The research examined the contribution of parental beliefs and students’ self-regulated learning simultaneously toward students’ reading comprehension of junior high school in Bali. The separate examination has also been carried out namely the contribution of Balinese parental beliefs on students' reading comprehension and the contribution of students’ self-regulated learning on reading comprehension. The sample of this research consisted of 71 junior high school students and Balinese parents living in Kabupaten Karangasem, Bali. This research sample was obtained using the nonprobability sampling method through convenience sampling technique. The research used questionnaires taken from Reading Comprehension Measuring Tools in order to measure students' reading comprehension, The Parental Beliefs Questionnaire to measure parents' beliefs and Motivated Strategies for Learning. The research data were analyzed using multiple regression analysis and simple regression analysis conducted using SPSS 23 and qualitative analysis. The results showed that parental beliefs and students' self-regulated learning simultaneously influenced students’ reading comprehension in Bali. Students’ self-regulated learning also had a significantly positive effect on reading comprehension. However, Balinese’s parental beliefs did not directly contribute to reading comprehension.
Situations that parents handle affect how they parent their children and this will affect howtheir children develop later on. The aim of this research is to analyze how parenting stressaffects other factors in parent’s psychological condition, especially in their self-esteem. Thisresearch was held to parents with middle school children who live in JABODETABEK with241 participants. The scale that was used to measure parenting stress is the one that Berry andJones (1995) developed and to measure self-esteem is The Coopersmith Self-Esteem Inventorythat was developed by Ryden (1978). This research used a quantitative descriptive method todescribe parenting stress and self-esteem of participants and used simple regression analysisto measure how parenting stress affects self-esteem of middle school children’s parents. Fromthe statistical analysis it was found that parenting stress contributed negatively (t (241) = -7.330, p <0.005) to self-esteem of parents with middle school age children in JABODETABEK.The higher the parenting stress the lower self-esteem becomes. Parenting stress contributed 18percent to self-esteem that means the remaining 82 percent of a parent's self-esteem wasdetermined by other factors.
Kasus bunuh diri rentan terjadi pada kalangan mahasiswa, dengan kisaran usia 18-24 tahun. Perilaku bunuh diri tersebut didahului oleh ide bunuh diri di kalangan mahasiswa. Depresi merupakan salah satu faktor yang mempengaruhi ide bunuh diri. Penelitian ini menguji perbedaan ide bunuh diri berdasarkan pada perbedaan level depresi mahasiswa. Penelitian ini merupakan penelitian kuantitatif dengan menggunakan online survei pada mahasiswa S1 (n = 163). Analisis statistik menggunakan Anova One-Way, dan hasilnya mengindikasikan bahwa terdapat 5 level depresi mengacu pada BDI-II, yaitu: Normal, gangguan mood ringan, batas depresi klinis, depresi sedang, dan depresi berat. Uji Anova One-Way menemukan signifikansi perbedaan tingkat ide bunuh diri berdasarkan pada level depresi pada mahasiswa. Level depresi berat mempunyai kontribusi tertinggi terhadap ide bunuh diri, sedangkan level normal mempunyai pengaruh terendah terhadap ide bunuh diri. Bagi psikolog dan psikiater, temuan penelitian berimplikasi agar memberikan intervensi dan treatment yang berbeda untuk mengatasi ide bunuh diri pada mahasiswa berdasarkan pada level depresi.
Setelah melalui proses pembelajaran secara daring, siswa SMP saat ini tengah menikmati proses pembelajaran secara tatap muka. Siswa SMP menerapkan cognitive use strategy (e.g., rehearsal, elaboration, dan organization) untuk memahami materi yang diperoleh di kelas. Di sisi lain, beberapa penelitian menunjukkan perbedaan siswa laki-laki dan perempuan dalam menerapkan cognitive use strategy. Oleh karena itu, penelitian ini bertujuan untuk mengetahui perbedaan jenis kelamin dalam menerapkan cognitive use strategy pada siswa SMP di Jakarta. Penelitian ini melibatkan (n = 128) dengan menerapkan desain penelitian kuantitatif. Analisis independent sample t-test menunjukkan adanya perbedaan yang signifikan untuk jenis kelamin laki-laki dan perempuan pada cognitive use strategy dengan t (126) = 2,38, p = 0,019. Secara spesifik, siswa perempuan (M = 3,04; SD = 0,33) lebih sering menerapkan cognitive strategy use dibandingkan siswa laki-laki (M = 2,90; SD = 0,34). Hasil penelitian ini menjadi dasar untuk melakukan intervensi psikologi bidang psikologi Pendidikan untuk meningkatkan self-regulated learning siswa dengan memperhatikan cognitive use strategy pada siswa laki-laki dan perempuan.
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