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"Empati penting dimiliki manusia untuk beradaptasi dalam kehidupan. Untuk beradaptasi di kehidupan sosial, manusia membutuhkan soft skill berupa manajemen perilaku prososial yang baik dan kemampuan dalam membangun relasi teman sebaya. Penelitian ini menggambarkan hubungan empati dengan perilaku prososial dan relasi teman sebaya pada anak sekolah dasar usia 4-14 tahun. Studi dalam penelitian ini yaitu studi potong lintang. Instrumen yang digunakan yaitu kuesioner EQ-C/ SQ-C berbahasa indonesia yang sudah tervalidasi dengan nilai alpha 0,979. Kuesioner EQ-C/SQ-C digunakan untuk mengukur empati anak. Sedangkan, untuk mengukur perilaku prososial dan relasi teman sebaya, peneliti menggunakan kuesioner SDQ. Sejumlah 620 kuesioner diisi oleh orangtua anak sekolah dasar dan dijadikan sampel dari penelitian ini. Orangtua yang dapat mengisi kuesioner memiliki riwayat pendidikan minimal sekolah menengah pertama. Setelah mendapatkan seluruh sampel, dilakukan random sampling dan didapatkan data sejumlah 384 data yang akan dianalisis. Pada proses analisis, brain type dibagi menjadi tiga kelompok, yakni brain type E (Extreme E dan E), brain type B, dan brain type S (Extreme S dan S). Analisis data dilakukan dengan uji Chi-Square menggunakan windows SPSS versi 20. Hasil analisis menunjukkan terdapat hubungan antara empati terhadap perilaku prososial dan relasi teman sebaya (p<0.05).

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Empathy is the ability to understand and relate to others feelings or emotion. Empathy is one of the critical skills to alter in life. To adapt in human social life, people requires soft skills in the form of good prosocial behavior and good management in building peer relations. This cross-sectional study describes the relationship of empathy skills with prosocial behavior and peer relations in primary school children aged 4-14 years. The instrument used for this study is Indonesian language EQ-C/SQ-C questionnaire which value 0,979 in Cronbachs alpha to measure childrens empathy skills. To measure prosocial behavior and peer relationships, researchers used the SDQ questionnaire. A total of 620 questionnaires were filled in by parents of primary school children in Indonesia and were sampled for this study. Parents who can fill out the questionnaire have a minimum education of junior high school. Researchers obtained 384 data through random sampling to be analyzed. In the analysis process, empathy skills are devided into three groups, namely type E (Extreme E and E), type B and type S (Extreme S and S). Data analysis was done by Chi-Square test with SPSS program version 20 for both sample. Due to lack of sample (<5) for abnormal prosocial behavior, we look for Fisher test for the result of prosocial behavior. The result shows siginificant outcome. State that there is a relationship between empathy skills with prosocial behavior and peer relationships (p<0.05)."

"Empati dan kemampuan mengatur emosi yang baik penting dimiliki anak untuk memiliki kualitas hidup dan hubungan sosial yang baik,. Defisit empati dan masalah emosi pada anak dapat menyebabkan gangguan pada perkembangan, kualitas hidup, dan hubungan sosial dengan teman serta saudara. Penelitian ini mencari hubungan empati dengan masalah emosi pada anak sekolah dasar. Penelitian ini menggunakan teknik potong lintang dengan sampel sejumlah 384 yang diambil secara acak dari 620 yang didapatkan secara daring dan langsung. Instrumen yang digunakan dalam penelitian ini berbahasa Indonesia untuk menilai empati anak dan kuesioner SDQ untuk menilai masalah emosi anak. Kedua kuesioner tersebut diisi oleh orangtua anak sekolah dasar yang telah setuju untuk mengikuti penelitian. Analisis data dilakukan dengan uji Chi-Square dan uji korelasi Rank Spearman pada SPSS Windows versi 20. Berdasarkan hasil analisis, terdapat hubungan yang bermakna antara empati dengan masalah emosi pada laki-laki, perempuan dan seluruh sampel serta terdapat korelasi berbanding terbalik yang bermakna antara empati dan masalah emosi dengan koefisien korelasi. Hubungan bermakna antara empati dan masalah emosi menunjukkan bahwa anak dengan empati tinggi cenderung lebih sering memunyai masalah emosi dibandingkan anak dengan empati yang rendah.

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In order to have good quality of life and social relationships, empathy skills and ability to regulate emotion are important for children. Empathy deficits and emotional problems can cause interference child development, quality of life and social relationships with friends and relatives. This study aims to determine whether there is a relationship between empathy skills and emotional problems in primary school children. This was a cross-sectional study with 384 samples taken randomly from 620 existing data. The instrument used in this study is that has been validated in Indonesian version to determine the level of childrens empathy skills and the SDQ to determine the emotional problems in children. Both of the questionnaire filled out by primary student parents who have agreed to participate in this study. Data analysis was performed by Chi-Square test and Rank Spearman correlation test on SPSS for Windows version 20. Based on the analysis results, there was a significant relationship between empathy skills and emotional problem in boys, girls and there was a negative significant correlation between empathy skills and emotional problems. The significan relationship between empathy skills and emotional problems in primary school children showed that children with better empathy skills are tend to have an emotional problems than children with low empathy skills."

"Memeroleh kesempatan untuk lebih dapat terlibat dalam partisipasi sosial dan menjalin pertemanan dengan siswa reguler merupakan salah satu manfaat utama dari pendidikan inklusif. Dalam membahas mengenai pertemanan, kualitas pertemanan merupakan aspek yang paling penting untuk diteliti karena dapat menentukan tingkat kepuasan dalam pertemanan. Empati, diasumsikan merupakan salah satu faktor yang memprediksi kualitas pertemanan. Penelitian ini dilakukan untuk mengetahui hubungan antara empati dan kualitas pertemanan pada siswa berkebutuhan khusus di sekolah dasar inklusif. Penelitian ini bersifat korelasional dan pengukuran dilakukan dengan menggunakan kuesioner self-report. Empati siswa diukur dengan menggunakan Social Skills Improvement System SSIS yang dikembangkan oleh Gresham dan Elliot 2008 , sedangkan kualitas pertemanan diukur dengan menggunakan Friendship Quality Questionnaire FQQ yang dikembangkan oleh Parker dan Asher 1993 . Responden dalam penelitian ini berjumlah 108 siswa berkebutuhan khusus yang berasal dari lima wilayah di Jakarta. Hasil penelitian menunjukkan terdapat hubungan yang signifikan r=0,221, p.

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Getting a chance to be more involved in social participation and establishing friendships with regular students is one of the key benefits from an inclusive education. In discussing about friendship, the friendship quality is the most important aspect to be studied because it can determine the level of satisfaction in friendship. Empathy, is assumed to be one of key factor that could predict friendship quality. This research was conducted to find out the relationship between empathy and quality of friendship among students with special needs, in inclusive elementary school. This is a correlational study and research variables are measured by self report questionnaire. Empathy was measured by Social Skills Improvement System SSIS developed by Gresham and Elliot 2008 , while Friendship quality was measured by Friendship Quality Questionnaire FQQ developed by Parker and Asher 1993 . Participants in this research were 108 special needs student from five area in Jakarta. The result shown that there is a significant relationship r 0.221."

"Penelitian ini bertujuan untuk mengidentifikasi hubungan antara dukungan sosial teman sebaya dan empati dengan perilaku prososial pada mahasiswa. Perilaku prososial menjadi suatu perilaku yang penting dimiliki bagi mahasiswa Ilmu Kesejahteraan Sosial karena mata kuliah dan kurikulum yang dipelajari serta kegiatan-kegiatan yang dilakukan oleh mahasiswa Ilmu Kesejahteraan Sosial lekat sekali dengan upaya pengembangan perilaku prososial. Responden dalam penelitian ini adalah mahasiswa Program SarjanaIlmu Kesejahteraan Sosial Universitas Indonesia Angkatan 2019-2022 sebanyak 179 mahasiswa dengan menggunakan metode kuantitatif, jenis penelitian korelasional dan menggunakan stratified random sampling sebagai teknik pengumpulan data. Teknik analisis data yang digunakan adalah analisis univariat dan bivariat dengan menggunakan tabel silang dan uji korelasi kendall's tau b dan juga melakukan uji validitas dan reliabilitas. Pengukuran variabel dukungan sosial teman sebaya menggunakan 4 dimensi, yaitu dukungan emosional, dukungan penghargaan, dukungan instrumental, dan dukungan informatif (House, 1981). Pengukuran variabel empati menggunakan menggunakan 2 dimensi, yaitu kognitif dan afektif (Baron & Byrne, 2005).Sedangkan, pengukuran untuk variabel terikat perilaku prososial berdasarkan teori dari Schroeder (Bierhoff, 2002) dengan pengukuran berdasarkan 2 dimensi juga, yaitu menolong dan kerja sama. Instrumen penelitian menggunakan skala likert dengan 5 alternatif jawaban, yaitu tidak pernah, jarang, kadang-kadang, sering dan selalu. Hasil univariat penelitian ini menunjukkan bahwa 86,6% responden memiliki tingkat dukungan sosial teman sebaya yang tinggi, 90,5% responden memiliki tingkat empati yang tinggi, dan82,1% responden memiliki tingkat perilaku prososial tinggi. Kemudian, dari hasil uji bivariat diketahui bahwa ada hubungan yang positif dan signifikan antara dukungan sosial teman sebaya dengan perilaku prososial dengan nilai koefisien korelasi sebesar 0,372 dan p-value 0,001. Hasil tersebut menunjukkan bahwa walaupun kekuatan hubungan yang dihasilkan cukup, tetapi hubungan antara keduanya positif yang berarti semakin tinggi dukungan sosial teman sebaya semakin tinggi perilaku prososial. Sedangkan, hubungan antara empati dengan perilaku prososial adalah positif dan nyata dengan nilai koefisien korelasi sebesar 0,456 dan p-value sebesar 0,001 < 0,05. Hasil tersebut dapat diinterpretasikan bahwa kekuatan hubungan antaranya cukup, tidak lemah dan juga tidak kuat, tetapi hubungan yang dihasilkan positif, artinya semakin tinggi empati mahasiswa semakin tinggi pula perilaku prososial yang dimiliki.

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This study aims to identify the relationship between peer social support and empathy with prosocial behavior in college students. Prosocial behavior is an important behavior for Social Welfare students because the courses and curriculum studied and the activities carried out by Social Welfare students are closely related to efforts to develop prosocial behavior. Respondents in this study were 179 students of the Social Welfare Science Undergraduate Program at the University of Indonesia, with a total of 179 students using quantitative methods, this type of correlational research and using stratified random sampling as a data collection technique. The data analysis technique used was univariate and bivariate analysis using cross tables and Kendall's tau b correlation test and also conducting validity and reliability tests.

The measurement of peer social support variables using 4 dimensions, namely emotional support, appreciation support, instrumental support, and informative support (House, 1981). The measurement of empathy variables using 2 dimensions, namely cognitive and affective (Baron & Byrne, 2005). Meanwhile, the measurement for the dependent variable of prosocial behavior is based on the theory of Schroeder (Bierhoff, 2002) with measurements based on 2 dimensions as well, namely helping and cooperation. The research instrument uses a Likert scale with 5 alternative answers, namely never, rarely, sometimes, often and always.

The univariate results of this study showed that 86.6% of respondents had a high level of peer social support, 90.5% of respondents had a high level of empathy, and 82.1% of respondents had a high level of prosocial behavior. Then, from the results of the bivariate test it is known that there is a positive and significant relationship between peer social support and prosocial behavior with a correlation coefficient of 0.372 and a p-value of 0.001.

These results indicate that although the strength of the resulting relationship is sufficient, the relationship between the two is positive, which means that the higher the peersocial support, the higher the prosocial behavior. Meanwhile, the relationship between empathy and prosocial behavior is positive and the correlation with coefficient is 0.456 and the p-value is 0.001 <0.05. These results can be interpreted that the strength of the relationship between them is sufficient, neither weak nor strong, but the resulting relationship is positive, meaning that the higher the student's empathy, the higher the prosocial behavior they have."

"[ABSTRAKPerilaku prososial merupakan modal penting untuk berhasil beradaptasi dalam kehidupan sosial (Berns, 2010). Keikutsertaan dalam kegiatan taman kanak-kanak memperluas mikrosistem anak dan menuntut pengembangan perilaku sosial sesuai dengan situasi sosial yang berbeda dan lebih luas. Upaya sistematik perlu dilakukan di tingkat prasekolah untuk memastikan bahwa perilaku prososial berkembang sesuai dengan harapan. Upaya menumbuhkembangkan tingkah laku prososial pernah dilakukan dengan menerapkan berbagai metode, antara lain, bermain peran, bermain konstruktif, pembacaan cerita dan metode bercerita shared reading. Metode shared reading dengan komponen membacakan cerita (C), berdiskusi (D) mengenai isi cerita serta mempraktekkan langsung informasi yang terdapat dalam isi cerita (K) akan diterapkan dalam Program Cerita Prososial Aktif rancangan peneliti. Efektivitas program cerita prososial aktif yang secara konseptual merupakan implementasi dari metode shared reading, akan diuji melalui penelitian eksperimental yang berdesain before-and-after . Partisipan berjumlah 20 murid taman kanak-kanak berusia antara 4-5 tahun. Penelitian dilakukan terhadap 1 kelompok eksperimen (CDK) yang diintervensi dengan metode shared reading dan 3 kelompok kontrol berturut-turut: kelompok CD, C dan CG. Kelompok CD diintervensi dengan cerita dan diskusi, kelompok C dibacakan cerita oleh peneliti dan CG dibacakan cerita oleh guru murid-murid tersebut. Dilakukan intervensi selama 15 sesi. Perilaku prososial diukur melalui observasi terhadap 15 item senarai tingkah laku prososial. Program Cerita Prososial Aktif yang menggunakan metode shared reading ternyata efektif meningkatkan tingkah laku prososial anak prasekolah secara signifikan (Z=-2.032) setelah dilakukan 5 sesi intervensi dan tingkahlaku prososial secara konsisten terus meningkat frekuensinya sampai penelitian berakhir. Metode bercerita tanpa diskusi dan kegiatan efektivitasnya paling rendah.

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ABSTRACTAdaptation to social interactions in a larger social environment is determined by individual?s prosocial behavior (Berns, 2010). With their expanding microsystem prosocial behavior of preschool children need to be develop accordingly, to establish and enhance the repertoire learned in their home environment. Various methods had been implemented in the enterprises of developing prosocial behavior of preschool children i.e.. role play, constructive play, story reading and shared reading. Cerita Prososial Aktif (CPA) that implements shared reading method presumably more effectively increases prosocial behavior considering that the prosocial story reading (C) is complemented with discussion (D) and relevant activities (K) for the children to apply prosocial behavior. With the before and after experimental design, this study aims at comparing the effectiveness of shared reading (CDK) method against active story telling (CD) and story telling without discussion(C). Prosocial behavior was measured by observation using prosocial behavior checklist consisits of 15 items. After 5 sessions the experimental gourp (CDK) showed significantly higher increase of prosocial behavior, while the other 3 control groups: treated with story and discussion (CD), C (story telling by investigator) and story telling by teacher (CG) showed no significant increases. After 15 sessions CDK group showed highest increase compared to CD, C or CG groups. Significant increase of prosocial behavior was achieved after 15 sessions of listening to prosocial story without discussiion and relevant activities, with the lowest size compared to CDK and CD groups.;Adaptation to social interactions in a larger social environment is determined by individual?s prosocial behavior (Berns, 2010). With their expanding microsystem prosocial behavior of preschool children need to be develop accordingly, to establish and enhance the repertoire learned in their home environment. Various methods had been implemented in the enterprises of developing prosocial behavior of preschool children i.e.. role play, constructive play, story reading and shared reading. Cerita Prososial Aktif (CPA) that implements shared reading method presumably more effectively increases prosocial behavior considering that the prosocial story reading (C) is complemented with discussion (D) and relevant activities (K) for the children to apply prosocial behavior. With the before and after experimental design, this study aims at comparing the effectiveness of shared reading (CDK) method against active story telling (CD) and story telling without discussion(C). Prosocial behavior was measured by observation using prosocial behavior checklist consisits of 15 items. After 5 sessions the experimental gourp (CDK) showed significantly higher increase of prosocial behavior, while the other 3 control groups: treated with story and discussion (CD), C (story telling by investigator) and story telling by teacher (CG) showed no significant increases. After 15 sessions CDK group showed highest increase compared to CD, C or CG groups. Significant increase of prosocial behavior was achieved after 15 sessions of listening to prosocial story without discussiion and relevant activities, with the lowest size compared to CDK and CD groups.;Adaptation to social interactions in a larger social environment is determined by individual?s prosocial behavior (Berns, 2010). With their expanding microsystem prosocial behavior of preschool children need to be develop accordingly, to establish and enhance the repertoire learned in their home environment. Various methods had been implemented in the enterprises of developing prosocial behavior of preschool children i.e.. role play, constructive play, story reading and shared reading. Cerita Prososial Aktif (CPA) that implements shared reading method presumably more effectively increases prosocial behavior considering that the prosocial story reading (C) is complemented with discussion (D) and relevant activities (K) for the children to apply prosocial behavior. With the before and after experimental design, this study aims at comparing the effectiveness of shared reading (CDK) method against active story telling (CD) and story telling without discussion(C). Prosocial behavior was measured by observation using prosocial behavior checklist consisits of 15 items. After 5 sessions the experimental gourp (CDK) showed significantly higher increase of prosocial behavior, while the other 3 control groups: treated with story and discussion (CD), C (story telling by investigator) and story telling by teacher (CG) showed no significant increases. After 15 sessions CDK group showed highest increase compared to CD, C or CG groups. Significant increase of prosocial behavior was achieved after 15 sessions of listening to prosocial story without discussiion and relevant activities, with the lowest size compared to CDK and CD groups., Adaptation to social interactions in a larger social environment is determined by individual’s prosocial behavior (Berns, 2010). With their expanding microsystem prosocial behavior of preschool children need to be develop accordingly, to establish and enhance the repertoire learned in their home environment. Various methods had been implemented in the enterprises of developing prosocial behavior of preschool children i.e.. role play, constructive play, story reading and shared reading. Cerita Prososial Aktif (CPA) that implements shared reading method presumably more effectively increases prosocial behavior considering that the prosocial story reading (C) is complemented with discussion (D) and relevant activities (K) for the children to apply prosocial behavior. With the before and after experimental design, this study aims at comparing the effectiveness of shared reading (CDK) method against active story telling (CD) and story telling without discussion(C). Prosocial behavior was measured by observation using prosocial behavior checklist consisits of 15 items. After 5 sessions the experimental gourp (CDK) showed significantly higher increase of prosocial behavior, while the other 3 control groups: treated with story and discussion (CD), C (story telling by investigator) and story telling by teacher (CG) showed no significant increases. After 15 sessions CDK group showed highest increase compared to CD, C or CG groups. Significant increase of prosocial behavior was achieved after 15 sessions of listening to prosocial story without discussiion and relevant activities, with the lowest size compared to CDK and CD groups.]"

"Bencana alam tidak dapat dihindari, terutama dengan perubahan cuaca yang ekstrim secara sporadis. Baru-baru ini, Brisbane mengalami kerusakan parah akibat banjir, memicu sekumpulan perilaku prososial untuk membantu orang lain pada masyarakat. Studi ini dilakukan untuk menguji hubungan antara empati dan jiwa gotong royong, dan perannya dalam kecenderungan prososial masyarakat. Kami menyelidiki empati dan jiwa gotong royong sebagai variabel yang dianggap berhubungan dengan motivasi dibalik perilaku psososial. Data kami dikumpulkan dari 327 peserta. Kami menggunakan Toronto Empathy Questionnaire (Spreng et al., 2009) untuk penyelidikan empati, Brief Sense of Community Scale (Peterson et al., 2008) untuk penyelidikan jiwa gotong royong, dan Helping Behaviour Scale (Bistricky et al., 2019) untuk penyelidikan perilaku prososial. Temuan kami mengilustrasikan bahwa korelasi antara empati dan jiwa gotong royong bersifat positif dan signifikan dalam mendukung munculnya perilaku prososial pada masyarakat. Berdasarkan hasil tersebut, dapat disimpulkan bahwa mereka yang memiliki tingkat empati dan jiwa gotong royong yang tinggi, meskipun tidak harus dirasakan secara bersamaan, memiliki kecenderungan lebih besar untuk melakukan perilaku prososial.

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Natural disasters are inevitable, especially with the sporadic extreme changes of weather. Recently, Brisbane suffered great damage due to flooding, stimulating a flock of prosocial behaviour of helping from others. This study was conducted to examine the relationship between both empathy and sense of community, and its viable role in people’s prosocial tendencies. We investigate both empathy and sense of community as the variables thought to be responsible for the underlying motivation behind prosocial behaviour. Our data was collected from 327 participants. We utilized the Toronto Empathy Questionnaire (Spreng et al., 2009) to investigate the variable of empathy, Brief Sense of Community Scale (Peterson et al., 2008) to investigate sense of community, and Helping Behaviour Scale (Bistricky et al., 2019) to investigate natural disaster helping. Our findings illustrated that the correlation between empathy and sense of community are both positive and significant in favour of prosocial behaviour. Based on the results, it can be inferred that those with prominent levels of empathy and sense of community, though not obligatory to be in tandem, have greater tendency to perform prosocial behaviour."

"ABSTRAKWaktu yang terlalu lama dihabiskan di depan layar media elektronik dapat berdampak negatif pada anak, seperti cenderung kurang peduli terhadap lingkungan sehingga kurang peka terhadap kehadiran teman-teman sebaya disekitarnya. Dengan demikian, hubungan relasi dengan teman sebaya menjadi buruk. Tujuan penelitian ini adalah untuk mendapat gambaran screen time terutama pada pelajar sekolah menengah pertama dan sekolah menengah atas. Tujuan kedua adalah untuk mencari hubungan antara screen time dan masalah relasi teman sebaya pada pelajar sekolah menengah pertama dan sekolah menengah atas. Penelitian ini menggunakan desain penelitian potong lintang, dan instrumen Strength and Difficulties Questionnaire (SDQ), yang diisi secara online oleh pelajar SMP dan SMA selama periode Juli-September 2018. Sebanyak 447 data yang terkumpul kemudian dilakukan teknik pengambilan sampel berupa pemilihan acak sederhanadan didapatkan sejumlah 362 data yang akan dianalisis. Analisis dilakukan menggunakan uji Chi-square menggunakan windows SPSS versi 20. Dari penelitian ini didapatkan rerata (SB) usia = 15,88 (1,238), 15,5% SMP, dan 84,5% SMA. Rerata (SB) screen time televisi = 99,66 menit (83,17), rentang = 5-480 menit, median = 60. Rerata (SB) screen time komputer = 133,09 menit (103,95), rentang = 5-600 menit, median = 120. Rerata (SB) screen time telepon seluler = 373,43 menit (216,59), rentang = 15-1080 menit, median = 300. Rerata (SB) screen time tablet = 73,41 menit (85,37), rentang = 5-480 menit, median = 60. Rerata (SB) screen timevideo games = 101,01 menit (89,21), rentang = 10-480 menit, median = 90. Terdapat hubungan antara screen time televisi dengan masalah relasi teman sebaya (OR = 1,8 IK 95% 1,150-2,926, p < 0,05). Terdapat hubungan antara screen time tablet dengan masalah relasi teman sebaya (OR 2,4 IK 95% 1,064-5,413, p < 0,05). Berdasarkan hasil tersebut, diketahui gambaran screen time paling banyak adalah pada penggunaan telepon seluler. Hubungan antara screen time dengan masalah relasi teman sebaya pada pelajar SMP dan SMA terdapat pada penggunaan televisi dan tablet (p < 0,05). Oleh karena itu, hasil penelitian dapat dijadikan bahan edukasi untuk masyarakat agar muncul kesadaran adanya pengaruh screen time berlebih pada relasi teman sebaya.

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ABSTRACTThe amount of time being spent in front of electronical device screen can negatively affect children, such as making them to be ignorant with their environment hence decrease their awareness towards their peers. Due to that, relationship among peers can be worsened. The main objective of this research was to get the idea of screen time especially on junior high school and high school students. The second objective was to find whether there was any relationship between screen time and peer problems among junior high school and high school students. This research used cros-sectional study design and SDQ instrument, which filled online by junior high school and senior high school students during July to September 2018. An initial of 447 data has been collected and was taken for sampling using random sampling method and a final 362 data prepared for analysis. The analysis was done by a Chi-square technique using SPSS windows version 20. From this research, a result of mean (SD) of age = 15.88 (1.238), 15,5% for junior high school students, and 84.5% for senior high school students was obtained. Mean (SD) television screen time = 99.66 (83.17), range = 5-480 minutes, median = 60. Mean (SD) computer screen time = 133.09 (103.95), range = 5-600 minutes, median = 120. Mean (SD) cellular phone screen time = 373.43 (216.59), range = 15-1080 minutes, median = 300. Mean (SD) tablet screen time = 73.41 (85.37), range = 5-480 minutes, median = 60. Mean (SD) video games screen times = 101.01 (89.21), range = 10-480 minutes, median = 90. An association was found between television screen time with peer problems (OR = 1.8 IK 95% 1.150-2.926, p < 0.05). An association was found between tablet screen time with peer problems (OR 2.4 IK 95% 1.064- 5.413, p < 0.05). According to the result, it was identified that the most significant screen time image found in cellular phone usage. Meanwhile, the relationship between peer problems among junior high school and senior high school students significantly existed in television and tablet usage (p < 0.05). Therefore, the result can be applied aseducational aspect for the society to raise awareness of the influence in excessive screen time effects among peers. "

"Perilaku agresif sering ditemui pada anak-anak. Anak-anak yang berperilaku agresif cenderung memiliki empati yang rendah, sebab anak yang memiliki empati akan lebih memahami dan peduli pada orang lain. Penelitian ini bertujuan untuk mengetahui efektivitas bercerita dengan boneka tangan dalam meningkatkan empati pada anak usia 4-6 tahun. Penelitian ini dilakukan dengan melibatkan 11 anak usia 4-6 tahun dari TPA di Bekasi sebagai partisipan. Intervensi dilakukan dengan bercerita dengan boneka tangan. Terdapat 4 skrip buku cerita yang menjadi acuan selama bercerita. Intervensi dilakukan selama 4 (empat) hari. Peningkatan empati diukur dengan menggunakan alat ukur Empathy Scale for Children (ESC), berupa 12 kartu bergambar dengan cerita singkat yang terdiri dari 3 cerita bergambar untuk masing-masing emosi, yaitu emosi senang, sedih, marah, dan takut. Analisis data penelitian menggunakan uji beda Wilcoxon signed-rank test menunjukkan perbedaan nilai rata-rata empati yang signifikan (p < 0.05) antara sebelum dan sesudah intervensi. Hasil penelitian menunjukkan bahwa bercerita dengan boneka tangan efektif dalam meningkatkan empati pada anak usia 4-6 tahun. Post-test kedua yang dilakukan dua minggu setelah intervensi menunjukkan terjadinya peningkatan skor empati yang signifikan, sehingga dapat dikatakan bahwa efektivitas bercerita dengan boneka tangan dalam meningkatkan empati pada anak usia 4-6 tahun masih menetap setelah dua minggu diberikannya intervensi.

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Aggressive behavior is often found in children. Children who behave aggressively tend to have low empathy, because children who have empathy will understand and care more about others. This study aims to determine the effectiveness of storytelling using hand puppets in increasing empathy in children aged 4-6 years. This research was conducted by involving 11 children aged 4-6 years from TPA in Bekasi as participants. The intervention was done by telling stories using hand puppets. There are 4 storybook scripts that the researcher will use as a reference during storytelling. The intervention will be carried out for 4 (four) days. Increased empathy was measured using the Empathy Scale for Children (ESC), in the form of 12 picture cards with short stories, each of which consists of 3 picture stories for each emotion, happy, sad, angry, and afraid. Analysis of research data using the different Wilcoxon signed-rank test showed a significant difference in the mean value of empathy (p < 0.05) between before and after the intervention. The results showed that storytelling with hand puppets was effective in increasing empathy in children aged 4-6 years. Post-test 2 conducted two weeks after the intervention showed a significant increase in empathy scores, so it can be said that the way of storytelling with hand puppets increases empathy in children aged 4-6 years persisted after two weeks of receiving the intervention."

"Perilaku membantu rekan kerja di luar uraian pekerjaan utama berdampak positif pada pencapaian organisasi. Perilaku ini dalam penelitian psikologi industri sebagai perilaku kewargaan antarpribadi. Perilaku kewargaan antarpribadi merupakan tindakan karyawan yang bukan merupakan bagian dalam uraian tugas utamanya yang difokuskan untuk membantu menyelesaikan permasalahan pribadi atau menyelesaikan tugas rekan kerja. Untuk itu dilakukan penelitian guna mengetahui faktor yang berhubungan dengan perilaku tersebut. Kepedulian empatik merupakan salah satu faktor penting yang berhubungan dengan munculnya perilaku kewargaan antarpribadi. Kepedulian empatik adalah respons emosional belas kasih dan keprihatinan yang dialami karyawan ketika melihat rekan kerja yang sedang membutuhkan. Penelitian ini merupakan penelitian terapan yang terdiri dari Studi 1 dan Studi 2. Studi 1 dilakukan untuk mengetahui hubungan antara kepedulian empatik dan perilaku kewargaan antarpribadi pada karyawan Direktorat A Bank XYZ. Data dikumpulkan dari 40 karyawan menggunakan kuesioner yang terdiri atas Interpersonal Citizenship Behavior Scale (Settoon & Mossholder, 2002) dan Empathic Concern Subscale dari Intepersonal Reactivity Index (Davis,1980). Diketahui terdapat hubungan positif yang signifikan antara kepedulian empatik dan perilaku kewargaan antarpribadi (r = 0,54, p < 0,01). Hasil Studi 1 ditindaklanjuti melalui Studi 2 dengan melaksanakan pelatihan Empathy at Work. Berdasarkan evaluasi terhadap lima peserta diketahui program ini efektif. Terdapat peningkatan yang signifikan pada pemahaman peserta mengenai kepedulian empatik (Z = -2,03, p < 0,05). Peserta juga menunjukkan sikap yang lebih positif terhadap kepedulian empatik (Z = -2,06, p < 0,05) dan perilaku kewargaan antarpribadi (Z = -2,03, p < 0,05). Berdasarkan pengamatan rekan kerja dan atasan langsung diketahui peserta mampu menunjukkan kepedulian empatik dan perilaku kewargaan antarpribadi dengan memenuhi lebih dari 60 persen indikator perilaku yang diharapkan.

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Helping coworkers outside ones main job description has a positive impact on organizational achievement this behavior in industrial psychology research known as interpersonal citizenship behavior. Interpersonal citizenship behavior is an employees activities that are not part of their main tasks, focused on helping to solve personal problems or complete the work of colleagues. For this reason, research is conducted to determine the factors associated with these behaviors. Empathic care is an important factor related to the emergence of interpersonal citizenship behavior. Empathic care is the emotional response of compassion and concern experienced by employees when they see colleagues in need. This research is applied research consisting of Study 1 and Study 2. Study 1 was conducted to determine the relationship between empathic concern and interpersonal citizenship behavior among XYZ Bank Directorate A employees. Data were collected from 40 employees using a questionnaire consist of the Interpersonal Citizenship Behavior Scale (Settoon & Mossholder, 2002) and the Empathic Concern Subscale of the International Reactivity Index (Davis, 1980). There is a significant positive relationship between empathic care and interpersonal citizenship behavior (r = 0,54, >p <0,01). Study 1 results were followed up through Study 2 by conducting Empathy at Work training. Based on the evaluation of five participants, it was found that the program was effective. There was a significant increase in participants understanding of empathic care (Z = -2.03, p <0.05). Participants also showed a more positive attitude towards empathic care (Z = -2.06, p <0.05) and interpersonal citizenship behavior (Z = -2.03, p <0.05). From the observations of coworkers and direct supervisors, the research found that participants were able to demonstrate empathic concern and interpersonal citizenship behavior by meeting more than 60 percent of expected indicators."

"Tingginya angka perundungan di usia anak-anak memperlihatkan bahwa anak-anak perlu dilatih untuk berempati sejak dini. Empati membuat anak lebih peka dengan lingkungannya dan mempertimbangkan orang lain dalam berperilaku. Penelitian ini bertujuan untuk melihat efektivitas kegiatan sosiodrama dalam meningkatkan empatianak berusia 5-7 tahun. Alat ukur empati yang digunakan dalam penelitian ini merupakan adapatasi dari Bryants Empathy Index for Children dengan skala yang merupakanadaptasi dari The empathy continuum: Integrated emotional-cognitive scoring system. Desain penelitian ini adalah within subject experimental design, yaitu mengukur empati anak sebelum dan sesudah kegiatan sosiodrama. Kegiatan sosiodrama merupakan aktivitas bermain peran secara berkelompok dengan muatan situasi sosial tertentu.Kegiatan sosiodrama dalam penelitian ini menggunakan 3 situasi sosial dengan masingmasing menekankan emosi sedih, marah, dan takut. Penelitian ini dilakukan di sebuah sekolah di Kota Cilegon, Banten selama tiga pekan dan melibatkan 30 orang partisipan. Analisis hasil penelitian menggunakan teknik Wilcoxons signed rank test menunjukkan bahwa kegiatan sosiodrama meningkatkan empati anak berusia 5-7 tahun secara signifikan (Z = -4,35, p = ,000). Hasil penelitian ini tidak dapat digeneralisir pada populasi yang lebih besar karena keterbatasan jumlah partisipan. Selain itu, efek dari kegiatan sosiodrama bertahan setelah tiga minggu tanpa perlakuan. Di sisi lain hal tersebut juga mengindikasikan bahwa empati anak tidak berkembang lebuh lanjut tanpa adanya program pengembangan empati. Dengan demikian, pihak sekolah dan keluarga perlu memiliki program khusus untuk mendorong perkembangan empati anak.

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The high rate of bullying among children shows that children need to learn to empathize as early as possible. Empathy makes children more sensitive to their environment and considers others to behave. This study aims to see the effectiveness of socio-drama activities in increasing empathy for children aged 5-7 years. The measuring instrument used in this study is the adaptation of Bryants Empathy Index for Children with a scale that is the result of an adaptation of the empathy continuum: Integrated emotional cognitive scoring system. The design of this study is within-subject experimental design,which measures the empathy of children before and after socio-drama activities. Sociodrama activity is a role-playing activity in groups with the content of certain social situations. Sociodrama activities in this study used 3 social situations with each stressing the emotions of sadness, anger, and fear. This research was conducted at a school in Cilegon, Banten for three weeks and involved 30 participants. Analysis of Wilcoxons signed rank test technique showed that socio-drama activity significantly increased the empathy of children aged 5-7 years (Z = -4.35, p = .000). Due to limited participants, this result study could not be generalized to a bigger population. Fortunately, the effect of sociodrama activity persisted after three weeks without any treatment. On the other hand, it also indicates that a childs empathy does not develop further without an empathy development program. Therefore, school and parents sould have a special program to foster the childrens empathy development."