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"ABSTRAKSebagai sebuah penyakit kronis, asma tidak dapat disembuhkan secara total sehingga diperlukan kondisi asma yang terkontrol agar kualitas hidup tetap baik. Salah satu caranya adalah dengan patuh terhadap pengobatan. Kepatuhan dapat ditentukan oleh health locus of control HLOC , yaitu persepsi individu terkait kontrol terhadap kesehatannya. Peneliti menduga bahwa hubungan HLOC dan kualitas hidup penderita asma dapat dimediasi oleh kepatuhan pengobatan. Hal ini dikarenakan health locus of control berperan dalam memengaruhi perilakuindividu, salah satunya untuk mematuhi pengobatan yang telah diberikan. Pengobatan yang dijalankan dengan baik diharapkan dapat menjaga keterkontrolan asma sehingga berdampak positif terhadap kualitas hidup individu tersebut. Penelitian dilakukan terhadap 73 penderita asma dewasa yang menggunakan obat pencegah controller secara rutin. Peneliti menggunakan alat ukur Multidimensional Health Locus of Control Scale, Morisky Medication Adherence Scale MMAS-8 dan Quality of Life Scale untuk mengukur kualitas hidup. Hasil penelitian menunjukkan bahwa internal HLOC memprediksi kualitas hidup = 0,497

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ABSTRACTAs a chronic condition, asthma cannot be cured completely. Thus, well controlled asthma is needed in order to keep a good quality of life. Adhering to medical regimen is a way to achieve such condition. Adherence can be influenced by health locus of control HLOC , one rsquo s belief about control over his health. It was assumed that the relationship between HLOC and quality of life might be mediated by adherence. HLOC plays a role in determining one rsquo s behavior, such as adhering to medical regimens given to him. Adherence keeps one rsquo s asthma well controlled, thus, it affects one rsquo s quality of life. HLOC was measured by Multidimensional Health Locus of Control Scale, adherence was measured by 8 item Morisky Medication Adherence Scale MMAS 8 , and quality of life was measured by Quality of Life Scale. Results indicated that Internal HLOC predicted quality of life 0,497"

"Dalam menghadapi tantangan selama proses Belajar dari Rumah (BdR), siswa perlu mengembangkan academic buoyancy, yaitu kemampuan untuk mengatasi kemunduran dan tantangan akademik sehari-hari. Peran orang tua selama pandemi menjadi penting karena siswa lebih banyak menghabiskan waktu di rumah. Penelitian ini bertujuan untuk mengetahui apakah strength-based parenting (SBP), sebuah pendekatan pengasuhan yang menekankan pada identifikasi dan pengembangan kekuatan anak, memprediksi academic buoyancy melalui academic self-efficacy, social self-efficacy, dan emotional self-efficacy. Penelitian dilakukan terhadap 238 siswa SMA di Indonesia. Alat ukur yang digunakan adalah Strength-Based Parenting Scale, Self-Efficacy Questionnaire for Children, dan Academic Buoyancy Scale. Hasil penelitian menunjukkan bahwa SBP berkorelasi positif dengan academic buoyancy (r = 0,33, p < 0,01). Academic self-efficacy dan emotional self-efficacy masing-masing memediasi hubungan antara SBP dan academic buoyancy (a1b1 = 0,05, BootCI 95% [0,03, 0,07]; a3b3 = 0,03, BootCI 95% [0,01, 0,05]). Social self-efficacy tidak ditemukan memiliki peran mediasi (a2b2 = -0,00, BootCI 95% [-0,02, 0,01]). Ketika orang tua mengenali dan mengembangkan kekuatan yang siswa miliki, maka siswa akan merasa yakin dengan kemampuannya untuk melakukan tugas akademik dan mengatasi emosi negatif. Dengan demikian, siswa akan lebih mudah mengatasi kemunduran dan tantangan akademik yang dialami selama menjalani BdR.

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To overcome adversities during Belajar dari Rumah (BdR) period, students need to develop academic buoyancy, described as ‘the ability to deal with daily academic setbacks and challenges’. Parents’ role during BdR is important since students spend more time at home. This study aims to investigate the relationship between strength-based parenting (SBP) and academic buoyancy through academic self-efficacy, social self-efficacy, and emotional self-efficacy. 238 high school students in Indonesia participated in this study. Strength-Based Parenting Scale, Self-Efficacy Questionnaire for Children, and Academic Buoyancy Scale were used to measure the variables. The results showed that SBP positively correlated with academic buoyancy (r = 0.33, p <0.01). Academic self-efficacy and emotional self-efficacy serve as unique mediators in the relationship between SBP and academic buoyancy (a1b1 = 0.05, BootCI 95% [0.03, 0.07]; a3b3 = 0.03, BootCI 95% [0.01, 0.05]). Meanwhile, the role of social self-efficacy as mediator is not significant (a2b2 = -0.00, BootCI 95% [-0.02, 0.01]). When parents identify and cultivate their children’s strengths, children will believe in their ability to carry out academic tasks and deal with negative emotions which in turn help them overcome setbacks and challenges during BdR."