The ability of young people in foster independence behavior may be influenced by the social interaction of its peers. Phenomenon in the field most of the students like friends mocked when conveying ideas, some students lacked the courage to speak in front of friends and most difficult students convey their ideas to friends. The research aims to reveal how the relationship between social interaction with peers independence teenage behavior. Quantitative research methods to the type of correlational research. Student population SMP Negeri 1 Padang Panjang 703 people. Proportional sampling technique is random sampling with sample 88 people. The data analysis technique Pearson Product Moment formula with the program Statistical Product and Service Solution for windows release 17.0. There is a significant relationship between social interaction with peers independence adolescent behavior Pearson correlation of 0.389 significance level of 0.000, the relationship enough. Recommended for guidance counselor in order to improve counseling services and a facilitator to develop peer social interaction and independence behavior.
Personality competency is one of the competencies that should be possessed by the guidance and counseling teacher/counselor. The reality shows that there is guidance and counseling teacher/counselor who still has not had a good personality. The purpose of this study was to describe students perception about the competence of the teacher personality at SMP N 5 Pariaman. This research is descriptive. The study population was SMP N 5 Pariaman which totaling 380 people. Samples were determined using proportional random sampling techniques, which are 71 students. The results reveal student perceptions of competence and personality of guidance and counseling teacher/counselor is quite good.
The purpose of this study was to describe the personality of teachers in Indonesia using an analysis of students who aspire to continue their education in educational study programs in Indonesia. The research sample consisted of 1994 students, of which 668 were male and 1326 female students enrolled in several majors, such as science, social studies, language, religion, and others. Respondents were obtained through purposive sampling. Attributes and latent constructs were classified using importance-performance analysis (IPA). The results of the study indicate that there are three personality traits that need to be improved by teachers, namely being supportive, caring, and sensitive to problems. Male respondents identified seven personality traits on the priority scale that need to be improved. That is, teachers need to be communicative, broad-minded, diligent, calm, objective, authoritative, and up to date. Furthermore, female respondents indicated five personality items on the priority scale that need to be improved. That is, teachers need to be trained, communicative, diligent, responsive, and not careless. These findings can be used as input for teachers to be able to improve their personality competence. It can also become a reference for students to be able to ensure that they have a positive personality as one of the competences that prospective teachers must possess. This research forms the basis for initial considerations for counselors to provide guidance and counseling services, especially in career planning, for students who consider becoming educators as a future career.
Some theory or approach about growth can be made by base or reference to teacher in executing study in class (appling theory of development in your classroom). At this article, writer try to elaborate about applying of cognate growth theory of child to activity learn and study strategy in class.
Some theory or approach about growth can be made by base or reference to teacher in executing study in class (appling theory of development in your classroom). At this article, writer try to elaborate about applying of cognate growth theory of child to activity learn and study strategy in class.
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