% of young people do not have trust in knowledge and
understanding of politics in the UK and only 36% have trust in these matters which shows that the
message is British political life and political affairs do not effectively reach young people.
According to Paige (1991), what determines the level of someone's political participation is
political awareness and trust in the government or political system. One of the triggers for the emergence
of political trust is how the performance showed by the candidate. The better their performance, the
higher the trust of the voters.
Based on the explanation above, this study was conducted to determine the relationship between
trust on the performance of presidential candidates and the intention to vote among first-time voter
students. This research is expected to be able to dig deeper and prove whether there is a relationship
between the two mentioned variables, especially in the first-time voters who tend to lack of political
knowledge due to lack of experience resulting in a low level of political awareness. Student respondents
were selected by researchers to find out whether high education made someone likely to participate in
the country's political interests.
Political Trust. Gamson (in Wahyudi et.al., 2013) explains that in political trust there is a belief
that the government acts in accordance with individual or public interests, where individuals who have
high political trust will tend to have high level of political participation. In contrast, if the level of public
trust in politic is low, it will have an impact on the decline in community participation in election.
Political trust is also defined as a people evaluation of the government's relative performance of their
normative expectations about how the government should perform its role (Hetherington, 2005; Houston,
Aitalieva, Morelock, & Shults, 2016; Miller, 1974; Van de Walle & Bouckaert, 2003).
Performance of Presidential Candidate. President is the leader or head of government in a
state. The form of the president's performance is not much different from the government's performance
because both of them are a unified whole. According to Prawirosentono (in Muhamadun & Nunung,
2012), performance is the result of work that can be achieved by a person or group of people in an
organization, in accordance with the authority and responsibility of each in order to achieve strong goals
related to organizational goals.
Aspects of Performance. According to Robbins (1996) the nature of the assessment of
individuals is the work that is expected to be in the form of something optimal. Performance analysis
(Robbins, 1996) can be measured through five indicators. First, quality. According to Wungu and
Brotoharsojo (in Nugrahanto, 2014), "quality is all forms of units of measurement related to the quality
or quality of work and expressed in terms of numbers or which can be matched with numbers". The
quality of work can be measured through accuracy and completeness. Accuracy is the accuracy in
carrying out tasks and work, meaning that there is a match between the plan of activities with the goals
or objectives that have been set. Completeness is the completeness of accuracy in carrying out its duties.
Second, quantity, that is, all forms of unit of measurement that are related to the number of works
and expressed in terms of numbers or which can be matched with numbers. This can be seen from the
work of employees in the work of using a certain time and speed in completing their duties and
responsibilities. Thus the quantity of work can be seen from the amount of work and use of time. The
amount of work is the number of work tasks can be done. Use of time is the amount of time used in
completing tasks and work.
57
Third, cooperation, is a form of group work that aims to achieve targets that have been agreed
upon previously. It must be realized that teamwork is integration of many persons into one to achieve a
common goal. The goal is not a personal goal, not the goal of the team leader, nor is the goal of the
team's most popular person. In a team what is needed is the willingness to join hands to complete the
work. Fourth is initiative. Taking initiative is a key element in making improvements in the workplace,
also facing changes and providing services to customers beyond their expectations. Fifth, reliability /
responsibility, which is one dimension of quality service. Quality service is an effort made by the
company to meet the expectations of its customers. Quality services emphasize the aspect of community
satisfaction provided by the government offering services.
Departing from the definition above, the notion of performance analysis in the context of this
research is the process of gathering information about how the level of achievement of the work done by
the president in carrying out his main duties and functions in accordance with the vision and mission so
that the government's goals will be achieved.
Political Participation. According to Van Deth (2001) states that political participation is one
of the important aspects of democracy. Political participation is a political activity for citizens, both
active and passive and is direct or indirect, with the aim of influencing government policy. In this
definition, political respondents focus more on individual political activities in the political process, such
as giving voting rights or carrying out other political activities that are considered to influence public
policy making by the government in the co-role of participation in governance. Thus, political
participation does not include the activities of bureaucratic officials, political party officials, and
lobbying of professionals who act in the context of their assigned positions.
Intention to Vote. According to Fishbein & Ajzen (1975), intention is the possibility of someone
that he will display a behavior. Intention can be used to predict how strong the individual's desire to
display behavior and how much effort is planned or carried out by the individual to do this behavior.
The intention that is manifested in the form of real participation is to use electability in general
elections. This condition can be seen and felt during the election period, as presidential election in
Indonesia in 2019. One can choose to vote or not vote. Therefore, researchers use aspects of intention to
vote which are divided into intention to vote and intention not to vote.
First-time Voter. In KPU module (KPU, 2010), first-time voters are voters who will first use
their rights of voting, aged 17-21 years. First-time voters consist of people who have fulfilled the
requirements to vote, have been registered through data collection conducted by officers appointed by
the election organizer.
METHODS
Research Design / Design. This study uses quantitative research design because we want to
examine the relationship between trust in performance of presidential candidates and intention to vote
among first-time voter students.
Data Collection Technique. This study uses 2 scales. For trust in performance of presidential
candidates, Scale of Trust in Performance of Presidential Candidates is used with 20 items and 4 choices
of answers: strongly agree, agree, disagree, and disagree. This scale was developed by researchers. The
aspects used in the preparation are modificated from the concept of performance analysis according to
Robbins (1996). Whereas for the intention to vote, we develop Scale of Intention to Vote which consist
of 1 item in form of the semantic differential scale (Not Selecting 1 2 3 4 5 6 7 Choosing).
Research Respondents. The population of this study was undergraduate students at State
University of Malang. Whereas for selecting samples, researchers used a purposive sampling technique.
Respondents used were 51 undergraduate students, with the criteria of respondents ranging in age from
17-21 years old and first-time voters, who had first voted because they were just entering voting age in
58
the presidential election in 2019. Research instruments were distributed through google form to
respondents who meet the criterias.
Data Analysis Technique. The collected data was analyzed by descriptive statistics first. After
that, the assumption test was carried out consisting of a normality test and a linearity test. And finally,
hypothesis testing is done using Pearson's product moment correlation technique.
RESULT
Based on the results of research conducted, for the level of trust in performance of presidential
candidates, it was found that respondents' trust in performance of presidential candidates there were 12
respondents who did not trust on the performance of presidential candidates by 23.53%, there were 35
respondents who trusted on the presidential candidate's performance by 68.63%, while the remaining 4
respondents strongly trusted on the presidential candidate's performance of 7.84%. (Table 1).
Table 1. Frequency Distribution of Respondents' Trust to Presidential Candidates
Classification Frequency Percentage
Not Trusting 12 23,53
Trusting 35 68,63
Strongly Trusting 4 7,84
Total 51 100
Whereas for the range of intention to vote, it was found that the intention to vote among
respondents in presidential election which was in the HIGH category with a range of 1 was 33.33%, and
range 2 was 11.76%. Furthermore, it has MEDIUM intention to vote with a range of 3 by 15.69%, range
4 by 11, 76%, and a range of 5 by 5.90%, and LOW intention to vote with a range of numbers of 6.80%
and a range of 7 as much as 11.76% (Table 2).
Table 2. Frequency Distribution of Respondents’ Intention to Vote
Intention to Vote Frequency Percentage
1 6 11,76
2 5 9,80
3 3 5,90
4 6 11,76
5 8 15,69
6 6 11,76
7 17 33,33
Total 51 100
To test the hypothesis, it is obtained the correlation coefficient (rxy) of 0.43 and probability (p)
of 0.002 < 0.05 (significant). This means that H0 is rejected and H1 is accepted. In conclusion, there is a
significant correlation between trust in performance of presidential candidates and intention to vote
among respondents. The correlation direction is (+) with the relationship strength level 0.430 or 43%
(enough).
DISCUSSION
Based on the results described above, it was found that there was a relationship between trust in
performance of presidential candidates and intention to vote among first-time voter students. There is a
positive correlation that shows that the higher the trust in performance of presidential candidates, the
higher the intention to vote them in presidential election.
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The results obtained from this study confirmed previous research regarding the relationship
between political trust and political participation by Akhrani, Imansari, and Faizah (2018). The research
shows that the higher the political trust, the higher the political participation of the voters. Akhrani,
Imansari, and Faizah (2018) use respondents from high school students but use different variables which
are more common in political trust and political participation. Whereas, this study more specifically
examines the relationship between trust in performance of candidates for the presidential election and
the intention to vote them, which is one of the forms of political participation.
The results obtained from this study also confirmed previous study conducted by Wahyudi et al.
(2013) about political trust, democratic satisfaction, and political participation where researchers use
students as samples that also show a positive relationship between these variables. According to Paige
(1991), what determines the level of someone's political participation is political awareness and trust in
the government or political system. In this study, researchers focused on one of forms of political
participation, namely voting behavior. The higher the trust the voter has in performance of the
candidates, the higher the intention to vote them. So that, voting behavior is more likely to occur. Based
on another study conducted by Lindqvist (2019), it was found that the relationship between political trust
and political participation was classified as ambiguous. Political trust is positively correlated with voting
but is negatively correlated with non-institutional political participation.
Huber and Arceneaux (2007) state that there is influence of political advertising to political
participation by exploiting the difference in exposure to advertising among the media market. Although
advertising does not seem to make viewers more aware of the main campaign issues, they can change
their judgment about the personal characteristics of candidates and, ultimately, their election decisions.
This shows that advertising in the media is one of the factors that emerge the assessment of candidates
characteristics, including one about their performance. Newman and Sheth (in Schofield & Reeves,
2015) estimate political choice with an accuracy of more than 90%, using seven variables: issues and
policies, social images, emotional feelings, candidate images, current events, personal events in voter
life, and epistemic problems.
CONCLUSION
Based on the results and discussion described above, it was found that there was a relationship
between trust in performance of presidential candidates and intention to vote among first-time voter
students. There is a positive correlation showing that the higher their trust in presidential candidates'
performance, the higher their intention to vote in presidential election.
Suggestion
The advice from this study is to increase the number of respondents to find out the relationship
between trust in performance of presidential candidates and intention to vote among various ages and
backgrounds. Furthermore, it is also necessary to expand the research area so it can find out whether
there are differences in the relationship between both of variables in one region and another.
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61
Revealing the Outputs of Cooperation for Individuals in Water

Management Organization
Putri Yunifa
Faculty of Psychology - Universitas Gadjah Mada
[email protected]
Ika Adita Silviandari
Faculty of Psychology - Universitas Gadjah Mada
[email protected]
Abstract. Individual perceptions on cooperation output are important in understanding the dynamics of
group cooperation, in particular, within self-help groups that manage the public goods. This study aimed
to find out perceived cooperation outputs for individuals as members of self-help groups on the
management of drinking water/spring water sources in Sleman Regency, Yogyakarta. The participants
of the study were 46 administrators and members of the groups, with ages, were ranging from 29 to 68
years old. This is a study with a qualitative method and the data collection was using open-ended
questionnaires. As it turns out, the thematic analysis identifies 3 (three) main themes of cooperation
outputs for individuals: first, social-psychological that consists of self improvement, self relationship
and psychological; work facilitation that consists of result facilitation and process facilitation, and last
but not the least, financial.
Keywords: cooperation, individual, group, output, social-psychological
INTRODUCTION
The human need for clean water can not only trigger conflict but also encourage cooperation.
The availability and accessibility of drinking water as a public good has become a concern for all people
around the world. Globally, United Nations Development Program (UNDP) - one of the United Nations
development agencies, launches the Millennium Development Goals (MDGs), followed by the
Sustainability Development Goals (SDGs), one of which is access to drinking water. In regard to the
global development goals,the Indonesia Government made access todrinking water as part of the
national middle-long term development plan (RPJMN). By promoting the ambitious national goal, the
Government issued various policies and program activities that support the achievement of access to
drinking water, such as Pamsimas, which intended to answer the need for drinking water in various
regions, including in Yogyakarta. In its implementation, the program synergizes with groups formed
independently at the hamlet level, namely the Drinking Water Supply Management Facility Group
(KPSPAM) - although not all groups are covered by the program. These groups manage clean/drinking
water from spring sources to consumers, by applying the principles of cooperation.
Cooperation and Public Good
Research on cooperation has long been carried out to understand social interaction both
interpersonal and between groups. Deutsch (1949) explains the definition of cooperation as the final
social condition that all people achieve at the same time. This definition distinguishes cooperation with
competition, where the ultimate goal is achieved by only a few people. Thus, interaction is called
cooperation when all group members strive and can achieve the results they want together in an
interdependent relationship (Deutsch, 1949). An action cannot be called cooperation when someone acts
in the interest of the group, but fails to correctly identify its collective goals (Paternotte, 2014). Thus,
interactions between individuals can form cooperation or competition, determined by individual
perceptions about the relationship of personal goals to the goals of others. When individuals A, B and
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C achieve their goals, X also achieves their goals or when individuals A, B and C do not achieve their
goals, X also will not achieve them (promotively interdependent goals) (Deutsch, 1949). On the other
hand Deutsch (1949) also argues that sometimes cooperation and competition cannot always be
distinguished in the context of certain realities, given that the main objectives are usually accompanied
by sub-goals. For example, individuals in a group will work together to win something (the main goal),
but at the same time compete about who will be the "hero" (sub-goal).
In this study, we emphasize on how cooperation work on public good context. Public good is
an entity that requires individuals to contribute certain types of capital, such as money, time, effort
toward its existence (Parks, Joireman, & Van Lange, 2013). Clean water or drinking water is included
in public goods, because in order to continue provision of the good and to ensure its accessibility it
requires contributions from individual users, either in form of money, effort and thought. Based on this,
people formed groups aimed at managing the provision and distribution of drinking water.
Psychological dynamics of individuals in groups
Various studies related to cooperation with individuals have been conducted. Deutsch (1949)
proposed definition of the cooperation is how individuals and groups believed that they have
interdependent goals to each other. In cooperation, individuals believe that their goals will only be
achieved if the goals of others are also achieved (Tjosvold, et al., 2003). This motivates mutual trust,
exchanges of resources, and helps one another in a continuing effort (Deutsch, 1962). From this process
a relationship is formed that characterizes openness, positive things and productivity (Tjosvold, et al.,
2003). Research on cooperation with individuals also focuses on factors or strategies to encourage
individuals to work together or contribute to groups, for example through incentives (Kraft-Todd, Yoeli,
Bhanot & Rand, 2015), the reputation of group leaders (Yang &Yang, 2019), the same concerns and
trust (Fischer, Klooster, & Cirhigiri, 2019), the role of social capital in increasing cooperation between
individuals (Chakraborti, Maloney, Roberts, Shogren (2018) and identification (Christens, Dannenberg,
&Sachsb, 2019). Furthermore, the results of the study by Fischer et al (2019) revealed the outcomes of
cooperation for individuals among landowners namely self-confidence, information, and skills (Fischer,
et al., 2019). Among these studies, the authors have not found any study that discusses the outputs of
cooperation for individuals, especially cooperation related to public goods. As with interactions in
groups that influence attitudes, decisions, and individual behavior and can have varied effects
(Sanderson, 2010), cooperation can also produce different results or outcomes for individual attitudes,
decisions and behaviors. This study aimed to fill the literature gap as mentioned above by exploring the
outputs of cooperation for individuals in groups, in this case, drinking water management groups.
METHODS
In order to address the gaps in the current literature regarding cooperation outcomes for
individuals, this study focuses on identifying emergence themes in participants' understanding. In this
regard, the most appropriate method is a qualitative method with a construct realism approach. The
qualitative method was chosen because this method is most suitable for research that aims to uncover
the experience of participants through the perspective of constructionism. Constructionism that
underlies qualitative research focuses on how interactions between humans shape social reality
(Herdiansyah, 2015). Thus, qualitative research uses the participant's perspective (emic) and the
researcher will only capture, decipher and reconstruct the participant's attitudes, views and mindset
according to the object of study (Herdiansyah, 2015).
The selection of participants is done by purposive sampling, where the determination of
individuals or participants is based on the wealth of information they have (Creswell, 2015). Participants
in this study were 46 administrators of drinking water facility organizations, ranging in age from 29 to
68 years, have been members of at least 1.8 months to 13 years, with the majority of male gender,
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namely 42 people and 4 women, which is located in several villages in the Sleman Regency, DI
Yogyakarta.
Data collection is done by using open ended questionnaires. The open ended questionnaires
method is data collection by asking open questions with the aim of digging a little deeper (compared to
close-ended questionnaires), and exploring the many possible answers that are not provided by
researchers, but given by the respondents themselves (Creswell, 2015). The main questions in these
open ended questionnaires are: (a.) Name one of your coworkers, (b) what is the cooperation output for
you?
Procedure
Data collection is carried out by visiting participants at the location of their activities as
administrators of the organization managing drinking water facilities. The researchers explained the
aims and objectives of the study, and asked participants to fill out the questionnaires after stating that
the data collected in this study were confidential and would only be used for research purposes. There
are times when participants refuse to fill in themselves, and ask researchers to fill in based on the answers
given by participants. This situation occurs for example in the Klarangan Hamlet, Hargobinangun
Village, when participants are working in the field. In such situations, the researcher conducts an
interview by referring to the open ended questionnaire and repeatedly confirming the answers written
to the participants, to ensure their validity.
In addition to distributing open-ended question sheets, researchers also held FGD (focus group
discussions) that involved a group whose members were also involved in filling out data using open
ended questionnaire sheets. The FGD aims to provide additional data of the group in relation tothe
outputs of cooperation for individual.
Data Analysis
The collected data is then analyzed using content analysis. The analysis conducted is a multiple
analysis response, because each participant is expected to give more than one answer. Of the 46
participants we collected 134 answers. The first phase is to transcript the answers from the open ended
questionnaire sheet into the Microsoft Excel program, by classifying them into a maximum of three
responses. After that,the researchers encode each answer with number. The researcher reads repeatedly
the text or response given by participants to be able to capture the overall impression of the existing
data. Then, the researcher finds keywords and organizes them into different meaning units so that 10
(ten) sub themes are found. Next, the researcher synthesizes the sub themes by linking categories based
on similarity of meaning, so that 5 (five) themes are found. Of the five themes, the researcher re-
synthesized by connecting them based on their essence, and found three main themes; social-
psychology, work faciltation and financial.
RESULTS
Open Ended Questionnaires
The content analysis process shows that there are 3 (three) main themes that are essential
regarding the outcomes of cooperation for individuals in this study. The three main themes are: social-
psychology, work and financial facilitation. The main social-psychology themes consist of 3 (three)
themes, namely self-improvement, relationship improvement, and psychological. The main theme of
work facilitation consists of 2 (themes) namely outcome facilitation and process facilitation. The main
theme of finance consists of cost-effective sub-themes. The linkages between keywords, sub themes,
themes and main themes in more detail can be seen in Table 1 below.
Table 1. Comparison of keywords, Sub themes, Themes and Main Themes Cooperation Outputs for
Individuals
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Main
Keywords Sub Themes Themes
Themes
Increased experience and insight Knowledge
addition
Feel useful for others Positive self
evaluation Self-
improvement
Awareness on personal Self-accountability
responsibility Social-
Organizational involvement Social contribution psychological
Feel togetherness togetherness Relationship

Intertwined relationship reciprocal improvement
Feel positive emotions

psychological psychological
Feel burdened
Work is easier Process facilitation Work Work
facilitation facilitation
Work is more successful Result facilitation
Cost saving Cost effective Financial Financial
Main Theme 1: Social-psychological

Social-psychological refers to a psychological condition (affection, cognitive and behavior)
related to the presence of other people as indicated by the addition of insight and knowledge, increased
relations, and psychological changes. The themes included in the main social-psychological theme are
the themes of self-improvement, relationship improvement and the psychological theme.
a. Self-improvement
The theme of self-improvement as an output of cooperation is defined as cognitive change
(insight, experience and knowledge) as well as the emergence of positive emotions, including competent
feelings that accompany the output of the cooperation. Participants revealed cooperation output in the
form of self-improvement which is indicated from increased experience, knowledge and insight,
specifically on how to handleproject aidon water management from the government (through the
National Budget), how to handle water distribution systems, how to implement underground water
searching techniqueand how to build social networks, or to identify the stakeholders in terms of water.
1. Sub theme Knowledge Addition
"Experience in handling programs from APBN sources, experience in procurement of
goods and services (barjas flow), experience in working in the Pamsimas field." (P.03)
"Add insight and ways of thinking," (p.05),
"... adding insight and experience," (p.16)
"... get to know the parties related to clean water," (p.17)
"Adding insight into the use of appropriate technology based on experience," (p.30)
"Experience (there is someone who knows / rusty or not, so you know)," (p.34)
"Add knowledge and insight, respect the opinions of friends, ..." (p.36)
"... know the importance of cooperation," (p.38)
In addition to increasing insight and experience on matters directly related to work,
participants also revealed an increase in understanding related to the character and
behavior of others.
65
"... Can understand and comprehend various characters of people, ...” (p.05)
"... Respect the opinions of friends, ..." (p.36)
"... Knowing each other's friend behavior, ..." (p.38)
2. Subtheme Positive Self-Evaluation
Participants also revealed that cooperation results in positive self-evaluation because it has
benefited others such as; help develop the village and do things that benefit the community.
"Expediency for local residents ..." (p.13)
"The community / PAM members are happy to be fulfilled with clean water ..." (p.18)
"Beneficial for the community, happy to be able to help the needs of the
community...”(p.31)
"The effect is on the welfare of society," (p.46)
"...feel happy to be able to help residents ..." (p.19)
"... the benefits can be to help the community, to help social activities in the
community," (p.20)
"... can develop a village, can affect other villages," (p.25)
"... we can socialize for 4 points ..." (p.29)
"... get lots of ideas / ideas ..." (p.45)
3. Self-accountability
The theme of self-accountability is defined as the emergence of awareness that this
cooperation increases the sense of personal responsibility and also the obligations of individuals
aimed at other people or groups, as stated by participants.
"Is an individual obligation," (p.23)
"Increasing sense of responsibility," (p.16)
4. Social contribution
Participants revealed that this cooperation output was an opportunity to participate and
support program or group activities.
"Can participate", (p.15).
"Supporting organized activities," (p.23)
"To support program activities," (p.27)
b. Relationship improvement
The theme of relationship improvement is defined by a sense of togetherness as well as
closeness, a sense of brotherhood and kinship, and reciprocal relationships in whichindividuals share
resources such as the experience and knowledge they have.
a. Togetherness
Participants acknowledged the existence of togetherness, closeness, kinship and
strongerwork bond.
"I am happy when I work together, it's hard if I don't go ..." (p.01)
"Closeness ...," (p.09)
"Strengthen the bond of work ..." (p.43).
"... kinship ..." (p.09)
Participants also suggested that cooperation produced a growing sense of brotherhood,
added friendship which meant connecting brotherhood or family relations and strengthening
cooperation between citizens and group administrators.
"... increase friendship," (p.12)
"... increase the sense of brotherhood to be tighter," (p.14)
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"... strengthen cooperation between citizens and management," (p.19)

"... the creation of kinship," (p.32)
"... strengthen brotherhood," (p.42)
b. Reciprocal
In addition to a sense of togetherness, participants also revealed that cooperation results in
the establishment of reciprocal relationships between individuals, in the form of complementing
the deficiencies of one individual, sharing experiences, and providing mutual input.
"Can complement if there are deficiencies ...," (p.22)
"Can share experiences, share with each other, give each other input," (p. 35)
Participants also revealed that the reciprocal relationship as a result of cooperation also
appeared in the form of mutual helping, reminding, complementary behavior, trying not to
burden each other and support each other.
"...helping each other," (p.09)
"...complement each other," (p.11)
"...mutual support ..." (p.43)
"...quickly finished the work," (p.24)
c. Psychological
Psychological sub-theme is defined as positive and negative feelings that arise as a result of
cooperation. Participants express positive feelings along with the awareness that they already have done
something benefited others. These feelings reflect a positive self attitude and shows that individuals
enjoy the occurence process of the conduct of cooperation.
"Very positive, can develop a village, can affect other villages" (p.25)
"... not saturated ..." (p.11)
"... social work," (p.04)
"... satisfaction between teams is a means of benefit for the local residents." (P.13)
"... glad to be able to help the needs of the community ..." (p.31)
"... glad to be able to help the Tirta Lestari group," (p.35)
"... more comfortable," (p.38)
In addition to the emergence of positive feelings, participants also revealed the sacrifice of
personal interests for the benefit of the group. Participants sacrifice personal time, add work, activities,
expenses or money, to the mind as a result of cooperation.
"Added work and thought burdens, reduced time for personal activities, increased expenses,"
(p.06)
"Money, time, thought," (p.08)
"... adding activities," (p.15)
Thus, psychological themes consist of two kinds of psychological conditions asthe resultsof
cooperation reflecting two opposite sides. The first condition reflects positive feelings that indicate
participants enjoy cooperation. The second one tends to be the opposite, which indicates a feeling of
being overburdened and not enjoying cooperation.
Main theme 2: work facilitation
The theme of work facilitation is defined as a phenomenon that shows the influence of
interactions with others on the process and quality of work done together.
Participants stated that cooperation provided better results on the quality of work for the
participants themselves, both related to administration and finance and work in the field.
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"Establishment of transparent clean water administration management, implementation

of continuous management and maintenance, implementation of securing water spring
for the needs of water," (p.07)
"All problems or obstacles can be overcome," (p.10)
"Meeting personal needs..." (p.16)
"Administration that can be accepted by many parties ..." (p.17)
"Very good results ..." (p.20)
"Bookkeeping is better, swipe deposit money can be communicated, customer
complaint problems handled." (P.21)
"Provide water for the family ... "(p.29)
"Smooth water, ..." (p.32)
"Satisfying because Mr. Tulus is open and has a high social life, good management,
firmness in every policy," (p.33)
"Making good results, ..." (p.39)
"... the possibility of better results, maximum success," (p.40)
Participants revealed that cooperation provides an outcome to the work process so that work
becomes easier, faster or lighter, including in the process of consideration and decision making related
to institutional and work.
"Facilitate the preparation of administration, facilitate the preparation of programs,
make it easier in arranging institutions," (p. 02)
"Lighten the burden ..." (p.04) (p.40)
"Easy to do ..." (p.11)
"Work gets lighter, work gets faster ..." (p.14)
"Make it easier for residents to provide water ...." (p.19)
"The work is getting easier ..." (p.24)
"Lighten the burden of the mind, ... lighten the work ..." (p.26)
"Make work easier, lots of friends (affiliates), make decisions easier," (p.28)
"... speed up the work," (p.39)
"Lighten up the work, ..." (p.44)
"Reduce the burden of thought and work, ..." (p.45)
"... make it easy to read organizational reports ..." (p.17)
"... swipe the deposit money can be communicated,..." (p.21)
"... the work is done, ..." (p.32)
"... speed up the work ..." (p.37)
"... lighten ..." (p. 39)
"... make things easier ..." (p.41)
The statement expressed by the participants proves that cooperation produces outputsat work in
two aspects, namely process and results. Process facilitation refers to what extent the cooperation
provides convenience at work for participants, while result facilitation refers to what extent the
cooperation results in better quality of work as the outputs, from the participant's point of view.
Main theme 3: financial
The main theme of finance is defined as financial gain as a result of cooperation. Participants
revealed that the cooperation produced financial benefits by reducing costs of household since they were
able to access clean water managed by the organization.
".......... we can save on electricity costs and have enough clean water," (p.29)
Thus, in addition to social-psychology and work facilitation, cooperation also produces outputs in the
form of financial benefits for individuals.
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Other Data: Focus Group Discussion

Aside from open-ended questionnaires, cooperation outputs are also known through the method
of focus group discussion. Data collection through focus group discussions (FGD) involving KPSPAM
(Kelompok Pengelola Sarana Penyediaan Air Minum/Group of Drinking Water Supply Management
Facility)Banyuwening in Sumberarum Village revealed that the individuals involved in this small group
sacrificed their work time or personal interests, for the sake of water management activities or the public
interest. They even showed a determination not to publicize their conducts to the user community in
general until it was really successful. The results of this discussion confirm the existence of the main
social-psychology themes, which comprise of invisible sacrifice, self-improvement and relationship
improvement.
Invisible sacrifice
Invisible sacrifice is defined as an act of individualsto sacrifices ones's own self-interest for the
sake of social interests, which are deliberately carried out unnoticed by the public or members outside
the core group. This was started by participants' awareness of the issue on clean water accessibility that
elicited emotions and furthermore, triggered a desire to take responsibility.
"We are looking at people from the west end there, taking a basket to the front of the
mosque, it feels like we are very sad, yes, it hurts, why can't we facilitate it like that?"
(8-11)
Even if the individual realizes that he has to sacrifice his personal interests for the group, the
individual will continue his behavior as he realizes that what he does has a very important purpose.
Pak 1: "It is very social, social struggle is extraordinary, this is giving up your time."
(66-67)
Pak 2: “Even when we work, we are left behind. Because we are, our work
backgrounds are different, we leave it for the sake of society, "(86-88)
The participants also revealed that they did not publish collaborative actions by the core groups
to other water user communities. The participants argued that community involvement was only needed
when this core group cooperation showed success.
"Even though our struggle is not exposed to the community, but we still pay attention
to our evaluation, we still do something that the community sometimes does not know
earlier than we rose with, because of the same fate." (20-24)
Pak 2: ”Yes, we still turn upside down, that is, until the energy costs of the mind we
do not need to involve the community. We only involve success tomorrow,
”(119-121)
Even though the action was unknown to other members of the group, the individual continued
his actions, even though he realized that other members did not contribute to the cooperation. As a result,
it is individuals who bear the costs of social compensation. As an organization that relies on self-help,
this water management group also bears initial funding.
Pak 2: So that, the board that has been closed is gone, flooded, bought again.
Pak 3: Yes, the picture is on my laptop
Pak 2: That, even, without collecting fees from the community.
Pak 5: We will look for the fee. (114-118)
Self-improvement
Participants also showed awareness about the importance of sustainability, as indicated by starting to
find and assign new leaders from their community. Participants showed knowledge about the importance
of program sustainability, and the criteria of people they will cooperate which might reflect the
participants' own experiences and insights at working as a team.
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Pak 5: “In addition, in terms of regeneration, we actually already thought about it, however,
we are not convinced if we involveyoung peoplewithout giving them some fees, they
may not accept it sincerely, and they will be nagging behind our backs, so we will not
feel good at it. Probably if tomorrow goes well, there may be a little bit of rewards we
can share and we will have regenerationthen. ”(89-96)
Relationship improvement
On the other hand, the participants showed a sense of closeness between individuals. Participants
expressed that their fates are woven together and they were willing to undergo activities together.
Pak 2: “this is a social work. It’s natural if we push someone to do the best at regular
work, however, thiswork is really for social. The important thing is, as long as
theyare accompanied, they will say “I ‘m ready!”” (81-83)
"Eventhough our struggle is not being exposed to the community, but we still pay
attention to our evaluation, we still do something that the community sometimes does
not know, they do not know that we get up together just because we share the same
fate." (20-24)
"Including when friends work, which ones are fortune, maybe this is right when there
is a fortune, chicken noodle. Maybe Pak Anto has a fortune, yes, meatball nucleus and
so on, just like that. ”(122-125)
The results of the FGD confirm the findings from open ended questionnaires about how
coperation results in self-improvement and relationship improvement, especially for individuals in the
core group. Self-improvement is shown by the awareness to take responsibility regarding the problem
of clean water, to actively contribute to the organization, as well as to increase relevant knowledge in
particular about the criteria for people to work with. Meanwhile, the improvement of relations have been
shown through the togetherness and closeness between participants formed by collective activities and
the willingness to share emotionsas well as responsibilities while managing the group.
DISCUSSION
Social-psychological theme
The social-psychological themes are indicated through self improvement, increased relations
and psychological changes that resulted from cooperation. Self-improvement is one of the outputs
expressed by many participants, and comes in the form of increased insight and knowledge about work
or social networks, positive self-assessment, self-accountability and social contribution. This was
confirmed by various previous studies. Johnson and Johnson (2003) found that individuals who work in
groups encourage better skills and knowledge than individuals who work individually. In line with the
findings of Johnson and Johnson (2003), Fischer, et al (2019) also revealed an increase in self-
confidence, information and skills at the individual level as a result of cooperation. This self-
improvement can be caused by activities or actions experienced by participants when working together.
Xue, et al., (2018) confirmed this through their study which found that cooperation triggers the part of
the brain that plays a role in social cognition, which includes on how individuals act as learning agencies
from their social environment. In terms of knowledge, participants experience self-improvement by
developing insight so it becomes more useful to work on the Pamsimas program or other project aid,
find qualified water springs, handle institutional matters such as financial and logistical administration,
and to improve social relations that includes recognizing individual’s characteristic who has the ability
to cooperate and continue the leadership on.
In addition to increased knowledge, cooperation also results in positive self-evaluation. When
interdependent goals, tasks, and roles are clearly defined, then participants realize that their efforts are
needed to meet common goals. Awareness of the importance of these efforts encourages participants to
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participate in group activities. The activity then generates positive feelings, such as the emergence of a
feeling of competence, which is a person’ belief abouthis or her ability, competency or skill to solve
collective problems of the group. The findings of this study are consistent with Johnson and
Johnson(2003)who suggest thatcooperation has a strong link with psychological health. In terms of self-
esteem, cooperative conduct also results in an internalized perception that individual is accepted and
liked as one is, internalized mutual success, and developing a multidimensional view of self and others
that has implications for positive self-perception (Johnson & Johnson, 2003). Thus, positive self-
evaluation in this study stems from perceptions regarding the acceptance of participants and their
abilities, as well as the existence of actions that support mutual success.
Aside to knowledge and positive self-evaluation, self-accountability or self-responsibility is a
theme that consists of categories of awareness of personal responsibility and involvement in the
organization. Johnson and Johnson (2003) explain that a person who knows the relationship between
his potential and the success of his group members, will increase his efforts to contribute to his group.
In this study, participants who experienced positive evaluation about themselves, had an awareness of
their potential, and their relationship to the success of their group members, thereby increasing their
efforts to contribute. Self-accountability is also related to the group's collective values. The theory of
collectivism Triandis and Gelfand (2012) suggest that in collectivism group the values highlighted are
group norms or social norms, not individuals. Individuals who have identified themselves into groups
(social identification) will develop behavior that is in line with the norms of the group so that a sense of
self-responsibility arises for the needs of the group. Thus, the expression of responsibility might indicate
participants' efforts to adjust to social or group norms. Participants realize the basic human needs of
drinking water is crucial as the public good begin to decrease, so participants finally decide to involve
themselves in cooperation.
In addition to social identification factors, self-accountability can also be caused by personal
factors, at least according to the opinion of Christens, Dannenberg, and Sachsb (2019). They found that
identification had a positive effect on cooperation between individuals, and was very strong in
individuals with high self-awareness concerns. Based on these findings, another factor that might lead
to the emergence of "awareness of personal responsibility" is the concern for a high self-image, in this
case, related to the position of participants in a very important group, namely the chairman. Thus, in
addition to the group norm factor, the statement may be an expression of the self-image that is intended
to be displayed, especially for participants who indeed hold the main responsibility in the group.
Relationship improvement
Relationships increase based on mutual relations and a sense of togetherness. Mutual relations
and cooperation have strong links and cannot be separated. In this study reciprocal relations emerged as
a direct result of cooperation, but previous research also argued otherwise. Romano and Balliet (2017)
find that the formation of cooperation is influenced by reciprocal relations. Thus, the interaction of these
two things led to an increase in relations. The power of reciprocity in inducing cooperation is evidenced
by Rand, Yoeli, and Hoffman (2014) who concluded that although public goods (in this case clean
water) are beneficial, people tend not to be willing to contribute to access them. New people want to
contribute when they see other people helping them. Rand, et al (2014) also concluded that new people
want to do their part, when observed by others, and they only want to work together when they see
others also want to do the same thing. In this study reciprocal relationships occur not only in the form
of affection or emotional (for example; increasing a sense of brotherhood and kinship) but also in the
form of cognitive (for example; sharing experiences, and giving input to each other). The cooperative
conduct itself contains attributes that characterize reciprocal relationships such as the exchange of
resources, exchange of information, mutual communication, mutual support, and various other
reciprocal actions (Young, 2003). On the other hand, Ga¨chter and Herrmann (2009) revealed that
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basically many individuals have a strong reciprocal nature (reciprocator) so they have the will to
reciprocate and punish those who do not.
In addition to being formed from reciprocal relationships, improved relationships are also
formed from a sense of togetherness among group members. Even though institutionally the groups have
more than 40 members in average, in daily life, in each group only about 5 (five) people interact
intensively. Sanderson (2010) argues, research has proven that small groups are shown to have more
selfless members than groups with large members, making it easier to work together, including in
overcoming social dilemmas; that is the conflict between individual interests with the interests of groups
or people.
In addition to improving oneself and increasing relationships, cooperation results in
psychological changes. Indications of psychological change for the individual are positive emotions and,
on the other hand, feel burdened, especially for participants who are domiciled. The feeling of being
burdened arises as a result of the participant's actions sacrificing a portion of his own interests in the
framework of achieving group goals. This feeling is also a characteristic of a social dilemma, which is
a condition in which a participant's personal interests as an individual are in conflict with the interests
of the group, so that when the participant chooses the group's interests, the participant must give up
some of his personal interests. Participants who considered that contributing to this cooperation had
implications for the loss of some personal interests also stated that cooperation was not their initiatives,
which confirmed that cooperation was not always related to intention to cooperate (Paternotte, 2014).
Paternotte (2014) suggests that minimal does not contain intention to cooperate. Agents do they act since
they belief that there is other member who will do their part in order to achieve collective goals.
The link between the nature of the leaders' self-sacrifice and cooperationhas been widely
investigated. Individuals with a sense of responsibility towards the group are more likely to sacrifice
their personal interests for the benefit of the group. Leadership based on the nature of self-sacrifice is
also considered more effective in eliciting cooperation. Previous studies have shown that only leaders
who have the nature of self-sacrifice can promote cooperation in their groups (Mulder & Nelissen, 2010;
De Cremer & Knippenberg, 2005). In addition, collective norms in Asian societies might also influence
expectations of the characteristics of their leaders. The example by K. Leung, L. Lu, and X. Liang (2003)
reveals the characteristics of Japanese society that underlines leaders who are willing to sacrifice
themselves for their collective interests. The leader is appointed not only because of the quality, but also
his willingness to sacrifice his interests for the group under his supervision. The results of the FGD also
show that participants (in particularly the leader) does not only work collectively but also are willing to
sacrifice their interest (e.g., working time) for the sake of group’ interest, as they believe that the sacrifice
will lead to successful works and eventually motivate the others.
On the other hand, this study also revealed positive feelings generated by cooperation.
Participants were happy after doing something useful for their village, satisfied with the success
generated by the cooperation, felt more enthusiastic, and confident.
The main theme of work facilitation
Participants revealed that the cooperation actually produced results in the form of ease and
success at work. Work facilitation occurs when the presence of other people in the context of cooperation
has an impact on the process, namely the ease of completing work and on the results, namely the quality
of work becomes better, according to expectations or goals, so the results can be enjoyed. Cooperation
has resulted in better organizational management, more precise and faster problem handling, and access
to clean water that meets daily needs at low prices.
This finding confirms previous research which has proven that the presence of others influences
individual performance. Johnson and Johnson (2003) argue that working in groups encourages
individual abilities beyond individuals who work alone. Sanderson (2010) also suggests that the
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presence of other people creates psychological stimulation that can trigger better performance or vice
versa, worse. Individuals will also try to show more socially oriented behavior when observed (Alpizar,
Carlsson, & Johansson-Stenman, 2008). Thus, work facilitation is not solely a product of collective
action, but is the result of identification of collective goals, as stated by Paternotte (2017) with minimal
cooperative theory. Good quality of cooperation is also determined by the process of individual
identification of the group's goals (Sanderson, 2010). The quality of good cooperation shows the
achievement of shared goals. Paternotte (2017) argues that the existence of collective goals is a
minimum characteristic of cooperation. An action cannot be called cooperation when it is not based on
collective goals. In this study, participants revealed the achievement of conditions that reflect collective
goals, namely citizens can access clean water. Difficulties in accessing clean water have become a
common issue that underlies collective goals.
The main theme of financial
One important output for individuals is related to household financial. Participants revealed that
the presence of water obtained through water management cooperation helped them to save electricity.
Before the water management groups exist, participants must rely on clean water from wells that use
electric pumps. Cooperation results in financial benefits because the user community, including
participants, does not need to have a well with an electric pump to access clean water. In addition, the
cost of accessing water through the groups is much cheaper than the cost of accessing water through
PDAM – Perusahaan Daerah Air Minum/Local Water Supply Utility. Availability of access to clean
water is a collective goal to achieve, while saving electricity costs is an "additional reward" that can
trigger participants' motivation to maintain group cooperation. This is in line with Johnson and Johnson’
study (2003) whichsuggest that the combination of goals and rewards will strengthen positive
interdependence which is one of the essential elements of cooperation. Participants have a collective
and positive interdependence goal, that is access to clean water. However, only access to clean water
may not be sufficient enough to encourage participants' efforts to cooperate, unless participants are
aware of the additional benefit of saving electricity costs as they no longer need to use electricity
pumps.Additionally, the fact that people can access to drinking water by very limited costs is very
important. Research by Langford and Winkler (2014) has concluded that the water project should ensure
targets are equality-based by requiring the elimination of inequalities and expanding measurement to
capture discrimination. As such, drinking water provisions should be cheap so that it is affordable by
most people.
CONCLUSION
The study concluded that the outputs of cooperation for individuals are divided into three main
themes, namely social-psychological (self improvement, improved relations and psychological), work
facilitation (process facilitation and outcome facilitation) and financial. Themes of self-improvement
include increased knowledge, positive self-evaluation, self-accountability and social contribution. While
the theme of relationship improvement includes reciprocityand togetherness. The third is psychological
themes, which include positive emotions and feelings of being burdened. All three themes lead to the
achievement of collective goals related to social-psychology welfare.
In addition to social psychology, the study also revealed that the main theme of work facilitation
emerged from participants' statements that indicated ease (process facilitation) and quality of work
(facilitation of results). Both themes lead to the achievement of individual performance.
The third main theme is financial, because participants save household expenses related to clean
water supply. Financial themes function as "rewards" which when combined with goals can strengthen
positive interdependence, the main capital of cooperative action.
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LIMITATION
As a study using qualitative methods, this study has various limitations that needs to be
considered for its external validity. The transferability process can only be applied on groups with
similar characteristics. In addition, research also has limitations in data collection. Data retrieval is
conducted by persons who are known by participants to have relations with contacts related to clean
water management programs, so that some of their answers reflect the biased effect of pygmalion. Bias
pygmalion effect is a positive form of self-fulfilling prophecy. Self-fulfilling prophecy is the tendency
to seek, interpret, and create information that verifies our own beliefs (Sanderson, 2010). Thus, the
pygmalion effect bias is a participant's behavior or response based on his knowledge of the researchers'
expectations. Some of the participants when asked questions about the outcome of the cooperation
perceive it as the result of the "program", so that it affects the answers. For further research on similar
issue, the use of verification method such as member checking and clarification process is needed, as
well as initial clarification or disclaimer from the researcher/author that this research is not part of the
ongoing drinking water program.
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Does Family Functioning has Correlation with Subjective Well-Being? A

study among Adolescent in Coastal Surabaya
Wanda Rahma Syanti1
Hang Tuah University
[email protected]
Andi Maulida Rahmania2
Hang Tuah University
Abstract. Subjective well-being among adolescent can be apredictor for the happiness of the
individual’s next developmental stages. This study aims to determine the relationship between
subjective well-being and family functioning among adolescent in coastal area of Surabaya. Participants
of the study are 118 students of junior and senior high school in coastal area of Surabaya (age = 12 – 19
years; male = 52, Female = 66). Data were collected by distributed Family assesment questionnaire
and subjective well-being questionnaire. Result shows that family functioning is not correlate
significantly with subjective well-being among adolescents (r= -0,158, p>0,005).
Keyword: family functioning; well-being; subjective well-being; subjective well-being adolescent.
INTRODUCTION
The topic of adolescents’ subjective well-being have become a very important discussion
because this relates with the positive aspect indicators of the individual’s psyche and adolescents’
academic function (Savage, 2011). Subjective well-being plays an important role in adolescents.
Subjective well-being is seen to have an important role for individual’s mental health and promoting
positive academic result. Suldo & Shaffer (2008, in Savage, 2011) showed the result of a study to 349
junior highschool students, 57% of children who had high subjective well-being turned out to have low
level of psychopathology. These children also had better academic skills, social support from peers and
parents, physical health, as well as higher achievements in academics compare to students with low
subjective well-being.
Previous research also tried to study subjective well-being in adolescents. A research by Pratiwi
(2016) showed that there was a significant positive correlation between self-esteem with subjective well-
being in vocational school students with a correlation of 0.727. Another research by Wahyunani (2013)
showed that there were significant positive correlation between self-esteem with subjective well-being
in “Pamadi Utomo” Auditorium for Children Social Care in Boyolali.
There are number of factors that could influence individual’s subjective well-being. Effects
from different factors could be divided into several different levels (Eryilmaz, 2010). An unfulfilling
life experienced by an adolescent generally rise and start from the family environment. The lack of social
support and intimate relations from family is known to affect an adolescent’s subjective well-being. This
is accordance with a statement from Diener and McGavran (2008) that family is the most important
source of a fulfilling life.
Family is a natural social system, that has a set of rules, roles, power structure, communication
system and method of negotitation and problem solving that enables various tasks to be done effectively
(Goldenberg, 1980). Family is the smallest unit in a social system. Family is the first place where an
individual interacts with another individual, a place to socialize, whether physical or emotional with
supports toward other family members. Families play an important role in shaping social values,
building welfare, new nurturing through the family institution. Sixbey (2005) defined family as two or
more individuals that are connected by blood, marriage, or adoption. Furthermore Olson &Defrain
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(2006) explained that family is two or more people who has committed with one another and share
intimacy, resources, decisions, responsibility and values to be implemented in life.
Result of previous research showed that family support is a very important aspect of
adolescent’s subjective well-being. However, the economic conditions of the people living on coastal
areas cause an impact to families of families living on the coast. Parents, whether dad or mom most have
changed condition to adolescent needing special attention and support from the surrounding
environment. The closest support an adolescent need is from their parents. But, as we know, the
conditions of families living on the coast which are not beneficial economically shift the focus of parents
to fulfilling the family’s economical needs. Speculative income in coastal families brought impact to the
wives, they decided to also try to provide for the family.
Coastal families have different patterns compare to families in the city. From the perspective of
the mother, the domestic responsibility of women doesn’t end with managing financial resource, to
fulfill the need of the whole family, but also responsible in providing cash when their husband, as
fishermen, come back home empty handed from the ocean.This role illustrate that the wives also act as
the economic pillars of the household. Coastal women have a mindset to be work prepared to improve
their economic condition in order to sustain the household (Kusnadi, 2015).
This situation brought ambiguity in roles and impacted the function of the family. Originally a
complete family consists of clear roles whether in providing for the family and taking care of the
household, this is then shifted. As of now the situation is fathers aren’t the only ones who are working
outside of the house but also mothers too.
This phenomenon shows that there is a shift in tasks and roles in a family which in turn impacts
the function of the family (Nayana, 2013). In the family, things don’t always work out as they should.
At times there will be fights, different opinions between family members, and misunderstanding
between members. Change will most definitely cause an effect, for example, lack of attention towards
the child, less time to be around the child at home and this potentially could cause the child to choose to
find attention and fun activities outside of the house. Parents workload in fulfilling economical needs
will also lessen quality time between parent and child. This in turn will affect and impact adolescents
subjective well-being.
In terms of system, rarely does a family is evaluated as normal or abnormal, but it emphasizes
more in it’s functioning. The family functioning here refers to how much interaction in the family will
have impact toward the members’ physical and emotional health (Epstein, Ryan, Bishop, Miller
&Keitner, 2003).
Family functioning may seem similar with family function, but in reality they are two different
concepts. Family function explains the function and purpose of creating a family, while family
functioning refers to the roles played by the members in a family as well as the attitude and behavior
shown between members of the family (DeFrain, Asay& Olson, 2009). The role of fathers which was
originally the breadwinner of the family and mothers which originally was the caretaker of the household
has shifted and in turn made changes to the values of the family. This phenomena also happens in many
coastal families until it impacted the family functioning.
Family with good functioning is expected to give support (Laila &Amanah, 2015). When the
functioning in the family reaches its’ maximal potential, then all members of the family should feel the
impact of family functioning. Fathers, mothers even children are expected to gain benefit from the
functioning of a family. Furthermore for the child, who might still be in adolescence, because they are
in the stage of finding their identity. A child needs a father and mother figures that fulfilled the
expectation. However, the condition of families in the coastal areas are not always as expected by
adolescents.
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Research result from Shek (1997) showed that there was a significant result between functioning
with adolescents well-being. The subjective well-being of 429 adolescents from Chinese ethnic was
studied and the result showed that subjective well-being had a correlation with family functioning,
psychosocial adjustments and positive mental health. Another research from Sari & Dahlia (2018) also
explained that family functioning had significant correlation with adolescents’ subjective well-being in
Indonesia. While the research by Silalahi (2015) who also found positive correlation between family
functioning with subjective well-being in High School students in Semarang.
McFarlane (in Vas der Aa, Bomsma, Rebollo-Messa, Hudziak & Bartel, 2010) said that negative
family functioning could cause negative impact, like frequent family conflicts, witnessing fights in the
family, having unsupportive family members will cause low well-being in adolescents. Another research
by Joronen and Kurki (2004) found family factors that contributed toward adolescents’ fulfillment,
which were comfortable homes, warm emotional state, open communication, participation of family
members, the possibility of building a relationship with other people outside of the family and the feeling
of having an important position in the family contributed significantly toward adolescents’ fulfillment
or well-being. The concept of well-being is highly affected by an individual’s cognitive and affective
affect.
The discussions above showed the importance of researching about adolescents’ subjective
well-being, especially in coastal areas, which then could become adolescents’ indicator for happiness
and a starting point for other discussion, about family functioning in families of coastal areas. The new
aspect of this research is the deeper study on subjective well-being in adolescents of coastal areas that
have a more complex family dynamics compare to families in the city.
METHODS
Variable Identification
Operational definition in the functioning family is how families do their roles and function in
fulfilling the need of family members, whether physically, psychologically or socially. Generally, family
functioning can be seen from the family members’ ability to understand and accept other family
members, able to express ideas or feelings to other family members clearly, being nice to one another
and avoid conflict, as well as able to show the ability to solve problems. Special dimensions that
construct family functioning is Problem Solving; Communication; Family roles; Affective participation;
Behavior control.
Subjective wellbeing is defined as the affective and cognitive process of someone which covers
the evaluation of one’s life. This evaluation includes emotional reaction toward an event, as well as
satisfaction and fulfillment cognitive evaluation. Behavior indicators used as measurement tool for the
subjective well-being variable is developed by the researcher based on components revealed by
Diener&Oishi, which are: Cognitive and Positive Affect.
a. Research Subject
The subject of this research are adolescents living in the coastal area of Surabaya aged 12 to 22
years old. Most of the subjects are high school students in the coastal area of Surabaya. The
implementation of the zonation system for public schools in Surabaya has enabled the research to
gain research subjects from high schools around the coastal area of Surabaya.
b. Instrument
The data in this research is taken using the likert scale. Likert scale needs a minimum of two
category answers which are agree and disagree. It would be better if it is made with four to eight
categories (Neumann, 2000).
This research uses functioning family measurement tool from adapting the FAD (Family
Assessment Device) measurement tool which was made by Epstein (1983). This measurement tool
consists of 44 items that illustrate six dimensions of MMFF (McMaster Model of Family
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Functioning) and one more part that measures family functioning in general (general functioning).
Epstein has tested the measurement tool to 503 participants from various family backgrounds. The
result showed that the FAD measurement tool had a good reliability and validity (Epstein, 1983).
This measurement tool consists of 6 dimensions.
Table 1. Blue Print for the Family Functioning Measurement Tool
Dimensions Item number
Problem solving 1, 8, 15, 22, 29
Communication 2, 9, 16, 23, 30. 36
Family roles 3, 10, 17, 24, 31, 37, 42, 46
Affective Involvement 5, 12, 19, 26, 33, 39, 43
Behavior Control 6, 13, 20, 27, 34, 40, 44
General Function 7, 14, 21, 28, 35, 41
The table 1 above explains the six dimensions of the family Functioning Measurement Tool
as well as the number of the items representing it. FAD has a value scale from 1 (highly disagree)
up to 4 (highly agree). The higher the family functioning score the better the family functioning.
This research uses the Subjective Well-Being scale constructed by Vrastati (2016 in Yutti,
2017). The construction of the items is based on Andrew and Withey (in Diener, 2009) which was
composed based on subjective well-being components like positive affect, negative affect and life
fulfillment.
Table 2. Blue Print of the Subjective Well-Being Measurement Tool
Statements
No Aspects
Favorable Unfavorable
Positive 2.5.9.14.16.18.21.22.24.39.40.44
1 Affective
Negative 1.6,12,17,27,31,32,33,34,35,37,41
Life 3.4.11.19.23.28.29.33.43 7.8.10.13.15.20.25.
2 Cognitive
fulfillment 26.30.36.42
Total 21 23
c. Methods
Methods of data analysis is used to give meaning to the data to solve the research problem and
testing the research hypothesis. This research is a correlational research and aims to test empirically
whether or not correlation between family functioning with subjective well-being, where the two
variables have the interval data type. That’s why is used for correlation technique. Product Moment
with the help of data processing software.
Before the data processing phase with inferential test, reliability test is given to the measurement
tool and distribution normality test. Reliability test used the Alpha Cronbach method will result in
alpha scores. The calculation result will show the items categorization into not reliable, less reliable,
sufficient reliable, reliable, and highly reliable. The calculation was done with a data processing
software.
Next, distribution normality test is done. This research uses the Kolmogorov Smirnov technique
to test distribution normality test, after normality test, the data linearity test will be given. After that,
correlation test is done by using the Product Moment correlation technique from Karl Pearson. The
Product Moment Correlation from Karl Pearson is used to know whether or not there are any
correlation between one independent variable and dependent variables, in this research where a
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variable has an interval data scale (Sugiyono, 2011). Product Moment correlation analysis is counted
using the help of data processing software.
RESULT
a. Descriptive statistical analysis
Descriptive statistical analysis was done by describing subjects based on certain characteristics.
In table 3 there are description of subjects based on gender, age, parents’ income and parents’ marital
status.
Table 3. Research Descriptive Statistical Analysis

No. Characteristics Amount Percentage (%)
1 Gender
Female 114 58,8%
Male 80 41,2%
2 Age
14 Years old 1 5%
15 Years old 96 49,5%
16 Years old 78 40,2%
17 Years old 8 4,1%
18 Years old 5 2,6%
19 Years old 2 1%
21 Years old 2 1%
22 Years old 2 1%
3 Parents’ Income
Under Rp500.000 22 11,3%
Rp500.000 – Rp1.000.000 47 24,2%
Rp1.000.000 – Rp2.500.000 66 34%
Rp2.500.000 – Rp5.000.000 49 25,3%
Over Rp5.000.000 10 5,2%
4 Parents’ Marital Status
Married 166 85,6%
Divorce 12 6,2%
One of the parent passed away 16 8,2%
From table 3 above it is known that there were 17% more female respondents compare to male
respondents. As much as 89.7% of respondents were in the age range of 15-16 years old. Parents’ income
of respondents range between Rp500.000 – Rp5.000.000, which was 83.5% of respondents.
Furthermore, most of the respondents as much as 85.6% of the total respondents had parents with
married status, not separated or no parents that passed away.
Table 4. Categories of Respondents’Family Functioning
Categories Amount %
Very Low 9 4,6%
Low 23 11,9%
Moderate 131 67,5%
High 29 14,9%
Very High 2 1%
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From table 4 above it is known that most of the respondents had levels of family functioning in
the moderate category which is 67.5% or as much as 131 from 194 respondents.
Table 5. Category of Respondents’Subjective Well-being
Category Amount %
Very Low 10 5,2%
Low 19 9,8%
Moderate 66 34%
High 64 33%
Very High 35 18%
From the table 5 above it is known that most respondents as much as 75% or 165 out of 194
respondents had moderate, high, and very high category of subjective well-being.
b. Assumption Test
Assumption test needs to be done before doing any product moment correlation test. The
assumption test done was the normality and linearity test. Data normality test was done by using the
kolmogorov-smirnov technique with the help of the SPSS 16 for Window program. In table 3 it could
be seen the result of family functioning and subjective well-being normality test of coastal adolescents.
Table 6. Result of normality test
No. Variable Sig. Normality Notes
1 Family Functioning 0,200 (Sig. >0,05) Data Distributed Normally
2 Subjective Well-being 0,200 (Sig. >0,05) Data Distributed Normally
From the table 6 above it can be known that the two variable data are distributed normally. After
doing the normality test, then the next step was to test the linearity of the two variables, which were the
family functioning and subjective well-being. The following is the table of the result of the two variables
linearity test.
Table 7. Result of Linearity Test
Variables Linearity Sig, Liniearity Notes
Deviation
Family Functioning * 0,199 0,000 Both variables are linier
Subjective well-being
From the Table 7 above it can be known that significant (p) <0.005, meant there were tendencies
of a correlation between family functioning variable with the subjective well-being of coastal
adolescents.
c. Hypothesis test
The result of the normality test and linearity test showed that the data was distributed normally
and both variables were linier. This means the data analysis technique of this research could use the
product moment Pearson correlation technique, because the prerequirements before the correlation test
had been fulfilled. The significance of the correlation coefficient could be analyzed with the following
requirements.
a. If p (significance) < 0,005 then H0 rejected and Ha accepted, that means there were
correlation between the two variables
b. If p (significance) > 0,005 then H0 accepted and Ha rejected, that means there were no
correlation between the two variables.
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d. Result of data analysis

Research data analysis could be seen in table 8.
Tabel 8. Correlation data analysis
Variables Pearson Correlation Significance R Squared
Family Functioning *
0,682 0,000 0,465
Subjective Well-Being
From the table 8 above it is known that the significance (p) is 0,000 (<0,05) so the H0 in this
research is rejected and the Ha of this research is accepted, that is there were correlation between the
family functioning and subjective well-being of coastal adolescents. In addition, it is also known from
table 8 that the correlation coefficient value (r) = 0.682. Cohen (1988, in Pallant, 2007) gave guidance
that can be used to interpret the correlation coefficient, that is
Table 9. Interpretation of correlation coefficient
Correlation coefficient Interpretation
0,1 – 0,29 Small
0,3 – 0,49 Moderate
0,5 – 1,0 Big
From table 9 it is known that this research correlation coefficient is quite big and both variables
in this research has high correlation. Determinate Coefficient (R Squared) in this research is 0.465. That
means the ability of the independent variable in this research which is family functioning, in explaining
the variance of the dependent variable of this research which is, Subjective Well-being is 46.5%. There
are still 53.5% dependent variable variance that could be explained by other factors.
DISCUSSION
The result of the product moment Pearson correlation test in table 8 showed that there were
significant positive correlation between family functioning with Subjective well-being of coastal
adolescents in Surabaya. The result of this research is in accordance with the research by Nayana (2013)
that stated that there is a significant correlation between family functioning and subjective well-being
in high school students aged 15-19 years old. The result of this research supports the previous research
result by Morgan, et.al., (2011) which said that the family variable was significant in predicting
subjective well-being of adolescents in the city which came from various ethnic, with respondents of
159 adolescents. The family variables consists of appreciation from families, emotional support
availability and guidance which in this research was included in the functioning family variable, while
the subjective well-being that could be predicted from the family variable is life fulfillment and negative
effect which is the cognitive and affective component of subjective well-being.
The result of this research also showed that functional family explains variance of subjective
well-being in adolescents as much as 46.5%. This is further supported by a research by Cunsolo (2017)
that said the social life dimension of adolescents is very important in shaping the subjective well-being
of adolescents. One of the significant predictors of subjective well-being in adolescents is the family
relationship in adolescent life, warmth as well as support given to form adolescent independency. In this
research, relationship with families and parents supports are included in the family functioning
component.
The correlation coefficient of this research is quite high (r=0.682). This result differs from
previous research that studied family functioning and subjective well-being in adolescent which was
done by Sari and Dahlia (2018). In those research, the correlation coefficient of the research was quite
small (r=0.167). This difference could be caused by the difference in the range of age of the respondents.
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The respondents in Sari and Dahlia (2018) research had a range of age of 12-15 years old with middle
school educational background. While in this research, the age range was 14-22 years old with most of
the respondents were in the high school educational background.
Descriptive data of the research showed that as much as 75% of respondents showed moderate,
high, and very high level of subjective well-being as well as 85.6% of respondents had parents with
married status, not separated and no parents had passed away. The result of this research could support
the previous research which stated that adolescents who were left behind by both parents or one of the
parents showed lower subjective well-being compare to adolescents who still lived with both of their
parents (Jia, et.al, 2018). Adolescents who lives with both of their parents have fulfillment of their family
functioning condition so their levels of family functioning increase and positively correlates with the
improvement of their subjective well-being.
The result of this research showed that there is a significant positive correlation between family
functioning with subjective well-being in adolescents. This result is different with the previous research
by Kurniati (2011) that also studied the level of family functioning and subjective well-being. In her
research, Kurniati (2011) said that there were no significant difference in the subjective well-being
components which were life fulfillment, feeling of happiness and feeling of unhappiness in families with
different family functioning levels, whether in the balanced family category, mid-range or imbalance.
However, there was a significant correlation parents communication whether the father or mother
toward adolescents subjective well-being. The difference between these research is the instruments used
in measuring family functioning, in this research the instrument used to measure family functioning has
six dimensions, they are problem solving, communication, family roles, affective responsive, affective
involvement, and behavior control. While the research by Kurniati (2011) the instrument used to
measure family functioning only had proximity and flexibility dimensions, it didn’t include
communication in it.
CONCLUSION
Based on the data analysis, it is known that there is a positive and significant correlation between
family functioning with subjective well-being in adolescents of coastal Surabaya. This means, the higher
the family functioning the higher the subjective well-being of adolescents in coastal areas in Surabaya
will be. Vice versa, the lower the family functioning the lower the subjective well-being will be.
Correlation between family functioning with subjective well-being was 0.682. This shows the
correlation is in the moderate category. The effective contribution of the family functioning variable
was 46.5%. This meansfamily functioning affects subjective well-being among adolescents.
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Implementation Of Problem-Based Learning To Improve Psychological

Course Students Academic Achievement
Farah Farida Tantiani1
[email protected]
Ike Dwiastuti2
Aryudho Widyatno 3
Moh. Irtadji 4
Abstract. This research aims to prove the improvement of student learning outcomes after using
Problem-Based Learning (PBL) learning methods. The research method used was Classroom Action
Research (CAR), which was conducted at the Faculty of Psychology, Universitas Negeri Malang. The
subject of this study is 40 students who were taking “Learning Psychology” courses in the semester of
2017-2018. Student academic achievement was measured using achievement test instruments in the
form of essay questions in their Midterm test, and final Test. CAR is carried out in two cycles, each
cycle consisting of planning, PBL implementation, observation, and reflection. The results of the study
prove that PBL learning methods can improve student learning outcomes. This can be seen from the
average score of the achievement test which shows an increase in each cycle, mean score 40 in cycle 1,
and mean score 74 in cycle 2. Based on these results, it can be suggested that lecture use PBL, so that
results in student learning increases.
Keywords: problem-based learning, learning outcome, college students
INTRODUCTION
Learning is a relatively permanent change from actual and potential behavior that is the result
of experience (Powell et al. 2013). Expected learning outcomes in education are an increase in cognitive
abilities and also an increase in skills (Ormrod, 2009). Learning outcomes on cognitive aspects are
generally adapted to bloom's taxonomy, namely remembering material, understanding, applying,
analyzing, evaluating and creating (Eggen & Kauchak, 2010). The learning outcomes are expected to
be useful in everyday life and work. Many individuals use their cognitive abilities to solve problems
that arise in daily life and work. Hence, teaching problem solving skills is central to education (Jonassen
& Hung, 2008).
At Faculty of Psychology, Universitas Negeri Malang (UM), especially in Psychology of
Learning course, the learning processes still emphasizing the non-interactive method, such as lecturing.
The lecturer rarely uses cases that in accordance to the concept being studied. The former learning
method was still considered as an effective method to teach. On the other hand, the lecturing method
rarely motivate student to explore their learning potentials. As a result, the students only learning courses
materials only up to level remembering and understanding.
Based on that observation, lecturer in university are required to be able to create and use learning
methods and strategies that can encourage students to carry out the learning process by using higher-
order thinking skills. These skills will allow students to conduct analysis and apply the knowledge they
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get in courses in viewing and solving a problem. One way to foster higher-order thinking skills is the
form of case study learning. This learning method will be able to familiarize the students to identify the
existing problems with the scientific approach during the learning process.
The Problem Based Learning (PBL) model can be alternative to encourage student to actively
participating in learning process in the classroom. This model also believed to be able to develop
maximum levels of learning achievement in students. Hang (in Wardoyo, 2013) explains that the PBL
method is a form of learning that requires students to be able to find solutions to every problem given
in class by understanding the basic needs as a provision in solving problems (which is the learning
materials in the courses).
Based on Barrow (in Barret, 2005) and Arends (in Trianto, 2009), PBL was described as an
innovative learning model that emphasize students active role to fully participated on the learning
processes. The students actively searching all the information that was needed to be able to solve the
problems at hand. The activity that will promote critical thinking in solving the problems.
Barrow (in Liu, 2005) states that there are several main characteristic of PBL, namely: first,
learning is student-centered, where learning is focused on students, the lecture process is focused on the
needs of the students in helping problem solving; second, the use of real-life problems as a focus in the
learning process. By understanding the way to solve the problems given, students can also apply
solutions to solve these kind of problems in daily live.; Third, new information is acquired through self-
directed learning, where the problems given are the new problems that the students have no knowledge
before and does not understand the problems yet. It will motivate them to try searching for information
from available resources; Forth, learning occurs in small groups, so the interaction, collaborative and
brainstorming activity can occur intensively. Fifth, teachers act as facilitators, where they motivate
active participation among students, monitoring learning progress so that the students can achieve the
target they set in the beginning of the learning process.
The application of PBL is expected to be able to help increasing student attention to the learning
process that occurs in the classroom. The willingness of students who want to explore the information,
try to relate the concepts learned, and express ideas of problem solving in accordance with the given
case, will increase their motivation in the learning process. This is what will then help them to be able
to process optimally and can improve learning outcomes during lectures. The application of PBL in
learning was also able to improve students' critical thinking skills (Anwar, Abdulah & Apriana, 2014).
From the explanation above, the researcher wants to see the effectiveness of the application of
the PBL learning model in helping students improve the achievement of learning outcomes and be able
to stimulate students' motivational aspects during the lecture process. Therefore, in accordance with the
above objectives the researcher wants to conduct a class action research entitled Implementation of the
PBL (Problem Based Learning) Approach as an Effort to Increase Student Engagement and Learning
Outcomes.
METHODS
This research was conducted at the Faculty of Psychology, Universitas Negeri Malang. The research
subjects were 40 students who took the Learning Psychology course in the 2017/2018 school year. The
time of the study is between January 2018 to May 2018 by implementing PBL learning method to
improve students achievement who enrolled in this course.
This research uses the Classroom Action Research (CAR) method of two cycles. Each cycle
consists of four stages, namely the planning stage, the implementation phase, the observation phase, and
the reflection stage. The CAR procedures that have been carried out are as follows:
Cycle 1. The planning stage is to create a learning module that contains scenarios of PBL steps, cases
to be solved, and student worksheets. The implementation phase consists of four meetings with
details of activities: 1) the first meeting is the formation of groups, giving and explaining PBL
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modules, conducting discussions; 2) the second meeting is a follow-up discussion; 3) the third
meeting is to present the results of group discussions to other groups; 4) the fourth meeting is a
written test description and review from the lecturer. The observation phase consist of observing
activities at the implementation stage and recording them on the observation sheet. Reflection
Stage is analyzing the results of observations and learning outcomes (the results of the written
test description), which will be used to make improvements to planning in cycle 2.
Cycle 2. This second planning stage is to make some changes from analyzing the results of the reflection
in cycle 1. There are changes in the implementation stage of the PBL steps scenario, namely: 1)
the lecturer explains the problem solving model and the students was receiving some guidance
during their discussion; 2) continued discussion with the supervisor; 3) presentation of the
results of the discussion; 4) write a description test and review. The observation phase is
observing activities at the implementation stage and recording them on the observation sheet.
The Reflection Stage is analyzing the results of observations and learning outcomes (the results
of the written test description), which will be used to make conclusions and suggestions.
The instrument uses for finding out student achievement data is the written test essay instrument, which
consists of 10 questions about theories they use as the basis for the discussion of case scenarios given.
The data were analyzed using descriptive analysis and paired sample T-Test.
RESULT
Evaluation of student achievement who enrolled in the Psychology of learning course using the
PBL method is done at the end of each cycle. They were given pencil and paper test to answered the
questions related to the material they discussing. The following are a descriptive analysis of student
achievement data:
Tabel Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
Siklus1 40 6.00 74.00 39.9250 17.08259
Siklus2 40 30.00 95.00 74.1000 16.17817
Based on the table above, the minimum score obtained by students in cycle 1 is 6. The maximum
score obtained by students in cycle 1 is 74. The average score of student achievement in cycle 1 is 39.92.
In cycle 2, the minimum score is 30 and the maximum score is 95. The average score of student
achievement in cycle 2 is 74.
The minimum score obtained by students in cycle 1 is 6. The maximum score obtained by
students in cycle 1 is 74. The average score of student achievement in cycle 1 is 39.92. In cycle 2, the
minimum score is 30 and the maximum score is 95. The average score of student achievement in cycle
2 is 74.
There is a score differences between the first cycle with the second cycle. In the second cycle,
the minimum score is 24 points higher, compared to the minimum score in cycle 1. In the second cycle,
the maximum score is 21 points higher than the maximum score in cycle 2. In cycle 2, the average score
is 34 points higher than the average score in cycle 1.
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Tabel Paired Samples Test

Paired Differences
95% Confidence
Interval of the
Std. Std. Error Difference Sig. (2-
Mean Deviation Mean Lower Upper t df tailed)
Siklus1 -
Pair 1 -34.17500 18.15162 2.87002 -39.98017 -28.36983 -11.908 39 .000
Siklus2
Based on the above table, it is known that there is an average difference in value between cycle
1 and cycle 2, which is -34.18. T value = -11,908, p-value = 0,000 (less than 0.05). The conclusion from
the above calculation is that there is a significant difference in the average value of cycle 1 and cycle 2.
The results of observations in cycle 1 show that students still have difficulty in analyzing cases.
They are less comprehensive in solving the case. The average students still have difficulty in proposing
the right main problem. There are small group of students who link this case with economic and
management issues, there are also those that linking the case with marketing and sales issues, and there
are those that link with purchasing motivation. The formulation of the problem specified influences the
reading material used.
The results of observation in cycle 2 show that it is easier for students in formulating the
problems to be studied based on the case given. It also accelerates students in determining theories and
reading materials that will be used in resolving the case. At the end of the discussion in first stage of the
second cycle most of the students arrived at the right problem formulation and in chosing the right
reading materials as their reference to solve the problems given.
The results of cycle 1 reflection showed that students had difficulty in analyzing the case and in
making connection to the learning materials. Because of that difficulties, the students formulate the
wrong problems to be studied. There was no connection about the problems they formulate and the
subject of this course. This also resulted in incorrect use of appropriate theories, and students felt
confused by the feedback they received. This makes them feel that PBL learning model was not the
effective way in learning the materials, so they were not happy with the PBL learning model.
By reflection in cycle 2, the results showed some differences. In cycle 2, the students showed
some increased involvement with the learning proccesses. They also showed better analytical skills and
problem solving when they discussing the learning materials. They also choose more appropriate
theories to use as a references and as a result, the student learning outcomes also show a significant
increase.
DISCUSSION
The results showed that the average value of the first cycle is relatively low compared to cycle
2. This indicates that in cycle 1, students have not mastered the material being studied: the students have
not memorized, have not understood, have not been able to apply and analyze the theories learned. This
can be seen from the many students who are answering the question 'what?', "How?", And "why?"
incorrectly. This condition is contrary to previous research, which many conclude that PBL learning
techniques are effective in improving learning outcomes at secondary and higher education levels
(Newman, 2003; Wulandari & Surjono, 2013).
The results of observation and reflection cycle 1 illustrates that students have difficulty in
discussion, they have not been able to conduct effective discussions. They also find it difficult to
represent the problem from a given case, so in determining related theories, they do it incorrectly. Then,
they do not have sufficient initial knowledge about the subject matter. Finally, they still expect lecturers
to provide the information they need, such as in expository learning. The characteristics of such students
have been formed for a long time, from elementary to high school. The learning approaches that they
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are accustomed to go through are approaches focus primarily on memorization through drill and
practice, and rehearsal using practice tests (Savery, 2006). Hence, this students need PBL planning
according to their characteristics, combining the ideal PBL method and the students characteristics.
This condition shows that the PBL process applied in cycle 1 is still not in line with expectations.
Based on Maudsley (1999), there are some errors that occur in PBL applications, one of which is
inaccurate in making planning, preparation, implementation, and lack of facilities. In planning cycle 1,
PBL implementation was designed through several stages, namely providing case scenarios to students,
forming small groups of 5-6 people to discuss about the case, students actively seeking appropriate
theories, lecturers as facilitators, and students presenting the results the discussion. Because the results
of learning cycle 1 have not been satisfactory, the planning cycle 2 has some improvements, namely the
existence of a more comprehensive initial explanation of PBL and human problem solving models, the
material overview, and the case presented is an ill-structure problem but is contextual in nature around
students.
The results in cycle 2 show a significant increase in the average value of learning outcomes.
Thus, the average student is better at remembering, understanding, applying and analyzing material.
This significant improvement shows that PBL learning techniques can improve learning outcomes. The
results of observation and reflection, show qualitative data about an increase in collaborative learning,
the process of discussion more smoothly, the ability to recognize the core problems more precisely, they
also more active in finding references and more independent in learning. These results are in accordance
with research from Torp & Sage (2002), students who learn using PBL are more capable of problem
solving and are more involved in learning. Newman (2003) concluded that students who learn to use
PBL are better at adapting to change, are able to solve problems, are able to make rational decisions in
new situations, think critically and creatively, are better able to appreciate the perspectives of others
who are different, and more productive in group collaboration.
This PBL learning technique can improve learning outcomes because in cycle 2 there are some
changes made, namely the initial tutorial and the changes in the types of cases given. Savery (2006)
states that PBL can be an effective learning approach depending on two things, namely the selection of
cases to be discussed and the role of tutors in guiding the learning process. With this PBL character, it
causes students to become problem solvers, find the core of problems and find solutions, and become
self-directed learners (Torp & Sage (2002).
CONCLUSION
The results showed that Problem-based Learning can improve students achievement, which are indicated
by an increasing average value. In addition to increasing cognitive abilities, there is also an increase in
discussion and problem solving skills. PBL learning techniques are recommended to be applied by
lecturers so that there is an increase in students achievement. Suggestions for further research are making
PBL modules that have been adapted to the characteristics of learners, and testing the effectiveness of
these modules with experimental research.
REFERENCES
Anwar, Abdulah, & Apriana, Evi. (2014). Penerapan Model Pembelajaran Problem Based Learning dan
Inkuiri Untuk Meningkatkan Kemampuan Berpikir Kritis Mahasiswa Pada Konsep Dampak
Pencemaran Lingkungan Terhadap Kesehatan. Jurnal BioEduTropika, Jurnal Ilmiah Biologi
Teknologi dan Kependidikan Prodi Pendidikan Biologi, 2 (2), 187-250
Barret, Terry. (2005). Understanding Problem Based Learning [online].Tersedia : http:// [22 – 03 -2007]
Eggen, P. & Kauchak, D. (2010). Educational Psychology: Windows on Classrooms (ed.8th). New
Jersey: Pearson Education.
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Jonassen, D. H., & Hung, W. (2008). All problems are not equal: Implications for problem-based
learning. Interdisciplinary Journal of Problem-based Learning, 2(2), 6–28.
Liu, Min. (2005). Motivating Students Through Problem-based Learning. University of Texas : Austin.
[online]. Tersedia : http:// [22-03-2007]
Maudsley, G. (1999). Do we all mean the same thing by “problem-based learning”? A review of the
concepts and a formulation of the ground rules. Academic Medicine, 74(2), 178–185.
http://dx.doi.org/10.1097/00001888-199902000-00016
Newman, M. (2003). A pilot systematic review and meta-analysis on the effectiveness of problem-based
learning. London: Campbell Collaboration Systematic Review Group. Retrieved from
http://www.medev.ac.uk/static/uploads/resources/pbl_report.pdf
Ormrod, J.E. (2009). Psikologi Pendidikan: Membantu Siswa Tumbuh dan Berkembang Jilid 2 (ed.6).
Jakarta: Erlangga.
Powell, R.A, Honey, P.L, & Symbaluk, D.G. (2013). Introduction to Learning and Behavior (ed.4th ).
Belmont: Wadsworth.
Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions.
Interdisciplinary Journal of Problem-Based Learning, 1(1), 9–20.
Torp, L. & Sage, S. (2002). Problems as possibilities: Problem-based learning for K–16 education (2nd
ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
Trianto. (2009). Mendesain Model Pembelajaran Invatif Progresif. Jakarta : Kencana Prenada Group
Wardoyo, Sigit Mangun. (2013).Pembelajaran Kontruksivisme:Teori dan Apikasi Pembelajaran dalam
Pembentukan Karakter.Purbalingga:Alfabeta
Wulandari, B. & Surjono, H.D. (2013). Pengaruh Problem-Based Learning Terhadap Hasil Belajar
Ditinjau Dari Motivasi Belajar PLC di SMK. Jurnal Pendidikan Vokasi, 3 (2), 178-191.
91
Critical Thinking Skills And Self Regulated Learning In The Learning

Process In Early Childhood
Sarah Emmanuel Haryono1
Universitas Kanjuruhan Malang
[email protected]
Nawang Warsi Wulandari2
Universitas Merdeka Malang
[email protected]
Nur Eva3
[email protected]
Henni Anggraini4
Abstract. Cognitive processes are a very important part of human life. From an early age, humans will
be trained to do the thinking process appropriately. Humans have the ability to self-regulated learning
and critical thinking that can be developed from an early age. When a child has a high enough curiosity,
it will be a support in the process of critical thinking, which involves self-regulated learning in the
cognitive process. In a learning process, it is necessary to have a learning program that supports students
to develop the ability of self-regulated learning and critical thinking in themselves. The education must
provide programs that can engage students, and be centered on students (Student center learning). It is
expected that the existence of programs that involve students and supporting media will develop
cognitive processes in early childhood more optimally.
Keywords: critical thinking; self-regulated learning; learning in early childhood.
INTRODUCTION
Early childhood is a golden period in a person's life, this is because at that time is a period where
a person can develop every aspect of his life to the maximum. One aspect that is developing very rapidly
is the cognitive aspect. The cognitive aspects in a person include the ability to understand and analyze
a concept, because of the thought process. The ability to think in a child experiences development along
with the stimulation provided by the environment. Every human being, created with the ability of self-
regulated learning and critical thinking is different. the process of thinking in a person greatly affects
the self regulated learning that is in him, so that the results of learning achievements can also be said to
be not the same between one person to another. The more often a child is invited to analyze or criticize
a condition, the better self-regulated learning will be. At the level of early childhood, self-regulated
learning and critical thinking is a unit that must be accustomed to through an educational program that
is adapted to the stages of cognitive development in themselves. The goal in a learning process is not
only to make a child achieve high academic achievement, but more than that how the child can achieve
high academic achievement through self-regulated learning and good critical thinking skills.
METHOD
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This research is a qualitative research with a hermeneutic research design. The data in this study
use psychological studies. The analysis technique used in this study is Content Analysis with a study of
self regulated learning, critical thinking skills, and learning in early childhood.
RESULT
The ability to think critically and self regulated self regulated learning in early childhood can
be developed through student-centered learning models and actively involve students in the learning
process. There needs to be a learning model that can facilitate students' thinking processes and assist
students in doing self-regulated learning, so students can be helped in understanding the concepts that
will be learned in the learning process.
DISCUSSION
Early childhood is children who are in the age range of 0-6 years (the 2003 National Education
System Law) and 0-8 years according to child education experts. According to Mansur (2005) early
childhood is a group of children who are in a process of growth and development that is unique. They
have special patterns of growth and development according to their level of growth and development.
The cognitive aspect is one of the important aspects in early childhood development. Piaget
(Crain, 2007) states that cognitive development in a person is related to the ability to think within
himself. The ability to think is a mental ability that is in a person. Thinking has a meaning that is putting
relationships between the pieces of knowledge that humans obtain. As for what is meant by knowledge
here includes all concepts, ideas, and understandings that have been possessed or obtained by humans.
Thinking is a dynamic process that takes three steps of thinking, namely, the formation of understanding,
forming opinions and forming decisions.
The ability to think can be seen through one's ability to understand information. The ability to
select and analyze relevant information is known as critical thinking. At the tertiary level of education,
students are expected to develop their critical thinking skills for survival courses. Johnson (2002) which
defines critical thinking as (a) Clear, organized processes involved in mental activities such as problem
solving, decision making, persuading, analyzing assumptions, and scientific inquiry, (b) Ability to
reason in an organized manner, (c) ) A systematic process that allows students to formulate and evaluate
their own beliefs and claims.
Basically since childhood, humans already have the tendency and ability to think critically. As
rational beings, humans are always motivated to think about things that are around them. Human
tendency to give meaning to various things and events around him is an indication of his ability to think
(Paul, 1994). This tendency can be found in a child who looks at various objects around him curiously.
A child tries to gain an understanding of how a child thinks and gives meaning to his environment, they
try everything that provokes his curiosity and then draws conclusions from the things he encounters.
Based on an understanding of children's cognitive conditions and their high learning ability, it
can be concluded that education for critical thinking should have been given to children from a very
young age, in addition to preparing them later in adulthood, also to get used to openness to various
information early on. Lack of education in critical thinking can lead children to the habit of doing various
activities without knowing the purpose and why they are doing it. This habit is often seen in children
who lack even do not get an education in critical thinking.
Schoenfeld (2010) reports an experiment on elementary school students. These students were
given the question "If in a ship there are 26 sheep and 10 goats, what is the age of the captain?" The
results were 'amazing: 76 out of 97 students' solved' this problem by adding, subtracting, multiplying or
dividing these numbers. They feel they are required to solve the problem as soon as possible so that they
do not try to understand the problems they face. In the world of education in Indonesia, most teachers
only require children to accept what is conveyed by them, rarely providing opportunities for students to
examine and analyze information.
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Rimiene (2002) revealed that, developing the ability to think critically is one of the goals of
education. The education system must enable students to think effectively about various subjects.
Students must learn about how to "think". Critical Thinking provides an opportunity for students to "ask
appropriate questions, gather relevant information, efficiently and creatively sort out this information,
logically reason from this information, and arrive at reliable conclusions. Based on the discussion above,
it can be concluded that the ability to think critically must be developed from an early age by providing
opportunities for students to do the thinking process more deeply and develop their sensitivity to
everything that is around them. Developing the ability to analyze the assets in critical thinking is very
important in critical thinking.
In critical thinking, a person must play an active role and control efficiently their own learning
experiences in different ways, including determining a productive work environment and using
resources effectively, organizing and training information to be learned, maintaining positive emotions
during tasks academically, and maintain positive motivational beliefs about their abilities, learning
values, and the factors that influence learning (Changwong, 2018). One theory that has been used across
the education spectrum to assess critical thinking skills is the theory of self-regulated learning (SRL).
students' self-regulated learning, in general, can be described as the ability to regulate themselves to the
level of metacognitive, motivational, and behaviorally active in their own learning processes
”(Zimmerman, 1989). Critical thinking requires the concepts of cognitive, metacognitive, and
motivational that are shown in reflection to show that learning has taken place.
Self-regulated learning shows the learning process that mostly occurs from thoughts, feelings,
strategies, and behaviors that are produced by the learners themselves which are aimed at the
achievement of goals (Schunk, 2012). Self-regulated learners not only need to have cognition
(knowledge to build upon), and metacognition (knowledge and monitoring learning strategy), but they
must also be motivated to use their metacognition strategies to build their understanding of learning
materials (Schunk, 2012).
Zimmerman, 1989 revealed that some words were paired with self-regulated learning such as
self-control, self-discipline, and self-directed. Self regulated learning is the ability to be active
participants in metacognition, motivation, and behavior in the learning process. Metacognitively, self-
regulated learners plan, organize, direct themselves, monitor themselves, and evaluate themselves at
different levels from what they learn.
Zimmerman (2013) defines self-regulated learning as an active, constructive process, in which
students set their learning goals and then monitor, regulate, and control their cognition, motivation, and
behavior, guided by their goals and aspects contextual to the environment. Self-regulated learning is
generally characterized as active participants who efficiently control their own learning experiences in
different ways, including determining a productive work environment and using resources effectively,
organizing and training information to be learned, maintaining positive emotions during academic
assignments, and maintain positive motivational beliefs about their abilities, learning value, and the
factors that influence learning.
Based on the description above, it can be concluded that self-regulated learning is a constructive
ability within a person, which includes 3 things: self control, self-discipline, and self-direction that is
seen in a learning process, where learners play an active role in analyzing and evaluating all experiences
study well.
The ability to think critically and and self-regulated learning is needed in the learning process
in early childhood, so it must be integrated in the learning process that is suitable for early childhood.
integrating activities that promote critical thinking in the curriculum of early childhood classes is very
important to provide opportunities for children to learn these skills. Teachers can encourage children to
do so to improve their critical thinking skills through activities that they integrate into their classrooms.
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Encourage collaboration with other children and provide opportunities to make predictions both
encourage the development of critical thinking. The notion of activities that promote critical thinking
includes (Mechler, 2016):
Tabel 1. Activities in the learning process to promote critical thinking
No Component Sentra Area
1. Planning The environmental footing Learning Planning with SRL
plays by involving SRL in the implementation as part of character
habituation of positive values through habituation
characters
2 Doing SRL is integrated with Circle SRL based on Rolling class,
Time, Student Center, Steps grouping children, target completion
before playing, Steps when of all games
playing, Steps after playing
3 Evaluation Student center is very helpful The group system reduces children's
in achieving SRL in children independence in implementing SRL
and more leverage
4 Educational The offerings of more varied Educational game tools is in
game tools Educational Game Tools accordance with the area opened in
make children happy in the the activity implementation
process of carrying out activities and helps children
activities and help facilitate understand SRL better because of
the achievement of SRL focus
5 Ragam Main The variety of games varies The variety of games is limited to
according to the intensity of the area opened
play based on the number of
children in each class
6 Role of teacher The Role of the Teacher Facilitators and motivators for
Facilitator and motivator for children but children are more
children and provide dependent on teacher instructions
opportunities for children to
initiate.
The learning process in early childhood, can build students in improving their critical thinking
skills, so that self-regulated learning within students can occur. Baranovskaya, 2018 in a study entitled
"Technical thinking in self regulated learning" states that critical thinking is one important element in
Self Regulated Learning. There are several theoretical opinions including the relationship between self
regulated learning and critical thinking in learning. For example, Phan (2010) believes that critical
thinking can facilitate self regulated learning. added that "critical thinking, as a cognitive practice, helps
self-regulation in learning. It is stated that CT is related to the application of high-level strategies. One
of these strategies is the self-regulation strategy used to analyze information and evaluate class activities.
According to Facione (1998), people who think critically have a set of cognitive skills, such as
self-regulation, interpretation, analysis, evaluation, inference and explanation. In the field of education
and teaching. Astleitner (2002) argues that to develop critical thinking skills as a component that is
effectively needed to support self-regulation activities. Phan (2010) introduces critical thinking as a sub-
process of independent learning that allows students to learn to change their mental abilities into
performance results. Ignatavicius (2001) adds that the process of self-regulated learning allows students
to acquire academic skills of critical thinking, such as the ability to interpret, analyze, and evaluate.
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Critical thinking takes part in a cyclic process of self-regulation cycles that includes sub-processes of
self-efficacy beliefs, outcomes, intrinsic motivation, and goal setting (Pintrich, 2000; Zimmerman, 2002,
2008). "In the process of this self-regulation cycle, critical thinking skills also place themselves in the
metacognitive process of self-regulated learning" (Phan, 2010). The ability to think critically and self-
regulated learning is very important to be developed in the learning process in early childhood. Teachers
or educators can develop through activities and learning models that can be adapted for early childhood.
CONCLUSSION
The role of educators is crucial in a learning process, educational programs that facilitate the
cognitive process of students, by involving students in the learning process, and using supportive
learning media, will automatically develop the ability of Self-regulated learning and critical thinking in
students . Teachers no longer dominate an educational program, but rather expect the involvement of
students and make learning settings that are interesting and challenging for students, so that cognitive
processes can occur effectively and perfectly.
REFERENCE
Astleitner, H. (2002). Teaching critical thinking online, Journal of Instructional Psychology, 29 (2), 53-
76.
Crain, william. (2007). Teori Perkembangan. Konsep dan aplikasi, Yogyakarta : Pustaka pelajar
Changwong, K., Sukkamart, A., & Sisan, B. (2018). Critical thinking skill development: Analysis of a
new learning management model for Thai high schools. Journal of International Studies, 11(2),
37-48. doi: 10.14254/2071- 8330.2018/11-2/3
Ignatavicius, D.D. (2001). 6 critical thinking skills for at-the-bedside success. Nursing Management,
32(1), 3739.
Mansur. (2005). Pendidikan Anak Usia Dini Dalam Islam, (Yogyakarta: Pustaka Pelajar)
Undang-Undang, SISDIKNAS (sistem pendidikan nasional) nomor 20 tahun 2003
Paul, S. A. (2014). Assessment of critical thinking: A Delphi study. Nurse Education Today, 34, 1357-
1360.
Phan, H.P. (2010). Critical thinking as a self-regulatory process component in teaching and learning,
Theory and Practice in Language Studies, 22(2), 284-292.
Rimiene. V. (2002). Assessing and developing students critical thinking. Journal Psychology Learning
and Teaching, 2(1), 17-22
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of
Educational Psychology, 81, 329-339.
Zimmerman, B.J. (2000). Attaining self-regulation: A social cognitive perspective. In M.
Zimmerman, B.J. (2008). Investigating self-regulation and motivation: Historical background,
methodological development, and future prospects. American Educational Research Journal,
45(1), 166-183.
Zimmerman, B. J. (2013). From cognitive modelling to self-regulation: A social cognitive career path.
Educational Psychologist, 48(3), 135-147.
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Maintaning Indonesian Culture Since Early Childhood By Employing Zona

Proximal Development Approach
Siti Muntomimah1
State University of Malang, Indonesia
[email protected]
Nur Eva2
[email protected]
Mamang Effendi3
State University of Malang, Indonesia
[email protected]
Abstract. Pancasila become the guidance of Indonesia. The value of Pancasila is very important.
In order to maintaining the value of Indonesia since early age, the researcher tried to increase the moral
value of children since early childhood. The aim of this research was to enhancing the moral value
based on Pancasila by combine it with Zona Proximal Development approach. The researcher used
descriptive qualitative analysis, content analysis, and library research on relevant documents.
Furthermore, the researcher found that game and narrative activities becomes the most effective way in
increasing moral value of children in their early age.
Keywords: Indonesian culture; early childhood.
INTRODUCTION
Learning is an individual process in understanding something that is useful for all aspects of life
and the future. The core of the learning process is essential as a means of transferring useful things. The
purpose of learning itself lies not only in the process of mastering formal materials but also in the process
of developing positive attitudes towards learning, various studies discoveries and having an ability to
solve a problem. If it only presents formal materials, it will not make individuals have such complex
attitude. It is all part of learning to find their identity. Therefore, it is needed to teach children as soon
as possible to get a better result which is since early childhood.
The development of children in early age is very important phase to be noted. In this phase,
children in early childhood have very good and fast absorption of new knowledge in their brain. They
are quick in understanding and memorizing new information and knowledge. The development of
children's knowledge can be obtained from various aspects, one of them is social and cultural.
Nowadays, general education is not the most important thing. In contrast, moral education is
one of the most important education that needs to be learned and taught to children from an early age.
Early childhood education aims to ensure and promote the growth, learning and development of healthy
children (Ministry of Social and Health 2002: 9) and that education must lead to the holistic well-being
of children through a combination of care, education, and teaching (Stakes 2005: 15).Children can learn
moral behavior through observation, conditioning, cognitive reasoning, and socialization because they
are active recipients of their learning. According to Jonathan D et. al (2010), children from the birth
until around the age of 5 years has the highest brain development which reached 90%. By providing
moral education since an early age, it will get extraordinary results that is able to transfer moral
knowledge in their daily lives.
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One of the most well-known experts in children's cognitive education in the social field is
Vygotsky. He created a learning approach theory called the Zone of Proximal Development (ZPD). He
believed that children has difficulties in solving a problem alone, then Vygotsky believed that it could
be learned and solved by getting help from adults or their friends. Vygotsky's learning theory emphasizes
that human development is something that cannot be separated from various types of social and cultural
activities. He stressed that all forms of mental, cognitive, affective, and psychomotor development of a
child are influenced by social or cultural discoveries that occur in society such as language, memory,
and others. He also emphasized how the role of others can influence the development of the child.
Children themselves can find mental functions, but simply. These higher mental functions or so-called
"cultural tools" are passed down from generation to generation to adults With this ZPD approach, the
authors believe that by using it on moral learning early on, children's success in having good morals will
run smoothly.
Children Moral Development at an Early Age
The concept of moral development is about the development of thoughts (cognitive), feelings
and behavior according to rules or habits about things that should be done when someone interacts with
others (Hurlock). With the moral education of children from an early age, it is believed that in the future
children will have good behavior based on norms and tolerance.
Based on Alt and Reinglod (2001), There are four perspectives on which the education system
needs to be focused to improve democratic and moral values, they are; Relating to the virtues and role
of the teacher regarding moral and democratic aspects, and students' attitudes towards these values. The
role of the teacher as a moral example for students and the importance of providing 'good examples' that
serve as inspiration for students to foster respect, courtesy and social etiquette are discussed; Relating
to the need for an educational curriculum for democratic citizenship, in which texts are analyzed in
complex integrated issues stemming from social contradictions and multicultural aspects rather than
from narrow discipline guidelines; Relating to teaching methodologies that are appropriate for
democratic and moral education, aimed at involving students in meaningful interactions. Emphasis is
on students who interpret and construct meaning based on their own experiences and interactions. This
aspect is based on democratic values that emphasize joint responsibility and decision making. Teachers
in this environment are required to work according to different participation features, that is,
participation as the surrender of responsibilities, enhance and trigger conditions for participation and
consider the consequences of participation; and, Associated with how to build meaningful education for
teachers, based on the exploration of teacher ethos, their conceptions, and attitudes towards moral and
democratic education.
The teacher plays an important role in the success of moral education in schools and the quality
of moral education. In enhancing moral education on children, narration can become on of the way in
the learning process. The technique of using narration can be improved by improving the way teachers
understand moral education and the objectives of moral education in the curriculum. Rahiem et. al.
(2017) delivered that the reason behind the purpose of kindergarten teachers using narration in the
learning process of children is that they believe that narration can teach children to behave well, that
narration can motivate children to have good character, and the narration can strengthen children's faith
to God.
Zona Proximal Development Approach
Some teachers see that class practitioners need to consider and use authentic sociocultural
approaches to teaching and learning as seen from the many diverse benefits that can be obtained in order
to get useful teaching and learning. ZPD is an approach that has a sociocultural element in it so it is very
suitable to be implemented in teaching children. This learning theory with a sociocultural approach
upholds the importance of the relationship between cultural processes and education that can not be
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separated. Vygotsky stressed his belief in ZPD in terms of social influence, especially the influence of
instruction or teaching, on the cognitive development of children (Hasse, 2001)
The ZPD approach itself is the distance between the level of actual development shown by
independent problem-solving abilities and the level of potential development shown through problem-
solving with the guidance of adults, or with the collaboration of more capable peers. With the ZPD
approach, it is believed that children who initially cannot master a thing alone, by getting help from
others will be able to master it and can practice it in home alone.
There are several things to be noted in using ZPD approach. Regarding to Fani and Ghaema
(2011), some factors that affecting teacher's ZPD are colleague and mentor, contextual constraints,
artifacts and mediation technology. While the way in enhancing it is by write a diary, scaffolding,
conduct a research, analyze the teaching practices, and do discussion with students.
One of the ways to gain the maximum result on using ZPD approach is by using a game.
Bredikyte (2011) agree that in the narrative play activity, it is found that there is a ZPD. It happens
beacause, in a game situation; the unit of analysis through this game is built through negotiation and
dialogue. Adults must look after children in the play area (inexperienced children constantly "fall"), to
help children and use them for game construction. So this is the help of more mature people, including
those from ZPD
Interventions in play activities are carried out for the sake of enhancement, assistance, or
"provocation", which in turn will move children's activities and performance levels going forward. This
intervention aims to start the construction of joint play activities that take place over a certain time and
to provoke participants' creative actions
METHODS
In here, the researchers used descriptive qualitative analysis, content analysis, and library
research on relevant documents that is, text/manuscript research, language, and literary research
material, and research of a corpus whose source is from library materials. This research is used to solve
actual problems by collecting data, compiling or clarifying, and analyzing it.
Various sources of literature include journals, research reports, scientific magazines,
newspapers, relevant books, seminar results, scientific articles that have not been duplicated, resource
persons and so on. The responses obtained were analyzed using interpretive methodology.
The researchers use observational research methods, study documents or book content, describe
and conclude by collecting materials in the form of books in the library, articles and writings related to
research, then collected, read, described, analyzed and analyzed presented related to the research
conducted. Then, the technique of data collection, namely the method of documentation, which is
looking for and studying data regarding variable matters in the form of notes, transcripts, books,
newspapers, magazines, and journals.
RESULT
In here, the researchers want to create a moral education model suggested by the curriculum and
commonly practiced in many kindergartens which is integrated with Civic Education (Pancasila).
Pancasila is important parts of Indonesia. It influences the way of life for people in Indonesia. So when
talking about moral values, it should consider the values of the Pancasila. Therefore, the success of
moral education is measured by whether students' attitudes are good or bad according to Pancasila. It
found that children need to learn about the reasons from something. Children use to ask the reason of
anything. Children's stories may be an effective way to introduce values to children and provide space
for children to practice the reasoning. By using a story and game while combine it with ZPD approach
and moral value based on Pancasila, the children can easily learn about that. The result will
be achieving the goal of Moral values in Indonesia based on the Ministry of National Education, 2012
which are religious, honest, tolerance, discipline, hard work, creative, independent, democratic,
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curiosity, national spirit, love of the motherland, respect for achievement, friendly/communicative,
peace-loving, fond reading, caring about the environment, caring socially, and being responsible.
CONCLUSION
In order to gain the goal of this research which is enhancing moral’s children since early
childhood according to Pancasila value, there are two essential ways to achieve that. They are by
implementing games and narrative activities where there is Pancasila value in there in indirect way.
Parents, teacher, and school also become essential part in achieving that goal. Therefore, they have to
work together for the better future for Indonesian generation with Pancasila value.
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Psychoeducation: Psychological First Aid After Disaster (earthquake) at

Sekarbela Region, Lombok, Southeast West Nusa
Ayu Dyah Hapsari
[email protected]
Malaya University
Yudi Tri Harsono
[email protected]
Dwi Nikmah Puspitasari
[email protected]
Teha Aprillya Azzahra
Abstract. Psychoeducation conducted in the District Sekarbela, Village Kekalik Jaya, West Nusa
Tenggara Lombok. Activities undertaken during the two days was facilitated by the chairman HIMPSI
West Nusa Tenggara and also a team of researchers from the State University of Malang, aims to provide
insight to local residents related to the state of post-disaster (earthquake) and how that can help hey to
recover quickly from psychological problems faced. Implementation of this psycho-education activities
attended by 10 residents, with lectures, discussions and question and answer. The results of
psychoeducation, it was noted related to the psychological condition of participants who claimed to still
experience anxiety, especially when dealing with a situation reminiscent of the catastrophic event, some
of them such as power failure, vehicle horns, loud noises, these things that cause them uncomfortable
silence in the house and also avoid places that are potentially catastrophic as the beach. Alternative
solutions are providing insight into how to reduce the anxiety associated with such, simple relaxation
techniques, change into a more positive mindset and provide related knowledge expressive writing. The
results obtained from this psychoeducation mention that the citizens feel helped and requested that such
activities can be carried out routinely. transform into a more positive mindset and provide related
knowledge expressive writing. The results obtained from this psychoeducation mention that the citizens
feel helped and requested that such activities can be carried out routinely. transform into a more positive
mindset and provide related knowledge expressive writing. The results obtained from this
psychoeducation mention that the citizens feel helped and requested that such activities can be carried
out routinely.
Keyword: psychoeducation; earthquakes; Lombok.
INTRODUCTION
The phenomenon of the earthquake that occurred in 2018 in Lombok, Bali and Sumbawa is a
rare phenomenon. Meteorology and Geophysics Agency (BMKG) noted, the total earthquake from the
date of July 29, 2018 until August 30, 2018 amounted to 1,973 earthquakes. In fact, until now, even the
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aftershocks are still happening. If you pay attention to the location of the epicenter and depth of the
hipocentrum, earthquakes are shallow earthquakes due to the activities Flores Back Arc Thrust, which
despite of the modeling results are known no tsunami potential, but each time an earthquake occurs,
there's always the issue of about rising sea levels and the issue will be the potential for a tsunami.
The earthquake that occurred repeatedly and location of West Nusa Tenggara, Sumbawa and
Bali located on the outskirts of the ocean, causing people often experience the fear of the tsunami issue.
In addition, the earthquake that occurred repeatedly aggravate the level of damage to the building and
expanding the number of casualties. Based on data from the National Agency for Disaster Management
(BNPB), damage caused by a series of earthquakes in 2018 was 71 962 units Lombok damaged houses,
damaged 671 education facilities, 52 health care units, 128 units of religious facilities and infrastructure
damaged. Meanwhile, for data disaster victims, it is known that as many as 460 people died, 7733 were
injured victim, and 417 529 people were displaced.
In addition to material losses, high earthquake activity that occurred in the area of Lombok,
Sumbawa and Bali would bring problems for the psychological condition of the people. Lack of
awareness of the psychological condition of people who are susceptible, making various parties trying
to raise awareness of the importance of attention to post-disaster psychological aspects. One of them
carried out by organizations Dhuafa wallet, from the results of observations conducted by the Dhuafa
Wallet, it is known that children generally suffer trauma. Not only that, according to psychologists from
Mataram Dr. Muazar Habibi, in certain circumstances Lombok residents experiencing phantom
earthquake tremor syndrome or fantasies due to frequent earthquakes occurred in the area. Post-disaster
psychological conditions are also often happens is post-traumatic stress disorder (PTSD). PTSD may
occur in individuals who experienced the terrible events, one of which was a natural disaster. In PTSD
intrusive symptoms will be experienced by a person for more than one month and vulnerable disrupt
daily life. PTSD is also vulnerable to occur in individuals who have lost the closest people during the
disaster. Some things would be helpful for a person to prevent PTSD, but it certainly depends on the
psychological condition of each individual in dealing with stress. In PTSD intrusive symptoms will be
experienced by a person for more than one month and vulnerable disrupt daily life. PTSD is also
vulnerable to occur in individuals who have lost the closest people during the disaster. Some things
would be helpful for a person to prevent PTSD, but it certainly depends on the psychological condition
of each individual in dealing with stress. In PTSD intrusive symptoms will be experienced by a person
for more than one month and vulnerable disrupt daily life. PTSD is also vulnerable to occur in
individuals who have lost the closest people during the disaster. Some things would be helpful for a
person to prevent PTSD, but it certainly depends on the psychological condition of each individual in
dealing with stress.
Vulnerability psychologically experienced by people after natural disasters that encourages
writers to do psychoeducation about psychological first aid to the people of Lombok, especially in
villages Kekalik Jaya, District Sekarbela, Lombok, which is expected to increase the knowledge society
of the psychological conditions related to the disaster and to encourage their positive psychological
growth after the disaster. In this psycho-education activities, materials activities will be divided into two
parts, namely an understanding of post-disaster psychological condition and the second is a technique
that can be used as an initial aid after the disaster.
METHOD
The approach used in psychoeducation this time in the form of lectures, discussions and question
and answer session which was conducted over two days on September 3 and July 4, 2019, located in the
hall of the Village Kekalik Jaya, District Sekarbela, Lombok, West Nusa Tenggara, with the number of
participants as many as 10 people in Sekarbela subdistrict. Here is a series of psycho-education activities
undertaken:
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Table 1. Schedule of psychoeducation Psychological First Aid

Date and time Speaker Matter
Wednesday, July 3, 2019 Then Zulhaidir, M.Psi., Relaxation techniques simple
Psychologist How to Reduce Anxiety with
(Chairman HIMPSI West Nusa cognitive and behavioral
Tenggara) approaches
Thursday, July 4, 2019 Dyah Ayu Hapsari, MA Material psychological state
Dwi Nikmah Puspitasari, M.Psi after a disaster
Yudi Tri Harsono, MA Introduce the concept and the
ordinance of expressive writing
implement to reduce anxiety
On The first day dated July 3, 2019, before the event started, the first speaker opened the session
with a discussion, asking about a problem that's still being experienced by the participants, especially in
the psychological area. Having in mind the variety of problems, speakers provide eduksi regarding how
to reduce and eliminate the anxiety faced by participants. Furthermore, at the end with a reflection and
debriefing. On the second day July 4, 2019, armed with the initial data, the speakers provide additional
education related to another technique introduced to also reduce the anxiety of citizens related to natural
disasters, given the question and answer session related to harmonize procedures, until finally the
participants try to practice.
Figure 1. Documentation of activities the first day and the second day.
RESULTS AND DISCUSSION
Psychoeducation conducted in the District Sekarbela, Lombok, West Nusa Tenggara on 3-4 July
2019, resulted in several points related to the psychological state of the people after the earthquake that
occurred in 2018. Prior period psychoeducation process takes place, provided a discussion and question
and answer session participants associated psychological conditions. From the results of the debriefing
note that in terms of affective, still appears worry and anxiety to stimuli that remind disaster. In this
regard, participants admitted that anxiety and fear continue to arise when facing a similar situation when
the disaster happened. The anxieties arise in situations such as when a sudden power loss, especially if
it occurs at night, the sound of falling objects and cause a loud noise, horn vehicle, heard a noise, the
sound of animals that are fighting. These things that cause them to feel not comfortable silence in the
house. While in cognitive, still appear irrational thought of impending disaster such as aftershocks and
tsunami, affecting daily activities such as being away from the beach and prohibit family members to
go to the beach.
The material in psychoeducation include things that can be applied by the participants to reduce
the source of the anxiety and provide an alternative way of thinking, so as to optimize the functions of
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everyday life and gradually change behavior patterns. These things include; First, try to return to normal
activities that are recreational, in this way will help people to rediscover the pleasure that had been there
before the disaster occurred. Second, gradually, leaving the wrong thoughts about the state. The mindset
that only cause anxiety and worry is reduced little by little. Third, try to approach the source of fear
gradually, to remove and cut the wrong assumption related to the disaster. Fourth, learn and implement
simple relaxation techniques when it comes anxiety, to breathe in slowly, with the technique of breath
stomach, then patted her wrist with three fingers alternately left and right, patted the shoulder, the
shoulder and thigh, and the fifth multiply daily activities, to focus more on productivity and improve the
functioning of society , Techniques to reduce anxiety can also be performed with expressive writing.
From the results of the implementation of psycho-education, the author seeks to explore how
the condition of the participants after the activities were conducted, from here it can be seen that the
participants were very pleased and helped with the activities that focus on the psychological state of the
people, because during this time, almost no similar activity ever undertaken. From here is also known
that in fact such activities is also needed people to release stress to gather with neighbors, because in
their territory are rare due to busy gathering activities of its citizens to earn a living.
From the results of the implementation psikoeduksi there are also some things that need to be
evaluated for the improvement of future activities, including; prior to implementation should be
anticipated if participants bring children, so if it is from the beginning of these conditions is already
known, the committee could better prepare the place and special activities for children and prepare
members of the committee responsible. Second, the number of participants can be reproduced, given the
disaster-affected communities can be quite extensive.
REFERENCES
Daniels, JB (2008). Writing Coping as a mediator between the Psychological and Physical Health.
Auburn: Auburn University.
Fernandez, I., & Paez, D. (2008). The Benefits of Expressive Writing After the Madrid Terrorist Attack:
Implications for Emotional Activation and Positive Affect. British Journal of Health
Psychology, 13, 31-34.
Flynn, Brian W. (2009). Psychological Aspects of Disasters. Renal Failure. 19 (5)
Gebler, F., & Maercker, A. (2007). Expressive Writing and existential Writing in Coping with Traumatic
Experiences. Trauma & Gewalt, 4, 264-272.
Hefferon, K., & Boniwell, I. (2011). Positive psychology: Theory, research and applications. New York:
Open University Press
Kallay, E., & Baban, A. (2008). Emotional Benefits of Expressive Writing in a Sample of Romanian
Female Cancer Patients. Cognition, Brain, Behavior, 12, 115-129.
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Self-Forgiveness And Disability : How People With Postnatal Disabilities

Forgive Themselves
Nadiatullah Tsuraya Fauziah
Psychology Dept., Faculty of Social and Political Sciences
University of Brawijaya, Malang
[email protected]
Fadhilah Aminazah
[email protected]
Yulinda Puji Lestari
[email protected]
Terina Bintang Rajawali
Psychology Dept., Faculty of Social and Political Sciences,
[email protected]
Abstract. Disabilities can affect development phase, especially in the teenager they could confuse their
identity. Correa defines postnatal disability is a prior normal people then got accident that could limit
their activity. This research aimed to examine a phase of self-forgiveness and intrapersonal conflict of
postnatal disability in teenager age. This research was classified as qualitative research, where the
research instrument was case study method. The sampling technique of this research was purposive
sampling. This research setting takes place in Malang City. The sample was conducted by interview
with the subject and significant other. The data analysis technique used in this study is the Miles and
Huberman models which consist of the stages of data reduction, data presentation, and conclusion. The
research found that AR subject in the process of forgiving himself has not been able to achieve the
overall phases of the intrapersonal conflict and several stages in self-forgiveness.
Keyword: self-forgiveness, postnatal disability, intrapersonal conflict.
INTRODUCTION
Being healthy is a gift from God that everyone wants to have, but not everyone can be physically
and mentally healthy. According to WHO, healthy is a condition that is composed of several aspects
including physical, mental, and social without any disability (disability) or illness. Individuals who get
disability post-natal have several problems that occur in themselves such as self-adjustment, self-
acceptance, self-confidence, behavior development, and emotions in daily life that affect their growth
(Senra, 2011). Meanwhile according to Erikson, in this adolescence individuals throughout a period of
self-identity crisis get identity confusion in the role of new status as an adult. If fails, he will withdraw
from the circle of their friends and family. Post-natal disabilities often get a negative stigma from their
environment that refers to discriminatory behavior (ableism) and tend to be humbled and limited their
potentials. (Yusainy, Thohari & Gustomy, 2016). It can be concluded that post-natal disabilities will get
some depression, trauma, anger, shock, not accept the situation, and want to do a suicide.
As a result of the documentation of the professional psychology report in 2014, there were many
cases of problems caused by depression due to accidents. Post-natal disabilities person feels they are
anxious, sad, embarrassed, lacking in confidence, depressed, and worthless with the condition of
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disability after got an accident. To release their negative emotions, recover from trauma, and reduce
negative responses in themselves, one way that can be done is self-forgiveness (Fincham, 2000). In self-
acceptance, it can be used a thinking style model to organize individuals starting with several phases,
namely disclosure, decision phase, work phase, and outcome phase (Zagoto, 2017).
Departing from the problems in persons with disabilities post-natal regarding their conditions,
researchers wanted to know how post-natal persons with disabilities who get a disability in adolescence
can forgive themselves (self-forgiveness) and how their emotional, physical, and social conditions to
face up their life like a normal in general and to find out how the role of the environment to support
people with post-natal disabilities.
METHODS
Participants in this study consisted of a subject and significant others selected based on some
criteria. The sample was conducted by an interview with the subject and significant others. This study
used qualitative methods with case study approach, where data and research results were presented in
descriptive. According to Yin (2002) case study has the purpose of testing a question and problem that
exists in research, which was both inseparable between phenomena and the context in which the
phenomenon occurs.
Data obtained during the study would be processed using the Miles and Huberman’s analysis
model which consists of three stages :
a. Data Reduction
The analysis process to sharpen, sort, classify and organize data so that data can be verified.
b. Data Display
This stage has done by presenting a series of information that enables researchers to draw
conclusions. The purpose is to find or connect patterns that can lead researchers to draw
conclusions. This stage can be narrative, tables, schemes, or networks.
c. Conclusion Drawing
After collecting field data, explaining it, making patterns, the researcher can draw
conclusions and verify. The researchers usually have formulated from the beginning the
conclusions that will be obtained later.
RESULT
Based on the research that has been done, the following results are obtained:
a. Intrapersonal conflict
Data obtained during the study showed that subjects had experienced intrapersonal conflict
like depression and were depressed because of being disabled. This conflict occurred after an
accident that happened to him. The subject also experienced post-accident traumatic such as
trauma for riding a motorbike, but the trauma was solved. In the other side, the subject also
experienced another trauma related to the death of his friend in the accident. That trauma caused
the subject to feel guilty until the present. The subject also felt angry which led to feelings of
regret at his physical condition after the accident and the feeling of shock related to his
condition. In addition, the subject also felt that he could not accept his condition so he withdraws
himself from his circle, feeling unfair with his condition, and had a desire to commit suicide.
The subject even once attempted suicide used 70% alcohol but it failed to make him die.
b. Self-Forgiveness Determination Models
In the model of determination, based on the data obtained it was known that the subject felt
a guilty (emotional determination) to his parents for being insubordinate to them. The subject
also felt very guilty about himself because he accidentally lost the life of his friend in the
accident. In addition, the subject felt a shame (emotional determination) on his current condition
because the accident that happened to him. He felt his current condition caused the subject to
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be underestimated and could not do anything, even though in fact the subject did not want to be
seen as such. But now the subject has been able to solve the feeling of shame, as usual, the
subject also said that he did not have any problems with his friends related to his condition.
On the aspect of adaptation (social determination), it was known that the subject at first had
felt difficult for adapted to his condition after the accident and became a person with disabilities,
such as writing difficulties and more. But now the subject feels he has been able to adapt to his
situation, even though sometimes he still has difficulties like in daily activities. The condition
of his imperfect hands caused the subject to need a companion from PSLD. The subject said
that he had a way for adapted to the environment and his condition by thinking that his current
condition had a rebuke and trial for him so that he was able for adapted himself with his
surroundings.
Furthermore, in offense-related determination, data obtained related to two aspects, that is
the aspect of making peace and apologizing with self. In the aspect of making peace with self,
it was known that the subject has succeeded in making peace with himself, started with felt
guilty after an accident to took the positive side of the incident. The subject has also forgiven
himself, that was implemented with the feeling of received wisdom from God and obedient to
parents.
c. Phase of self-forgiveness
Data obtained after the analyzed process gave some results related to the phase of self-
forgiveness on the subject. In the aspect of injustice in the uncovering phase, the subject was
known to still feel unfair because the conditions were different from other normal people. The
subject still wanted his condition to return as before and it would be fair when the condition
returns to normal. Then related to the decision making aspect in the decision phase, it was known
that the subject has tried to start building a commitment to his current condition. The subject
also said that he had accepted himself with his current condition of around 75%. Whereas in the
new perception aspect in the work phase the subject has found a new view of his life by
becoming a more useful person in the future.
In the deepening phase, the subject was known to have discovered a new meaning after the
accident that happened to him. The subject considered the incident as learning for both himself
and others. In addition, with the accident, the subject was finally able to found a new purpose
in life, that is to be someone who more useful to others.
DISCUSSION
Intrapersonal conflict
Data from the report on the professional practice of psychology in 2014 found out that there is
a lot of case caused by depression due to an accident. People with post-natal disabilities indicated with
anxiety, disgrace, inferiority, depressed, and feel unworthy with their condition. The previous research
from Rini Setyowati, Nisa Rachmah Nur Aganthi, and Setia Asyanti (2016) demonstrated the result that
traumatic and physical changing on people with post-natal disabilities due to accident caused the
negative reaction and depression.
The review finding from Dyota Puspasari and Ilham Nur Alfian (2012) explain that people with
post-natal disabilities due to accident experience psychological distress associated with Senra research
(2011) that study about psychological impact felt by people with post-natal disabilities including 1)
depression, 2) trauma, 3) anger, 4) shock, 5) cannot accept the situation, 6) suicide. However these
researches especially Senra’s indicators of psychological impact we use to measure our study for
intrapersonal conflict.
Result
This study measures intrapersonal conflict with Senra’s theory of intrapersonal conflict that
people with post-natal disabilities experienced. However, we consider and interpret every single
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indicator to interview the subject in this study. The study found out that subject experienced most of the
psychological distress after experiencing physical limitations due to accident. This study uses qualitative
method and analyzes with Miles and Hubberman technique of interpretation, the result we find for
intrapersonal conflict divided into every indicator of intrapersonal conflict. The result is; 1) depression:
for this indicator we found out that subject experienced depression which subject withdraws from social
environment and stay away from people, 2) trauma: subject experienced the trauma after the accident,
the trauma occurs if people with post-natal disabilities feel loss of identity due to physical changing
from normal to physically limited. 3) anger: the interview shows that subject felt anger because of his
new condition after the accident, but the anger more into regret of his new condition. 4) shock: the result
found out that the subject felt shocked after physically change and have limitations on his body after the
accident. 5) cannot accept the situation: from the interview we know that subject cannot accept the
situation until now. 6) suicide: the interview found that subject have tried to commit suicide. The
conclusion of this study demonstrated that subject experienced all of the intrapersonal conflicts even
some of them still experience by them until now. In other words we can say this study fulfill the first
hypothesis about the representation of intrapersonal conflict people with post-natal disabilities.
The result of this study supported the previous findings explained before. People with post-natal
disabilities experienced psychological distress due to their new condition. However, the physical
changing which cause limitation on their body also influence their psychological condition. The same
result with the previous study from the report on the professional practice of psychology in 2014 which
people with post-natal disabilities experienced depression. Our findings also found out that the subject
experienced psychological distress especially depression. It is also supported the research from Rini
Setyowati, Nisa Rachmah Nur Aganthi, and Setia Asyanti (2016) which explain that traumatic accident
and the change of body people with post-natal disability felt caused depression. This way associated
with our findings that the subject we interviewed withdraws from social environment and feel trauma
because of the accident. This study repeat Senra’s theory of intrapersonal conflict to measure the
psychological distress people with a post-natal disability felt. It may strengthen the theory because our
findings indicated the same result as Senra’s research.
Self-forgiveness
Fincham explained in his theory that people who heal from trauma and the need for stress
reduction have to do self-forgiveness. Previous research from Toussaint, Shields, and Slavich (2016)
explain that forgiveness correlated to stress reduction and reduction of mental illness symptom. Self-
forgiveness in Enright’s theory is theory development from forgiveness. The findings from Aloysius
(2013) also found that forgiveness can reduce stress and improve positive response for people to face
the transgression in their life.
In this research, we use Enright theory of self-forgiveness to measure the data. Enright explained
that self-forgiveness arranged from determination model of self-forgiveness. We also use Hall and
Fincham theory of the stage of self-forgiveness to know deeply how subject finally can forgive the
condition after disabling. The determination of self-forgiveness consists of several models including
emotional determinants of self-forgiveness, social-cognitive determinants of self-forgiveness, and
offense-related determination of self-forgiveness. The stage of self-forgiveness also consists some of
stage or level including uncovering phase, decision phase, work phase, and deepening phase.
RESULT
This study measures self-forgiveness with a deep interview. We found out that from the
determination model of self-forgiveness, our subject fulfills the social-cognitive determinants of self-
forgiveness. We conclude that subject fulfill that model determination due to the interview that subject
finally adjusts the condition after being labeled as person with disability. The second measurement for
the stage of self-forgiveness, we found out that subject fulfills every indicator for uncovering phase,
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work phase, also deepening phase, but subject didn’t completely fulfill indicator for decision phase
because we found out that subject still want to be normal after being labeled as disability even until now.
Enright’s theory explained that in decision phase, forgiveness includes the process of accepting the
situation or condition, but in this research, we know that the subject we interviewed has not been
accepted his condition after being disabled.
In this research we can conclude that our finding has not been supported some of the previous
findings. For the previous research from Aloysius (2013) we know that this research support this finding
because subject finally can adjust the condition after being disabled, it means that the subject can
improve positive response after being disabled. The research about self-forgiveness for people with
disability has not much done by researchers. We can also conclude that Enright’s theory of self-
forgiveness stages haven’t measured for sure our data because we can’t measure the second stage;
decision phase. If other researches also result in the same findings, we can finally say that Enright’s
theory of self-forgiveness stages can be replaced with the new theory.
CONCLUSION
As a result, we can conclude that AR subject still in the process of forgiving himself and he has
not been able to achieve the overall phases of the intrapersonal conflict and several stages in self-
forgiveness. It caused by not only lack of moral support from family and his friends but also the number
of age which means the subject is still young and not stable at that time moreover the accident occurred
while he was just teenager. The moral support from surroundings especially form his family and close
friends have a big impact to motivate AR subject to accept his conditions and not giving up on it.
For further research, we suggest that the subject of research can be more than one in order to
compare one to another also can dig up deeper this theory of self-forgiveness that applied to post-natal
disability. If further research discovers that the self-forgiveness concept isn’t applied to the disabilities
we suggest that researcher can develop the new concept that more relevant with the disabilities.
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Teachers’ Perception: How To Promote Communication Skills In Young

Children?
Fressi Apriliyanti1
S2 Pendidikan Anak Usia Dini
[email protected]
Fadhilatul Ummah2
S2 Pendidikan Anak Usia Dini
[email protected]
Abstract. Communication as an integral part of human life plays an important role in society 5.0, so it
needs to be developed from an early childhood. The aim of this study was to describe thoroughly and
deeply about teachers’ perceptions of how to develop communication skills in early childhood. The
model used in this study was a qualitative case study research. The data collection tools in this study
were qualitative questionaires, in-depth interviews, and qualitative observations involving six female
Kindergarten teachers as research subjects. This research was conducted in Batu and Malang city. The
data analysis technique used in this study was thematic analysis. The validation technique in this study
used member check technique. The results of this study indicated that teacher's perceptions of efforts to
develop communication skills in early childhood are (1) Communication skills are the initial capital in
developing all abilities possessed to face any situation in the era of society 5.0. (2) Communication
skills need to be developed from an early age through various strategies and methods. (3) There are
some factors influence communication skills in early childhood. (4) There are obtacles that teachers feel
in an effort to develop communication skills in early childhood. (5) Various efforts are made in
overcoming these obtacles.
Keywords: teacher’s perception; communication skills; early childhood education.
INTRODUCTION
One of the most recent topics discussed in the last few years is about the Industrial Revolution
4.0. The 4.0 Industrial Revolution is characterized by digitization, automation, and mechanization that
resulted in a transformation in various areas of life (Schwab, 2016). The emergence of the 4.0 Industrial
Revolution raises various reactions in various communities, both policy-maker, academics, educational
practitioners, business people, and the general public. Some are welcomed with joy, but some imply
concern and doubt about human existence if big data, Internet of Things (IoT), artificial intelligence
(AI) and the robot will replace the human existence in various joints of life. Even predicted in 2045 the
existence of artificial intelligence will be able to replace human beings, called ' technological singularity’
(Kurzweil, 2005). The various exponential changes resulted in varying complexity of problems,
uncertainty, and various doubts.
In an attempt to find answers to the complexity of the problems that occurred in the 4.0 Industrial
Revolution, the Japanese government expressed an idea of how to put human-centered from technology-
based through Society 5.0. In this concept, human has a major role in transforming big data into a pearl
of new wisdom that ultimately increases human capacity to open opportunities for humanity in an
attempt to achieve a meaningful life. The idea of Society 5.0 aims not only to prioritize the power of
technology but more importantly is to improve human life (Anzai, 2016).
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The concept of the Society of Revolution 5.0 is still related to the concept of The Industrial
Revolution 4.0, but what distinguishes is the touch of a humanitarian side in it. So in utilizing big data,
the Internet of Things (IoT), artificial intelligence (AI) and human-robotic remains the most important
element and the main source in it that cannot be replaced by any advanced technology. With a touch of
humanism in it, it is hoped that this concept will be more acceptable to the world community widely.
By not being denied human existence in Society 5.0 then, interactions among human beings will
still occur, both interaction through the device of information technology and directly. Moreover, the
result of globalization and the progress of information technology that occurs today has been to tear
down the geographic partition, so that change the world like a global village that inter residents can
easily interact with each other, communicate, and transact anytime and anywhere (Friedman, 2007).
This makes the interaction much more complex because it involves multi-nations with a different
language, gender, age, and religious differences so that the challenges in communicating will be much
greater than before.
In the Framework of Japan's 21st Century Competencies Proposed by NIER which compiled
the tentative framework of the 21st century competence with Japanese interpretation as the founder of
the Society 5.0, there is basic literacy that must be developed in the school, namely and the literacy of
information/communication technology (manners and morals for ICT)(Kimura & Tatsuno, 2017). The
Japanese Framework considers that communication is an important competency that must be mastered
in the face of the 21st century. The importance of communication skills was strengthened by Japanese
Education Minister Yoshimasa Hayashi suggests that in the Google era, people no longer need to
memorize every fact. Many of the current tasks are best done by computers, therefore, the emphasis
must be on human skills such as communication, leadership, and endurance, as well as curiosity,
understanding, and reading skills (Global Japan, 2019).
The importance of teaching communication skills in early childhood is based on the basic needs
to interact with the surrounding environment and to meet its own needs. The development of
communicating for early childhood includes the skills to understand and reveal thoughts, feelings, and
information. This process starts from pre-natal and will continue throughout its lifetime, when the child
hears, sees, and interprets information from others. (Gooden & Kearns, 2013).
In addition to the various reasons for the importance of communication skills mentioned above,
communication is also important as a fulfillment of the rights of children, including the right to be heard
and taken seriously, the right to freedom of speech and information. Communication is also one of the
efforts to respect the privacy and dignity of children and foster their self-esteem and confidence (Kolucki
& Lemish, 2011). However, communication skills in children are not acquired by itself, there must be
a supportive environmental role that the skills can thrive. Proper stimulation of families and adults
around the child can be helpful for the development of children's communication (Bredekamp & Copple,
2009). The earlier the communication skills are given, the better his skills will be so that the teacher as
a learned educator must have sufficient skills in the society in the era of 5.0.
METHOD
This study used a qualitative approach, in this study researchers collected data and analyzed
based on participant perspectives. The purpose of this study is to describe deeply and comprehensively
the teacher's perceptions about how to develop communication skills in early childhood. The process in
this study is an accordance with the characteristics of qualitative research that is naturalistic / research
carried out in a natural setting, focused on the process, is inductive and focuses on meaning according
to the participant's perspective (Merriam, 2009; Yin, 2011). This study used a case study research design,
which is a type of qualitative research that uses a variety of methods and a variety of data sources to
explain in detail and depth about an analysis unit (Hanurawan, 2016).
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The data source in this study was six participants who work as teachers in kindergarten. The
first participant of initials M is a kindergarten teacher who works in one of the kindergartans in Malang
City and has been teaching for 12 years. The second participant is initialed S is the teacher of one of
kindergarten in Malang City and has been teaching for 10 years. The other four participants with the
initials D, I, C and Y are teachers in kindergarten in Batu, with teaching experience between 5-24 years.
The data in this study was derived from in-depth interviews and observations conducted during
the learning activities. The essential questions given to the participants include understanding the
communication, the importance of developing communication from an early age, the strategy teachers
have done in developing communication skills at the age of, methods applied in learning to develop
communication skills since early childhood and the obstacles faced in developing communication skills
in early childhood.
Observations in the study were conducted in April-May 2019. In this study, researchers acted
as an observer as well as the participant, researchers were conducting observations by informing
participants of the research position in the study (Hanurawan, 2016). Researchers conducted the process
of recording observations on the day of observation of the learning process (Merriam, 2009). Data
gathered from interviews and observations were then encrypted into documents analyzed using the
thematic analysis.
The thematic analysis in this study was conducted by conducting data reduction and analysis
strategies by grouping, categorizing, concluding and reconstructing to capture important concepts in
data sets (Ayres, 2008). The data analysis procedure in this study referred to the opinion of Braun &
Clarke (2006) which is done in the following steps: Researchers deepened and understood data by
transcribing data into written text and read the data more and more that the meaning of them can be
deeply understood. Researchers further compiled the code in the form of labels/features contained in the
data according to the research question. The third step was researchers looked for a theme according to
the focus of the research. Then the researcher did a review of the emerging themes, then gave the themes
names and the last step was compiling the research report. The degree of reliability (trustworthiness) in
this study was obtained by conducting member checking i.e. the data were re-presented to participants
to assure that what the researcher got is correct (Sandelowsky, 2008).
RESULTS
Participants in the study consisted of six kindergarten teachers with the following
characteristics:
Table 1. Characteristics of participants
Name Teaching
No Sex Age City
(Initial) experience
1 M P 35 10-13 years Malang
2 S P 35 10-13 years Malang
3 D P 47 24 years Batu
4 I P 42 20 years Batu
5 C P 42 18 years Batu
6 Y P 27 6 years Batu
Participants in the study consisted of six kindergarten teachers who have been certified
Participant D and I have been teaching for more than 20 years. M, S, and C have a teaching experience
of between 10-19 years. Only C has less than 10 years teaching experience.
The data analysis in this study was conducted after the process of data collection through in-
depth interviews and qualitative observations to the participants. In general, the results showed that
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participants' perspectives on how to develop students’ communication skills in their early childhood is
the foundation in facing children’s future life. Based on the thematic analysis done, the teacher's
perspectives on how to improve children’s communication skills can be described in five main aspects,
namely: 1. the understanding of communication,2. the importance of developing communication from
an early age,3. a strategy undertaken by teachers in developing communication skills at an early age,4.
methods applied in learning to develop communicating skills since early childhood and 5.obstacles that
are faced in developing communication skills in early childhood. After getting the research results, the
researchers did the process of member checking to the participants to validate the research findings.
The understanding of communication
Based on the results from in-depth interviews to the six participants, it was known that they relatively
have an equal perspective on viewing communication as a way to convey information to others in a
reciprocal manner. However, their perspectives on the types of communication done by children varied.
Participants Y and I gave the opinion that the communication in the child is in the form of oral
communication. Participant D stated that the form of communication in children is in the form of either
verbal and written communication. Meanwhile, participants M and S expanded their opinion by stating
that communication is not only limited to verbal and written forms but also can be in the forms of a
facial nose, body gestures or body temperature. The observation showed that communication appeared
in each learning activity in various forms.
The importance of developing communication skills since early childhood
The result from the interviews on the role of communication in children showed that all
participants had the same view that communication is a very important provision for the future of the
children. Furthermore, four participants added their perspectives on the importance of communication
in children as the foundation for them to continue learning to a higher level. Communication is also seen
important in supporting children’s future career. Besides, communication is also important for children
when they live in their community environment. The observations to the participants showed that
communication occurred during the learning activities, either between the teacher and the students and
among the students themselves.
Four participants (participants S, I, C and Y) thought that communication is very fundamental
as a basis for hildren’s development. This communication is based on the development of other
children's abilities, such as the development of religious and moral values, language, social-emotional,
cognitive and art. Furthermore, the participants of M, D, C added that communication also serves as a
means for the child to demonstrate their identity through the performance shown to the surrounding
environment. One of the participants of the initials D gave an interesting opinion about communication
which is seen as a means for teachers to measure the ability of children as the basis for proper stimulation
in developing all children’ potency.
Teachers' strategies for developing communication skills in early childhood
Giving their opinion on the strategy in developing communication skills, five of the six
participants, namely M, S, I, C and I thought that the teacher should give open questions to children so
it each will be able to give various answers. Another strategy applied by three participants (M, S, and
C) was by making students in the same position before them so that children will feel comfortable
when communicating. Meanwhile, M, S, I and Y gave children the opportunity to speak through
discussion, storytelling, recalling as a strategy in the learning activities. Participant I, added that by
allowing children the opportunity to speak, it will be able to improve their self-esteem as an important
thing in communicating. On answering the same question, S, C and Y agreed that the teacher also needed
to explore the answers more deeply when children were telling stories or conveying information and
providing feedback to them. Participants M and S believed that the teacher is a role model for children
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so if the teacher provides a good example of communicating then they will follow the same way. And,
participants I and C applied a strategy by engaging themselves in playing activities to stimulate
children’s active communication by using provocative sentences.
There were several different answers given by participants on the aspect of strategies used in
developing communication skills. Participant M mentioned that the teacher should not allow students’
wrong language and intervene when children are speaking. Participant S emphasized the importance of
building a conducive environment in learning so that children can improvise in communicating.
Participants D applied a strategy by involving peer communication for children who have difficulty in
communicating. She also used grouping based on their initial skills and providing stimulation based on
their needs. Participant I mentioned that the development of communication skills should be centered
on the children. Meanwhile, participant Y usually did a routine by mentioning vocabulary to stimulate
children’ communication skills. Observations of this research showed that teachers play an important
role in implementing such strategies.
Methods applied in learning activities

Furthermore, the results of an interview followed by observations in the classroom learning
found that the methods commonly used in developing communication were storytelling and role-
playing. Participants M added the use of content of songs and picture guessing as methods used.
Participant S added that the serialized story was also very useful to stimulate children in developing
their communication skills. While participants D and I agreed that all methods can be used in developing
the ability of children in communicating because there is a relation in all learning activities. The
observation results indicated that all of the methods mentioned by participants can be used to develop
children’s communication skills.
Obstacles in developing communication skills in early childhood
Regarding the last question about the obstacles faced in the development of communication
skills in children, participants M, S, D, and C mentioned that the most common factor was the human
resources in their respective institutions. Participants M thought that each teacher in the kindergarten
had their own different vision so that they seem move inharmonious, participants C mentioned that there
were teachers who were still not able to build a good communicative classroom atmosphere, Participant
S mentioned that the learning process was still dominated by teachers (teacher centered), making
children passive. While participants D thought that most teachers were not sensitive to children’
development, so the problems arose were not seen as a problem to be solved
Another obstacle mentioned by the participants was the existing gap in how to communicate at
school and home or the gap between parents’ and teachers ' foster patterns. It was delivered by five of
the six participants, namely M, D, I, C and Y. Another obstacle mentioned by S and C was that teachers
could not improvise on the learning plan they made. Next two participants D and C had two similar
opinions that excessive use of gadget will interfere the ability to communicate in children and the
intensity of limited time in school makes teachers less maximum in developing children's ability in
communicating. The other two participants, M and I argued that the physical condition of children is
very influential for developing the ability of children in communicating.This condition can be caused
by either the imperfectness of the speech organ of the children or because of physical deficiencies that
exist .
From in-depth interviews, there were also several different answers among the participants
about the obstacles they faced in developing children’s communication skills. S said that learning in
kindergarten hasnot fostered children's different learning styles. Participant D stated that the teachers
still have problems in preparing curriculum that can promote students’ communication skills. Participant
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I mentioned that children’s emotion is one of the obstacles and the participants were also constrained by
children who are quiet and difficult to communicate.
DISCUSSION
Education is one of the sectors directly impacted by the presence of the Industrial Revolution
4.0 and Society 5.0, so that it needs to make various changes. Facing the Industrial Revolution 4.0
various skills are needed by students., at least two are needed: hard-skills and soft-skills (Motyl,
Baronio, Uberti, Speranza, & Filippi, 2017). In general, hard-skills are related to mastering technology,
while the soft-skills needed are related to thoughtful analysis, communication skills, team work ,
leadership, problem-solving skills and creativity. The OECD (2018) presents the idea of the future skills
of "The Transformative Competencies". This transformative ability covers creating new value,
reconciling tension and dilemmas, and taking responsibility.
Facing society 5.0, which is full of change, evolution and mutation we require various abilities
to adapt, agility, mobility, and reactivity (Salgues, 2018) for this is an era that not only makes the power
of technology as the main goal but the improvement of human life is the ultimate one so that the ability
to control the technology is necessary. Faced with such rapid technological change, then the skills that
need to be developed by the students should focus on the development of human strength covering
communication, leadership, and endurance, as well as curiosity, understanding, and reading skills
(Global Japan, 2019)
The understanding of communication
The results showed that the teachers view communication skills as fundamental and significant
to develop. This is in line with the opinion of Anzai (2016) who states that in society 5.0 the existence
of information becomes abundant and the presence of smart services encourages human interaction with
both other human beings and other people, such as Technology, so communication skills are necessary.
Communication becomes a very important developmental task for children. With the communication
skills, children can interact with others and fulfill their needs (Gooden & Kearns, 2013). So, the ability
to communicate is a fundamental need in human relationships. These communication skills are in the
form of the ability to receive, process and reduce message (McLeod, 2018).
The forms of communication in children are varied, not only limited to verbal and written but
also can be a facial nose, body gestures and body temperature. Forms of communication in the form of
non-verbal communication can be either crying or touching (McLeod, 2018), gestures have long been
researched for its abundance as a form of communication (Alibali, Kita, & Young, 2017; Behne,
Carpenter, & Tomasello, 2014; Melinger & Kita, 2014; Miller & Franz, 2010; Snow, 2017), the
movement pointed with the index finger (Colonnesi, Jan, Stams, Koster, & Noom, 2010).
The importance of developing communication skills since early childhood
Communication is very important as the foundation for children’s future and their higher
education. Communication is also important in supporting their career in the future. Besides,
communication is also important for children when they live in the community environment. It is in line
with the opinion of (Hannawa & Spitzberg, 2015) who states that communication skills are vital for
human beings, both for health, relationships and in all activities involving humanitarian functions.
Communication also plays an important role in one's career (Greene, 2011; Hargie, 2019). Effective
communication is needed in interpersonal relationships in a profession. This makes it a reason why
professional workers need skills in communication skills as a form of interpersonal skills (Hargie, 2019).
Teachers' strategies for developing communication skills in early childhood
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One of the strategies used to develop communication skills is to provide open questions to
children so that each child has the opportunity to provide a diverse answer. As stated by (Çakır & Cengiz,
2016) the use of open-ended questions beside improving children’s language skills it can also improve
critical thinking skills, as well as able to develop a child's ability to drive reasons. The development of
communication in children also requires the proper attitude of the teacher. In communicating with
children, the teacher needs to be parallel to the children, so that they will feel comfortable when
communicating. The feeling of being comfortable in communicating is important to grow children’s
sense of confidence. As stated by (Kolucki & Lemish, 2011) one of the principles of developing
communication skills in children is by complying with the development of children's growth and
children-friendly stages. On of these principles among others is by putting yourself in line with the
children’s position.
Methods applied in learning activities
The findings suggest that the teachers allowed children the opportunity to speak through
discussion, storytelling, recalling as a strategy in the learning activities is in line with what is cited
Plummer (2011) who states that the various methods needed to apply in developing children’s
communication skills, among others, storytelling, role-playing and involving children in various games
and in conversations.
In developing children's communication skills, teachers are the role models for children. This
means if the teachers provide a good example of communicating then children will follow them. This is
in line with the statement of (Kolucki & Lemish, 2011)who state that in establishing children’s
communication skills the action that should be done holistically includes the importance of giving good
examples of communicating by devout people around the children. This action is of importance in
establishing a conducive environment in learning so that children can improvise in communicating.
The strategies to develop children’ communication skills among others are by involving peer
communication to children who have difficulty in communicating,grouping children based on their
initial skills and stimulating their needs. This is in line with the research result stating that the scaffolding
applied by the teacher is necessary for developing children’s ability, especially in the development of
language (Goh, 2017; Zurek & Torquati, 2014).
Obstacles in developing communication skills in early childhood.
Communication as a part of interpersonal relationship is a complex thing (Hargie, 2019). The
primary obstacle felt by teachers in developing communication skills in children is the human resources
of the teacher itself. Richardson (2017) states that the teacher essentially acts as a designer in learning
that makes a strategic approach to analyze and find solutions for problems found the classroom.
Obstacles in developing communication skills in children are gaps in how to communicate at schools
and homes or gaps between parents’ and teachers’ fostering styles. Thus, parents have a role in providing
stimulation to develop students’ communication skills (Bjelland et al., 2015; Merkley, Schmidt,
Dirksen, & Fuhler, 2006; Weiss & Theadore, 2011; West & Mild, 1994).
Children’s physical condition is also very influential to children’s ability in communicating.
The imperfectness of their organs of speech or their physical deficiencies are the examples of the
influential factors hindering children’s communication. Some research results show that obstacles in the
form of physical cogency such as organ defects cause obstacles in communicating(Stephenson &
Dowrick, 2014).
CONCLUSION AND SUGGESTION
Conclusion
This research revealed that the participants believed that communication skills in early
childhood was the foundation to face children’s future life especially to face the Society 5.0. The
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results showed that participants' perception of communication skills was a way of communicating
information to others reciprocally in early childhood. The finding showed that communication skills are
the foundation in the face of life in the future, especially in the face of the 5.0 society. Various strategies
and methods were done by teachers to develop communication skills at an early age in order to overcome
the obstacles faced in learning.
Suggestion
Considering the importance of communication skills in facing children’s future challenges,
teachers must develop various strategies and methods to develop students’ communication skills since
their early childhood. Teachers are expected to improve their skills in developing learning process so
that it can improve children’ communication skills. Parents also need to cooperate with teachers in
developing their children’s communication skills.
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The Effect of Creative Process Engagement and Relationship with

Coworkers on Creativity of PT Cendana Teknika Utama Employees
Seta Nur Furqan1
[email protected]
Nur Eva2
[email protected]
Abstract. Creativity is defined as the production of novel and useful ideas or solutions. Both novelty
and usefulness are necessary conditions for an idea or solution to be judged creative. Some factors that
influencing creativity are creative process engagement and relationship with coworkers. Creative
process engagement is employee engagement in creativity-relevant cognitive processes, including
problem identification, information searching and encoding, and idea and alternative generation. This
study aims to finds out the effect of creative process engagement and relationship with coworkers on
the creativity of PT Cendana Teknika Utama employees.
Research design use descriptive with regression analysis. The sample are 68 employees of PT Cendana
Teknika Utama, both permanent and non-permanent, who have been involved in the project of making
various software and hardware products with a random sampling technique. Instrument of research
include, creativity scale consisting of 12 valid items at reliability of 0.862, creative process engagement
scale consisting of 11 valid items at reliability of 0.763 and the relationship with coworkers scale
consisting of 4 valid items at reliability of 0.754.
The results of research indicates that (1) The level of creativity of PT Cendana Teknika Utama
employees in the low category. (2) The level of creative process engagement of PT Cendana Teknika
Utama employees in the low category. (3) The level of relationship with coworkers PT Cendana Teknika
Utama employees in the low category. (4) The creative process engagement has influenced creativity
from p-value 0,00 < 0,05 with R square value 25,2%. (5) The relationship with coworkers has influenced
creativity from p-value 0,00 < 0,05 with R square value 78,4%. (6) Both creative process engagement
and relationship with coworkers has influenced creativity from p-value 0,00 < 0,05 with R square value
79,7%.
Keyword: Creative process engagement; relationship with coworkers; creativity.
INTRODUCTION
Creativity is referring to new production and ideas that useful from someone or a group of
individuals who work together (Shalley & Gilson, 2000; Zhang & Bartol, 2010). The similar things is
also stated by Sternberg (1998), creativity is ability to produce new works (that are, original, unexpected)
and compatible (beneficial, adaptive regarding to job limit). Sternberg added that in the level of
individual, creativity is relevant, like, when someone solve a problem in a work and in daily life.
Creativity in this term is not limited to the development of ideas or inspiration, but it is creativity
included in development of decision. The manners of how people solve their problems can be seen by
how they maximized their creativity.
Creativity in the workplace is often linked to the production of new ideas, the development of
product and inovative services (Sailer, 2011). Companies appreciate new ideas and they try to find
people with creative and inovative potention. The increase of technology development in various fields,
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requires a creative adaptation and skills to find problem resolution. It is not excessive if said that now
we are all involved in threat of survival, whether from the fields of economy, politic, health or social
and culture. Therefore, reviewed from any life aspects, the need of creativity is felt.
One of the industries with big needs of creative employees is creative industry that is stated as
an industry based on individual creativity and organizational creativity as main aspect, where each
activity that involves creativity will be stated as ‘creative’. Howkins (2007) defines creative economy
as economic activity where every sights of it is ideas or in other words essence of creativity is idea.
Furthermore, he stated that creative economy is an economical concept in new economy era that
emphasize information and creativity by relying ideas and knowledge of human resource as main
production factor in economic activity.
One of the developing creative industries is application software industry. Output contribution
of software creative industry gives additinal economic value of US$ 339 million for Indonesian
Economy (SWA, 2013). Then if it seen from the labor absorption in the computer service and software
sub-sector in 2006 contributed quite well to the employment, which is in the second position of the 14
creative industries sub-sectors, with a absorption value of 31.40% or around 5.4 million of workers
(Ministry of Trade, 2008). This shows that this industry has potential and deserves support to grows and
develop.
Efforts from the employees of software or hardware now is creating inovations so that they can
produce quality software, follows the technology development and to grow competetion. Problems
related to production inovation of software and hardware is found in PT Cendana Teknika Utama. Based
on result of interview with HRD with initial HNA, in production of software or hardware products there
are 112 employees involved, consists of marketing, designer, programmer and technician. Then, the
result of interview with a programmer with initial JF, it is found that there are problems related to
employee creativity, this is supported by findings that during the last two years there is no new product
inovation of software or hardware in companies, whereas, there should be a new product inovation every
year.Those give impact to company revenue. The more new products there are the more products will
be sold which will have an impact on increasing company revenue. Furthermore, new product
innovations are needed so that companies can continue to exist and compete with competitors.
According to HRD, one of the causes related to the lack of creation, new innovations from software and
hardware production is the engagement of employees in the creative process to propose new ideas
related to software and hardware products. Ideas related to new products are needed so that the company
can grow and continue to compete with competitors.
The ideas that are materialized from creativity can be a principal of each human resource in
software industry to be able to create new things or products that can be utilized by society. The need of
creativity in that industry worker is really felt because that can improve productivity, both individual
and company. Related to the need of creative production, process where the individual is involved to
develop creative ideas is really needed. Torrance (1979) stated that skills such as fluency, flexibility,
originality, and elaboration in the process of creative thinking that can bring out creativity. This is
supported by several researches that start to emphasize to understand a creative process as a process
where individual is involved to develop the production of creative ideas. (Drazin, Glynn, & Kazanjian,
1999; Mumford, 2002; Gilson & Shalley, 2004; Zhang & Bartol, 2010b). Then the other things that can
affect employees creativity is relation with coworkers. If employees have supportive coworkers,
employees can produce high creativity level. Conversely, coworkers who do not support can suppress
employee creativity (Shalley & Gilson, 2004). Some researches show the support including the research
of Amabile (2004) who found that individuals are more creative when their coworkers are supportive.
Similar things also stated by Zhou & George (2001) that show the significance of positive relation
between employee creativity with supportive coworkers. Whereas rerearch by Madjar (2002) explained
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that coworkers who are not supportive and competitive can reduce employee creativity. In considering
these aspects, engagement in the creative process and relation with coworkers is placed as a variable
that will affect creativity.
METHOD
The research design used quantitative approach with descriptive research design with regression
analysis. Descriptive research is used to provide an assembled illustration of the data variables of
creative process engagement and subject creativity. While the regression analysis is used to determine
the magnitude of the influence of the creative process engagement variables towards the creativity of
PT Cendana Teknika Utama employees involved in the production of various company products.
The population of this research were all employees of PT Cendana Teknika Utama both
permanent and non-permanent who have been involved in the project of making various software
products and hardware products of the company with a total of 112 employees. The sample of this
research was taken by random sampling. The total research sample totaling 68 employees. Because the
population has been restricted, anyone who became as a research sample will represent the population.
This study used two instruments which are: a) the creativity scales, the measurement of a person
creativity level in this study refers to the scale developed by Zhou & George (Zhou & George, 2001;
Zhang & Bartol, 2010) which had several aspects which are: 1) idea evaluation and modification, 2)
idea implementation. The creativity scale had 12 valid items with the reliability of 0.862; b) the creative
process engagement scale, the measurement of the creative process engagement level of a person in this
study refers to the scale developed by Amabile (in Reiter-Palmon & Illies, 2004; in Zhang & Bartol,
2010) which had several aspects, they were: 1) problem identification, 2) information search and
encoding, 3) generating ideas. The creative process engagement scale had 11 valid items with the
reliability of 0.763. c) the relationship with coworkers scale, the measurement of the relationship with
coworkers in this study refers to the scale which was developed by Podsakoff (Podsakoff, 1997; in Zhou
& George, 2001). The relationship with coworkers had 4 valid items with the reliability of 0.754.
The scaling model used in this research was the Likert scale. The researcher provided five
response categories to be chosen by respondents because these five response categories had good
validity, reliability, discrimination strength, and stability criteria. Whereas, there were three and four
response categories had produced low index of reliability, validity, and discrimination strength (Preston
& Colman, 2000). The alternative answers and scoring for employee’s creativity scale was from 1 "not
representative" to 5 "highly representative". Those alternative answers were chosen to find out whether
the statement on the scale represented a person's characteristic. Then for the alternative answers and
scoring for the creative process engagement was from 1 "never", to 5 "very often". The alternative
answers were chosen to determine the frequency level of a person who was involved in the creative
process. Furthermore, alternative answers and scoring for relationship with coworkers was from 1
"strongly disagree", to 7 "strongly agree".
The data analysis used in this study was descriptive analysis using the T-score categorization.
There were three assumption tests which were used in this study, they were normality test, linearity test
& multicollinearity test. The hypothesis test used regression analysis.
RESULT
Validity and Reliability Test Result in the Study
The test was conducted to 33 permanent and non-permanent employees of PT Cendana Teknika
Utama who have been involved in the project of making the company various software and hardware
products. The validity test results that have been obtained by researchers are: a) there are 12 valid items
on the creativity scale; b) there are 11 valid items on the creative process engagement scale. c) there are
4 valid items on the relationship with coworkers scale. The reliability test of the creativity scale and the
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creative process engagement scale are: a) the creativity scale has the reliability of 0.862; b) the creative
process engagement scale has the reliability of 0.763; c) on the relationship with coworkers scale has
the reliability of 0.754.
Data Description Result
The research data description related to the creativity, engagement of the creative process and
relationships with coworkers variables are using descriptive statistical calculations. Then, to find out the
creativity level of the employees description of PT Cendana Teknika Utama, the researcher categorizes
on the subjects scores. The categorization is done by using the T score formula with the mean score of
50.
Table 1. Creativity Category
Classification Score Amount Percentage
High T > 50 33 48,53 %
Low T ≤ 50 35 51,74 %
Total 68 100 %
According to table 1, it can be stated that of the 68 respondents, there are 33 or in the percentage
of 48.53% of PT Cendana Teknika Utama employees have high level of creativity and in the percentage
of 51.74% or 35 employees have low level of creativity. Based on the information above, it can be
concluded that the creativity of the employees is considered as low.
Then, to find out the description of the creative process engagement level of PT Cendana
Teknika Utama's employees, the researcher categorizes on the subjects scores. The categorization is
done using T score formula with the mean score of 50.
Tabel 2. Creative Process Engagement Category
High T > 50 30 44,12 %
Low T ≤ 50 38 55,88 %
Total 68 100 %
According to table 2, it can be stated that of the 68 respondents, there are 30 or in the percentage
of 44.12% of PT Cendana Teknika Utama employees have high creative process engagement level and
in the percentage of 55.88% or 38 employees have low creative process engagement level. Based on the
information above, it can be concluded that the the employee's creative process engagement is
considered as low.
Then, to find out the description of the relationship with coworkers level of PT Cendana Teknika
Utama employees, the researcher categorizes on the subjects scores. The categorization is conducted
using T score formula with a mean score of 50.
Tabel 3. Relationship With Coworkers Category
High T > 50 31 45,59%
Low T ≤ 50 37 54,41%
Total 68 100
According to table 3, it can be stated that of the 68 respondents, in the percentage of 45.59% or
31 employees of PT Cendana Teknika Utama have high relationships with coworkers level and there
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are 37 employees or in the percentage of 54.41% have low relationships with coworkers level. Based on
the information above, it can be concluded that the relationship with coworkers is considered as low
Assumption test result
The assumption tests used are normality test and linearity test. After conducting the normality
test using the Kolmogorov-Smirnov analysis, it is known that: (a) the creativity variable has p value of
0.08 > 0.05 so it can be said that it is normally distributed. (b) the data of the creative process engagement
variable has p value of 0.13 > 0.05 so it can be said that it is normally distributed. (b) the data of
relationship with coworkers variable has p value of 0.769 > 0.05 so it can be said that it is normally
distributed.
The linearity test results using Test for Linearity technique has obtained information that: (a)
the relationship between creative process engagement with creativity variable is linear, it is proven by
the p value of 0.00 < 0.05. (b) the relation between the relationship with coworkers with creativity
variable is linear, it is proven by the p value of 0.00 < 0.05. Then, the multicollinearity test is done by
the value of Variance Inflation Factor (VIF) value. If the VIF value is less than 10, it can be concluded
that there is no multicollinearity. The creative process engagement and relationship with coworkers
variable has VIF value of 1.278, which means VIF value < 10. So it can be concluded that there is no
multicollinearity or there is no relationship between the creative process engagement and relationship
with coworkers variables.
Hypothesis Test
The hypothesis test aims to test whether there is an influence between the employees’ creative
process engagement to the creativity, it can be seen in the following table 4.
Table 4. The Hypothesis Test Result on the Influence of Creative Process Engagement to
Creativity
R Adjusted R Sig
Variable R Conclusion
Square Square 5%
The Influence of Creative Process
0,502 0,252 0,241 0,00 Significant
Engagement to Creativity
According to the hypothesis test result, it is known that the significance value is 0.00 < 0.05,
then the hypothesis which stating "there is an influence of the employees’ creative process engagement
to creativity" is accepted. Then, influence level of this case can be known based on the R square value
of 0.252 or 25.2% which is concluded as low category.
Then, to test whether there is an influence or not between the employees’ relation to coworkers
to creativity variable can be found in the following table 5.
Table 5. The Hypothesis Test Result on the Influence of Relationship with Coworkers to
Creativity
R Adjusted R Sig
Square Square 5%
The Influence of Coworkers to
0,887 0,787 0,784 0,00 Significant
Creativity
According to the hypothesis test result, it is known that the significance value is 0.00 <0.05
which means there is an influence of the employees’ relationship with coworkers to creativity. Then, the
influence level can be known based on the R square value of 0.787 or 78.7% which concluded as high
category.
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Then to test whether there is an influence between the employees creative process engagement
and relationship with coworkers to creativity can be seen in the following table 6.
Table 6. The Hypothesis Test Result on the Inflluence of Creative Process Engagement and
Relationship with Coworkers to Creativity
R Adjusted R Sig
Square Square 5%
The Influence of Creative Process
Engagement and Relationship with 0,893 0,797 0,791 0,00 Significant
Coworkers to Creativity
According to the hypothesis test result, it is known that the significance value is 0.00 <0.05,
then there is an influence of the employees’ creative process engagement and the relationship with
coworkers to creativity. Then, the level of influence can be known based on the R square value of 0.797
or 79.7% which is concluded as high category.
DISCUSSION AND CONCLUSION
This study shows that the employees creative process engagement in PT Cendana Teknika
Utama which is considered as low which causes the low employees creativity. This can occur because
the creative process engagement of an employee is one of the factors that can affect creativity. According
to Zhang & Bartol (2010a) if someone pays less attention to the problem and chooses to be less involved
in solving a problem, the resulting solution may not be creative and useful. On the other hand, when
someone spends an effort to identify more to a problem, it will appear much information as possible,
and generate many ideas and alternatives that is new, and there will be more useful solutions. Then
Gilson & Shalley explained that the more an employee is actively involved in the problem solving
process, the more he will be involved in a creative process that can create various alternative solutions
(Gilson & Shalley, 2004). This is supported by research conducted by Xiaoxia (2013) which states that
the higher the creative process engagement, the higher the creativity.
Then, related to the relationships with coworkers can also affect the creativity level. This study
shows that the relationships with coworkers in PT Cendana Teknika Utama which is considered as low
which causes the low employees creativity. Furhermore, based on R Square, the strength of the
influence of the variable relationship with coworkers (78.7%) is higher than the variable creative process
engagement (25.2%). This shows the external factors, in this case the relationship with coworkers more
influences creativity than internal factors, in this case related to the creative process. If employees have
coworkers who support each other, employees can have high creativity level (Shalley & Gilson, 2004).
Some studies show supporting arguments including the research of Amabile (2004) who found that
individuals are more creative when their coworkers are supportive. The similar argument is stated by
Zhou & George (2001) which shows the significance of a positive relationship between employee
creativity and supportive coworkers. Whereas Madjar's (2002) research explained that coworkers who
are not supportive and competitive can reduce the employees creativity. As we can see the relationship
with coworkers is more dominant factor that incfluence creativity. Generally Indonesian employees are
socialist. Their togetherness spirit thrives. They always prioritize the common interests. The mistakes
of an individual will be burdened by all. Like hanging everything on his group. Employees will only
follow what happens to their group. Without daring to produce their own works if considered to be
different works (Fried, 1964). So, if the relationship with coworkers is considered in low level, the
influence are very stong to reduce the level of creativity.
On the review on the creative process engagement to creativity, Gilson & Shalley (2004) stated
an early scope to something that may influence the employees’ creative process engagement effectively
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by focusing on generating ideas. Then, Zhang & Bartol (2010a) contributes to the creativity literature by
showing the importance of creative process engagement in order to increase employees creativity. In
this research, Zhang & Bartol took research samples of technicians in China. Then, to the further
discussion of Xiaoxia (2013) research which can prove that the creative process engagement has a
positive relation to the employee creativity. Xiaoxia also adds that her research was still limited. She
said that her research data was submitted in one company, a manufacture industry. Xiaoxia argued that
when the data was taken from another company, the result maybe different. The previous conducted
research (Gilson & Shalley, 2004; Zhang & Bartol, 2010a; Xiaoxia, 2013) focuses on the relation
between creative process engagement to creativity and has samples of technician and manufacture
employee, especially the research between those two variables was conducted outside of Indonesia. In
this study, the writer offers the development of the literature about the influence of creative process
engagement and relationship with the coworkers to employees’ creativity. This study proves that there
is an influence between creative process engagement variable to employees’ creativity variable, it is
proven by the significance value of 0,00 < 0,05, also the creative process engagement has an influence
to the creativity in the percentage of 25,2% which can be known by R Square value between the two
variables. There is also an influence of the relationship with the coworkers to the employees’ creativity
with the significance value of 0,00 < 0,05 and has an influence to the creativity in the percentage of
78,7%. While the creative process engagement and relationship with the coworkers have the same
influence to the creativity in the percentage of 79,7%, which is considered as high. This research also
offers different research samples from the previous studies, namely the employees who work in the
information technology industry which focuses on software and hardware production.
This research has a limited scope which is only in one company. For the further researcher, it is
suggested to enrich the supporting reference for the research related to creative process engagement,
relationship with coworkers and creativity. This matter is meant to improve the further research to be
more various and accurate. The improvement of analytical techniques also needs to be done so that the
results obtained in further studies will be better.
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THE WAY TO OVERCOME LONELINESS IN AN ONLY CHILD IN

EARLY ADULTHOOD
Sudjiono1
Department of Psychology, Faculty of Psychology Education
[email protected]
Sofiana Laurensia2
[email protected]
Abstract. The study was conducted to find out how to overcome loneliness in the only child in early
adulthood. There were five only child in early adulthood who were beginning their final term of study
was taken with snowball techniques. The study was conducted for four months, from January to April.
The data collection tool in the form of in-depth interviews related to how to overcome loneliness. The
checking of the data validity was done through triangulation of methods and sources. Based on in-depth
interviews obtained information that; (a) there were two subjects namely MK and AM experiencing
severe loneliness, because the relationship with the family was less in communication and engagement.
So the way to overcome their loneliness was by spending time with the boyfriend, (b) there were three
other subjects namely ANS, SAP, and CW who experiencing moderate loneliness, so they can find a
way to get rid of feelings of loneliness immediately by doing activities with parents, friends, and
boyfriends. (c) A more effective way to deal with loneliness was carried out by two subjects: SAP and
CW, because they had a more harmonious relationship with parents, and were able to develop their
talents. SAP can develop the dancing talent to overcome the loneliness, while CW can develop the
cooking talent to overcome the loneliness.
Keywords: Overcome the loneliness, only child, early adulthood
INTRODUCTION
God has designed to bring humans into this mortal world in a sequential position. According to
Adler (in Scmid, 2011) one of these sequential positions is the emergence of naming an only child. An
only child or only a puppet is the only child born in a family, or born without siblings, brothers or sisters
(Gracinia, 2004).
An only child feels lonely because: (a) there are no siblings to communicate with, (b) an only
child faces the difficulties in doing any free activities related to others. A similar concept was mentioned
by Lake (1986) that a lonely person is someone who needs others to communicate with in fostering or
talking about the special things.
According to Hurlock (1980), early adulthood has the characteristics of alienation or a period
of isolation. These happened because; (a) they already have life activities that are more focused on
themselves, so that relationships with peer groups that used to be tight began to drift apart, (b) they begin
to reduce and even often stop participating in group activities outside the home (Hurlock, 1980).
Moreover, Erikson stated (in Hurlock, 1980) that during this time, children often experience alienation
crises because when they are in their teens they can share their loneliness with their peers, but in early
adulthood it cannot be done.
An only child who enters early adulthood has the developmental task to focus on managing his
career and preparing to plan a marriage, so that the focus on establishing relationships with the opposite
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sex causes in reduced quality and quantity of social relationships, thus causing an only child to feel
lonely. The impact of loneliness can causes the negative effects on individuals who feel lonely. This
research is important to be studied to describe how to overcome loneliness in an only child who entering
early adulthood. It aims to prevent the negative effects were caused by loneliness experienced by the
only child.
Gracinia (2004) generally states that an only child in a family is defined as a family consisting
of husband and wife and only has one child. Furthermore, Adler (in Scmid, 2011) said that the birth
order affects the building of a person's basic character. Generally, an only child has difficulty in any free
activities associated with others. In addition, it was also revealed that an only child does not have a
competitor to fight over the love of the parents, especially the mother. This can lead to various
difficulties in interpersonal relationships.
The word adult comes from Latin, which means growing up. This means that adults are
individuals who have completed their growth and are ready to accept an equal position in the society
(Hurlock, 1980). Each region has its own differences in providing age limits when someone can be
called as an adult. The ancient culture considers adult status when (a) puberty growth is complete or
near the completion, and (b) the child's reproductive organs are develop and capable to reproduce.
Papalia (2001) states that early adulthood begins when individuals reach the age of 21-40 years. The
characteristics of early adulthood are; (a) reproductive period, that means (1) in this range of age they
are ready to determine a life partner, to marry and to reproduce, (2) at this time, human reproduction
organs have reached the maturity and are ready to reproduce. (b) a difficult and problematic period,
because people have to make adjustments to their new role.
Hawkley and Cacioppo (2010) define loneliness as a sad feeling and a perception that a person's
social needs are not fulfilled, both in quality and quantity. Rokach and Brock (in Sawir and Marginson,
2007) interpret loneliness as an experience in life where the feelings can be managed, even though they
cannot be completely prevented. According to Maramis (1990), the loneliness is caused by appearing of
a mental illness due to feelings of self-fear will be left by others. Sears (1988) mention the factors that
influence loneliness are the business, the absence of relatives, the separation, and the death. Larry (in
Lativa, 2008) also explained the factors that cause loneliness are: (a) independence and self-dependence,
where teamwork has been replaced by personal initiative, (b) the location of the home environment
separated from neighbors, so that the video games or television replaces interpersonal relationships, (c)
the relationship with parents and divorce.
Burns (1988) suggests several ways to overcome loneliness, namely: (a) the persons must learn
to love their self; (b) appreciate their self; (c) motivate their self and think positively; (d) spread a good
self-esteem, both the physical appearance and the speech.
METHOD
The design of this study was a qualitative study to examine the way the only child in an early
adulthood in overcoming the loneliness. The approach used phenomenology. It mean that the research
aimed to explore the situation experienced by individuals so as to get a description of how the real
experience happened in his life (Smith, 2013). The subjects of this study were 5 only children in an early
adulthood who felt lonely. The sampling took using snowball sampling technique.
The type of instrument used was in-depth interviews as a data collection tool. In testing the data
used two techniques, namely: (a) testing the data validity through; (1) triangulation of method by
checking the data to the same source with different techniques namely observation and in-depth
interviews. (2) triangulation of sources by interviewing supporting data informants like parents to
confirm the position of the subject as an only child, then a boyfriend or friends who mentioned by subject
as having more role in overcoming the subject’s loneliness; (b) Checking the result of research by
understanding the phenomena based on the subject’s point of view. The method used to obtain
132
interpretive validity through feedback from subjects about the conclusions of the research results. The
member check aimed to find out how the suitability of the data with what was meant by the subject and
the conclusion drawn by the researcher. Implementation of member check was conducted by visiting
each subject after making the conclusions, then conducting discussions. If the conclusions were agreed,
the research could be reported. If the conclusions found an additional or rejection from the subject, the
researcher should review the conclusions. .
The study was conducted for four months starting in January-April 2018. The steps carried out
in order to obtain precise, structured, and procedural results were: (a) Identifying research problems and
setting research objectives by; (1) understanding the phenomena (2) identifying the problems, (3)
formulating into a research question; (4) developing the research questions into the focus of research in
understanding the way an only child in an early adulthood in dealing with loneliness; (b) Carrying out
the data collection through observation and in-depth interviews with the subject in certain settings agreed
upon by the researcher and the subject. In order to obtain the accurate data, the researcher could use the
subjects’ parents and friends as supporting data; (c) analyzing data by categorizing the findings based
on the interview guidelines and member checks; (d) reporting the detailed verbatim research in order to
get the results on how an only child in an early adulthood in overcoming loneliness.
RESULTS
The loneliness experienced by the five only children is because (a) the subjects just have the
relationship with their mother, (b) the fear of being left by the closest persons, friends and boyfriend or
girlfriend, who have the most role in spending leisure time, (c) a willingness to share the stories and to
solve the problems with family, friends, or boyfriends, and (d) a feeling of want to be involved in
communication and activities by peers or closest people.
Based on the result of data collection, there are 2 subjects namely MK and AM who face a heavy
loneliness. It is caused of the lack of communication and engagement with family, so they involve the
role of a girlfriend or boyfriend in helping them countering any problems and holding back the loneliness
till it disappear. The other three respondents namely ANS, SAP, and CW who experience moderate
loneliness seek the diversion of the feeling by doing any activities with the closest people or by doing
their hobbies. SAP does her dancing hobby, while CW improves her cooking skill.
DISCUSSION
According to Hawkley and Cacioppo (2010), loneliness occurs because one's social needs are
not met by the quantity or the quality of one's social relationships. MK and AM feel lonely because of
parenting factors that result in less in communication with their parents. According to Baumrind (in
Mahesneh and Al-Zoubi, 2013), it was revealed that MK experienced authoritarian parenting, where it
could result in less attachment of children to parents and less social relations of children to their
environment.
For subject, an only child who has been able to prevent unpleasant feelings due to loneliness
can maintain interpersonal relationships with the closest persons who have contributed in spending free
time together. An only child who feels lonely is expected to: (a) be able to improve the interpersonal
ability, (b) carry out meaningful activities independently as like doing a hobby.
For parents who have only children are expected to contribute in their children’s communication
or activities. This is caused of (a) loneliness is a feeling as a result of unexpected relationships with
parents, (b) activities that are only carried out by one party, (c) the existence of parents to harmonize
communication and activities can help an only child overcome his loneliness .
Hurlock (1980) mentioned that early adulthood is characterized by changes in social groups,
namely (1) early adults generally have a small group of close friends or trusted friends, (2) the number
of close friends also depends on their openness to environment, (3) social mobility is more focused on
the interests of self-achievement, the role of people who are meaningful to individuals who enter early
133
adulthood is very important. Ericson (in Hurlock 1980) revealed that early adulthood was emphasized
as a time of isolation crisis. This happens because (a) they do not know what to do in spare time, (b) old
friends are separated and many of them are busy with family matters or busy dating. (c)they feel loss of
a pleasant relationship during adolescence when there was always friends in doing activities together.
This study still has many limitations, therefore it is expected that future researchers can examine
about (1) how the only children reduce their dependence with people that meant a lot outside the family,
(2) how are the effective way in communication between parents and the only children and vice versa.
REFERENCES
Burns, D.O.(1988). Mengapa Kesepian : Program Baru yang Telah Di Uji Secara Klinis Untuk
Mengatasi Kesepian. Jakarta : Erlangga.
Hawkley, L.C; & Cacioppo, J.T. (2010). Loneliness Matters: A Theoretical and Empirical Review of
Consequences and Mechanisms, (Online), 40:218–
227,(http://psychology.uchicago.edu/people/faculty//cacioppo/jtcreprints/ch09.pdf), diakses
Bulan Januari 2015.
Hurlock, E.B (1980). Psikologi Perkembangan Suatu Pendekatan Sepanjang Rentang Kehidupan.
Jakarta : Erlangga.
Juliska, G. (2004). Mengasuh Anak Tunggal. Jakarta : Elex Media Komputindo.
Mahasneh, A.M; Al-Zoubi,Z.H. (2013). The Relationship Between Parenting Styles And Adult
Attachment Styles From Jordan University Students. (Online). (http://www.aessweb.com/pdf-
files/pdf-files/ijass-3%286%29-1431-1441.pdf),diakses Bulan April 2015.
Maramis, W.F. (1994). Ilmu Kedokteran Jiwa. Surabaya : Airlangga University
Michelle, S. (2008). The Only Child Grows Up : Exploring Only- Child Educators. Ontario. (Online).
(https://dr.library. brocku.ca/bitstream/ Brock_Schmid_ Michelle_2007.pdf), diakses Bulan
Desember 2014.
Papalia, D.E; Old,S.W. (2001). Perkembangan Pada Remaja. Jakarta : Rineka Cipta.
Rena, L. ( 2008). Jenis dan Dinamika Terjadinya Loneliness Pada Masyarakat Modern : Jurnal
Enlightmen. (Online). (http://tentangpsychology. blogspot.com/2008/02/loneliness.html),
diakses Februari 2017.
Sawir, E; & Marginson, S. (2007). Loneliness and International Students: An Australian Study, Journal
of Studies in International Education, Vol. XX No. X, Season XXXX. (Online).
(http://www.cshe.edu.au/
people/marginson_docs/JSIE%20online%20Sawir%20et%20al%20loneliness.pdf), diakses
Bulan Januari 2015, diakses Bulan Januari 2015.
Sears, Jonathan,L. (1988). Psikologi Sosial. Jakarta : Erlangga.
Smith, Jonathan A. (2013). Dasar-Dasar Psikologi Kualitatif Pedoman Praktis Metode Penelitian.
Bandung : Nusa Media
Tony, L. (1986). Kesepian. Jakarta : Arcan.
134
The Use of Group Counseling Based on Reality Therapy to Increase Self-

Regulated Learning to The Underachieve
Aji Bagus Priyambodo1
Departement of Psychology, State University of Malang
Malang, Indonesia
[email protected]
Gamma Rahmita Ureka Hakim2
Departement of Psychology, State University of Malang
Malang, Indonesia
[email protected]
Abstract. This study aims to examine the use of group counseling based on reality therapy to increase
self-regulated learning in underachiever students. This study used a quasi experimental design with non-
randomized pretest-postest design. The data collection used scale to know self-regulated learning. The
scale based on self-regulated learning indicators by B.J. Zimmerman (1990). Test of scale validity used
content validity by professional judgement. Test of scale reliability used internal consistency test with
Alpha Cronbach. The subjects were 20 underachiever students from State University of Malang who
had low and very low score of self-regulated learning. Data analysis technique used independent
samples t test with significant rate 5%. The result showed that t score = 6,0 with significancy = 0,00.
The value 0,00 < 0,05 so, the hypothesis of “the use of group counseling based on reality therapy to
increase self regulated learning on underachiever students” can be accepted. The result also showed that
there were higher increasing of self-regulated learning at eksperimental group than control group.
Keywords: group counseling based on reality therapy; self-regulated learning
INTRODUCTION
Entering the university education is the most waited for student who have completed high
school education. After succesfully become university student, their status will be changed. The
transition from high school to the university begins, which in this transition period there are variety of
changes. Lecturing hours jumping allows the spare time and this makes students lazy and truant from
the lecture . Then monitoring conducted by lecturers are not as big as of teacher supervision while in
high school. In the university level, one student is required to be independent in learning , not necessarily
directed by the teacher , as well as in school or in other words a new student achievement is largely
determined by its ability to regulate their own learning activities . The main problem to the
underachiever students is they have not been able to adjust to the changes in the academic environment.
Zimmerman (1990) says that the variables that affect the academic achievement of a student is
the ability of self - regulated learning. Learning results obtained will depend on the skills of a student in
their self-regulation strategy in learning. Zimmerman (1989) assumed that self-regulated learning ability
situationally depend on applied strategies which is interaction by three functions: personal, behavior and
environment in reaching academic goals. Zimmerman & Pons (1990) said that some indicators to
discover self-regulated learning consist by personal functions, behavior functions and environment
functions. Personal Functions consists by organizing strategies and information transformation,
memorizing strategies and finding learning goals to reached. Behavior functions consists by self-
evalution, consequencies, make notes and telling ideas. Environment functions consist by regulating
learning environment, looking for informations, looking up the notes and asking help to the others.
Based on preliminary research results by the author on student’s self - regulated learning, from
41 students whose GPA is less than or equal to 2.5 (out of 4) , the whole of those states have difficulties
in self - regulated learning. Problems related to self - regulated learning is not only held by students who
have less than 2.5 GPA. Based on preliminary research results are also obtained information that the 60
135
students , twelve respondents had less self - regulated learning and five of them turned out to have an
IP above 3.00. This indicates that the problem of self - regulated learning is also experienced by students
who have a GPA average (Priyambodo, 2015).
Riset results by Young (2005) showed that class environment modifications take a role in
increasing self-regulated learning of students in that class. Mezei (2008) report that motivation have a
big role in self-regulated learning. Another intervention that usefull to increase self-regulated learning
in new university student is by using self- management strategies.
Ormrod (2008) said that, to increase self-regulated learning a student has to be trained in setting
their own learning goals and than monitoring their improvement in reaching the goals. The students
need to have special strategies in directing their behavior changing and self regulation. They need some
examples in learning regulation and constructive feed back in their process. Riset repport by Afandi
(2014) about the efectivity of reality therapy tools in increasing student’s self-regulated learning of
nursing schools in Bojonegoro, repported that reality therapy have increased student self-regulated
learning.
Reality therapy to increase self-regulated learning directed by knowing learning problems, then
knowing their learning activities which is not productive and positive behavior which is productive and
finally set plan to solve the problem and reach the goals, increase SRL (Gladding, 2012). In this riset,
reality therapy strategies were applied in group counselling. The sistematical process in group
counselling of reality therapy called WDEP steps, consist of: 1) Introduction, 2)” Wants” sesion, 3)
“Direction and Do” sesion, 4) “Evaluation” sesion, 5) “Plan” sesion, and 6) Closing (Gladding, 2012).
In this group counselling process, all participants learned about self-regulated learning strategies and
solved their self-regulated learning problems by using this strategies. All participants applied their self-
regulated learning strategies in their daily activities, especially in study. After appliying their strategies,
the participants got an assesment for their self-regulated learning progress, so we got conclusions about
the efectiveness of group counseling based on reality therapy to increase self-regulated learning on
underachiever students. This template, modified in MS Word 2007 and saved as a “Word 97-2003
Document” for the PC, provides authors with most of the formatting specifications needed for preparing
electronic versions of their papers. All standard paper components have been specified for three reasons:
(1) ease of use when formatting individual papers, (2) automatic compliance to electronic requirements
that facilitate the concurrent or later production of electronic products, and (3) conformity of style
throughout a conference proceedings. Margins, column widths, line spacing, and type styles are built-
in; examples of the type styles are provided throughout this document and are identified in italic type,
within parentheses, following the example. Some components, such as multi-leveled equations,
graphics, and tables are not prescribed, although the various table text styles are provided. The formatter
will need to create these components, incorporating the applicable criteria that follow.
METHOD
This study uses a quantitative method to research the type of experiment. Types of experiments
were used in this study is the type of research Quasi Experimental Design. The design of this research
study Non- Equivalent Control Group Design. Non- Equivalent Control Group Design consists of a
control group and the experimental group, but the subject is not assigned at random. To overcome the
lack of randomization in the design, then sought between the control and experimental groups had the
same initial state. Match the two groups were done by group matching based on the value of self -
regulated learning that owned the subject.
The independent variable in this study is group counselling based on reality therapy. The
dependent variable in this study is self - regulated learning. Relationship between the dependent variable
w`ith the independent variable in this study is asymmetric, that is X affects Y. Control variables in this
study were IQ and GPA. IQ variable is controlled by equalizing the IQ of the study subjects. IQ used
136
in this study were higher than average. Variable GPA controlled by equating the GPA on research
subjects were less than 2,5 (out of 4).
Population in this research is the underachiever students on Faculty of Psychology Stated
University of Malang. The sample in this study has the following characteristics: 1) Has a low or very
low self-regulated learning and 2) Sex male or female. The sampling technique used in this study was
non-random sampling technique, the method of purposive sampling.
Data analysis techniques used in this study using the help of statistical techniques to compare
the difference of the average of the pre-response measure (pretest) and post-response measure (posttest)
in the control group and the experimental group. Difference of scores on the pretest and post test scores
is called gain scores. Analysis of the data using parametric statistics because the data are normal and
homogeneous .Test data analysis using independent samples t test . Statistical tests using SPSS 16.0 for
Windows. In this study, the authors also perform additional data analysis was used to support the results
of statistical analysis of data. Supporting data used were obtained from the data behavior checklist self
- regulated learning.
The results showed that of the 200 students of the Faculty of Psychology who participated in
this research , 41 students were have self - regulated learning with low and very low category . From
the fourty one students , there were 23 underachiever students and conducted research on 20 students.
The twenty students were divided into experimental group and control group . The experimental group
was given preferential treatment in the form of group counseling, while the control group was given no
treatment.
RESULTS
According to Christensen (1988) studies using experimental research designs Non - Equivalent
Control Group Design effects can be obtained by comparing the difference of the average of the pre -
response measure ( pretest ) and post - response measure ( post-test ) in the control group and the
experimental group. Difference of scores on the pretest and post test scores called gain scores.
In this study, analysis of the data using parametric statistics, because after doing tests of normality
and homogeneity of data, the result that the data are normal and homogeneous so that the data can be
analyzed using parametric statistics . Test analysis using a technique independent samples t test.
Technique independent samples t test was used to test for differences between two independent samples
(Sujianto, 2009) .
Table 1. Gain Score Experimental Group and Control Group
Group Gain Group Gain
Experiment score Control score
LI 12 ES -7
TR 31 DM 9
YA 27 FG 9
ABP 21 FJ 14
RKH 19 MFT -14
DD 17 FB -1
DM 22 AT 1
CH 23 BG 1
CD 28 NN -3
CT 14 TK 6
137
Table 2. Gain Score Analysis Results

Std. Error
Groups N Mean Std. Deviation
Mean
Gain Score Experiment 10 21.40 6.132 1.939
Control 10 1.50 8.357 2.643
Table 3. Different Test Result Analysis

Std. Error
Groups N Mean Std. Deviation
Mean
Gain Score Experiment 10 21.40 6.132 1.939
Control 10 1.50 8.357 2.643
The hiphothesis is there is a difference between self - regulated learning groups using group
counseling that do not use group counseling .
Based on the analysis, it can be seen t = 6.071 with a significance of 0.00. Because significance
0.00 < 0.05 then H0 is rejected and Ha is accepted, so there is a difference between self - regulated
learning groups using group counseling that do not use group counseling.
Based on Gain Score Analysis Results Table is known that the mean gain score of the
experimental group was 21.40, while the control group mean gain score of 1.50, so that, it can be seen
that there is a difference in the mean gain score between experimental groups and the control group,
which in this case group is using the group counseling have increased self - regulated learning
significantly more than the group who did not use group counseling.
DISCUSSION
From the total 200 respondents of student at Faculty of Psychology Stated University of
Malang, there are 41 students who have a score of self - regulated learning with low and very low
category. From 41 students, there are 20 underachiever students who are willing to be a subject of
research. Furthermore, the authors then divided the participants into two groups: an experimental group
and a control group . The division is done using the mean score matching based on self - regulated
learning that has been collected, so the 10 students selected as the experimental group and 10 students
as a control group . Furthermore, 10 subjects were included in the experimental group was given
treatment group counseling based on reality therapy as many as 6 times meeting .
After the experimental group was given treatment by using group counseling services for 6
times meeting, then performed the measurements back self - regulated learning in both groups using a
scale of self - regulated learning is the same as in the initial measurement. The goal is to determine
whether there is a difference of self - regulated learning, both in the group receiving the treatment
(experimental group) or the control group .
Based on the results of the final measurement is known that all underachiever students in the
experimental group increased scores for self-regulated learning. Four of the seven subjects who
previously had a score of self-regulated learning with Low category increased to Medium category,
while the remaining three increased to High categories. Then 2 of the 3 subjects who previously had a
score of self - regulated learning with Very Low category has increased to Medium category, while 1
subject increased to Low category .
On the other hand, the control group can be seen that 6 of the 10 underachiever students in the
control group also had increased scores on self-regulated learning, while the other 4 decreased score
self-regulated learning. One of the six subjects who previously had a score of self-regulated learning
138
with Low category increased to Medium category, while four others remained in the Low category,
while the rest fell into the category Very Low. Then 3 of the 4 subjects who previously had a score of
self-regulated learning with Very Low category has increased to Low category, while one other subject
that remains in Very Low category.
Based on the analysis of differences in gain scores between the experimental group and the
control group, it can be seen t = 6.071 with a significance of 0.00. Because significance 0.00 < 0.05 then
H0 is rejected and Ha is accepted, so there is a difference between self - regulated learning groups using
group counseling that do not use group counseling.
Based on Gain Score Analysis Results Table is known that the mean gain score of the
experimental group was 21.40, while the control group mean gain score of 1.50, so it can be seen there
is a difference in mean score substantial gains between the experimental group with the control group,
which in this case groups who use group counseling based on reality therapy have increased self-
regulated learning significantly more than the group who did not use it.
The results obtained in this study confirms what Ormrod (2008) to improve self-regulated
learning, a learner should be taught to improve their learning activities to prepare the way some of their
own learning goals and then monitor their progress within the framework of these objectives. Ormrod
explained that the learners need to have specific strategies in the direction of change in behavior and
self-regulation. They need to be examples of self-regulation in learning and given constructive feedback
when they are involved in similar processes.
Results of this study also support the results of the research Lee Yen ( 2005) on the effective
use of self- management tools to improve self - regulated learning of students in some schools in
Malaysia . Results of Yen’s researched said that the self- management has been able to improve self -
regulated learning of students in these schools , while the results of this study prove that planning on
learning strategy, as the product of reality therapy, is also proven to increase self-regulated learning in
university students.
Underachiever students who have low self-regulated learning often do not set goals and plan
learning. They do not run well memorization strategies and not evaluated in the study. They also do not
do the organization and transformation of knowledge, do not do reviews matter and did not set up to be
comfortable learning environment. Low self-regulated learning is also indicated by inactivity in seeking
information, reluctant to ask for help in learning, lazy record and often reluctant to bring up the idea
when engaging in a discussion.
Group counseling based on reality therapy can improve self-regulated learning of students from
low to be higher. By running the reality therapy that consists of wants, direction and do, evaluation and
plan, the student will be able to increase the intensity of the behavior of self-regulated learning. Through
one or a combination of the planing based on self- regulated learning strategies a student will be able to
more manage himself to achieve their learning goals. Skills in understanding self-goals and setting a
plan to reach the goals are the two important value of reality therapy (Gladding, 2012).
With group counseling based on reality therapy, a student was asked to observe and record
things about themselves and their interactions with environmental situations associated with self-
regulated learning behavior. Through stimulus control strategies, a student will be trained to reduce
behaviors that are not desirable and increasing desirable behavior that is self-regulated learning. And
through self- reward strategy, students are trained to provide a positive reward if there is a positive
change in her behavior related to learning.
Process in the form of counseling intervention group can improve the ability of self - regulated
learning of the participants supported the assignment in accordance with the provision of some of the
stages contained in the theory. Assignments in the counseling group is a portfolio of the participants in
the process, improve self - regulated learning to run the plan. Assignments that help participants identify
139
learning problems, then identify the target behavior you want to change and behavioral expectations to
be raised. Assignment in group counseling also helps the participants understand the self-regulated
learning strategies, as well as in the assignment, the participants were also asked to write their hopes for
the implementation.
A month after the intervention is given, the author checked the implementation of the reality
therapy of the subject . The checking of the information obtained from all subjects that are still running
their self-regulated learning strategies in their daily learning behaviors. Four participants run the three
strategies at once, ie, self-monitoring , stimulus control , and self- reward. Six other participants only
execute strategy self-monitoring and self- reward without stimulus control .
Self-regulated learning behavior into behavioral expectations raised by the subject through
group counseling based on reality therapy. For approximately one month, based on the exposure of the
subject, group counseling based on reality therapy have helped them in planning learning and control
learning activities such as: reviewing lecture notes, discuss with friends or professors, for reference in
the library and others. Through self-monitoring, the subjects also assisted in the evaluation of their
learning process. Monitoring records they wrote their performance has provided the info, so the learning
process becomes more dynamic and evolving. The strategic learning plan, as the product of reality
therapy, was very useful in organizing their learning process in the face of End Semester Exam . The
subject added that the learning outcomes they get in this semester will be the evaluation of materials for
them to learn a new strategy in the coming semester. The subject also added that they will continue to
run their learning planing, which is an implementation of self-reguulated learning strategies, in everyday
life.
In the implementation of this study has limitations, namely, first, the categorization of self-
regulated learning subjects in this study using the norms of the group, the data obtained from the
empirical study population sample. Mean should be used for categorization of theoretical subjects, so it
can be used in the wider population.
In overall perspective we can conclude that there is a difference between self - regulated learning
on group using group counseling and that do not use group counseling. Based on Gain Score Analysis
Results Table is known that the gain score mean of the experimental group was higher than the control
was. Moreover, in this case, the group using the group counseling have increased self - regulated
learning significantly more than the group who did not use group counseling.
REFERENCES
Afandi, A. A. 2014. Penggunaan Konseling Kelompok Realitas Dalam Meningkatkan Self-Regulated
Learning Mahasiswa D3 Keperawatan Akademi Kesehatan Rajekwesi Bojonegoro. Thesis.
Magister Profesi Fakultas Psikologi Universitas Airlangga.
Chen, C. 2002. Self-Regulated Learning Strategies And Achievement In An Introduction To
Information Systems Course. Information Technology, Learning, and Performance Journal, 20
(1).
Christensen, L.B. 1988. Experimental Methodology. Massachusetts: Allyn and Bacon, Inc.
Gladding, S.T. 2012. Konseling. Profesi Yang Menyeluruh. Jakarta: PT. Indeks.
Mezei, G. 2008. Motivation And Self-Regulated Learning: A Case Study Of A Pre-Intermediate And
An Upper Intermediate Adult Student. WoPaLP Journal, 2, 79-104.
Ormrod, J. 2008. Psikologi Pendidikan Edisi Keenam. Jakarta: Penerbit Erlangga.
Sujianto, A. E. 2009. Aplikasi Statistik Dengan SPSS 16.0. Jakarta: Prestasi Pustaka Publisher.
140
Priyambodo, A.B. 2015. Penggunaan Self Management Strategi untuk Meningkatkan Self-Regulated
Learning pada Mahasiswa Baru. Jurnal Sains Psikologi, 3 (1), 25-40.
Yen, L. 2005. Predictors Of Self-Regulated Learning In Secondary Smart Schools And The
Effectiveness Of Self Management Tool In Improving Self Regulated Learning. Thesis.
Universiti Putra Malaysia.
Young, M.R. 2005. The Motivational Effects Of The Classroom Environment In Facilitating Self-
Regulated Learning. Journal of Marketing Education, 27 (1), 25-40.
Zimmerman, B.J., & Martinez-Pons, M. 1988. Construct Of A Model Of Student Self-Regulated
Learning. Journal Of Educational Psychology, 80 (3), 284-290
Zimmerman, B.J. 1989. A Social Cognitive View Of Self-Regulated Academic Learning. Journal of
Educational Psychology, 81 (3), 329-339
Zimmerman, B. J. 1990. Self-Regulated Learning And Academic Achievement: An Overview.
Educational psychologist Journal, 25(1), 3-17.
Zimmerman, B. J. 2008. Investigating Self-Regulation And Motivation: Historical Background,
Methodological Developments, And Future Prospects. American Educational Research Journal,
45 (1), 166-183.
141

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Post Traumatic Growth on Earthquake Survivors

Academic Procrastination of Students at "A" Accredited Universities

Abstract. Academic procrastination has a negative impact on procrastinators, so research on how

Tabel 2. Student Academic Procrastination Data

Tabel 3. Academic Procrastination in terms of Gender

Delaying assignments compiling papers 112 55.2 172 57.9

Tabel 4. Academic Procrastination in terms of Faculties

Aspect Psychology Engineering Social Economy Cultural Law

Delaying assignments 67% 82% 74% 70% 56% 88%

Delaying study 58% 71% 56% 57% 62% 72%

Delaying reading or 76% 79% 78% 75% 76% 76%

Delaying completing 59% 50% 62% 51% 58% 42%

Delaying assignments 59% 51% 67% 71% 42% 30%

Social Representations of Students with Special Needs in Normal Student

Table 1. List of Words

Trust In Performance Of Presidential Candidates And Intention To Vote

Revealing the Outputs of Cooperation for Individuals in Water

Feel togetherness togetherness Relationship

Feel positive emotions

Main Theme 1: Social-psychological

"... strengthen cooperation between citizens and management," (p.19)

"Establishment of transparent clean water administration management, implementation

Other Data: Focus Group Discussion

Does Family Functioning has Correlation with Subjective Well-Being? A

Table 3. Research Descriptive Statistical Analysis

d. Result of data analysis

Wahyunani, A. (2018). Hubungan antara Slef-Esteem dengan Subjective Well-Being di Sasana

Implementation Of Problem-Based Learning To Improve Psychological

Tabel Paired Samples Test

Critical Thinking Skills And Self Regulated Learning In The Learning

Maintaning Indonesian Culture Since Early Childhood By Employing Zona

Psychoeducation: Psychological First Aid After Disaster (earthquake) at

Table 1. Schedule of psychoeducation Psychological First Aid

Self-Forgiveness And Disability : How People With Postnatal Disabilities

Teachers’ Perception: How To Promote Communication Skills In Young

Methods applied in learning activities