https://jurnal.yoii.ac.id/index.php/inspiratif <p align="justify">INSPIRATIF : Journal of Educational Psychology is an important platform for disseminating empirical research that contributes significantly to development and understanding in the field of educational psychology. With a focus on research that enriches, expands, or changes the direction of ongoing discussions, the journal is an important place for academics, researchers, and practitioners to share their insights and findings.</p> <p align="justify">Articles published in this journal are based on a solid theoretical framework and rich empirical support. This ensures that any research presented has a strong and reliable basis, and is able to answer the various challenges faced by educational psychology today. A rich theoretical framework allows researchers to formulate relevant questions and cast their findings into the broader context of the discipline.</p> <p align="justify">Additionally, the Journal encourages authors to include actionable implications in their articles. This not only helps expand our understanding of the field, but also provides valuable direction for educational practitioners in designing more effective programs and interventions. Thus, the research published in this journal is not only an academic contribution, but also has a real impact on educational practice.</p> <p align="justify">This journal accepts various types of empirical research, including qualitative, quantitative and mixed methods approaches. This flexibility allows researchers to use approaches that best suit their research questions and the characteristics of the populations they study. In this case, the Journal of Educational Psychology is an inclusive place for researchers with various methodological backgrounds.</p> <p align="justify">Apart from considering the research methods used, this journal also emphasizes the importance of using representative and relevant samples. This ensures that the resulting findings can be validly applied to a wider population, as well as avoiding bias that may arise due to the use of unrepresentative samples. More than that, this journal also encourages researchers to conduct their research in authentic learning contexts, both in formal and informal environments.</p> <p align="justify">Thus, INSPIRATIF : Journal of Educational Psychology is not only a place to disseminate the latest knowledge and findings in the field of educational psychology, but also a forum for promoting research that is high quality and relevant to the needs of current educational practice. Through the publication of diverse and inclusive research, this journal plays an important role in driving progress in this field and makes a meaningful contribution to the educational community as a whole.</p> <p>Already have a Username/Password for the Journal, please go to <a href="https://jurnal.yoii.ac.id/index.php/inspiratif/login" target="_blank" rel="noopener"><strong>LOGIN</strong></a></p> <ul> <li>Need a Username / Password?, please go to <a href="https://jurnal.yoii.ac.id/index.php/inspiratif/user/register?source=" target="_blank" rel="noopener"><strong>REGISTRATION</strong></a></li> <li>Would you like to see all the articles that have been published, please go to <strong><a href="https://jurnal.yoii.ac.id/index.php/inspiratif/issue/view/5" target="_blank" rel="noopener">CURRENT</a> </strong>or <a href="https://jurnal.yoii.ac.id/index.php/inspiratif/issue/archive" target="_blank" rel="noopener"><strong>ARCHIVES</strong></a></li> <li>If you have some problems or questions, please <a href="http://jurnal.yoii.ac.id/index.php/inspiratif/contact" target="_blank" rel="noopener"><strong>CONTACT US</strong></a></li> </ul> Yayasan Obor Inspirasi Indonesia (YOII) en-US INSPIRATIF : Journal of Educational Psychology https://jurnal.yoii.ac.id/index.php/inspiratif/article/view/310 <p>The background to this research is that bullying in schools is still a global problem that affects students' mental and academic health. The aim of this research is to analyze the ability of assertiveness to reduce bullying behavior. This research uses a quantitative approach to understand the relationship between assertiveness and bullying in junior high school students. The method used in this research is a correlational survey. Research Results Coefficient of Determination (R²): 0.45 (Indicating that 45% of the variation in bullying behavior can be explained by assertive ability). Significance Test: The p value &lt;0.05 indicates that the results are significant. There is a significant negative relationship between assertive communication skills and bullying behavior. The higher the students' assertive ability, the lower the level of bullying behavior they experience. It is hoped that this research can make a significant contribution to understanding and overcoming the problem of bullying in schools. Furthermore, the results of this research can be used as a basis for designing educational programs that emphasize the importance of developing social skills, especially assertiveness, as part of efforts to create a safe and supportive school environment for all students.</p> Yomima Viena Yuliana Dona Fitri Annisa Ecep Supriatna Copyright (c) 2024 INSPIRATIF : Journal of Educational Psychology 2024-06-30 2024-06-30 3 1 10 20 https://jurnal.yoii.ac.id/index.php/inspiratif/article/view/302 <p><em>This research is morivated by the phenomenon of declining academic achievement due to students inability to regulate themselves. The study aims to examine the influence of self-regulated learning on student achievement at SMPN ABC Bekasi City. This type of research is quantitative. The data analysis method used is simple linear regression analysis assisted by the SPSS 25.0 application. The sample used was a cluster random sampling, namely 206 student respondents at SMPN ABC Bekasi City. Data collection was carried out using a scale model. Based on the test results, the β value was 1.457, which means it has a significant influence, the t value is 9.184 (&gt;1.652), which means it has a significant influence and has a probability value of sig. of 0.000 which means the hypothesis (Ha) is accepted. Self Regulated Learning has a prediction of Learning Achievement of 145.7% ( β = 1.457). The coefficient of determination (R Square Adjusted) is 28.9%, meaning that the contribution of Learning Achievement can be explained by the independent variable, namely Self Regulated Learning. Where the other possibility of 71.1% is explained by other variables or factors not examined in this research.</em></p> Nur Nindya Renanda Setyawan Lenny Utama Afriyenti Copyright (c) 2024 INSPIRATIF : Journal of Educational Psychology 2024-06-30 2024-06-30 3 1 1 9