The Effectiveness of the "Future Path" Psychoeducation Program through Digital Exploration on the Academic Self-Efficacy of Ninth-Grade Students

Zaskia Qonita  Chayyira; Cholila Shinta  Jatisari; Nabila Alieffiyah  Raya; Nia  Damayanti; M Ilham  Maldini; Muhammad Fikri  Al Fajar; Ditta Afiifah  Muhaedi; Khana Setya  Ningrum

doi:10.54783/influencejournal.v8i3.418

Authors

Zaskia Qonita Chayyira Universitas Islam Negeri Raden Fatah Palembang, Indonesia
Cholila Shinta Jatisari Universitas Islam Negeri Raden Fatah Palembang, Indonesia
Nabila Alieffiyah Raya Universitas Islam Negeri Raden Fatah Palembang, Indonesia
Nia Damayanti Universitas Islam Negeri Raden Fatah Palembang, Indonesia
M Ilham Maldini Universitas Islam Negeri Raden Fatah Palembang, Indonesia
Muhammad Fikri Al Fajar Universitas Islam Negeri Raden Fatah Palembang, Indonesia
Ditta Afiifah Muhaedi Universitas Islam Negeri Raden Fatah Palembang, Indonesia
Khana Setya Ningrum Universitas Islam Negeri Raden Fatah Palembang, Indonesia

DOI:

https://doi.org/10.54783/influencejournal.v8i3.418

Keywords:

Academic Self-Efficacy, Future Orientation, Goal Setting, Psychoeducation

Abstract

Ninth-grade students face important educational decisions as they prepare to continue their schooling, and doubts about their academic ability can weaken both their effort and their planning. This study examined the effectiveness of Future Path, a psychoeducation program that integrates future orientation, goal setting, and the sources of self-efficacy through guided digital exploration, among ninth-grade students at SMP Muhammadiyah 4 Palembang, Indonesia. Using a one-group pretest-posttest design, 15 purposively selected students completed the Indonesian version of the five-item General Academic Self-Efficacy Scale before and after an intervention that consisted of psychoeducation, a structured worksheet, peer sharing, and digital exploration. The Wilcoxon signed-rank test showed a significant increase from pretest (M = 9.00, SD = 2.171) to posttest (M = 22.47, SD = 1.125), with every student improving (Z = -3.420, p = .001). The effect size was large (r = .88, and .62 under a more conservative estimate). Worksheet responses showed clearer academic goals, measurable targets, concrete first steps, and greater awareness of potential obstacles. These findings suggest that Future Path can support academic self-efficacy as students prepare to leave junior high school. Studies with comparison groups and follow-up assessments would further clarify the size and durability of the program's effects.

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