The COVID-19 pandemic accelerates the disruption in the education world to shift from face-to-face learning to online learning. Several challenges in implementing online learning potentially make online learning not run well, and later it will be affected by student’s satisfaction. This study aims to examine the effect of academic resilience on student satisfaction in online learning with the mediating role of online learning readiness. About 379 university students (aged 18-32 years (M = 20.55, SD = 1.87) whose hired by using the incidental sampling technique, participated in this study. The data were collected with three instruments: the academic resilience scale (ARS-30), Learner Readiness for Online Learning, and Student Satisfaction with Online Learning. The result showed that online learning readiness fully mediates the relationships between academic resilience and online learning satisfaction. Higher academic resilience increasing online learning readiness, then enhancing student’s online learning satisfaction. This study provides a valuable result for further research and intervention design related to academic resilience, learning readiness, and online learning satisfaction. Keywords: Academic resilience; College students; Online learning readiness; Online learning satisfaction AbstrakPandemi COVID-19 mengakselerasi distrupsi pada dunia pendidikan untuk beralih dari pembelajaran tatap muka menjadi pembelajaran daring. Sejumlah tantangan dalam mengimplementasikan pembelajaran daring berpotensi membuat pembelajaran daring tidak berjalan ideal dan nantinya berdampak pada kepuasan mahasiswa. Penelitian ini bertujuan untuk melihat pengaruh resiliensi akademik terhadap kepuasan mahasiswa dalam pembelajaran daring dengan peran mediasi kesiapan belajar daring. Penelitian ini melibatkan 379 mahasiswa berusia 18-32 tahun (M=20.55, SD=1.87) yang diperoleh melalui Teknik sampling incidental. Pengambilan data dilakukan dengan menggunakan skala the academic resilience scale (ARS-30), Learner Readiness for Online Learning dan Student Satisfaction with Online Learning. Hasil penelitian menunjukkan bahwa kesiapan belajar daring menjadi mediator dalam hubungan antara resiliensi akademik dan kepuasan belajar daring pada mahasiswa. Resiliensi akademik yang baik membuat individu memiliki kesiapan belajar daring yang lebih baik yang kemudian akan meningkatkan kepuasan dalam belajar daring. Hasil penelitian ini dapat menjadi dasar bagi pengembangan penelitian dan intervensi terkait resiliensi akademik, kesiapan belajar dan kepuasan belajar daring. Kata kunci: Kesiapan belajar daring; Kepuasan belajar daring; Resiliensi akademik; Mahasiswa
The COVID-19 outbreak triggered a sudden transformation in all aspects of life. Inevitably, educational environments were also affected. Previous studies found a sharp drop in student satisfaction and a simultaneous corresponding increase in academic stress when online learning was instituted due to the pandemic. Conversely, academic resilience is considered psychological capital; it enables students to overcome stress and stimulates satisfaction. The interactions of these three variables must thus be collectively examined. This study used the convenience sampling technique to investigate the moderating role of academic resilience vis-à-vis academic stress and student satisfaction with online learning during the COVID-19 pandemic. Data were collected via an online questionnaire from a sample of 337 Indonesian undergraduate students aged 18‒32 years recruited for this study. The questionnaire encompassed three measurement instruments: Stressor Scale for College Students (α =.85), Academic Resilience Scale-Indonesian version (α =.89), and Student Satisfaction with Online Learning (α =.90). Linear regression analysis revealed that academic stress exerted a significant negative effect on satisfaction with online learning. Academic resilience was a significant moderator, dampening the effects of academic stress on satisfaction with online learning. The theoretical and practical implications of the research results are also discussed.
Academic resilience is an individual response to overcome the academic difficulties they face. Academic resilience has three dimensions, namely perseverance, which reflects behavioral responses, reflecting and adaptive help-seeking, which reflects cognitive responses and negative affect and emotional responses that reflect the affective dimension. The Academic Resilience Scale (ARS-30) is the latest instrument that measures academic resilience. To be used in Indonesia, an adaptation process is needed to suit the context and culture in Indonesia. The purpose of this study is to validate the adaptation of ARS-30 to produce a valid and reliable measurement model. Adaptation is carried out following guidelines issued by the International Test Commission. Based on the results of reliability testing, EFA and CFA using JASP note that ARS-Indonesia is valid and reliable in measuring academic resilience. The final ARS-Indonesia fit model can be seen in the results section.
Mengasuh anak usia sekolah dasar merupakan salah satu tugas ibu yang penuh tantangan sehingga jika ibu tidak mampu mengatasi tantangan ini, maka ibu rentan mengalami stres pengasuhan. Penelitian ini bertujuan untuk menguji peran mindful parenting terhadap stres pengasuhan pada ibu yang memiliki anak usia sekolah dasar. Penelitian menggunakan pendekatan penelitian kuantitatif dengan desain asosiatif. Partisipan penelitian berjumlah 110 ibu berusia 28-46 tahun. Teknik pengambilan data yang digunakan adalah sampling insidental. Alat ukur Parental Stress Scale (PSS) memiliki reliabilitas 0,906 dan digunakan untuk mengukur stres pengasuhan kemudian alat ukur Mindfulness in Parenting Scale (MIPQ) memiliki reliabilitas 0,818 digunakan untuk mengukur mindful parenting. Hipotesa penelitian diuji dengan menggunakan teknik statistik Uji Regresi Linear Sederhana. Hasil uji hipotesa menunjukkan bahwa terdapat peran signifikan mindful parenting terhadap stres pengasuhan. Hasil penelitian ini dapat dijadikan sebagai suatu rujukan untuk mengatasi stres pengasuhan yang dialami oleh ibu yang memiliki anak usia sekolah dasar melalui edukasi masyarakat mengenai peran mindful parenting terhadap stres pengasuhan.
This study aimed to examine the effectiveness of Behavioral Skills Training (BST) program in improving personal safety skills for a Down syndrome adolescent with mild intellectual disability. Personal safety is defined as an ability to recognize touch appropriateness, including four self-protective skills, consisting of resisting, removing, telling others, and reporting about any inappropriate touch she/he experiences. The single-subject design was administered in three days. The results show that the program was effective to improved subject’s personal safety skills and reached 97 % of the maximum score. The subject was able to master the skills of recognizing, resisting, removing and telling others with 100% score, while on the reporting skill, the obtained score was 83%. Rerunning the program, specifically with reporting skill as the target, has been recommended to improve reporting skill. Overall, to improve the effectiveness of the program, in situ training, training for trainers, and providing reinforcements are suggested.
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