Student engagement is a condition of the extent to which students play an active role in the learning process by focusing on time, energy, mind, effort, feelings and making it happen in action to complete their academic tasks completely. This study aims to explore and find out the level of student engagement in the Covid-19 pandemic period seen from gender differences and the school level. Quantitative descriptive research with this survey design involves 469 students, 245 students of the junior high school, and 224 senior high school students chosen using a stratified random sampling proportionate cluster. The results showed that secondary school students in the Covid-19 pandemic period had an average level of student engagement in the medium category. This study found, there was no different level of student engagement based on gender (t (467) = -1.86). But specifically, the participation has a significant difference, while the skill, emotion, and performance do not have a significant difference. At the school level, indicate that there are significant differences in the level of student engagement (t(467)= -3.39). Furthermore, it can be seen from every indicator of student engagement skills, participation and performance have a significant difference and only an emotion that does not have it. The results of this study have implications for the planning of guidance and counseling programs in schools during the Covid-19 pandemic period, which is important to see the level of student engagement, especially in the emotional indicator. Further discussion is discussed in this article.
The development of technology and information in the modern era has had a major impact on the world of education. The challenges of educators in the future, especially guidance and counseling teachers such as drugs, pornography and others. Therefore, a guidance and counseling teacher in the modern era must now have relevant competencies in order to be able to face and solve these problems. Competence is knowledge, skills, and values that are reflected in the habits of thinking and acting of a professional. Humanist competencies are part of the personal competence and professional competence of the guidance and counseling teacher. Humanist competence will help the teacher guidance and counseling in the implementation of services, namely in looking at and behaving towards the counselee. This study aims to identify the level of humanist competence of guidance and counseling teachers in the City and District of Semarang and Junior High Schools with a sample of 108 teachers. The quantitative descriptive research method was used in this study. The results showed the level of humanist competence of guidance and counseling teachers were mostly in the very high and high categories, only a small proportion were still in the low and very low categories.
Secara kongkrit, program Kampus Mengajar di bawah payung program Merdeka Belajar Kampus Merdeka yang dikelola oleh Kementerian Pendidikan dan Kebudayaan Republik Indonesia telah memberikan kesempatan bagi mahasiswa untuk mengaktualisasikan kapasitasnya melalui program di luar perkuliahan. Program Kampus Mengajar ini telah berjalan untuk Angkatan ke-3 pada medio Februari – July 2022. Program ini dilakukan di SD Negeri 04 Tuban, Kab. Karanganyar, Provinsi Jawa Tengah. Metode pengabdian pada program ini berupa pengajaran langsung, perbantuan adaptasi teknologi, dan pendampingan administrasi sekolah. Mahasiswa mengalami penempaan empati terhadap kehidupan yang nyata, terutama di dunia pendidikan sehingga gap antara kehidupan universitas dan lembaga pendidikan tersebut sedapat mungkin terkikis. Mereka juga dapat berkontribusi aktif dan bekerjasama lintas bidang ilmu sehingga dapat meningkatkan partisipasi mereka dalam pembangunan nasional.
Penelitian ini bertujuan menurunkan perilaku tradeoff mahasiswa. Rancangan penelitian menggunakan eksperimen semu satu kelompok eksperimen. Subjek penelitian mahasiswa semester 5, sebanyak 2 siswa skor tinggi dan 3 siswa skor rendah diambil secara random. Prosedur penelitian dilakukan 8 kali pertemuan menggunakan kolaborasi tahapan Konseling Kelompok REB dengan tahapan Teknik DIBS. Hasil penelitian menunjukkan perbedaan skor sebelum dan sesudah diberikan perlakuan. Analisis data Wilcoxon diperoleh asymp sig (2-tailed) sebesar 0,041. Diduga konseling kelompok REB teknik DIBS terbukti efektif untuk menurunkan perilaku trade-off mahasiswa.
Honesty is a significant issue being investigated in the academic world due to the prevalence of dishonesty such as cheating and plagiarism among students. This research aims to examine the relationship between students' honesty and their moral disengagement and incivility perspectives. A correlational study was conducted with 636 students from two junior high schools in Central Java using cluster sampling. Participants completed the academic integrity scale, moral disengagement scale, and incivility scale. The results indicated that moral disengagement and incivility significantly predict students' honesty, as confirmed by the significant correlation (R = .41, F (13,622) = 9.57, p < .01). The study's results suggest that factors such as euphemistic labeling, dehumanization, unintentional incivility, and intentional incivility contribute to students' honesty. The findings of this study highlight the importance of addressing moral disengagement and incivility in educational settings. To promote honesty and positive behavior among students, educational institutions may consider implementing programs that address these factors and encourage positive moral reasoning and respectful behavior. Further discussion of these results is provided in the study.
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