This study aims to determine the relationship between academic self-concept, academic self-efficacy, self-esteem and academic procrastination. To achieve these goals, used a correlational study design. The population used in the study are students of Junior High School in Malang, the sample totaled 393 students obtained through a multistage random sampling method of sampling. To measure academic self-concept, academic self-efficacy, self-esteem and academic procrastination, use a scale of academic self-concept, academic self-efficacy scale, the scale of self-esteem and academic procrastination scale that has been tested for validity and reliability. The results showed that each variable that academic self-concept, academic self-efficacy and self-esteem negatively related to academic procrastination and together these three variables affect the academic procrastination.
This research aimed at examining the difference between the effects of problem-based learning strategy and conventional strategy on vocational school students' critical thinking skills in civic education. The research design used in this study was experimental design with nonequivalent pretest and posttest control group design. The data collection was conducted by using critical thinking instrument adapted from Watson Glasser Appraisal with the dimension of inference, recognition of assumptions, deduction, interpretation, and evaluation of argument. The data analysis technique utilized descriptive statistics and t-test. The analysis results showed that the mean of problem-based learning strategy was 50.79, while the mean of the conventional strategy was 28.79, and the t-score for the difference between the effects of problem-based learning strategy and conventional strategy was 16.874 with the significance level of 0.000. The result showed that there was a difference between the effects of problem-based learning strategy and conventional strategy on vocational school students' critical thinking skills in civic education subject.
<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> This study aims to produce a guide to awareness training to resolve conflicts constructively using the media wayang golek for junior high school student. This training guide is teaching material that contains material, steps in training activities, and evaluation. This research and development procedure adapted from the development of Borg and Gall which carried out six stages, namely (1) preliminary study, (2) planning, (3) product development (4) product validation, (5) product revision, and (6) final products. The analytical technique used in this Research and Development uses Descriptive analysis, which is to describe each assessment item given by experts and prospective users. Based on the results of analysis that have been obtained from puppet experts, Guidance and Counseling, Learning Media and Prospective Users, it can be concluded that the guideline of awareness training to resolve conflict constructively using puppet golek media meets the criteria of acceptance both theoretically and practically. Suggestions for future researchers are that this research is only to test experts and prospective users, so there needs to be an effectiveness test to find out the effectiveness of this product guide.</p><p class="Abstract"><strong>Abstrak:<em> </em></strong>Penelitian ini bertujuan untuk menghasilkan panduan pelatihan kesadaran menyelesaikan konflik secara konstruktif menggunakan media wayang golek untuk siswa SMP. Panduan pelatihan ini adalah bahan ajar yang berisi materi, langkah kegiatan pelatihan, serta evaluasi. Prosedur penelitian dan pengembangan ini mengadaptasi dari pengembangan Borg and Gall yang dilakukan enam tahap, yaitu (1) studi pendahuluan, (2) perencanaan, (3) pengembangan produk, (4) validasi produk, (5) revisi produk, dan (6) produk akhir. Teknik analisis yang digunakan dalam Penelitian dan Pengembangan ini menggunakan analisis deskriptif yaitu dengan mendiskripsikan setiap butir penilaian yang diberikan oleh para ahli dan calon pengguna. Berdasarkan hasil analisis yang telah diperoleh dari ahli wayang, Bimbingan dan Konseling, Media Pembelajaran, dan Calon Pengguna, dapat disimpulkan bahwa panduan pelatihan kesadaran menyelesaikan konflik secara konstruktif menggunakan media wayang golek memenuhi kriteria keberterimaan secara teoritik maupun praktik. Saran bagi peneliti selanjutnya yaitu penelitian ini hanya sampai uji ahli dan calon pengguna, jadi perlu adanya uji efektivitas untuk mengetahui keefektifan produk panduan ini.</p></td></tr></tbody></table></div>
This research aims to developing the creative problem solving manual for preventing bullying among junior high school students which acceptable on accuracy, utility, and implementatively. This research method is adapted from procedural research and development Borg & Gall model (1983). Expert and prospective user analyzed by inter-rater agreement (Grinnell, 1988). Agreement result of 3 guidance and counseling experts from accuracy aspect is high, utility is high, and implementatiely is very high. Agreement of 3 prospective users from accuracy is high, utility is high, and implementatively is very high. The conclusion of the test is, this training guide product acceptable.
Abstract:This study aims to develop a training guide in emotion management skills to prevent bullying behavior for junior high school students. The method used is the research and development model. The trial subjects in this study included guidance and counseling experts, psychology experts, educational technology expert, and school counselors. Instruments used are the scale of emotion management skills for students, expert assessment instruments and counselors assessment instruments. Data from the assessment of guidance and counseling experts, psychology experts, educational technology expert, and three school counselors from three different schools in Malang showed that the developed product is acceptable and feasible to be used for the improvement of emotion management skills as a preventative effort of bullying behavior for junior high school students.Keywords: training guides; emotion management skills; bullying; junior high school Abstrak: Penelitian ini bertujuan untuk mengembangkan panduan pelatihan keterampilan mengelola emosi sebagai upaya preventif perilaku bullying siswa Sekolah Menengah Pertama (SMP). Metode yang digunakan dalam penelitian ini ialah model penelitian dan pengembangan. Subjek uji coba pada penelitian ini melibatkan ahli bimbingan dan konseling (BK), ahli psikologi, ahli teknologi pendidikan (TEP) dan konselor sekolah. Instrumen yang digunakan adalah skala keterampilan mengelola emosi untuk siswa, instrumen penilaian ahli dan instrumen penilaian konselor. Data hasil penilaian dari ahli BK, ahli psikologi, ahli TEP dan tiga konselor sekolah di tiga sekolah berbeda Kota Malang menunjukkan bahwa produk yang dikembangkan dapat diterima dan layak digunakan untuk peningkatan keterampilan mengelola emosi sebagai upaya preventif perilaku bullying siswa SMP.Kata kunci: panduan pelatihan; keterampilan mengelola emosi; bullying; SMP Salah satu dari berbagai faktor yang memengaruhi kegagalan ketercapaian tujuan pendidikan adalah masih banyak kasus penyimpangan perilaku yang mayoritas dilakukan oleh siswa. Rendahnya kontrol dan kurangnya kemampuan guru dalam memberi keterampilan pribadi siswa juga menjadi faktor yang berpengaruh (Djuwita, 2006). Salah satu bentuk perilaku menyimpang atau maladaptif siswa yang terlihat di sekolah adalah bullying. Bullying telah dikenal sebagai masalah sosial dalam kalangan anak-anak sekolah (Krahe, 2005). Hasil survei yang dilakukan lembaga swadaya masyarakat Plan International dan International Center for Research on Women (ICRW) yang dirilis awal maret 2015 memaparkan 84% anak Indonesia mengalami kekerasan di sekolah (Qodar, 2015), bahkan 91% anak Indonesia tahu tentang cyberbullying (Michaud, 2012).
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