Effectiveness of face-to-face and webinar combination in increasing understanding on school wellbeing for elementary headmasters in Yogyakarta Special Region

Kartika Nur Fathiyah, Department of Psychology, Universitas Negeri Yogyakarta, Indonesia
Diana Setiyawati, Faculty of Psychology, Universitas Gadjah Mada, Indonesia


This research aims to determine the effectiveness of face-to-face and webinar combination in increasing elementary school headmasters’ comprehension on School Wellbeing in Yogyakarta Special Region.This study used a quasi-experimental design. The subject of the research is 29 elementary school headmasters across Yogyakarta Special Region (abbreviated as DIY) that have participated in pretest, initial face-to-face session, webinar sessions, final face-to-face session, and posttest. The data analysis used t-test analysis using SPSS version 21 to analyze School Wellbeing, pre and post training.The result of the research shows that the combination of face-to-face and webinar sessions is proven effective to increase the comprehension on School Wellbeing of elementary school headmasters across DIY. However, after being reviewed from the process, the training session needs to be revised considering that many of the participants did not follow the entire session due to the clashing of participants’ personal schedule and training session.


face-to-face; headmaster; school wellbeing; understanding; webinar

Full Text:



Agnes, W.S.K. (2012). Relationship between participation in the webinar & students’ behavior & engagement in online learning. Thesis. Canada, Toronto: University of Toronto.

Borgenson, D. & Dino, J. (2012). The feasibility, perceived satisfaction, and value of using synchronous webinars to educate clinical research professionals on reporting adverse events in clinical trials: A report from the children’s oncology group. Journal of Pediatric Oncology Nursing, 29(6), 316-322.

Cook, T.D. & Campbell, D.T. (1979). Quasi experimentation: Design and analysis issues for field setting. Boston, MA: Houghton Mifflin.

Dehuff, P.A. (2013). Student’s wellbeing & sense of belonging: A qualitative study of relationship and interactions in a small school district. Dissertation. Washington, WA: Washington State University.

Grant, A. (2009). Webinars at Lousiana Virtual School. Principal Leadership, 9(9), 64-66.

Hamilton, M. & Redmond, G. (2010). Conceptualization of social emotion wellbeing for children, young people, & policy implications. Sydney, NSW: Social Policy Research Centre.

Moorhead, C. (2009). Getting the most from a webinar event. Security Dealer & Integrator, 38-39.

Reinke, L.F., Griffith, R.G., Wolpin, S., Donesky-Cuenco, D.A., Kohlman, V.C., & Nguyen, H.Q. (2011). Feasibility of a webinar for choaching patients with Chronic Obstructive Pulmonary Disease on end of life communication. American Journal of Hospice & Pallative Medicine, 28(3), 147-152.

Stein, G.H., Shibata, A. Bautista, M.K., & Tokuda, Y. (2010). Webinar: An initial experience with web-based real time interactive clinical seminars for Japaneese medical students. General Medicine, 11, 87-90.

Setiyawati, D. & Hamsyah, F. (2015). Web-based training: Being a visionary principal-Menjadi kepala sekolah visioner. Report of Community Service Grant. Yogyakarta: Fakultas Psikologi UGM.

Thomas, N. (2016). Conceptualizations of children wellbeing at school: The contributions of recognition theory. Childhood, 1-5.

Verma, S., Sharma, D., & Larson, R.W. (2002), School stress in India: Effects on time and daily emotions. International Journal of Behavioral Development, 26(6), 500-508.

Watson, D., Emery, C., & Bayless, P. (2012). Children’s social & emotional wellbeing in schools: A critical perspective. Bristol: Policy Press.

Zhang, X.. Tze, V.M.C., Buhr, E., Klassen, R.M., & Daniels, L.M. (2015). A cross-national validation of the academic expextations stress inventory with Chinese and Korean high school students. Journal of Psychoeducational Assesment, 1-7. doi: 10.1177/0734282915599460.

DOI: https://doi.org/10.21831/pri.v1i1.21193


  • There are currently no refbacks.

Copyright (c) 2018 Kartika Nur Fathiyah, Diana Setiyawati

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Our Journal is Indexed by:

sinta scholarcrossref


View the journal's visitor statistics
e-ISSN: 2614-7041 | p-ISSN: 2614-0403

Creative Commons License
Psychological Research and Intervention is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at https://journal.uny.ac.id/index.php/pri.