Published date: Sep 26 2023

Journal Title: KnE Social Sciences

Issue title: International Conference on Multidisciplinary Science (Iconais)

Pages: 185–193

DOI: 10.18502/kss.v8i16.14040

Suhandi .suhandi@radenintan.ac.idUniversitas Islam Negeri Raden Intan Lampung – Indonesia

Citra WahyuniUniversitas Islam Negeri Raden Intan Lampung – Indonesia

Shella DianaUniversitas Islam Negeri Raden Intan Lampung – Indonesia

Coping strategy define as how individuals respond to the problems as well manage the emotion and behavior when face the problems. Based on literature review, coping strategy is affected by religious aspect, which one of that is tasawuf values. There are still less research which showed how tasawuf values (illahiyyah, insaniyyah, and ‘alamiyyah) contribute to coping strategy. The purpose of this research is to find out mediation effect of social skills on the relationship between tasawuf values and coping strategy. This research use convenience technique sampling which sample has been collected is 148 students who has studied tasawuf course in the university. Data analysis which used in this study is conditional effect analysis with simple mediation model. Results showed that social skills partially mediated the relationship between tasawuf values and coping strategy with c’1 = 0.3000, p = 0.000. This findings emphasized the urgency of understanding tasawuf value for students in order to enhance social skills which eventually affect coping strategy.

Keywords: Tasawuf Value, Social Skills, Coping Strategy

[1] Achlami HS. (2016). Internalization of sufism studies at IAIN Raden Intan Lampung. Institute for Research and Community Service.

[2] Anastasi, A., & Urbina, S. (1997). Psychological testing (7th ed). Prentice-Hall, Inc

[3] Booth, T., & Ainscow, M. (2002). Index for inclusion: Developing learning and participation in schools. The Centre for Studies on Inclusive Education (CSIE).

[4] Bronfenbrenner, U., & Morris, P. (2006). The bioecological model of human development. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Theoretical models of human development (pp. 795-828). Wiley.

[5] Chan, D., Ramey, S., Ramey, C., & Schmitt, S. (2000). Modeling intraindividual changes in children’s social skills at home and at school: A multivariate latent growth approach to understanding between-settings differences in children’s social skill development. Multivariate Behavioral Research, 35 (3), 365-396.

[6] Cozby, P. C., & Bates, S. C. (2012). Methods in behavioral research (11th ed.) McGraw- Hill.

[7] Del Prette, Z. A. P., Del Prette, A., De Oliveira, L. A., Gresham, F. M., & Vance, M. J. (2012). Role of social performance in predicting learning problems: Prediction of risk using logistic regression analysis. School Psychology International, 33(6), 615–630

[8] Folkman, S. (1984). Personal control and stress and coping processes: A theoretical analysis. Journal of Personality and Sosial Psychology. Vol. 46, No. 40, 839-858.

[9] Gravetter, F. J., & Wallnau, L. B. (2013). Statistics for the behavioural sciences (9th ed.). Wardsworth, Cengage Learning

[10] Gresham, F.M. & Elliot, S.N. (1990). Social skills rating system. American Guidance Service.

[11] Gresham, F. M., Elliott, S. N., & Kettler, R. J. (2010). Base rates of social skills acquisition / performance deficits, strengths, and problem behaviors: An analysis of the social skills improvement system — rating scales. Psychological Assesment, 22(4), 809– 815.

[12] Gresham, F. M. (2016). Social skills assessment and intervention for children and youth. Cambridge Journal of Education, 46(3), 319–332

[13] Hanifah, N., Lutfia, H., Ramadhia, U., & Purna, R. S. (2020). Strategies for coping stress during online learning for psychology students class of 2019 Andalas University. Jurnal Psikologi Tabularasa, 15(1), 29–43.

[14] Hupp, S. D. A., LeBlanc, M., Jewell, J. D., & Warnes, E. (2009). History and overview. In Johnny L. Matson. Social behavior skills in children. Los Angels: Springer.

[15] King, D.B. (2008). Rethinking claims of spiritual intelligence: A definition, model, and measure. Trent University

[16] Kusuma, D. W. C W. (2020). Online learning during the covid-19 pandemic: Genderbased student perceptions. Jurnal Ilmiah Mandala Education, 17(3).

[17] Lazarus, R. S. & Folkman, S. (1984). Stress, Appraisal. and Coping. Springer Publishing Company, Inc

[18] Levina, O. (2017). Relationship between social support and social skills with problem focused coping facing thesis. Universitas Katolik Soegijapranata.

[19] Taylor, S.E. (2006). Social psychology. Erlangga

[20] Zohar, D., & Marshall, I. (2000). SQ: Spiritual intelligence the ultimate intelligence. Great Britain.