Background Mental disorders contribute substantial burden to the society due to their widespread occurrence and debilitating effects. A quarter of the world’s population are children and adolescents, a significant number of whom experience mental disorders as early as the age of 14. Some interventions have been found to effectively reduce the risk factors and reinforce protective or preventive factors. However, there is still a need to put emphasis on mental health promotion strategies such as religious education. This paper aims to discuss the importance of religious education in promoting mental health. Discussion Religious education can be instrumental to improving adolescent mental health. Specifically, it can: (1) help develop healthier reaction to stimuli through the internalization of religious morality; (2) reinforce religious coping mechanisms which reduce the impact of stresses, enhance coping skills, and promote a less risky lifestyle; (3) increase awareness regarding religious beliefs and practices and their influence on the individual, the family, and the community; and finally, (4) promote connectedness which can enhance self-esteem and well-being. However, negative health outcomes such as discrimination and social isolation can also develop, especially among religious or gender minority groups. Conclusion It is important to reflect on the crucial role of religious education on adolescent mental health. School-based mental health education and promotion strategies can maximize the benefits of religious education by putting emphasis on effective implementation of religious education to positively influence adolescent mental health.

Background: The Global School-based Health Survey showed that 20.6% of Indonesian students aged 13-17 years old were bullied. The proportion was lower than those reported from Southeast Asian countries (28.3-51.0%). School education was reported to contribute to the reduction of bullying, but no similar study has been done in Indonesia. This study aimed to explore the role of school-based education in preventing bullying in high schools in Indonesia. Methods: In-depth interviews with principals and focus group discussions with teachers from five schools in Mataram City were conducted in 2018. Data were transcribed and analyzed using thematic analysis. Participant observations and document reviews were conducted to verify the data. Results: Seven themes emerged: (i) Bullying as a problem; (ii) Causes of bullying; (iii) Effects of bullying; (iv) Curricular interventions; (v) Cultural interventions; (vi) Institutional interventions; and (vii) Challenges and recommendations regarding current interventions. Curricular interventions include Pancasila (state ideology or principles of the state's philosophy) and civic education, and religious education, while cultural interventions include cultural practices and extracurricular activities. The schools provide an enabling environment by maintaining a good physical environment and implementing policies to prevent bullying. These activities promote the prevention of school bullying.Conclusions: This study demonstrated that moral education in curriculum and cultural activities are avenues for the prevention of school bullying. The implementation of both religious education and civic education encouraged the creation of values among students. In Indonesia, current interventions should be continued and must be modified to respond with societal changes.

Abstrak: Bullying telah dikenal sebagai masalah sosial yang terutama ditemukan di kalangan pelajar. Bullying dapat membawa dampak buruk yang berat pada korban termasuk gangguan belajar, gangguan mental, gangguan fisik, dan masalah kesehatan lain. Di beberapa negara, bullying berkontribusi besar terhadap angka kejadian bunuh diri pada remaja. Kebanyakan perilaku bullying terjadi secara tersembunyi (covert) dan sering tidak dilaporkan, sehingga kurang disadari oleh kebanyakan orang. Di Indonesia, Komisi Perlindungan Anak Indonesia (KPAI) pada tahun 2015 merilis data bahwa kasus bullying pernah dialami sekitar 87,6 % anak dimana korban laki-laki lebih banyak dari perempuan dan perilaku bullying lebih rentan terjadi pada usia remaja awal. Penelitian Sejiwa Foundation pada tahun 2008 menunjukkan bahwa kekerasan, baik yang dilakukan oleh guru kepada siswa maupun dilakukan siswa kepada sesama siswa, terjadi di semua sekolah yang diteliti. Bentuk kekerasan meliputi bullying verbal, psikologis, serta fisik. Diduga bahwa banyak pihak yang belum menyadari bahwa tindakan yang dilakukannya merupakan suatu bentuk bullying. Hingga saat ini angka kejadian bullying di Kota Mataram tidak diketahui dan dianggap rendah. Oleh karena itu, penting untuk melakukan skrining dan mengedukasi masyarakat terutama siswa sekolah tentang bullying dan pencegahannya. Tim penulis memilih 5 (lima) SMA Negeri di Kota Mataram untuk dilakukan skrining dan edukasi. Pada masing-masing SMA Negeri yang terpilih, skrining dilakukan dengan wawancara terstruktur kepada Kepala Sekolah, Focus Group Discussion (FGD) kepada 5 (lima) orang guru, dan memberikan kuisioner kepada beberapa siswa tentang bullying. Berikutnya dilakukan edukasi dalam bentuk penyuluhan kepada siswa mengenai bullying. Kata Kunci: Skrining, Edukasi Pencegahan Bullying

<p><strong>Latar Belakang: </strong>Kecemasan merupakan suatu gejala yang timbul dari konflik bawah sadar yang tidak terselesaikan. Kecemasan ujian merupakan kecemasan antisipatif yang timbul ketika menghadapi situasi ujian.Setiap individu memiliki cara ataupun mekanisme koping yang berbeda dalam menghadapi masalahnya. Penggunaan mekanisme koping yang sesuai membantu seseorang beradaptasi terhadap perubahan atau beban yang dihadapi, termasuk beban belajar menghadapi ujian.Penelitian ini meneliti hubungan antara mekanisme koping dengan skor kecemasan mahasiswa program studi pendidikan dokter dalam menghadapi ujian keterampilan medik, serta korelasi antara skor kecemasan dengan nilai ujian.</p><p><strong>Metode:</strong> Penelitian ini menggunakan desain <em>cross-sectional</em>. Responden penelitian ini adalah mahasiswa program studi pendidikan dokter Fakultas Kedokteran Universitas Mataram tahun pertama dan kedua. Datamekanisme koping diambil dengan menggunakan instrumen <em>Brief COPE, </em>sementara data kecemasan diambil menggunakan instrumen PTA (<em>Performance Test Anxiety</em>). Keduanya telah diterjemahkan ke Bahasa Indonesia dan diuji validitas dan reliabilitasnya.Uji statistik yang digunakan adalah uji <em>Mann-Whitney </em>dan uji <em>Spearman. </em></p><p><strong>Hasil: </strong>Sebanyak 207 mahasiswa berpartisipasi dalam penelitian ini. Skorkecemasan mahasiswadidapatkan70.00 (31-94)dan 83.1% menggunakan<em>Problem Focused Coping</em>. Penggunaan <em>Problem focused coping</em> berhubungan signifikan dengan skor kecemasan yang lebih rendah(p=0,032). Tidak terdapat hubungan antara skor kecemasan dengan hasil ujian keterampilan medik pada mahasiswa tahun pertama maupun kedua (p &gt; 0.05)</p><p><strong>Simpulan: </strong>Jenis mekanisme koping yang paling banyak digunakan oleh mahasiswa fakultas kedokteran universitas mataram adalah <em>problem focused coping</em> dan jenis mekanisme koping ini berhubungan dengan skor kecemasan ujian yang lebih rendah.</p><p><strong>Kata Kunci:</strong> <strong>Kecemasan Ujian, Mekanisme Koping, Keterampilan Medik</strong></p><p><strong><em>Background: </em></strong><em>Anxiety is a symptom that arises from unfinished subconscious conflicts. Exam anxiety is anticipatory anxiety experienced when student in an examination situation.  Each individual has a different coping mechanism in dealing with the problem.</em><em>The use of appropriate coping mechanism helps individuals adapt to the changes or burden they face, including studying for exams. This study examined the relationship between coping mechanisms and anxiety score of medical students in facing clinical skills exam, as well as the correlation between anxiety score and clinical skills exam score.</em><em></em></p><p><strong><em>Method</em></strong><strong><em>s</em></strong><strong><em>:</em></strong><em>This study used a cross-sectional design. The study subjects were first and second year medical students at the Faculty of Medicine, Universitas Mataram. Coping mechanism data were obtained using the Brief COPE Inventory, while anxiety data were obtained using the Performance Test Anxiety (PTA). Both questionnaires have been translated into Bahasa Indonesia andtested for validity and reliability. The statistical test used in this study were the Mann-Whitney test and the Spearman test. </em></p><p><strong><em>Result</em></strong><strong><em>s</em></strong><strong><em>: </em></strong><em>A total of 207 students participated in this study. The participants’ anxiety score was 70.00 (31-94)and 83.1% using Problem Focused Coping. The use of Problem Focused Copingwas significantly associated with lower anxiety score (p=0.032). There was no relationship between anxiety score and clinical skills examination results for the first and second year student (p &gt; 0.05).</em></p><p><strong><em>Conclusion: </em></strong><em>The use of Problem Focused Coping was prevalent among the first and second year students participated in this study and this coping mechanism was associated with lower exam anxiety score.</em></p><p><strong><em>Keyword: Exam anxiety, coping mechanism, medical skill exam.</em></strong><strong><em></em></strong></p>

Background: Epilepsy is one of the causing factors of cognitive impairment which affects the patient's quality of life. The most critical risk factor for cognitive impairment in epilepsy patients is the onset of seizure. Performing detection of cognitive impairment in those patients is crucial. Clock Drawing Test (CDT) is a validated instrument for the detection of cognitive impairment in epilepsy patients. Objective: This study was aimed to investigate the effect of the onset of seizure on CDT score in epilepsy patients. Methods: This study was a cross-sectional study involving 64 epilepsy patients of Mutiara Sukma Mental Hospital, West Nusa Tenggara, who met the inclusion but not exclusion criteria. The clinical and demographic characteristics data collected in this study were age, gender, type of seizure, etiology, length of education, duration of treatment, and antiepileptic drugs (AED). Cognitive function evaluation has been done by using the CDT instrument. Analysis of the effect of the beginning of seizure on CDT score was carried out by observing the influence of the clinical and demographic characteristics data. Results: There was a significant difference between the onset of seizure on CDT score (p<0.05). There were significant differences in aetiology and age in both groups of onsets of the seizure (p <0.05), but not in the characteristics of gender, type of seizure, level of education, duration of treatment and AED in both groups of onsets of the seizure (p>0.05). Conclusion:The onset of the seizure in epilepsy patients affect CDT score. This effect might be attributed to etiology and age of epilepsy patients.Latar Belakang: Epilepsi merupakan salah satu penyebab terjadinya gangguan fungsi kognitif yang berpengaruh terhadap kualitas hidup pasien. Salah satu faktor risiko utama penyebab gangguan fungsi kognitif tersebut adalah onset bangkitan pertama kali. Oleh karena itu, deteksi gangguan fungsi kognitif pada pasien epilepsi penting untuk dilakukan. Clock Drawing test (CDT) merupakan instrumen tervalidasi untuk deteksi gangguan fungsi kognitif pasien epilepsi. Tujuan: Penelitian ini bertujuan untuk menganalisis pengaruh onset bangkitan pertama kali terhadap skor CDT pada pasien epilepsi. Metode: Penelitian ini melibatkan 64 subjek penelitian pasien epilepsi di Rumah Sakit Jiwa Mutiara Sukma Provinsi Nusa Tenggara Barat yang memenuhi kriteria inklusi dan tidak memenuhi kriteria eksklusi, dengan menggunakan desain penelitian cross sectional. Data karakteristik klinik dan demografi yang