A conducive school climate is one of the conditions that students must have to display positive academic performance. However, juvenile delinquency often results in student perception of a negative school climate. The study reported in this paper investigated the effect of student perception of a negative school climate on their academic performance in Indonesia. This is ex-post facto research in which the effect of student perception and examined retrospectively to establish causes, relationships, associations, and or their meanings. Data was collected using the perception of negative school climate scale (PNSCS) and academic performance scale (APS). The population of this study was 9,687,676 high-school students in Indonesia. The study used cluster sampling in which about 1,263 students were sampled. During the sampling of the participants for this study, the division of region's namely Western Indonesia (East Java), Central Indonesia (West Nusa Tenggara), and Eastern Indonesia (North Maluku) were taken into account. Data were analyzed using simple linear regression. The results of the study showed that student perception of a negative school climate had an effect of 58.7% on their poor academic performance. The study recommended that schools in Indonesia should create a positive school climate to create optimal student development by creating a strong commitment to peaceful thinking for all school members.
Inclusive education requires the support of parents of children with disabilities and parents of normal children so that can be carried out well. However, there are often misunderstandings about parents about this. The purpose of this study is to be able to classify parents' perceptions about the application of inclusive education in schools. Researchers interviewed 177 respondents with parents' criteria from elementary school-age children (7-12 years) in six districts in Lampung. Furthermore, the results were analyzed based on educational and socioeconomic status (ESES). There are two groups of parents' perception responses, namely a group of parents who support and a group of parents who reject, which is then classified based on cognitive, behavioral, facility and social aspects. The perception of parents with low ESES was 30 parents with 25 agreed, and 4 refused. Parents' perceptions with moderate ESES, 41 parents with 10 agreed, and 7 refused. While the perception of parents with ESES was high, as many as 38 parents with, 18 agreed, and 4 refused. In general, ESES does not affect the perception of parents.
This article discusses the relevance of students' motivation and achievement in samples in Indonesian. Motivation is the drive, the desire, the individual needs to do an activity. The level of one's motivation can be traced through the behavioral background, it is also found in the learning motivation. Motivation to learn to form achievement motivation which is an effort to achieve the best result of learning by referring to a standard of education quality. This study aims to perform meta-analysis on 20 research results in Indonesia about the relevance of motivation to learning achievement. The analysis was performed by bare bone's meta-analysis method. The results showed the correlation analysis of the population after corrected by the sample error analysis, estimated at 0.457, the population variance of 2.42 with the standard deviation of 1.55. Referring to a 95% confidence interval with an acceptance limit between -2,581 <ρ<3.495 and a value of ρ 0.457. Based on it can be concluded that there is influence between motivation to student achievement in Indonesia. PendahuluanMotivasi mendasari terjadinya perilaku individu (Guay et al., 2010). Selain itu, motivasi sangat penting untuk kehidupan sosial dan kerja (Recepoğlu, 2013) sehingga merupakan komponen penting dalam membentuk individu. Broussard & Garrison (2004) mendefinisikan motivasi sebagai "atribut yang menggerakkan kita untuk melakukan atau tidak melakukan sesuatu". Istilah motivasi berasal dari bahasa Latin verba movere, yang berarti bergerak sehingga teori motivasi berupaya membahas tentang apa yang membuat individu bergerak dan menuju kepada aktivitas yang dilakukan (Pintrich & Schunk, 2002). Berdasarkan hal demikian, dapat disimpulkan bahwa motivasi berkaitan dengan dorongan yang membuat individu melakukan berbagai aktivitas tertentu Motivasi merupakan dorongan, hasrat, kebutuhan seseorang untuk melakukan aktivitas tertentu Prasetyo & Wahyuddin, 2003;Sutikno, 2007). Sehingga motivasi dapat juga didefinisikan sebagai kekuatan yang mendorong arah dan tindakan menuju suatu tujuan. Tindakan individu dimulai dari suatu dorongan motivasi diri (Krech, Crutchfield, & Ballachey, 1962). Akibatnya, berbagai pendekatan terhadap motivasi dapat berfokus pada perilaku kognitif (seperti penggunaan pemantauan dan strategi), dan aspek non-kognitif (seperti persepsi, kepercayaan, dan sikap).Adapun menurut McNeil (1974) bahwa kemunculan motivasi didahului oleh adanya kebutuhan dan dorongan, sehingga mampu melakukan sebuah kegiatan. Motivasi merupakan keseluruhan proses interaksi antara situasi yang pendorong dan arah tujuan perilaku. Menurut Hodgkinson (1962), perilaku manusia tidak terjadi dalam suatu ruang hampa, akan tetapi berlangsung dalam konteks sosial. Motivasi pada hakikatnya merupakan faktor rangsangan yang terjadi baik secara internal maupun oleh pengaruh lingkungan eksternal yang datang dari luar. AbstractThis article discusses the relevance of students' motivation and achievement in samples in Indonesian. Motivation is the drive, the desire, the i...
The importance of peer relationships among teenagers makes them form peer groups. Peer groups are children or adolescents with the same age or maturity level. Peer interactions of the same age play a unique role among adolescents. The purpose of this study is to see the effect of peer groups on the self-esteem of Lampung and Java students. The research method used ex-post facto research with 40 research students of Grade XI SMK Negeri Talangpadang Lampung Lesson Year 2016/2017 consisting of 20 students of Lampung tribe and 20 students of Java tribe. The instrument used is a questionnaire of peer groups and self-esteem questionnaires. Data analysis technique used is a parametric statistic with regression analysis. The results showed that there is a significant influence among peer groups on student self-esteem. Peer groups contributed 34.9% of students' self-esteem, while the remaining 65.1% were influenced by other factors.
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