Peran Bimbingan Belajar Orang Tua Terhadap Disiplin Belajar Siswa

Elvira, Bella; Sukmanasa, Elly; Muhajang, Tatang

doi:10.33751/jppguseda.v2i2.1452

Cited by 6 publications

(4 citation statements)

References 2 publications

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“…owned by students (Wirawan et al, 2018). This is in line with other research which states that parental tutoring is a process of assistance provided by parents to their children in learning so that they become independent individuals (Elvira et al, 2019). When students apply disciplinary behavior, existing problems can be resolved, so that when students achieve learning success, students cannot be separated from various factors that affect their learning, both internal and external factors.…”

Section: Discussionsupporting

confidence: 73%

Verbal and Non-Verbal Reinforcement Approaches On Emotional Control To Increase Elementary School Students’ Confidence

Attakhidijah

Muhroji²

2022

j. ilm. sekol. Dasar

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There are still many teachers who sometimes don't realize that emotional intelligence and self-confidence have a related unity where if someone has been able to control himself and have emotional intelligence, students will be able to place themselves in all situations. Verbal and non-verbal approaches are used to be able to motivate someone such as praise, and applause. This study aims to analyze how verbal and non-verbal approaches are in controlling emotions so that they can make students have individual self-confidence. In this study, this research method used a qualitative descriptive method with data collection, namely observation, interviews, documentation and directly involved in finding the necessary information. The subjects of this study were elementary school students. The data analysis technique used by the authors in this study is through four sub-processes, namely data collection, data reduction, data display and data verification. The results that the researchers got were that with verbal and non-verbal approaches they could control students' emotions and have self-confidence, such as self-responsibility, self-confidence, and ability to accept criticism and suggestions from others.

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Section: Discussionsupporting

confidence: 73%

Verbal and Non-Verbal Reinforcement Approaches On Emotional Control To Increase Elementary School Students’ Confidence

Attakhidijah

Muhroji²

2022

j. ilm. sekol. Dasar

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“…Salah satu hasil penelitian menunjukan bahwa terjadi penurunan motivasi belajar siswa saat pembelajaran daring (Cahyani et al, 2020;Puspitasari, 2020), guru kurang maksimal dalam memberikan materi pembelajaran dan terganggunya proses pembelajaran yang menyebabkan tidak tercapai tujuan pembelajaran dan penilaian pada siswa terbatas hanya sekedar penilaian kognitif saja (Al Hakim & Azis, 2021;Prijowuntato, 2021). Keberhasilan pembelajaran daring tidak hanya dipengaruhi dari peran teknologi saja, tetapi juga dipengaruhi dari kualitas sumber daya manusia, implementasi pembelajaran daring di SD dapat terlaksana dengan baik apabila adanya kerjasama antara guru, siswa dan orang tua dalam belajar dirumah (Elvira et al, 2019;Junianto & Wagiran., 2013;Yunitasari & Hanifah, 2020).…”

Section: Pendahuluanunclassified

Bagaimana Proyek Dapat Mengembangkan Keterampilan Kolaboratif Peserta Didik SD?

Rati

Astawan

2022

JP2

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Pembelajaran daring membuat keterampilan kolaboratif dan hasil belajar siswa menurun. Maka diperlukan model pembelajaran yang tepat dan mampu mendukung pembelajaran daring menjadi lebih optimal dan efektif. Penelitian ini bertujuan untuk menganalisis pengaruh pembelajaran berbasis proyek terhadap keterampilan kolaborasi dan hasil belajar muatan IPA dari siswa kelas V. Jenis penelitian yang dilakukan ini termasuk jenis quasi experiment, dengan rancangan penelitian menggunakan rancangan post test only control group design. Populasi dalam penelitian ini adalah siswa kelas V sekolah dasar. Pengambilan sampel dilakukan dengan tehknik group random sampling. Pengumpulan data tentang hasil belajar dilakukan dengan metode tes dan keterampilan kolaboratif dilakukan dengan menggunakan kuesioner. Data hasil penelitian diolah dengan menggunakan MANOVA. Hasil penelitian menunjukan bahwa terdapat pengaruh yang signifikan pembelajaran dengan menggunakan perangkat pembelajaran berbasis proyek terhadap keterampilan kolaboratif siswa. Kedua, terdapat pengaruh yang signifikan pembelajaran dengan menggunakan perangkat pembelajaran berbasis proyek terhadap hasil belajar muatan IPA siswa kelas V. Ketiga, secara simultan, terdapat pengaruh yang signifikan pembelajaran dengan menggunakan perangkat pembelajaran berbasis proyek terhadap keterampilan kolaborasidan hasil belajar muatan IPA siswa kelas V.

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“…Selanjutnya Mulyaningsih (2016) menyatakan bimbingan belajar orang tua yaitu proses bantuan yang diberikan orang tua kepada anak ketika mendapatkan kesulitan dalam kegiatan belajar. Elvira et al (2019) yang menyatakan bimbingan belajar orangtua adalah proses bantuan yang diberikan oleh orangtua dalam belajar kepada anaknya agar dapat menjadi pribadi yang mandiri, pribadi yang mengatasi dan menyelesaikan berbagai permasalahan yang dihadapi dalam kegiatan belajar. Kesimpulannya bimbingan belajar orangtua adalah proses pemberian bantuan oleh orang tua kepada anak dalam kegiatan belajarnya, mulai dari motivasi anak untuk belajar, memberi bnatuan dalam hal mengatasi kesulitan belajar, menyediakan sarana (alat) untuk belajar, mengawasi anak dalam belajar, dan mengenal kesulitan anak dalam belajar Takdir (Pranata et al, 2014) menyatakan faktor yang mendukung keberhasilan pendidikan anak di antaranya peran orang tua merupakan yang paling dominan.…”

Section: Pendahuluanunclassified

Pengaruh Bimbingan Belajar Orangtua Terhadap Disiplin Belajar Siswa Sekolah Dasar

Ansel

Pawe

2021

Pri.Mag.:J.I.K

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The purpose of this study was to determine the effect of parental tutoring on the learning discipline of elementary school students in group, Kelimutu sub-district. The approach in this research is done quantitatively with the research method is correlational research. The research population was all elementary school students in group 1, Kelimutu sub-district, Ende district, as many as 432 students with a purposive sampling technique, so that the sample in this study were students in grades IV-VI of elementary school group 1, Kelimutu district, totaling 80 people. The data collection method used a questionnaire, namely a parent learning guidance questionnaire and a student learning discipline questionnaire. Analysis of research data was carried out to test descriptive statistics, test data normality and test data linearity, as well as test hypotheses. The results showed that the value of the regression equation Y=4.677+0.931 indicates the direction of the regression equation is positive. The value of F count = 325.726 > F table = 3.96 with a significance value of 0.000 <0.05, meaning that there is a significant effect of the parental tutoring variable on the student learning discipline variable. The coefficient of determination test obtained an Rsquare value of 0.807 or 80.7%, meaning that student learning discipline is influenced by parental tutoring with a magnitude of influence of about 80.7% showing a very strong influence while the rest is influenced by other factors. In conclusion, the higher the parental guidance, the higher the student's learning discipline, on the contrary, the lower the parental guidance, the lower the student's learning discipline.

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Peran Bimbingan Belajar Orang Tua Terhadap Disiplin Belajar Siswa

Cited by 6 publications

References 2 publications

Verbal and Non-Verbal Reinforcement Approaches On Emotional Control To Increase Elementary School Students’ Confidence

Verbal and Non-Verbal Reinforcement Approaches On Emotional Control To Increase Elementary School Students’ Confidence

Bagaimana Proyek Dapat Mengembangkan Keterampilan Kolaboratif Peserta Didik SD?

Pengaruh Bimbingan Belajar Orangtua Terhadap Disiplin Belajar Siswa Sekolah Dasar

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