This study aimed to answer the main problem whether learning achievement could be viewed from self-regulated learning, future orientation and parental support to obtain empirical support. This research used quantitative methods, the sample of 103 people. The data was collected with instruments, scale (1) self-regulated learning, (2) future orientation and (3) parental support. Learning achievement used report card grades. The results showed that learning achievement could be viewed from self-regulated learning, future orientation and parental support. It got very significant empirical support., score F reg=43,155 dan p=0,000 (p<0,01). Self-regulated learning, future orientation, and parental support provided an effective contribution of 55.4% to learning achievement. The biggest SE was from parental support 37.4%, followed by self-regulated learning 12.7%, and future orientation 6.6%. Based on the findings, the researcher suggests: (1) parents need to maximize learning support for children, strengthen emotional support, instrumental, and informative support. (2) teachers need to introduce self-regulated learning to students. (3) teachers and parents to explore the future orientation of children or students well, so that they grow stronger for a more planned future. And (4) researchers recommend the following research in elementary, junior high, senior high school and PT.
Pada umumnya tidak banyak yang bisa dilakukan oleh orang yang mengalami tunanetra. Dengan keterbatasan yang mereka miliki, membuat mereka lebih memilih untuk hanya berdiam diri di rumah atau sebagian yang lain memilih bekerja sebagai pengemis atau meminta-minta di jalanan. Namun, pilihan tersebut tidak dilakukan oleh dua orang tunanetra. Mereka memiliki semangat yang tinggi untuk bekerja demi mencapai keinginannya, menjadi pekerja seni atau pemusik dan mengajar mengaji. Walaupun kedua subjek memiliki keterbatasan, mereka bisa membuat orang lain senang dengan apa yang dilakukannya dan mereka berbahagia dengan apa yang mereka lakoni. Penelitian ini bertujuan untuk mengetahui bagaiman gambaran kebahagiaan pada penyandang tunanetra.Metode yang digunakan dalam penelitian ini adalah metode kualitatif dengan melakukan wawancara. Subjek penelitian terdiri dari 2 orang tunanetra. Hasil wawancara menunjukkan bahwa menjadi tunanetra tidak menjadi penghalang untuk mendapatkan kebahagiaan. subjek merasa tenang dan nyaman dalam menjalani kehidupannya. Tidak merasa takut dan tidak pula bersedih dengan keadaan yang mereka alami. Berani menghadapi masalah yang datang serta merasa bahagia karena tidak ada kekhawatiran yang dirasakan oleh kedua subjek. Faktor yang mempengaruhi keadaan kedua subjek adalah karena adanya rasa syukur yang besar kepada Allah Subhanahuwata’ala, berinteraksi dan berhubungan baik dengan teman, keluarga dan lingkungan sekitar, serta merasa puas dengan pekerjaan yang dijalani.
This discussion based on the reality of adolescents behavior which generally contradicts the prevailing values in the norms and practices of the community in Pontianak region, West Kalimantan, Indonesia. Most adolescents did not consider their self-identity and insufficient psychological performance. Pontianak adolescents, indicating their existence and independent from their obligations. In the humanistic existential view emphasizes self-awareness, meaning and purpose of life and responsible freedom. We tried to internalizes the indigenous values of Saprahan including the values of openness (Seanak Sekemanakan), the value of politeness, care (Senaseb Sepenanggungan), the value of togetherness (Seadat Sepusaka, Sepucuk Setali Darah) as a counseling approach based on the indigenous culture of the Pontianak-Malay community to increase awareness of self-identity of adolescents. Cultural values in counseling approach contains self-awareness of students to understand and find the meaning of life according to the moral messages in the indigenous Saprahan values, because these values are a representation of the moral and cultured youth identity.
These articles have been peer reviewed by the members of the proceeding committee [Izzanil Hidayati, Rizal Kurniawan, and Rahmadianti Aulia] and approved by the Editor-in-Chief, who affirms that this document is a truthful description of the conference's review process. Review ProcedureThe reviews were double-blind. Each submission was examined by two reviewers independently.The review procedure:1. Manuscripts submitted via the web conference will be checked in advance for suitability with the scope/theme of the conference as well as suitability with the template provided, especially for the section on writing references in APA style. 2. The received manuscript will be followed by a review process to two reviewers. Each reviewer is given about two weeks to provide input regarding the paper. Meanwhile, rejected manuscripts are manuscripts that are not in accordance with the writing standards set by the committee. 3. After the reviewer provides feedback on the paper, it will be gave back to the author for corrections based on the feedback provided by the reviewer. The author has two weeks to revise the article. 4. After the author has corrected the article, the reviewer will decide whether or not it is acceptable for publication. 5. Accepted articles will be checked again for writing in its entirety, including layout, typos, and punctuation, along with plagiarism. 6. Articles that have been checked by the editor, will be sent to the publisher. Quality CriteriaReviewers were instructed to assess the quality of submissions solely based on the academic merit of their content along the following dimensions.1. Pertinence of the article's content to the scope and themes of the conference (human behaviour, mind and body health, well being, positive psychology, e-health, modern health, nursing, medical, and public health).
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