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Adolescence is a transitional period marked by rapid physical, psychological, and social changes. During this time, hormonal growth occurs as a sign of puberty and the activation of reproductive organs, one of which is breast development. However, these changes can sometimes lead to breast abnormalities such as lumps, pain, or changes in shape that may indicate early signs of health problems. One of the most effective early detection efforts for breast abnormalities is Breast Self-Examination (BSE). This examination is important to be done regularly so that each individual, especially adolescent girls, can recognize the condition of their breasts early on. Unfortunately, many adolescent girls still do not know what BSE is or how to perform it correctly. This study aimed to determine the relationship between the level of knowledge and breast self-examination (BSE) behavior among female students at SMA Negeri 1 Krueng Barona Jaya, Aceh Besar District. This research was a quantitative study using an analytic cross-sectional design. Data collection was carried out on May 27, 2025, with a population of 30 female students from grades X and XI, selected using accidental sampling techniques. Data analysis using the Chi-Square test showed that there was no relationship between knowledge level and BSE behavior, with a p-value of 0.384 (p > 0.05). It is expected that parents and schools can improve adolescent girls’ knowledge about BSE as an effort for prevention and early detection of possible breast abnormalities.  

Self-care independence is an essential aspect that must be developed so that children can live more independently and achieve a better quality of life. This is based on the vital role of the family in facilitating growth, development, and the formation of independence, especially for children with special needs such as those with intellectual disabilities. Children with intellectual disabilities often experience limitations in adaptive and intellectual abilities, making family support a key factor that helps them learn to perform daily activities independently. This study aims to determine the relationship between family support and self-care independence among children with intellectual disabilities at SLB Bukesra Banda Aceh. The research used a quantitative method with a descriptive-analytic design and a cross-sectional approach. The sample consisted of 40 children with intellectual disabilities selected through purposive sampling from a total of 69 registered students. The research instruments were family support and self-care independence questionnaires using the Guttman scale. The study was conducted from June 1 to June 7, 2025. The results showed that most children received good family support (82.5%) and demonstrated good self-care independence (60%). The bivariate analysis using the Chi-Square test indicated a significant relationship between family support and self-care independence (p-value = 0.001, p < 0.05). Based on these findings, it can be concluded that family support plays a crucial role in improving the self-care independence of children with intellectual disabilities. Therefore, parents are encouraged to provide consistent emotional, appreciation, instrumental, and informational support to help their children learn to care for themselves independently. Self-care independence is an essential aspect that must be developed so that children can live more independently and achieve a better quality of life. This is based on the vital role of the family in facilitating growth, development, and the formation of independence, especially for children with special needs such as those with intellectual disabilities. Children with intellectual disabilities often experience limitations in adaptive and intellectual abilities, making family support a key factor that helps them learn to perform daily activities independently. This study aims to determine the relationship between family support and self-care independence among children with intellectual disabilities at SLB Bukesra Banda Aceh. The research used a quantitative method with a descriptive-analytic design and a cross-sectional approach. The sample consisted of 40 children with intellectual disabilities selected through purposive sampling from a total of 69 registered students. The research instruments were family support and self-care independence questionnaires using the Guttman scale. The study was conducted from June 1 to June 7, 2025. The results showed that most children received good family support (82.5%) and demonstrated good self-care independence (60%). The bivariate analysis using the Chi-Square test indicated a significant relationship between family support and self-care independence (p-value = 0.001, p < 0.05). Based on these findings, it can be concluded that family support plays a crucial role in improving the self-care independence of children with intellectual disabilities. Therefore, parents are encouraged to provide consistent emotional, appreciation, instrumental, and informational support to help their children learn to care for themselves independently.

Schizophrenia is a severe mental disorder often accompanied by various psychopathological manifestations, one of which is auditory hallucinations that limit social functioning and reduce the quality of life of affected individuals. Dhikr therapy, as a psychoreligious approach, is believed to provide inner peace and reduce the intensity of hallucinatory symptoms. This study aims to evaluate the effectiveness of dhikr therapy among schizophrenia patients with auditory hallucinations who were treated at Aceh Mental Hospital. The research employed a quasi-experimental design with a pretest–posttest model and purposive sampling technique, involving 15 patients experiencing auditory hallucinations. The intervention was conducted for three consecutive days, with each session lasting 10–20 minutes and consisting of a sequence of dhikr recitations including istighfar, tasbih, tahmid, and takbir. The severity of hallucinations was measured using the Auditory Hallucination Rating Scale (AHRS). Data analysis was performed using the Wilcoxon test. The results showed a significant decrease in auditory hallucination scores with a p-value of 0.001. These findings indicate that dhikr therapy is effective in helping patients manage hallucinatory symptoms and may serve as a non-pharmacological therapeutic alternative in psychiatric nursing care for schizophrenia patients

The prevalence of social media addiction is continuously increasing worldwide, including in Indonesia. Instagram has become the most widely used platform among students aged 18–25 years. Although Instagram provides many benefits, spending too much time on the application can cause learning concentration problems, procrastination, and a decrease in Grade Point Average (GPA). The purpose of this study was to determine whether there is a correlation between Instagram social media addiction and GPA among students of the Diploma Three Nursing Program at Universitas Abulyatama. This study applied a cross-sectional quantitative correlational design. The sampling technique used proportional random sampling, involving 78 students from a total population of 362 students. The research instruments consisted of cumulative GPA data and The Instagram Addiction Scale (TIAS). The study was conducted at the Diploma Three Nursing Program of Universitas Abulyatama from April 26 to May 9, 2025. Data analysis was performed using bivariate analysis with the Chi-Square test. The results showed that the majority of respondents were in the moderate category of Instagram addiction (56 students, 71.8%), followed by the high category (22 students, 28.2%). Meanwhile, GPA distribution indicated that 35 students (44.9%) were in the very high category, 24 students (30.8%) in the high category, and 19 students (24.3%) in the moderate category. The bivariate analysis with the Chi-Square test obtained a p-value of 0.001 (≤ 0.05), indicating a significant relationship between Instagram addiction and GPA. In conclusion, there is a correlation between Instagram social media addiction and students’ academic performance. Although Instagram use is widespread, students are expected to develop good time management skills and prioritize academic responsibilities to minimize the negative impact of social media use.

Perfectionism is a personality trait that reflects high standards to be perfect, but at excessive levels. The feeling of perfectionism leads to students' mental health. One of the factors influencing perfectionism is the fear of negative evaluation, which is the fear of negative judgments from others. This study aims to investigate the correlation between fear of negative evaluation and perfectionism in students of the Diploma III Nursing Study Program at Universitas Abulyatama. The research is conducted from April 26th to May 9th, 2025. This study is a correlational quantitative design with a cross-sectional approach. The population consisted of 554 students. Of 85 respondents chosen as the sample, who were selected using a proportional random sampling technique. The data was gathered by using the Brief Fear of Negative Evaluation (BFNE) questionnaire to measure Fear of Negative Evaluation and the Perfectionism Inventory (PI) to measure perfectionism. Then, the data was analyzed by using univariate and bivariate analysis. The results prove that off out 85 respondents, the majority of students who were in the medium category of Fear of Negative evaluation were 63 respondents (74.1%), high category of fear of negative evaluation were 22 respondents (25,9%), medium category of perfectionism were 54 respondents (63,5%) and, high category of perfectionism were 31 respondents (36,5%). The result of the Chi-Square test indicates a p-value = 0,005. It can be concluded that there is a correlation between fear of negative evaluation and perfectionism among the students of the Diploma III Nursing Study Program at Universitas Abulyatama. This study is expected to serve as a reference for students and educational institutions in providing support for mental health and the development of students' character. By addressing fear of negative evaluation, universities can help students build healthier perspectives, improve self-acceptance, and balance high achievement with psychological well-being.

At the higher education level, students are expected to develop independence in their learning process. One crucial aspect that influences the achievement of self-directed learning is the ability to manage time effectively. This study focuses on the relationship between time management and self-regulated learning among students of the Diploma Three in Nursing Program at Abulyatama University. The research employed a quantitative approach using a correlational design and a cross-sectional method. A total of 85 participants were selected through proportional random sampling from a population of 554 students. The instruments used were the Time Management Questionnaire (TMQ) with a Cronbach's Alpha reliability of 0.910, and the Motivated Strategies for Learning Questionnaire (MSLQ) with a Cronbach's Alpha of 0.909. Data collection took place within the Diploma Three in Nursing Program at Abulyatama University from April 26 to May 9, 2025.The results showed that the majority of students had a moderate level of time management, with 63 students (74.1%), and a high level with 22 students (25.9%). Meanwhile, the level of self-regulated learning among students was moderate in 59 students (69.4%) and high in 26 students (30.6%). Analysis using the Chi-Square test revealed a significant correlation between time management and self-regulated learning, as indicated by a p-value of 0.000 (p ≤ 0.05). These findings suggest that students who are skilled in time management are more likely to possess higher self-regulated learning abilities. It is hoped that the results of this study will enhance students' understanding of the importance of time management, thereby encouraging them to adopt a more structured, focused, and sustainable self-learning pattern. Time management skills are believed to be a foundational element in strengthening self-regulated learning in students’ academic activities.

In the final phase of their studies, students often experience intense psychological pressure, especially when writing their final thesis. If this academic stress is not managed optimally, it can cause mental health problems, reduce internal motivation, and lead to despair in the context of education. Hardiness personality is one of the psychological characteristics that is believed to play a crucial role in dealing with such situations. Hardiness encompasses the dimensions of control, commitment, and the ability to see challenges as opportunities, thereby encouraging individuals to persevere in the face of external pressures. This study focuses on the relationship between hardiness personality and the level of stress experienced by final-year students of the Diploma Three Nursing Study Program at Abulyatama University while writing scientific papers. This study used a correlational quantitative approach with a cross-sectional design, involving 63 students selected through proportional random sampling. The Dispositional Resilience Scale (DRS) was used to measure hardiness, while the Student-Life Stress Inventory (SSI) was used to assess stress levels. Data collection took place from April 26 to May 8, 2025. To obtain valid results, data analysis was performed using the Chi-Square test with a significance level of 0.05. The research findings show a significant negative correlation between hardiness personality and stress levels in the process of writing scientific papers (p=0.004; p<0.05). Students who show high levels of hardiness tend to experience lower stress during the preparation of scientific papers, while those with low hardiness are more vulnerable to high academic pressure. Based on these results, it can be concluded that increasing hardiness in students is very important as a strategy for dealing with academic demands, especially in writing scientific papers. Thus, students are expected to be able to strengthen their self-control, commitment to the learning process, and positive perspective towards various challenges.