One of the most difficult challenges faced as teachers or educators is developing the potential of mental health at school especially in classroom. Educators and researchers tend to research curriculum-focused and pedagogical. Some factors such as non-cognitive like how students judge themselves, how students do not stop giving up, how students have good relationships with peers and how they feel about school are being ignored. This method is applied in the classroom based on the theory of Perma (Positive Emotions ,Engagement, Relationship, Meaningful, Accomplished) and grit that can make student strong motivation to achieve their respective goal. While positive emotions, engagement, relationship, meaningful, and accomplished function for the short-term success of students in interacting with themselves and the surrounding environment. This programme is applied to a freshman student learning group community around 17-18 years old. Experiment design used treatment by subject design which is choosen for this research. The resultof this research explained that there was a significant increase of grit in students that study group community.
Kosakata adalah hal yang penting untuk diingat oleh individu, namun terkadang individu merasa sulit untuk mengingat kosakata. Individu memerlukan sebuah metode yang dapat membantu untuk mengingat dengan mudah kosakata beserta artinya atau tidak mudah lupa dengan kosakata yang telah dipelajari sebelumnya. Keyword mnemonic merupakan salah satu cara untuk membantu individu dalam mengingat kosakata. Penelitian ini bertujuan untuk mengetahui efektifitas keyword mnemonic dalam meningkatkan kemampuan mengingat arti kosakata bahasa inggris. Subjek penelitian ini melibatkan 56 siswa SMP Negeri 13 Makassar yang belum menghafal kosakata bahasa Inggris beserta artinya. Desain eksperimen yang digunakan pada penelitian ini adalah control group posttest-only design. Hasil penelitian menunjukkan bahwa Terdapat perbedaan yang signifikan antara kelompok yang menggunakan keyword mnemonic dan kelompok kontrol. Kelompok yang menggunakan keyword mnemonic (mean=1.14) memperoleh hasil lebih tinggi dari kelompok kontrol (mean=-5.14) (p=0.000<0.05). Penelitian ini bermanfaat bagi individu yang ingin mengingat dengan mudah dan dapat digunakan dalam waktu jangka panjang. Kata kunci: Keyword mnemonic, mengingat, kosakata Vocabulary is an important thing to be remembered by the people, but sometimes people find it difficult to remember the vocabulary. Individuals need a method that can help to remember vocabulary and their meanings easily or not easily forget the vocabulary that have been studied previously. Keyword mnemonic is one of the method to assist individuals in remembering vocabulary. The purposed of this study was to determine the effectiveness keyword mnemonic to improve the ability to remember the meaning of the english vocabulary. Subjects of this study involving 56 students of senior high school of thirteen Makassar who have not memorized the English vocabulary and their meanings yet. Experimental design used in this study is the posttest-only control group design.The results showed that there are significant differences between the groups using the keyword mnemonic and control groups. The groups that use the keyword mnemonic (mean=1.14) obtain higher yields than the control group (mean=-5.14) (p=0.000<0.05). This study is beneficial for individuals who would like to recall with ease and can be used in the long term.
SL (P/66 Tahun) subjek telah pensiun dari sekolah di Malang. Asesmen yang dilakukan adalah wawancara, observasi, grafis (DAP, BAUM, dan HTP), WAIS, dan skala BAI. Dari hasil asesmen diketahui bahwa SL mengalami permasalahan kecemasan yang disebabkan oleh adanya distorsi kognitif.Kecemasan SL berasal dari tensi yang tinggi sehingga membuat SL khawatir terkena stroke.Intervensi yang digunakan untuk menangani permasalah SL ialah terapi kognitif. Proses terapi menggunakan 6 sesi dengan target subjek dapat mengubah distorsi kognitif untuk mereduksi kecemasan. Hasi intervensi menunjukkan bahwa subjek mampu mengubah distorsi kognitifnya menjadi lebih positif sehingga dapat mereduksi kecemasannya.
The purpose of this study was to determine the effect of family function on anxiety in SBMPTN exam participants who were moderated by peer social support. The sample for this study were 75 participants of Muhammadiyah Madrasah Aliyah alumni who were participants in the SBMPTN exam aged 17-29 years who were male or female. Subjects will take the 2018 SBMPTN exam in Malang. Sampling technique using non probablity quota sampling technique. This study uses a quantitative method, the analysis test uses statistical techniques with MRA (Moderated Regression Analysis) test, using SPSS 23. Software help The results show that the role of family function on anxiety has a significant negative effect and also the results of this study do not support the moderation model between family function, peer social support, and anxiety on SBMPTN exam participants.
Bullying is a phenomenon that often occurs in adolescents because at this time children are in an unstable period and are easily influenced by external stimuli. The selection and use of the right coping mechanism can help individuals to reduce the stress experienced, so they can successfully pass the stressful event. The method used in this study is a qualitative approach. Research subjects were two persons who were victims of bullying in Indonesia. Data collection tools using observation and in-depth interviews. Data analysis techniques using phenomenology generated from in-depth interview data by researchers carried out a reduction of several statements into core categories that showed the essence of participants' experiences about a phenomenon. The results of the study suggests that there are several factors that cause the subject to experience bullying, namely there are ethnic, socio-economic differences, and resistance to group pressure. The perpetrators of bullying never apologize and show no remorse when they have bullied. The form of bullying experienced is physical and verbal. Coping used by the subject is problem focused coping and emotion focused coping.
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