The effect of social problem solving skills on coping strategy and optimism of mempengaruhi optimisme, namun berpengaruh langsung terhadap strategi coping siswa. Kata kunci: keterampilan pemecahan masalah sosial, optimisme, strategi coping, siswa SMA high school students in Bandar Lampung City, Indonesia. Objectives: This study aims to examine the social effects of problem solving skills on optimism and coping strategies in 120 high school students in Bandar Lampung City. Methods: A comparative or ex-post causal causal study with data collection using conventional survey techniques. The research instrument was adapted from 5-Lickert scale of social problem solving inventory-revised (SPSI-R). The data of this study were analyzed using ANOVA test and multiple linear regression. Findings: Multiple linear regression test for social problem solving skills-optimism and social problem solving skills-coping strategy have sig value 0.760 and 0.000, respectively. Conclusions: Social problem solving skills did not affect optimism, but directly affected students' coping strategies
An Investigation of the relationship among metacognition, student's self regulated learning and learning motivation. The purpose of this study is to examine the relationships among metacognition, self-regulation, and learning motivation. The sample of study consists of 130 secondary education students who were enrolled in different programs at Bandar Lampung, in Lampung. In this study, Metacognitive Learning Inventory-Science Scale adapted from An & Co (2014) was used. The relationships among metacognition (a), self-regulation (b), and learning motivation (c) were examined using correlation analysis and the hypothesis model was examined using multiple regression analysis. In correlation analysis, metacognition, and self-regulation were found positively (respectively r (a-b) = 0,430; r (a-c) = 0,584; r (b-c) = 0,497; p < 0,01). According to results metacognition was predicted positively by self-regulation and learning motivation (respectively R 2 (a-b) = 18,5%; R 2 (a-c) = 34,1%; R 2 (b-c) = 24,1%).
The main problem in this study is the low self-confidence of students which is characterized by feelings of shame when they will argue in front of friends in a group atmosphere. The research participants were six students of SMP Negeri 3 Palu, and questionnaires on student self-confidence as the instrument. The collected data were analyzed descriptively and inferentially using the Wilcoxon sign rank test formula. The descriptive analysis revealed that five students had low self-confidence before attending group guidance with the home room technique, while one student had moderate self-confidence. There was an increase in students' self-confidence after attending group guidance services with the home room technique, with five students having moderate self-confidence and one having high self-confidence. The inferential analysis revealed a significant difference in student self-confidence before and after receiving the home room technique group guidance service.
This research aimed to determine the level of difficulty of the Supervising Teacher in Mastering the Concept and Praxis of Assessment to Understand the Conditions, Needs, and Problems of the Counselee. This research used survey research methods with descriptive quantitative research. The population of the research was 160 guidance and counseling teachers who were taken by using proportional sampling techniques from each regional representative, so that 50 teachers of guidance and counseling were obtained. The data collection is collected through understanding tests. The data analysis is used descriptive quantitative analysis. The results of the study showed that the Level of Teacher Difficulties in Mastering the Concept and Praxis of Assessment to Understand the Conditions, Needs, and Problems of the counselees in the very low category with a percentage of 44%. This is supported by the results of the respondents' justification analysis that the level of understanding of the concepts and assessment praxis in guidance and counseling teachers in schools is in the moderate category with only 16%. Keywords: counselor competence, assessment, mastery of concept and prescriptive assessment, teacher guidance and counseling
Students' mental strength in higher education plays a very important role in academic success, especially for gifted student. Many findings indicated that there were a few academically gifted students without troubles. This research was conducted to produce a counseling service strategy by combining religious aspects with aspects that are always used in human daily life in displaying certain behaviors. The strategy developed by author was applied to 23 the final year gifted students whom had non-technical problems related to student motivation and emotions. Treatment was done to help strengthen the mental of gifted students in achieving academic success in the form of completing studies in a timely manner. Student's mental strength was observed from several indicators which were part of the content of the strategy developed. The development of mental strength of students after being given treatment was reviewed using the results of the questionnaire interpretation that had been filled by students, which were then analyzed qualitatively. The results showed that religious counseling services with strategies developed could help gifted students to have aspects of behavior that were very important to themselves, so that there were no obstacles that arise in themselves to achieve academic success through the completion of timely studies with satisfactory results.
Exploring Pre-Service Teachers' Personal Preference and Implications for Teacher Education. Objectives: The purpose of this research is to describe and map the aspects of deference, order, succorance, change, and aggression of pre-service teachers. Method: This descriptive-quantitative research was conducted in the Faculty of teacher Training and Education, University of Lampung. 247 student teachers were selected form 4 different study programs. Edward Personal Preference Schedule (EPPS) test was administered. Findings: The findings suggest that the four different study programs employ different level of preference in relation to their preparation as a teacher. Conclusion: These differences are believed to have impact on teacher education variance.
The outbreak of the Corona Virus Disease 2019 (Covid-19) pandemic since December 2019 until now requires all teaching and learning activities for students to be temporarily carried out at home. This needs to be done in order to minimize mass physical contact so that it can break the chain of spreading the virus. To fill the teaching and learning activities that must be completed in this academic year, the government has adopted a policy of learning to be carried out through distance learning using online media (on the network), either using a cellphone, PC, or laptop. Online learning that has been running, makes teachers also cause stress because of the large number of classes and students and demands from conditions or praxis that cause many problems. In an emergency situation, the teacher at that time had to act quickly so that learning could run effectively. Teachers need to be quick to take action and manage classes remotely. This includes managing materials and tasks of very short duration. In a short period of time there are obstacles that occur both from the side of the teacher and the students.When experiencing stress, the body will unconsciously manage stress. Management in dealing with stress is a way to increase his immunity to stress. Effective stress management will result in permanent adaptation, giving rise to new habits or improvements from old situations, while ineffective stress management will end up being maladaptive, namely deviant behavior and harm to oneself and others.
Tujuan dari kegiatan pengabdian kepada masyarakat ini adalah membantu meningkatkan kesadaran remaja tentang pentingnya sehat secara sosial serta membantu pemerintah Daerah Lampung Selatan mengurangi permasalahan-permasalahan sosial khususnya masalah sosial remaja. Masa remaja merupakan masa transisi dari masa anak-anak ke masa dewasa. Dianggap dewasa belum, dianggap anak-anak juga bukan. Oleh karenanya remaja perlu didampingi secara psikososial supaya remaja bisa berkembang secara baik dan sesuai yang diharapkan oleh orang tua. Salah satu permasalahan remaja adalah masalah pencarian jati diri. Melihat situasai seperti ini timbul keiginan untuk mendampingi remaja dan bekerjasama dengan para tokoh masyarakat di Desa Merak Belantung Lampung Selatan untuk memberikan bimbingan dan penyuluhan serta pendampingan kepada para remaja warga di desa tersebut. Hal itu dilakukan supaya warga sadar akan pentingnya sehat secara sosial dan membantu pemerintah mengatasi masalah sosial remaja. Metode kegiatan untuk pengabdian kepada masyarakat ini menggunakan program Support Group, yang didalamnya akan ada kegiatan bimbingan, penyuluhan dan pendampingan psikososial kepada remaja di Desa Merak Belantung Lampung Selatan. Jika ini terealisir maka insyaalah permasalahan sosial remaja di Desa Merak Belantung Lampung Selatan akan teratasi. Salah satu kebanggaan kota Desa Merak Belantung adalah memiliki banyak tempat wisata yang ramai dikunjungi oleh para wisatawan baik lokal maupun domestik bahkan internasional. Keberadaan pariwisata tersebut idealnya memberi kontribusi kepada masyarakat khususnya remaja untuk berfikir dan bertindak sesuai norma-norma sosial masyarakat Desa Merak Belantung Lampung Selatan. Kenyataannya para remaja malah terpengaruh dengan lingkungan wisata yang relatif bebas tersebut. Disinilah urgensi pengabdian kepada masyarakat ini dilakukan. Keberadaan tempat wisata seharusnya tidak mengurangi untuk menjadi remaja yang sholeh secara pribadi, sosial dan spiritual. Kesimpulan dari pengabdian ini adalah (1) Support group therapy yang diberikan membuat informan mengenali dirinya, memahami bahwa setiap orang memiliki kelebihan dan kekurangan dan juga sejarah masing-masing, serta bisa menerima dirinya; (2) Support group therapy yang telah dilaksanakan mampu memberikan fungsi terapeutiknya terhadap kelompok, yaitu sebagai faktor dukungan (supportive factors), faktor keterbukaan diri dan katarsis, faktor belajar kebijaksanaan atau kearifan dari anggota kelompok lainnya, serta faktor-faktor psikologis yang berkaitan dengan bagaimana menjalin hubungan dengan orang lain dan bagaimana memahami diri sendiri.
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