Measuring school well-being in elementary school student is important. The experience of students at school will affect their perception, motivation and hope for their academic life in the future. We used Tripartite School Well-Being Model, based on the interaction among three aspects, namely school satisfaction, positive affect and negative affect. The aim of the study is to identify factors predicting the emergence of student’s positive affect and negative affect in elementary school. A total of 118 elementary school students of Class 6 in Bandung took a part in this study as respondent. The variables in this study were measured using three questionnaires: School Satisfaction, Positive Affect Student at School, and Negative Affect Student at School. Descriptive and inferential statistics through regression analysis was conducted to test the hypothesis. The results show that peer relationship, teacher-student relationship, and academic learning significantly contribute to build the positive affect of the student. Whereas, only the peer relationship predicted the negative affect of the student. This finding brings some practical implication for the educational process. The integrated multidimensional program which involves teacher, parents, peers, and student is crucial to promote student well-being at school.

ABSTRAKSiswa yang merasa puas akan kehidupannya di sekolah merupakan indikator dari subjective well-being (SWB) in school yang tinggi. Penelitian-penelitian mengenai SWB siswa di sekolah menjadi penting untuk dilakukan karena hal ini berdampak pada prestasi akademik yang lebih baik, kreativitas yang lebih tinggi, dan penurunan angka membolos. Maka dari itu, penting untuk mengembangkan sebuah program dalam rangka meningkatkan subjectivewell-beingsiswa. Penelitian ini bertujuan untuk mengetahui apakah program intervensi kepada guru dan siswa berhasil meningkatkan subjective well-being siswa di sekolah. "Peer Support and Teaching Method Program" yaitu program peningkatan SWB siswa yang diberikan kepada guru dan siswa. Guru diberikan pelatihan mengenai metode mengajar konstruktivis, sedangkan siswa akan diberikan pelatihan sosial untuk meningkatkan kerjasama, empati dan dukungan antar teman sebaya. Partisipan dalam penelitian ini adalah 32 siswa kelas XI Akutansi, dimana 32 siswa tersebut diberikan pelatihan sosial, dan guru yang mengajar di kelas tersebut diberikan pelatihan metode mengajar dengan pendekatan konstruktivis. Analisis statistika menggunakan Wilcoxon Signed Rank Test untuk mengukur perbedaan data prestest dan posttes. Hasil menunjukkan bahwa pelatihan "Peer Support and Teaching Method Program" secara signifikan mampu meningkatkan subjective well-being siswa di sekolah. Pada penelitian ini membuktikan bahwa pengajaran berbasis konstruktivis dan para siswa yang menerapkan empati, kerjasama dan saling mendukung antarteman membuat siswa yang ada di kelas tersebut mempunyai perasaan yang lebih baik di sekolah dan merasa lebih puas dengan kehidupannya di sekolah. Para pemangku kebijakan di sekolah dapat menggunakan program ini sebagai salah satu cara untuk meningkatkan subjective well-being in school pada siswa. ABSTRACTStudent that satisfied with their life at school indicate they have high subjective well-being in school. Researches about subjective wellbeing in school become important to do because it haveimpact on better academic performance, higher creativity, and a decrease in truant numbers. Therefore, it's important to develop a program to increase student's subjective well-being. The research aimed to find out the effectiveness of "Peer Support and Teaching Method Program" to increase student's subjective well-being. This program was delivered to students and teachers. Teachers was trained about teaching method which tailored to the student needs, while students was trained with social skills to improve cooperation, empathy and peer support. The participant is 32 students from Accounting Class grade 11. 32 students was trained with social skill training and teachers that teach in the Accounting class was trained with teaching method using constructivist approach. Statistical analysis used Wilcoxon Signed Rank Test to test the difference of pretest and posttest. Result showed that the training of "Peer Support and Teaching Method Program" was significantly could improve the student subjective well-bei...

Introduction: The COVID-19 pandemic has affected various areas, including the education sector, which has led to use of various alternatives, such as online learning platform, requiring undergraduate students' adjustment to academic conditions. Therefore, this study aims to assess the academic adjustment of undergraduate students and the social support from parents and lecturers, as well as peer support. Methods: A cross-sectional quantitative approach was used, while the data were obtained through surveys using an online adjustment measurement scale and self-report questionnaires to measure social support. The surveys were distributed through various online platforms, including Instagram, LINE, WhatsApp, and among lecturers in several universities in Indonesia, to be filled by registered undergraduate students learning from home during the COVID-19 pandemic. A total of 299 participants, with males being 93 and females 206 having a mean age of 19.76 years, spread across several provinces in Indonesia, were selected using a convenience sampling technique. The IBM SPSS Statistic version 24.0 was used to calculate the correlation between variables using Pearson correlation, and the analysis was conducted using multiple linear regression analysis. Results: The results showed parent involvement and lecturer support to have a significant impact on academic adjustment, while peer support did not prove to have a significant impact (R2=0.120, p<0.01). Furthermore, the impact of social support on the dimensions of academic adjustment comprising lifestyle, achievement, and motivation was also evaluated. Based on the results, only lecturer support plays a significant positive role in the academic lifestyle dimension. In academic achievement, parent involvement and lecturer support exhibit a positively significant role, while only parent involvement significantly affects academic motivation. Among the three dimensions, only peer support has no significant impact. Conclusion: The results imply that the success of undergraduate students in academic adjustment during the COVID-19 pandemic can be facilitated by parental involvement and lecturer support.

Fear of darkness is a common psychological problem that may extent to a specific phobia if it is not treated well. Several intervention techniques related to fear and phobia using actual exposure therapy have been studied for decades, however, there were some constraints emerged when the therapist provides a real environment to overcome the patient's reaction to his/her specific fear. Virtual reality (VR) technology is an innovative tool providing a more immersive, secure, personal, and controlled virtual environment. Therefore, we developed a novel framework for treating the fear of darkness named Mobileassisted Virtual Reality (MAVR). The purpose of this study was to evaluate the use of MAVR to treat fear of darkness based on usability, time consumption and its ability to decrease fear. We used the GOMS model as an interaction guidance between human and computer which aimed to facilitate the process of re-learning in mindset change and individual's behavioral toward situation of darkness and night. Therefore, a comprehensive evaluation was conducted to measure the efficacy of the MAVR. We developed the usability assessment checklist to assess the feasibility and acceptability of the MAVR, and fear of darkness thermometer to measure the degree of fear. The Wilcoxon Signed Rank Test showed that the fear of darkness was significantly decreased after participants received the MAVR therapy (z=-3.550, p-value<0.001). We found that the MAVR was very useful, easy to be used and acceptable for participants. In conclusion, this study highlights the efficacy of Mobile-assisted Virtual Reality in treating specific fear, and it seems that Virtual Reality technology has a promising benefit to be implemented for other fear or specific phobia and also used in other psychological treatment.

During the pandemic, learning methods were changed to distance or hybrid learning to ensure both physical distancing as well as educational continuity. This study examines teacher perceptions of student reading competence prior to and during the pandemic in Indonesia. A total of 59 language teachers were asked about their perceptions of reading competence as well as their teaching practices, such as disciplinary climate, teacher support, teacher-directed instruction, teacher feedback, stimulation of reading, and instruction adaptation. Results revealed that Indonesian teachers believed more students would have better learning gains if face-to-face learning were implemented compared to distance or hybrid learning during the pandemic. In addition, teacher perception prior to and during the pandemic was affected by different aspects. Prior to the pandemic, teacher perception was affected by the disciplinary climate and teacher support. Meanwhile, during the pandemic, teacher perception was negatively affected by teacher-directed instruction.