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Jurnal Psikologi Tabularasa
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Core Subject : Social,
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Articles 5 Documents
Search results for , issue " Vol 8, No 1 (2013): Vol.8, No.1 (2013): April 2013" : 5 Documents clear
HUBUNGAN ANTARA PENGGUNAAN INTERNET DENGAN PRESTASI BELAJAR Handoyo, Ika; Djalali, M. As’ad; Noviekayati, Igaa
Jurnal Psikologi Tabularasa Vol 8, No 1 (2013): Vol.8, No.1 (2013): April 2013
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Abstract

The background of this research is the adolescence as internet user. If internet is used to something that have complication with study, it can be opinioned have positive relation with academic achievement, but, if internet is used to something that haven’t complication with study, it can be opinioned have negative relation with academic achievement. Use of internet is as an information, communication, leisure, financial transaction, and education. This study present data from rapport and survey of 140 students at GIKI 2 elementary high school. The result showed that there was not relationships between use of internet as an information, communication, leisure, financial transaction and education with academic achievement [R=0,246; R2=0,061; F=0,734; p=0,130 (p > 0, 05)], this case showed that the result is not significant. It can be concluded that the use of internet cannot be increased or decrease academic achievement.
KONSEP DIRI ADVERSITY QUOTIENT DAN KEMANDIRIAN BELAJAR SISWA Novilita, Hairina; Suharnan, Suharnan
Jurnal Psikologi Tabularasa Vol 8, No 1 (2013): Vol.8, No.1 (2013): April 2013
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Abstract

This research was conducted aiming to determine whether there is a relationship between Self-concept and Adversity Quotient by Student Independence. The research was conducted in SMP Negeri 44 Surabaya. This study uses quantitative methods. Study sample amounted to 220 students selected using stratified cluster random sampling. Retrieval of data using the three scales, namely self-concept scale, the scale of adversity quotient, and the scale independence of learning. Analysis of the data this study uses multiple regression analysis techniques, with the help of SPSS version 15.0 for Windows. The results of this study found that (1) significant relationship between self-concept and learning self-sufficiency rates obtained with r = 18.199p = 0.000 (p <0.05), (2) there was no significant relationship between adversity quotient to learn independence, prices obtained r = 1, 283 with p = 0.201 (p> 0.05), (3) there is a significant relationship between self-concept and adversity quotient, together with the independence of learning, the price obtained F = 166.286 with p = 0.000 (p <0.05). From the analysis of test results obtained also the value of R = 0.778 and R Square = 0.605. This may imply that the independent variables (self-concept and AQ) can explain the dependent variable (independent study) of 60.5%, while the remaining 39.5% which can be explained by factors other causes is not examined. These factors can be either internal factors (originating from within the individual) or external factors (factors that originate from outside the individual).
MINAT PADA PROFESI GURU, SEMANGAT KERJA DAN KREATIVITAS GURU TAMAN KANAK-KANAK Yuliani, Ninik; Pratitis, Niken Titi
Jurnal Psikologi Tabularasa Vol 8, No 1 (2013): Vol.8, No.1 (2013): April 2013
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Abstract

This research aims to find out the relationship between the interest in the profession of the teacher and the teachers morale with the creativity of the kindergarten teacher. The subject of research is the kindergarten teachers se-Gampengrejo Regency Kediri Subdistrict totaling 108 men from 32 schools kindergartens in the area. Research sample amounted to 108 people. Data retrieval using three questionnaires each interest in the profession of teachers to gauge the extent of the respondents interest in the profession of the teacher and the morale of teachers to gauge the extent of the respondents morale after becoming a teacher as well as the creativity of teachers to gauge how big the creativity of teachers by having their interest to become a teacher and their morale becomes a teacher. To use data analysis regression analysis with two predictors (variables X1 and X2) and one kriterium (variable Y). The results showed that 1) interest in the profession theacher and Creativity kindergarten correlates positively and significantly. Thus the first hypothesis of this research is acceptable. 2) teacher morale and creativity kindergarten correlates positively and significantly. Thus the second hypothesis of this research, can be accepted. 3) interest in the profession of teachers and teacher morale with the creativity of teachers kindergarten is significant. Thus the third hypothesis of this research, can be accepted. While interest in the profession and teacher morale contributed effectively amounted to 40.1%, rest of 59,9% were other factors that proved more influential to the creativity of teachers but not examined in this study.
METAKOGNISI DAN PENYESUAIAN DIRI SISWA AKSELERASI Sulistyorini, Ribka Dwi; Rahmawati, Agustin
Jurnal Psikologi Tabularasa Vol 8, No 1 (2013): Vol.8, No.1 (2013): April 2013
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Abstract

Metacognition is the ability to regulate and control the thought process. With this ability a person capable of controlling the thought processes going on yourself. Thought to be the basis of an individual to behave. By having a good metacognitive skills then the individual will be able to adjust themselves well with their social environment. This is quite important for each individual, especially for students who have the acceleration constraints in terms of adjustment. Students acceleration has tremendous potential and would be very unfortunate if potential students have hampered the acceleration due to adjustment problems with the surrounding environment. By having a good metacognition acceleration then students can control his thoughts and also can control every thing was going to do, including in terms of adjusting to. The population in this study were senior high school students are accelerated in the city of Malang as many as 177 students. The sample in this study is the accelerated student who was in class XI as many as 94 students. That used research bottom is the Purposive Sampling. The process of data analysis used were asumption test, both are normality testing and linierity testing. From linierity testing were found result  linier line with equation Y = 1,29 + 0,52X, which indicates that there is a positive relationship between metacognition with self-adjustment, so that the working hypothesis (Ha) which states there is a connection with the adjustment received metacognition .
PERBEDAAN KEMATANGAN SOSIAL DITINJAU DARI PENGALAMAN MENGIKUTI KELOMPOK BERMAIN Wulandari, Nawang Warsi
Jurnal Psikologi Tabularasa Vol 8, No 1 (2013): Vol.8, No.1 (2013): April 2013
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Abstract

Not all students who get in formal education have a considerable social maturity. This poses a problem in the first years of formal education or primary school. Social maturity is one persons development as seen from the feeling of self-assessment as well as the ability to present themselves appropriately in groups or different social environments (Hasan, 1981). The subjects involved in this study there were 80 students, consisting of: 40 students who had followed the group playing experience and 40 students who do not have the experience to follow the playing group. Criteria for study subjects was following a group play experience for at least 1 year in a row or do not have the experience to follow the play at all. The method used to collect data is observation and documentation methods. This method is used to obtain data on the social maturity. Observation of the childs behavior is done by using the method of systematic observation. This observation is used in the rating scale. Rating scale is the recording of symptoms according to their levels. In this observation used 2 people rater, the researcher and the classroom teacher. documentation methods used to obtain data on the identity of the subject, age, birth order and whether the experience to follow the playing group. The data obtained in this study will be analyzed by using 3-Way Anova, in order to see the difference between the social maturity of the child who has the experience and the play follows a group of children who do not have the experience to follow the playing group, taking into account gender and birth order. The results of data analysis obtained with F = 0.441 p = 0.000. It shows there is differences social maturity between children who had followed the group experience playing with children who do not have the experience to follow the playing group. The mean social maturity children who do not have the experience to follow the play = 150.750. The mean social maturity follow children who have experience playing group = 176.675. This suggests that the childs social maturity follow a group that has experience playing better than the childs social maturity with no experience to follow the playing group.

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