ABSTRAKPenelitian ini bertujuan untuk mengetahui hubungan antara kecerdasan emosi dengan perilaku bullying pada siswa kelas X Tata Boga di SMK Negeri 3 kota Bengkulu. Sampel penelitian berjumlah 64 orang siswa yang diambil dengan teknik simple random sampling dari seluruh kelas X. Penelitian ini adalah penelitian deskriptif kuantitatif dengan teknik korelasi. Instrumen yang digunakan dalam penelitian ini adalah kuesioner kecerdasan emosi dan kuesioner perilaku bullying. Data dianalisis dengan menggunakan korelasi product moment Pearson. Hasil penelitian menunjukkan adanya hubungan negatif yang signifikan antara kecerdasan emosi dengan perilaku bullying dengan rxy sebesar -0,463, (p<0,05). Hal ini menunjukkan bahwa terdapat hubungan negatif antara kecerdasan emosi dengan perilaku bullying, artinya semakin tinggi kecerdasan emosi semakin rendah perilaku bullying, dan sebaliknya. Kata kunci : kecerdasan emosi, perilaku bullying
This study aims to describe the relationship between self-efficacy and emotional intelligence with students' academic procrastination in distance learning during the covid-19 pandemic at MAN Bengkulu City. The population of this research is class XI students with a sample of 245 students taken by proportional random sampling technique. The instruments used were self-efficacy, emotional intelligence and academic procrastination questionnaires. Data analysis used multiple linear regression. The results showed (1) the level of students' academic procrastination (2) self-efficacy (3) the majority of emotional intelligence was in the high category (4) there was a significant negative relationship between self-efficacy and students' academic procrastination with t_count -18,615 p < 0.05 , (5) there is a significant negative relationship between emotional intelligence and students' academic procrastination with t_count -13,854 p < 0.05, (6) there is a significant negative
An argument in academic writing is an essential element; it is used to convince readers that the writer's opinion or claim can be acceptable. However, this may be problematic for university students or new writers especially when writing in a language other than their first language such as Indonesians who take an international English writing test. The aim of this study is to identify and describe the rhetorical features of successful academic IELTS essays. Sixty academic essays were taken from six different common topics with band scores 8-9 (high quality essays) and were analyzed on elements of argument following Toulmin (1979). The results show that: a) the common sections found in the essays are lead in, thesis statement and deduction; b) the common elements of argument in the essays are claim, data and warrant; and c) the common types of argument structures of the essays are simple argument structure and strong argument structure. This implies that the essay sections, argument elements and argument structure can be used to describe the quality features of IELTS essay organization. It is suggested that in order to be able to write good quality essays in English, test takers must have a good command of essay sections, argument elements and argument structure type of good quality essays.
Kegiatan kepramukaan merupakan suatu proses pendidikan dalam bentuk kegiatan bagi anak yang dilaksanakan diluar pendidikan keluarga yang menggunakan prinsip dasar kepramukaan. Peranan pramuka dalam pembentukan karakter peserta didik merupakan suatu permasalahan yang unik untuk diteliti. Dalam penelitian ini menggunakan metode penelitian kualitatif dan yang akan dibahas yakni Pramuka penggalang. Pramuka penggalang adalah peserta didik dalam gerakan pramuka yang berusia antara 11-15 tahun. 1) kegiatan yang menantang dan menarik serta mengandung pendidikan yang sesuai dengan perkembangan rohani dan jasmani peserta didik dalam proses kegiatan pendidikan pramuka yang dilaksanakan pramuka penggalang SD Negeri 10 Kesiman ada dua belas kegiatan : Pembentukan Kelompok Baru, Sandi merah putih, Perang Sandi, Merayakan HUT Pandu Sedunia, Sketsa Panorama, Peta Pita, Kompas, Keterampilan Pertolongan Pertama Gawat Garurat, Ketangkasan Pionering, Kegiatan Pengembaraan, Wide Game dan Perkemahan. Kegiatan untuk Pramuka Penggalang harus sesuai dengan kondisi rohani dan jasmaninya serta mampu meningkatkan lima area pengembangan pribadinya yang dikemas secara menarik, menantang dan menyenangkan serta bervariasi : Area Pengembangan Spiritual, Area Pengembangan Emosional, Area Pengembangan Sosial, Area Pengembangan Intelektual dan Area Pengembangan Fisik.
The purpose of this study was to produce mathematics teaching materials based on the JUCAMA Learning Model to Improve Problem Solving and Mathematical Communication Skills of Students in Class VII SMPN 3 Sindang Kelingi, Rejang Lebong Regency. This research is a development research using a modification of the 4-D development model (Define, Design, Develop, Disseminate) which is limited to the 3rd stage. The subjects of this study were 30 students of Class VII SMPN 3 Sindang Kelingi, Rejang Lebong Regency. Based on the results of the study, it can be concluded that: Mathematics teaching materials based on the JUCAMA learning model are valid, practical, and effective. The results of the development of mathematics teaching materials based on the JUCAMA learning model can improve problem solving skills with an average achievement of 79.8% which is classically included in the high category and can improve mathematical communication skills with an average achievement of 81% which is classically included in high category. Conclusion. Mathematics teaching materials based on the JUCAMA learning model can improve students' problem solving and mathematical communication skills, besides that the teaching materials developed are valid, practical, and effective in orienting students through solving and proposing mathematical problems. Keywords: Learning Materials, Learning Model JUCAMA, Problem Solving Ability, Mathematical Ability Communication
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