Mengembangkan Self Concept Siswa Melalui Model Pembelajaran Concept Attainment

Dalam pembelajaran matematika, siswa masih kurang memiliki self concept yang positif. Salah satu model pembelajaran yang dapat diterapkan untuk mengembangkan self concept siswa adalah model concept attainment. Tujuan penelitian ini adalah untuk mengetahui perkembangan self concept siswa setelah mendapatkan model pembelajaran concept attainment. Penelitian ini berbentuk one shot case study. Populasi dalam penelitian ini adalah siswa di salah satu SMK di Kabupaten Garut. Pengambilan sampel dilakukan secara purposive sampling dan diperoleh satu kelas sebagai sampel penelitian. Instrumen penelitian yang digunakan adalah angket self concept. Berdasarkan hasil analisis, diperoleh kesimpulan bahwa interpretasi self concept siswa setelah mendapatkan model pembelajaran concept attainment termasuk dalam kategori baik

Self-esteem, general and sexual self-concepts in blind people

Background: People with visual disability have lower self-esteem and social skills than sighted people. This study was designed to describe self-esteem and general and sexual self-concepts in blind people. Materials and Methods: This was a cross-sectional study, conducted in the Isfahan University of Medical Sciences in 2013-2014. In this study, 138 visually impaired people participated from Isfahan Province Welfare Organization and were interviewed for measuring of self-esteem and self-concept using Eysenck self-esteem and Rogers’ self-concept questionnaires. The correlation between above two variables was measured using Statistical Package for the Social Sciences (SPSS) software by Pearson correlation test. Results: Mean [± standard deviation (SD)] age of patients was 30.9 ± 8 years. The mean (±SD) of general self-concept score was 11 ± 5.83. The mean (±SD) of self-esteem score was 16.62 ± 2.85. Pearson correlation results showed a significant positive correlation between self-esteem and general self-concept (r = 0.19, P = 0.025). The mean of sexual self-concept scores in five subscales (sexual anxiety, sexual self-efficacy, sexual self-esteem, sexual fear, and sexual depression) were correspondingly 11 ± 4.41, 19.53 ± 4.53, 12.96 ± 4.19, 13.48 ± 1.76, and 5.38 ± 2.36. Self-esteem and self-concept had significant positive correlation with sexual anxiety (r = 0.49; P < 0.001) (r =-.23; P < 0.001) and sexual fear (r = 0.25; P = 0.003) (r = 0.18; P = 0.02) and negative correlation with sexual self-efficacy (r =-0.26; P = 0.002) (r =-0.28; P = 0.001) and sexual-esteem (r =-0.34; P < 0.001) (r =-0.34; P < 0.001). Conclusion: Self-esteem and self-concept had significant correlation with sexual anxiety and sexual fear; and negative correlation with sexual self-efficacy and sexual-esteem. © 2015 Journal of Research in Medical Sciences

Self-concept in learning disabled children : relationship to perceived competence, social support and task performance : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science at Massey University

Examined how some children with learning disabilities (LD) sustain higher levels of general self-worth despite academic difficulties. Global self-worth was examined for a relationship with academic self-concept, non-academic self-concept, and perceived social support. Self-concept was additionally examined for any relationships with task performance indicators. Data were collected from 41 students aged between 7 and 15 years using a multitrait-multimethod assessment methodology. Self-concept was assessed by the Self-Perception Profile for Children (Harter, 1985a), and perceived social support was assessed by the Social Support Scale for Children (Harter, 1985b). Task performance was assessed by a battery of academic and motor skill measures. Findings indicated that most LD children in this sample reported low levels of academically based self-concept. However, most also reported high levels of global self-worth. The study found students with high global self-concept perceived they were more competent/adequate in some non-academic domains (e.g., physical appearance and behavioural conduct), and perceived being socially supported, particularly by teachers. Perceptions of academic self-concept were not found to be as related to perceptions of global self-concept as non-academic domains. In regression analyses, perceptions of physical appearance followed by perceptions of athletic competence were found to be predictors of global self-worth. No predictors were found to be significant for academic self-concept. Classmate support predicted aspects of social self-concept (i.e., social acceptance). No pattern of significant relationships were found between task performance indicators and various domains of self-concept. Discussion includes using data to dispel myths some may have about the global self-worth of LD children as well as in intervention programmes. This study replicated and extended research in this area. Caveats and recommendations for future research are discussed

Self testing and repairing computer - A concept

STAR computer has five redundant modular function units, fixed store, arithmetic, memory, input, and output. Each unit is connected to a diagnostic control unit, each is coded for error detection and error correction. Separation into function units permits assembly of many different systems from the set of units

Longitudinal effects of task performance and self-concept on preadolescent EFL learners’ causal attributions of grammar success and failure

Learners’ academic self-concepts and attributions have been widely evidenced to substantially regulate their educational development. Develop­men­tally, they will not only oper­ate in a mu­tually reinforcing manner. Rather, self-concepts will di­­­­rectly affect learners’ out­come attri­bu­­tions in a particular academic set­ting. Current research in the English as a foreign language (EFL) context has increasingly anal­­yzed learners’ attributions and self-concepts on a task-spe­­cific construct level. Never­the­less, there still exist certain research gaps in the field, partic­ularly con­cerning learners’ gram­mar self-con­cept and attributions. There­fore, the present study aimed at anal­yzing lon­gi­tu­dinal re­­lat­ions of prior performance and self-concept with subsequent attri­bu­tions of gram­mar suc­cess and failure in a samp­le of preadolescent EFL learners. Findings demonstrated that attri­bu­tional pat­terns most­­­­ly but not en­tire­ly depended on learn­ers’ grammar self-concept. Poor per­­form­ing learn­ers hold­ing a low self-concept dis­­played a maladaptive attri­bu­tion pattern for ex­­plain­ing both gram­­­mar suc­cess and failure. Though not with respect to all causal factors, these findings largely con­firm the crucial role of task-spe­cific self-concept in longitudinally explaining re­­lated control beliefs in the EFL con­text

Who I Am: The Meaning of Early Adolescents’ Most Valued Activities and Relationships, and Implications for Self-Concept Research

Self-concept research in early adolescence typically measures young people’s self-perceptions of competence in specific, adult-defined domains. However, studies have rarely explored young people’s own views of valued self-concept factors and their meanings. For two major self domains, the active and the social self, this mixed-methods study identified factors valued most by 526 young people from socioeconomically diverse backgrounds in Ireland (10-12 years), and explored the meanings associated with these in a stratified subsample (n = 99). Findings indicate that self-concept scales for early adolescence omit active and social self factors and meanings valued by young people, raising questions about content validity of scales in these domains. Findings also suggest scales may under-represent girls’ active and social selves; focus too much on some school-based competencies; and, in omitting intrinsically salient self domains and meanings, may focus more on contingent (extrinsic) rather than true (intrinsic) self-esteem

Auto/Biographical Work as Bildung

Bildung is a concept central to auto/biography. It can best be translated as ‘educative self-formation’ and describes the importance of the life-narrative as a vehicle for self-discovery, self-understanding and self-development. Although, since its emergence in the German Enlightenment, the concept has received wide attention in the social philosophy literature it has not had extensive consideration in contemporary auto/biographical work. In this article I wish to i) introduce the concept of Bildung; ii) apply the concept to historical figures from my own doctoral research; iii) reflect upon my own educative self-formation as a result of exploring Bildung and offer some discussion of the relationship between studying the life stories of others and one’s own development

The Concept of "Self" and the "Other" in Western Movies

Melodrama has been a part of the American life since colonial time. This genre, with its \u27hero-villain\u27 or \u27black and white\u27 development of characters, has formed the idea of the American heroes. In Western films, in which the \u27local\u27 themes of westward movement on the American society are developed, melodrama treats the dichotomy of hero-villain more stereotypically. The heroes depict the concept of the American \u27self\u27 and the villains picture the \u27other.\u27 However, the development of Western film shows that the stereotypical treatment on \u27self\u27 and the \u27other\u27 undergoes some changes