Nurul Hidayati Rofiah
@uad.ac.id
Department of Elementary Teacher Education/ Faculty Education and Teacher Training
Universitas Ahmad Dahlan
RESEARCH INTERESTS
inclusive education, special education needs, disaster risk reduction, primary education, local content curriculum
Scopus Publications
Scholar Citations
Scholar h-index
Scholar i10-index
Scopus Publications
Alif Muarifah, Nurul Hidayati Rofiah, Fitriana Oktaviani, and Mujidin Mujidin
Institut Agama Islam Ma arif NU (IAIMNU) Metro Lampung
The verbal and non-verbal aggressiveness of adolescents has been increasing. It is a form of aggression that involves hostile and coercive actions towards others that may result in emotional or physical harm. This study aims to examine the Islamic parenting style of mothers, the primary caregivers in Javanese culture in Indonesia, as well as the social interactions with peers in relation to aggressive behavior. The participants of this study were 410 high school students aged between 15 and 19 years old (M = 16.52, SD = 0.793), consisting of 210 male students and 200 female students. Participants were selected from eight schools in Sleman City (4 senior high schools and four vocational high schools). The data was collected using the aggression scale, maternal parenting style, and social interactions with peers. Data were analyzed using Partial Least Square-Structural Equation Modeling (PLS-SEM) with Smart-PLS 4. The study results show a good fit model, indicating that aggression is influenced by Islamic maternal parenting style with social interactions with peers as a mediator. Social interactions have a mediating effect on the relationship between Islamic maternal parenting style and adolescent aggression. Another finding reveals that each Islamic maternal parenting style negatively affects aggression. Adolescent aggression can be controlled through Islamic maternal parenting style (i.e., authoritarian, authoritative, and permissive) and peer social interaction as a mediator.
Alif Muarifah, Nurul Hidayati Rofiah, Mujidin Mujidin, Zhooriyati Sehu Mohamad, and Fitriana Oktaviani
Frontiers Media SA
The COVID-19 has had a widespread impact on all aspects of life. The government has undertaken numerous restrictive attempts to sever the virus transmission chain. In the education sector, one of the attempts is to apply certain learning models. For instance, the online model has been used in place of the face-to-face one across all academic and non-academic services. Educators have faced several obstacles, including academic procrastination. Academic procrastination refers to intentionally putting off working on an assignment, which negatively influences academic achievement. This study aimed to examine the role of parental social support in academic procrastination with the mediation of the adversity quotient. The subjects consisted of 256 state Madrasah Aliyah students in Magelang aged 15–18 years (M= 16.53, SD = 1.009). Data collection employed the academic procrastination scale, parental social support scale, and adversity quotient scale. Data analysis used descriptive statistics and structural equation modeling (SEM) with the aid of the IBM SPSS 23 and AMOS Graphics 26. The research results showed that all variables fell into the medium category. Parental social support had a negative role on academic procrastination and a positive one on adversity quotient. Meanwhile, the adversity quotient had a negative role in academic procrastination and a significant role as a mediator in the relationship between parental social support and academic procrastination. Therefore, parental social support is required to increase students’ adversity quotient in suppressing academic procrastination. Special attention from parents to students is thus critical during the COVID-19 pandemic, with the mediation of adversity quotient.
Nurul H. Rofiah, Norimune Kawai, and Elli Nur Hayati
AOSIS
Children with special needs are one of the most vulnerable groups when disasters occur. They are often excluded from any risk reduction conducted during such situations; therefore, introducing disaster mitigation education at the early stage has numerous benefits. This study aims to explore the critical elements of disaster mitigation education, limiting the scope to primary schools in an inclusive setting in Yogyakarta. A qualitative methodology involving focus group discussions and interviews was applied for in-depth exploration and insight into stakeholders’ perspectives on education. This study identified six key elements of inclusive disaster mitigation education in schools: (1) strong initiative to conduct self-initiated disaster risk reduction (DRR) education for all students; (2) modification of infrastructure and learning environment to accommodate children with special needs and other students; (3) broadening learning methods in DRR; (4) child empowerment and meaningful participation; (5) school management awareness and strategies for conducting DRR; (6) extensive stakeholder involvement within disaster mitigation education. These elements are expected to improve implementation of such programmes, thereby increasing the quality and accessibility of children’s disaster mitigation education, as well as increasing their capacity in the risk reduction process through teacher support.
Ediyanto, Suhendri, and Nurul Hidayati Rofiah
AIP Publishing