Hasil Pencarian  ::  Simpan CSV :: Kembali

"Meningkatnya jumlah wanita yang bekerja dapat mengarah kepada kondisi dual-earner family, di mana suami dan istri sama-sama bekerja. Istri dalam dual-earner family menghadapi konflik peran yang disebut dengan Work-Family Conflict. Penelitian ini bertujuan untuk melihat hubungan antara Work-Family Conflict dengan kepuasan pernikahan pada istri dalam dual-earner family. Variabel Work-Family Conflict dan kepuasan pernikahan diukur dengan menggunakan Work-Family Conflict Scale WFCS dan Couple-Satisfaction Index-16 CSI-16 . Terdapat 181 partisipan wanita di dalam penelitian ini dengan kriteria; berusia 20 hingga 60 tahun, pendidikan minimal SMA, telah bekerja di tempat yang sama selama minimal 1 tahun dan merupakan pegawai yang bekerja secara penuh, memiliki suami yang juga bekerja, serta bekerja di wilayah Jabodetabek. Analisis korelasi Pearson menunjukkan bahwa Work-Family Conflict berhubungan negatif secara signifikan dengan kepuasan pernikahan r = -0.346.

---

The increasing number of working women may lead to a dual earner family condition, where both husband and wife are working. Wives from dual earner families face a role conflict called Work Family Conflict. This research was conducted to examine the relationship between Work Family Conflict and and wives rsquo marital satisfaction in dual earner families. Work Family Conflict and marital satisfaction variable were measured using Work Family Conflict Scale and Couple Satisfaction Index 16, respectively. There were 181 female participants in this study with these following characteristics 20 60 years, at least a high school graduate, working in the same place at least for 1 year as a full time employee, having a working husband, and working in Jabodetabek area. Pearson correlation analysis showed that Work Family Conflict was significantly correlated with marital satisfaction r 0.346."

"Pembelajaran Jarak Jauh (PJJ) selama pandemi COVID-19 memberikan tantangan bagi mahasiswa untuk menjaga motivasi akademiknya. Mahasiswa secara umum dinilai memiliki beban akademik dan non-akademik yang lebih berat dibandingkan jenjang pendidikan sebelumnya. Oleh karena itu, perlu diteliti lebih lanjut variabel apa saja yang berperan penting terhadap motivasi akademik mahasiswa. Penelitian ini bertujuan untuk menguji peran self-regulated learning dan persepsi dukungan sosial sebagai mediator dalam hubungan mindfulness dan motivasi akademik mahasiswa yang berkuliah secara PJJ. Partisipan penelitian terdiri dari 161 orang mahasiswa yang berkuliah di Indonesia secara PJJ karena pandemi COVID-19. Terdapat empat alat ukur yang digunakan yaitu Academic Motivation Scale (AMS), Mindful Attention Awareness Scale (MAAS), Self-Regulated Online Learning (SROL) dan Multidimensional Scale of Perceived Social Support (MSPSS). Data diambil melalui kuesioner daring dan dianalisis dengan model mediasi. Hasil penelitian menunjukkan self-regulated learning tidak memediasi hubungan mindfulness dan motivasi akademik. Peningkatan mindfulness tidak berdampak pada peningkatan self-regulated learning kendati self-regulated learning ditemukan dapat memprediksi motivasi akademik secara positif dan signifikan. Pada sisi lainnya, persepsi dukungan sosial memediasi hubungan antara mindfulness dengan motivasi akademik. Mindfulness dapat membantu peningkatan persepsi dukungan sosial yang dirasakan mahasiswa yang kemudian berdampak pula pada peningkatan motivasi akademik mahasiswa.

---

Distance learning during the COVID-19 pandemic posed challenge for university students to maintain their academic motivation. University students have a heavier academic and non-academic workload compared to previous levels of education. Therefore, it is important to investigate what variables play significant role in university students’ academic motivation. This study aims to examine the role of self-regulated learning and perceived social support as mediators in the relationship between mindfulness and academic motivation among university students who participated in distance learning. Participants were 161 university students in Indonesia who participated in distance learning during COVID-19 pandemic. Four instruments were used, namely: Academic Motivation Scale (AMS), Mindful Attention Awareness Scale (MAAS), Self-Regulated Online Learning (SROL) and Multidimensional Scale of Perceived Social Support (MSPSS). The results indicated self-regulated learning did not mediate the relationship between mindfulness and academic motivation. Increased mindfulness did not increase self-regulated learning, even though self-regulated learning was found to predict academic motivation significantly positive. On the other hand, perceived social support was found to mediate the relationship between mindfulness and academic motivation. These results revealed that mindfulness can help university students to increase their perceived social support which then also has an impact on increasing their academic motivation."