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This study investigates the relationship between school well-being, growth mindset, and grit. The subjects involved in this study are students from grade 12 in high public and private schools in Purbalingga, Central Java (n=418). The research method used is quantitative method with data collection through three questionnaires, i.e., School Well-Being Scale (32 items, α=0.853); Mindset Scale (20 items, α=0.804); and Grit Scale for Children and Adult (12 items, α=0.774). Results indicated a positive affact growth mindset on school well-being, a positive affact growth mindset on grit, and confirmed the mediating role of grit. It was concluded that the effect of growth mindset on school well-being of senior high school students in Purbalingga was mediated by grit. Growth mindset in students predicts higher school well-being through the enhancement of grit. Thus, giving intervention of growth mindset and grit can be carried out by school to improve students’s school well-being.Keywords: grit, growth mindset, high schools, school well-being Tujuan dari penelitian ini adalah untuk mengetahui hubungan school well-being, growth mindset, dan kegigihan. Partisipan yang terlibat adalah siswa kelas 12 sekolah menangah atas dari sekolah negeri dan sekolah swasta di daerah Purbalingga, Jawa Tengah (n=418). Metode penelitian yang digunakan adalah metode kuantitatif dengan pengumpulan data melalui tiga kuesioner, yaitu skala School Well-Being (32 aitem, α=0.853); skala Mindset (20 aitem, α=0.804); and Grit Scale for Children and Adult (12 aitem, α=0.774). Hasil penelitian menunjukkan adanya pengaruh positif growth mindset terhadap school well-being, pengaruh positif growth mindset terhadap kegigihan, dan kegigihan terkonfirmasi sebagai mediator. Dapat disimpulkan, pengaruh growth mindset terhadap school well-being pada siswa sekolah menengah di Purbalingga dimediasi oleh kegigihan. Growth mindset pada siswa memprediksi school well-being, melalui pengembangan kegigihan. Oleh karena itu, pemberian intervensi dengan menyasar growth mindset dan kegigihan disarankan dapat dilakukan sekolah untuk meningkatkan school well-being siswa.Kata kunci: growth mindset, kegigihan, school well-being, sekolah menengah atas

Individuals with intellectual disabilities have different needs related to both sexual education and sexual development. This is caused by their significant limitations in intellectual and adaptive functioning. This is especially true for a female, when these limitations raise problems caring for herself during her menstrual period. So far, intervention to address the inability of a female with intellectual disabilities in taking care of themselves during menstruation is more focused on delivering medical procedures or manipulating the menstrual cycle through the provision of drugs such as the contraceptive pill, but these interventions carry a high risk. Therefore, alternative intervention such as psychoeducation is preferable because this intervention has a low risk. This study was conducted to determine the effectiveness of social stories and video modeling based on social learning theory, and used as an intervention program aimed to improve self-care skills on menstrual care in female adolescent with mild intellectual disabilities. With a single-case study A-B-A design, the mastery of skills on menstrual care were determined using three measures: 1) using a modified menstrual questionnaire; 2) a test on comprehension of self-care skills during menstruation; and 3) a simulation process with two types of sanitary pads (with and without wings) that both were tainted with artificial blood. The result showed: 1) an increase in the score of questionnaires about menstruation; 2) an increase in comprehension on the material; and 3) an increased in behavioral care skills during menstrual period even when the type of sanitary napkins and the bathroom used were different. The intervention program was found to be effective to improve the subject's skills and self-care during a menstrual cycle.

Penelitian ini adalah penelitian deskriptif untuk mengetahui gambaran karakter disiplin, penghargaan, dan tanggung jawab dalam kegiatan ekstrakurikuler siswa SMA. Karakter adalah aspek-aspek kepribadian yang dipelajari melalui pengalaman, latihan, dan proses sosialisasi. Kegiatan ekstrakurikuler terbagi dalam lima kategori, yaitu kegiatan prososial, olahraga, seni, keterlibatan sekolah, dan kelompok akademik. Jumlah partisipan sebanyak 95 orang. Hasil penelitian ini menunjukkan adanya perbedaan yang signifikan antara karakter disiplin dalam lima kategori kegiatan ekstrakurikuler. Olahraga memiliki nilai rata-rata tertinggi untuk karakter disiplin dan penghargaan sedangkan kelompok akadamik memiliki nilai rata-rata tertinggi untuk karakter tanggung jawab. Kata kunci: disiplin, penghargaan, tanggung jawab, kegiatan ekstrakurikuler ABSTRACT This research is a descriptive research which was held to describe discipline, respectful, and responsible characters of senior high school students who engage in extracurricular activities. Characters are personality aspects gained through experience, training, and socialization process. Extracurricular activities are divided into five different categories: prosocial, team sports, performing arts, school involvement, and academic clubs. Total participants were 95 students. The result shows that there is a significant difference among discipline character in those five extracurricular activities. Team sports category has the highest mean of discipline and respectful characters while academic club category has the highest mean for responsible character.

Mathematical achievement of the students in Indonesia is low and it can be seen in PISA and TIMSS. Mathematics is one of the subjects that require higher order thinking skills, such as metacognition. This research was conducted to find out the correlation between attitudes toward mathematics and metacognitive strategies in completing mathematics word problems among 3rd elementary students. The measurement of attitudes toward mathematics was using adapted Mathematics and Me Survey (M & MS). The think-aloud method using to measure students metacognitive strategies. Respondents were obtained from two Depok Primary Schools with 89 respondents with an age range of 8 to 10 years. The results showed a positive significant relationship between attitudes toward mathematics and metacognitive strategies (r = 0.229, p <0.05, one-tailed). From that result, it can be concluded that the more positive the students' attitudes toward mathematics, the more metacognitive strategies used in solving math word problems.