Validasi Struktur Internal Alat Ukur Refleksi Diri Adaptif melalui CFA

Bahiyah, Siti; Savitri, Setiawati Intan

doi:10.22146/jpsi.34966

Cited by 4 publications

(3 citation statements)

References 9 publications

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“…The validity of the Measure for Psychology Students Employability Skills model can be seen with the loading factor value on each item. The loading factors indicated a value greater than 0.3 (Bahiyah and Savitri, 2018), so all items have valid criteria. The reliability value calculated by the formula proposed by Bagozzi and Yi (Ghozali & Fuad, 2012) with the criteria for a fairly good Construct Reliability is 0.60.…”

Section: Resultsmentioning

confidence: 97%

Preliminary Study: Validation of Measure for Psychology Students Employability Skills

Fadillah Suwarno,

Amy Mardhatillah

2019

IJOHS

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The purpose of this study is to validate the measurement of Psychology students Employability Skills. This research used quantitative method by conducting two studies, exploratory and confirmatory studies. The sample used in this study was 206 Psychology students. The references in developing this measurement are SCANS (1992), The Conference Board of Canada (1992), Cotton (1993), Robinson (2000), Rosenberg (2012), Hamid (2014) which produced 87 questionnaire items with six aspects. The result of the Exploratory Factor Analysis (EFA) showed 27 items that are grouped together into five factors namely thinking skills, basic academic, interpersonal skills, technology skills, and personal qualities. The Confirmatory Factor Analysis (CFA) yields 16 items (CR = 0.81) with three factors namely Basic Academic (CR = 0.74), Thinking Skills (CR = 0.70), Sociability (CR = 0.64). The model of measurement is fit for the first-order (Chi-Square = 105.95, df = 93, p-value = 0.12, RMSEA = 0.029) and for second-order (Chi-Square = 101.21, df = 83, p-value = 0.066, RMSEA = 0.034). This measurement is able to provide an evaluation for Psychology students employability skills. Implication of this evaluation can be used to design intervention in enhancing employability skills among Psychology students.

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Section: Resultsmentioning

confidence: 97%

Preliminary Study: Validation of Measure for Psychology Students Employability Skills

Fadillah Suwarno,

Amy Mardhatillah

2019

IJOHS

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“…According to (Stroebe,M., Schut., 2005), controlling emotions seems good, but expressing it is also necessary. Narrative writing (Bahiyah & Savitri, 2018;Savitri, Takwin, & Ariyanto, 2019) can be a means for an individual to express feelings since he or she actively manage emotions arising due to recalling the events of grief directly. Dealing with emotions arising due to recalling negative events an individual can actively be helped reduce the impact of inhibition of emotions and facilitate the regulation of emotions (Watson & Pennebaker, 1989) The mechanism underlying the adaptive process of expressive writing is to express emotions that will encourasge individuals to deal with their emotions, instead of keeping, suppressing or avoiding them.…”

Section: Reducing Grief By Means Of Expressive Writingmentioning

confidence: 99%

Expressive writing changes grief into meaning – a sequential explanatory design approach

et al. 2019

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The purpose of the present study was to describe the effect of expressive writing on the level of one’s grief through a sequential design (expressive writing experiments for 3 consecutive days for 15 minutes each days then an analysis of the participant’s writing contents was conducted). This study used a pre-post test matching technique experimental design follow up by content analysis. The total number of participants (both in the experimental and control groups) was 30 (M-age = 21.2; SD = 1.2), lost their parents more than six month. Randomized matching technique was use to divide participant into experimental (expressive writing) and control (non-expressive writing).The baseline score measured by the complicated grieving inventory of >25 (Prigereson, 1995). Results showed that the experimental group had a decreased level of grief relative to the control group, the texts showed an interested result to be further discussed.

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“…Umumnya, karena individu larut pada emosi negatif dan kemudian tidak menemukan solusi ataupun makna, individu memilih untuk menghindar dari usaha untuk memahami perasaan negatifnya tersebut (Feldner, Zvolensky, Eifert, & Spira, 2003;Nolen-Hoeksema dkk, 2008), Sehingga pertanyaannya adalah, bagaimana seseorang dapat berhasil mendapatkan efek refleksi diri yang adaptif? Menurut konsep menjaraki-diri, refleksi diri adaptif terjadi ketika seseorang dapat menciptakan jarak mental antara dirinya dengan stimulus (peristiwa negatif) dengan cara mengadopsi perspektif pengamat (Bahiyah & Savitri, 2018 ;Kross & Ayduk, 2017;Kross & Grossman, 2011). Refleksi diri adaptif didefinisikan sebagai refleksi diri yang berkurang dalam intensitas reaktivitas emosi, berkurang dalam bercerita berulang, berkurang dalam penghindaran serta mendapatkan pemaknaan kembali melalui mekanisme menjaraki-diri (self distancing).…”

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Refleksi Diri Melewati Peristiwa Retaknya Keluarga dalam Penulisan Naratif: Studi Analisis Isi

Savitri

Takwin

Ariyanto

et al. 2019

JPS

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AbstrakSaat individu berusaha mengatasi dampak emosional menghadapi keluarga retak, individu mencoba untuk melakukan refleksi atas peristiwa tersebut meski kadang sulit karena individu larut pada emosi negatif (ruminasi). Namun, individu juga mampu melihat pengalamannya secara adaptif dari perspektif pengamat dengan merespon tekanan dengan berjarak, sehingga mampu memaknai atau mendapatkan solusi dari tekanan. Penelitian ini bertujuan untuk menggambarkan proses refleksi diri adaptif ketika merespon peristiwa retaknya keluarga dengan cara menulis narasi dengan kata ganti personal satu (perspektif pelaku) dan menulis narasi dengan kata ganti personal nama-diri (perspektif pengamat). Riset Kross dkk. (2014) menyatakan bahwa kata ganti personal nama-diri merupakan metode untuk refleksi diri yang dianggap lebih adaptif dibandingkan dengan menggunakan kata ganti personal satu (perspektif diri pelaku) yang menyebabkan efek larut pada emosi negatif. Penelitian ini menggunakan pendekatan kualitatif dengan metode analisis isi. Subjek penelitian berjumlah tujuh orang (5 wanita dan 2 pria). Data diperoleh dari teks tulisan subjek yang mengikuti eksperimen menulis naratif selama empat hari berturut-turut. Hasil penelitian menunjukkan bahwa instruksi menulis dengan bahasa yang berjarak menggunakan perspektif pengamat, jika dibandingkan dengan instruksi menulis dengan menggunakan perspektif pelaku, pada level tertentu dapat membantu proses refleksi diri adaptif dengan mekanisme yang berbeda.Kata kunci: analisis isi, refleksi diri adaptif, kualitatif, menulis naratif, keluarga retak AbstractWhen individuals try to work through the emotional impact of a broken home experience, it may not be successful because they experience rumination. However, there are also individuals who are able to see their experiences from different perspectives so they are able to do more adaptive selfreflection. This study aims to describe the process of adaptive self-reflection when responding to the events of broken home by narrative writing. We distinguished the two methods of writing: 1) using first personal pronoun (actor's perspective), and 2) using personal pronouns of own-name (observer perspective). Kross dkk (2014) stated that using own-name in writing are a more adaptive method for self-reflection compared to using first personal pronoun (actor's perspective) which may exert negative emotions. This study used a qualitative approach with the content analysis method. The research subjects were seven people (5 women and 2 men). Data were obtained from the text of the subject's writing which took part in an experiment of narrative writing for four consecutive days at one of the private universities in Jakarta. The results of the study showed that the instruction to write in a language that use an observer perspective, when compared to the writing instructions using actor perspective, at a certain level could help the process of adaptive self-reflection with a different mechanism.

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Validasi Struktur Internal Alat Ukur Refleksi Diri Adaptif melalui CFA

Cited by 4 publications

References 9 publications

Preliminary Study: Validation of Measure for Psychology Students Employability Skills

Preliminary Study: Validation of Measure for Psychology Students Employability Skills

Expressive writing changes grief into meaning – a sequential explanatory design approach

Refleksi Diri Melewati Peristiwa Retaknya Keluarga dalam Penulisan Naratif: Studi Analisis Isi

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