PEMBANGUNAN SISTEM INFORMASI PENGADAAN INFRASTRUKTUR PENDIDIKAN (STUDI KASUS DI FSM UNIVERSITAS DIPONEGORO)

Infrastruktur pendidikan di perguruan tinggi sudah sejatinya akan selalu mengalami pembaruan dalam frekuensi yang cukup tinggi. Pengadaan infrastruktur pendidikan di Fakultas Sains dan Matematika (FSM), Universitas Diponegoro, melalui proses yang cukup panjang. Pada tahap pengusulan barang-barang yang akan diajukan, pihak FSM masih menjalankannya tanpa bantuan sistem khusus. Dengan banyaknya jenis pengadaan barang tiap tahun, jumlah barang yang tinggi, dan regulasi spesifikasi belanja yang ketat, menyebabkan seringnya terjadi kesalahan dan pemborosan waktu kerja. Sistem Informasi Pengadaan Infrastruktur Pendidikan dibangun menggunakan bahasa pemrograman PHP, framework CodeIgniter, sistem manajemen basis data MySQL, dan model proses prototype. Sistem ini dibangun untuk memudahkan dan mengotomatisasi pekerjaan, namun tidak mengubah alur pengadaan infrastruktur yang sudah ada secara keseluruhan. Ruang lingkup sistem adalah mencakup penanganan pembuatan paket belanja, pembagian pagu unit, penyusunan spesifikasi belanja, klarifikasi spesifikasi, dan persetujuan spesifikasi

Rancangan Program Pelatihan Meningkatkan Kematangan Karir Mahasiswa Psikologi UNPAD Semester Delapan

Penelitian ini bertujuan untuk merancang program intervensi untuk meningkatkan kematangan karir pada mahasiswa psikologi UNPAD. Penelitian ini merupakan penelitian Single-Group Pre-test-Post-test Design untuk mengukur Perubahan kematangan karir subjek setelah mengikuti program pelatihan. Hasil uji coba menngunakan uji wilcoxon menunjukkan adanya peningkatan yang signifikan setelah mengikuti pelatihan. Uji statistic juga memperlihatkan adanya peningkatan yang signifikan pada tiga dimensi kematangan karir yaitu: perencanaan karir, pengetahun mengenai dunia kerja dan pengambilan keputusan karir, dan tidak mengalami peningkatan yang signifikan pada dimensi eksplorasi kari

Keterlibatan Siswa SMK dalam Pembelajaran Jarak Jauh dan Dukungan Akademik: Sudut Pandang Guru

Kurangnya keterlibatan siswa sering menjadi permasalahan dalam pembelajaran jarak jauh (PJJ). Dalam situasi tersebut, siswa membutuhkan adanya dukungan akademik. Penelitian ini bertujuan mengetahui bagaimana perspektif guru terkait keterlibatan siswa dalam PJJ serta melihat dukungan seperti apa yang diberikan guru kepada siswa dalam PJJ. Penelitian ini menggunakan pendekatan kualitatif. Subjek penelitian merupakan 23 guru SMK yang melaksanakan PJJ. Pengambilan data dilakukan menggunakan kuesioner yang berisi pertanyaan-pertanyaan terbuka mengenai pengalaman guru selama pelaksanaan PJJ. Data kemudian dianalisis menggunakan metode analisis tematik. Hasil penelitian menunjukkan bahwa guru melihat siswa kurang terlibat dalam PJJ. Selain itu, dalam PJJ ini diketahui bahwa guru masih dapat memberikan dukungan-dukungan walaupun secara fisik terpisah dengan siswa. Dukungan yang diberikan dapat berupa dukungan emosional, dukungan informasi, dukungan instrumental maupun dukungan penghargaan. The lack of student engagement often becomes the problem of distance learning. Amid this situation, students need academic supports. This research aims to investigate the perspective of teachers on student engagement and to investigate supports that the teachers give to students.  This research employed a qualitative approach and thematic analysis method. Participants of this research were 23 Vocational High School teachers who implemented distance learning. Data was gathered by means of a questionnaire containing open-ended questions. Research results revealed that students have low behavioral engagement. For emotional engagement, some students showed negative feelings, but other students showed positive feelings. The same case with cognitive engagement. Although some students had low motivation, other students showed their efforts in distance learning.  In addition, results showed teachers provide supports to students such as emotional support, informational support, instrumental support, and appraisal supports

STUDI FARMAKOVIGILANS TERHADAP ADRs OBAT ANTITUBERKULOSIS PADA PASIEN TB PARU DI RUMAH SAKIT ‘X’ KARAWANG

Tuberkulosis merupakan epidemi kesehatan masyarakat global. Penyakit yang disebabkan oleh infeksi Mycobacterium tuberculosis (MTb) ini adalah salah satu penyebab kedua kematian akibat penyakit menular setelah HIV-AIDS. Mengingat semakin meningkatnya kasus tuberkulosis dan fakta kejadian masalah-masalah terkait obat (Drug Related Problems) terhadap obat anti tuberkulosis (OAT) kategori reaksi-reaksi obat yang tidak dikehendaki (Adverse Drug Reactions), maka perlu dilakukan studi farmakovigilans terhadap Adverse Drug Reactions (ADRs) obat antituberkulosis primer. Penelitian ini bertujuan untuk mengevaluasi ADRs OAT primer pada pasien dewasa TB Paru. Metode penelitian adalah observasional analisis secara deskriptif dan analitik dengan pengambilan data secara prospektif menggunakan data hasil wawancara dengan pasien dan data rekam medis. Sampel adalah pasien dewasa ≥18 tahun yang mendapatkan OAT primer dengan lama penggunaan ≤ 1 bulan. Penelitian ini dilakukan di Rumah Sakit ‘X’ Karawang pada bulan September-November 2020. Hasil penelitian ini menunjukkan bahwa dari 60 pasien sebagai responden yang memenuhi kriteria inklusi terdapat laki-laki 40 pasien (66,67%) dan perempuan 20 pasien (33,33%). Penelitian ini menyimpulkan bahwa kejadian ADRs terhadap OAT yang dialami responden dengan persentase terbesar adalah warna kemerahan pada urin, diikuti nyeri sendi, kurang nafsu makan, mual, pusing, gatal, dan sakit kepala. Hasil analisis dengan menggunakan algoritma naranjo dengan skor 5-8 (probable ADR) yang menunjukkan bahwa kejadian yang responden rasakan tersebut kemungkinan besar karena ADR dari obat anti-tuberkulosis yang digunakan

Antecedents-Consequences Modification to Decrease Hyper-activity and Improve Attention of Child with ADHD

The prevalence of ADHD children increases every year. Some researchers have shown that psychosocial behavior therapy (antecedents-consequences modification) was effective to decrease hyperactivity and increase attention to ADHD children. This study aims to find out the effectiveness of antecedents-consequences modification by parents and teachers to decrease hyperactivity and increase attention to a 6 years old boy with ADHD. The study was a single case experimental design. Psychosocial behavior therapy has been used with antecedents-consequences modification. The antecedents-consequences modification was applied by teacher at school and parents at home. Data were analyzed using Wilcoxon Signed Rank Test. Results showed that there’s a significant decrease of hyperactivity behavior and significant increase of doing his assignment both at school and also at home. Not only about the content of behavior therapy itself, but how to give the therapy is important. Parents and teacher should do the therapy consistently, immediately, specifically and saliency to reach the target of intervention. Keywords: ADHD Children, Antecedents, Consequences, Modification Reference: (APA), A. A. P. (2013). Diagnostic and Manual of Mental Disorder (5th ed.). Arlington: American Psychiatric Association. Amalia, R. (2018). Intervensi terhadap Anak Usia Dini yang Mengalami Gangguan ADHD Melalui Pendekatan Kognitif Perilaku dan Alderian Play Therapy. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 2(1), 27. https://doi.org/10.31004/obsesi.v2i1.4 Anastopoulos, A.D; Farley, S. . (2003). A Cognitive Behavioural Training Program for Parents of Children with Attention-Deficit/Hyperactivity Disorder. In W. J. Kazdin, Alan E (Ed.), Evidence-based psychotherapies for children and adolescents (pp. 187–203). New York: Guildford Press. Barkley, Russell A; DuPaul, G.L ; McMurray, M. . (1990). A comprehensive evaluation of attention deficit disorder with and without hyperactivity. Journal of Consulting and Clinical Psychology, 58, 775–789. Barkley, R. A. (2006). Attention-deficit hyperactivity disorder : A handbook for diagnosis and treatment (3rd ed.). New York City: Guildford Press. Barlow, D.H ; Hersen, M. (1984). Single case experimental design : Strategies for studying behavior change (2nd ed.). New York: Pergamon Press. Baumeister, S., Wolf, I., Holz, N., Boecker-Schlier, R., Adamo, N., Holtmann, M., … Brandeis, D. (2018). Neurofeedback Training Effects on Inhibitory Brain Activation in ADHD: A Matter of Learning? Neuroscience, 378, 89–99. https://doi.org/10.1016/j.neuroscience.2016.09.025 Cantwell, D. P., & Baker, L. (1991). Association between attention deficit-hyperactivity disorder and learning disorders. Journal of Learning Disabilities, 24(2), 88–95. https://doi.org/10.1177/002221949102400205 Center for Children and Families. (2019). Evidence-based Psychosocial Treatment for ADHD Children and Adolescents. Retrieved from http://ccf.fiu.edu Davidson, G. C. (2010). Abnormal Psychology. New Jersey: Wiley. DuPaul, George; Stoner, G. (2003). ADHD in the schools. New York: Guildford Press. DuPaul, G., & Weyandt, L. (2006). School-based intervention for children with attention deficit hyperactivity disorder: Effects on academic, social, and behavioural functioning. International Journal of Disability, Development and Education, 53(2), 161–176. https://doi.org/10.1080/10349120600716141 Erinta, D. B. M. S. (2012). Efektivitas penerapan terapi permainan sosialisasi untuk menurunkan perilaku impulsif pada anak dengan attention deficit hyperactive disorder (ADHD). Jurnal Psikologi : Teori & Terapan, 3(1). Evans, Steven W; Owens, Julie; Bunford, M. N. (2014). Evidence-Based Psychosocial Treatments for Children and Adolescents with Attention-Deficit/Hyperactivity Disorder. Journal Clinical Child Adolescence Psychology, 43(4), 527–551. https://doi.org/10.1038/jid.2014.371 Fabiano, G. A., Pelham, W. E., Coles, E. K., Gnagy, E. M., Chronis-Tuscano, A., & O’Connor, B. C. (2009). A meta-analysis of behavioral treatments for attention-deficit/hyperactivity disorder. Clinical Psychology Review, 29(2), 129–140. https://doi.org/10.1016/j.cpr.2008.11.001 Gerdes, A. C., Hoza, B., & Pelham, W. E. (2003). Attention-deficit/hyperactivity disordered boys’ relationships with their mothers and fathers: Child, mother, and father perceptions. Development and Psychopathology, 15(2), 363–382. https://doi.org/10.1017/S0954579403000208 Haas, S. M., Waschbusch, D. A., Pelham, W. E., King, S., Andrade, B. F., & Carrey, N. J. (2011). Treatment response in CP/ADHD children with callous/unemotional traits. Journal of Abnormal Child Psychology, 39(4), 541–552. https://doi.org/10.1007/s10802-010-9480-4 Helseth, S. A., Waschbusch, D. A., Gnagy, E. M., Onyango, A. N., Burrows-MacLean, L., Fabiano, G. A., … Pelham, W. E. (2015). Effects of behavioral and pharmacological therapies on peer reinforcement of deviancy in children with ADHD-Only, ADHD and conduct problems, and controls. Journal of Consulting and Clinical Psychology, 83(2), 280–292. https://doi.org/10.1037/a0038505 Hidayati, DM Ria ; Purwandari, E. (2010). Time Out : Alternatif Modifikasi Perilaku Anak ADHD (Attention Deficit/ Hyperacitivity Disorder). Indigenous, Jurnal Ilmiah Berkala Psikologi, 12(2), 101–114. Hinshaw, S. P., Owens, E. B., Wells, K. C., Kraemer, H. C., Abikoff, H. B., Arnold, L. E., … Wigal, T. (2000). Family processes and treatment outcome in the MTA: Negative/ineffective parenting practices in relation to multimodal treatment. Journal of Abnormal Child Psychology, 28(6), 555–568. https://doi.org/10.1023/A:1005183115230 Hinshaw, Stephen P., Owens, E. B., Zalecki, C., Huggins, S. P., Montenegro-Nevado, A. J., Schrodek, E., & Swanson, E. N. (2012). Prospective follow-up of girls with attention-deficit/hyperactivity disorder into early adulthood: Continuing impairment includes elevated risk for suicide attempts and self-injury. Journal of Consulting and Clinical Psychology,80(6), 1041–1051. https://doi.org/10.1037/a0029451 Jackson, N. A. (2003). A Survey of Music Therapy Methods and Their Role in the Treatment of Early Elementary School Children with ADHD. Journal of Music Therapy, 40(4), 302–323. https://doi.org/10.1093/jmt/40.4.302 Johnston, Charlotte; Mash, E. J. (2001). Families of Children With Attention-Deficit/Hyperactivity Disorder : Review and Recommendations for Future Research. Clinical Child and Family Psychology Review, 4(3), 183–207. Jr, W. E. P., Fabiano, G. A., & Pelham, W. E. (2008). Evidence-Based Psychosocial Treatments for Attention- Deficit / Hyperactivity Disorder (Vol. 4416). https://doi.org/10.1080/15374410701818681 Kaiser, N. M., McBurnett, K., & Pfiffner, L. J. (2011). Child ADHD severity and positive and negative parenting as predictors of child social functioning: Evaluation of three theoretical models. Journal of Attention Disorders, 15(3), 193–203. https://doi.org/10.1177/1087054709356171 Kazdin, A. E. (1984). Behavior Modification in Applied Settings. New York: Dorsey Press. Krasny-Pacini, A., & Evans, J. (2018). Single-case experimental designs to assess intervention effectiveness in rehabilitation: A practical guide. Annals of Physical and Rehabilitation Medicine, 61(3), 164–179. https://doi.org/10.1016/j.rehab.2017.12.002 Langberg, J. M., Molina, B. S. G., Arnold, L. E., Epstein, J. N., Altaye, M., Hinshaw, S. P., … Hechtman, L. (2011). Patterns and predictors of adolescent academic achievement and performance in a sample of children with attention-deficit/hyperactivity disorder. Journal of Clinical Child and Adolescent Psychology, 40(4), 519–531. https://doi.org/10.1080/15374416.2011.581620 Nigg, J.T ; Barkley, R. . (2014). (Attention-deficit Hyperactivity Disorder). In R. A. Barkley (Ed.), E-book Pediatric เรื่องPsychiatry (Third Edit, Vol. 54, pp. 1–17). Retrieved from http://www.thaipediatrics.org/pages/Doctor/Download/48aedb8880cab8c45637abc7493ecddd:e0a186938dc3b74657fd46d32fac5fe6 Pastor, P., Reuben, C., Duran, C., & Hawkins, L. J. (2015). Association between diagnosed ADHD and selected characteristics among children aged 4-17 years: United States, 2011-2013. NCHS Data Brief, (201), 201. Patterson, G. . (1982). Coercive Family Process. Eugene: Castalia. Pfiffner, L. J ; Barkley, R. . (1990). Educational Placement and Classroom Management. In R. A. Barkley (Ed.), Attention Deficit Hyperactivity Disorder : A Handbook for Diagnosis and Treatment. New York: Guildford Press. Pfiffner, Linda J; Barkley, R; DuPaul, G. (2006). Treatment of ADHD in school settings. In R. A. Barkley (Ed.), Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment (3th ed., pp. 547–589). New York: Guildford Press. Pfiffner, L. J., Calzada, E., & McBurnett, K. (2000). Interventions to enhance social competence. Child and Adolescent Psychiatric Clinics of North America, 9(3), 689–709. https://doi.org/10.1016/s1056-4993(18)30113-5 Pfiffner, Linda J., Hinshaw, S. P., Owens, E., Zalecki, C., Kaiser, N. M., Villodas, M., & McBurnett, K. (2014). A two-site randomized clinical trial of integrated psychosocial treatment for ADHD-inattentive type. Journal of Consulting and Clinical Psychology, 82(6), 1115–1127. https://doi.org/10.1037/a0036887 Pfiffner, Linda J, & Haack, L. M. (2014). Behavior Management for School - Aged Children with ADHD. 23, 731–746. Pfiffner, Linda J, Hinshaw, S. P., Owens, E., Zalecki, C., Kaiser, N. M., Villodas, M., & Mcburnett, K. (2015). A two-site randomized clinical trial of Integrated Psychosocial Treatment for ADHD-Inattentive Type. Journal of Consulting and Clinical Psychology, 82(6), 1115–1127. https://doi.org/10.1037/a0036887.A Riddle, M. A., Yershova, K., Lazzaretto, D., Paykina, N., Yenokyan, G., Greenhill, L., … Posner, K. (2013). The preschool attention-deficit/hyperactivity disorder treatment study (PATS) 6-year follow-up. Journal of the American Academy of Child and Adolescent Psychiatry, 52(3). https://doi.org/10.1016/j.jaac.2012.12.007 Saputro, D. (2009). ADHD (Attention Deficit/ Hyperactivity Disorder). Jakarta: Sagung Seto. Schunk, D. H. (2012). Learning Theories : An Educational Perspective (6th ed.; Pearson Education, Ed.). Boston. Shriver, M. D., Segool, N., & Gortmaker, V. (2011). Behavior observations for linking assessment to treatment for selective mutism. Education and Treatment of Children, 34(3), 389–411. https://doi.org/10.1353/etc.2011.0023 Suyanto, B. N., & Wimbarti, S. (2019). Program Intervensi Musik terhadap Hiperaktivitas Anak Attention Deficit Hyperactivity Disorder (ADHD). Gadjah Mada Journal of Professional Psychology (GamaJPP), 5(1), 15. https://doi.org/10.22146/gamajpp.48584 Taylor, E. (2009). Developing ADHD. Journal of Child Psychology and Psychiatry, 50, 126–132. Thomas, R., Sanders, S., Doust, J., Beller, E., & Glasziou, P. (2015). Prevalence of attention-deficit/hyperactivity disorder: A systematic review and meta-analysis. Pediatrics, 135(4), e994–e1001. https://doi.org/10.1542/peds.2014-3482 Tran, J. L. A., Sheng, R., Beaulieu, A., Villodas, M., McBurnett, K., Pfiffner, L. J., & Wilson, L. (2018). Cost-Effectiveness of a Behavioral Psychosocial Treatment Integrated Across Home and School for Pediatric ADHD-Inattentive Type. Administration and Policy in Mental Health and Mental Health Services Research, 45(5), 741–750. https://doi.org/10.1007/s10488-018-0857-y Tresco, K. E., Lefler, E. K., & Power, T. J. (2010). Psychosocial Interventions to Improve the School Performance of Students with Attention-Deficit/Hyperactivity Disorder. Mind & Brain : The Journal of Psychiatry, 1(2), 69–74. 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ANALISIS CASH FLOW PADA PROYEK PENINGKATAN JALAN DI BANJARMASIN

Pelaksanaan proyek konstruksi memerlukan banyak sumber daya diantaranya adalah peralatan, tenaga kerja, material, dan finansial. Finansial yang baik diperoleh melalui perencanaan Cash Flow optimal. Penentuan sistem pembayaran yang tepat dapat memberikan keuntungan maksimum bagi kontraktor. Tujuannya adalah untuk mengetahui sistem pembayaran yang baik, besar keuntungan dan faktor-faktor yang mempengaruhi cash flow, maka dilakukan penelitian pada Peningkatan Jalan Kecamatan Banjarmasin Tengah Paket 1. Metode yang digunakan yaitu membuat diagram jaringan proyek dengan President Diagram Methode dengan menggunakan bantuan software Microsoft Project. Kemudian dilakukan perhitungan cash flow dengan beberapa sistem pembayaran yaitu pembayaran bulanan dan pembayaran termin tanpa uang muka dan dengan uang muka 20%, 25% dan 30%. Dari hasil perhitungan dapat diketahui Cash flow proyek yang paling optimal yang dapat memberikan profit yang paling besar bagi kontraktor dan faktor-faktor yang mempengaruhi cash flow pada proyek. Hasil analisis data menghasilkan bahwa pada proyek Peningkatan Jalan Kecamatan Banjarmasin Tengah Paket 1 dengan sistem pembayaran bulanan dengan uang muka 30% menghasilkan keuntungan profit sebesar 9,842% dari nilai kontrak. Sedangkan sistem pembayaran yang memberikan keuntungan maksimum adalah sistem pembayaran termin dengan uang muka 30% pada kondisi geser menghasilkan keuntungan sebesar 9,855% dari nilai kontrak.Kata kunci: cash flow, microsoft project, nilai kontrak, keuntungan maksimum CASH FLOW ANALYSIS ON ROAD IMPROVEMENT PROJECT IN BANJARMASINImplementation of construction projects requires a lot of resources including equipment, labor, materials, and finance. Good finance is obtained through optimal cash flow planning. Determining the right payment system can provide maximum profit for the contractor. The aim is to determine a good payment system, the amount of profit and the factors that affect cash flow, so a research was conducted on the Improvement of the Central Banjarmasin District Road Package 1. The method used is to create a project network diagram with the President Diagram Method using the help of Microsoft Project software. . Then the cash flow calculations are carried out with several payment systems, namely monthly payments and term payments without advances and with advances of 20%, 25% and 30%. From the calculation results, it can be seen that the most optimal project cash flow that can provide the greatest profit for the contractor and the factors that affect cash flow on the project. The results of the data analysis show that the project for improving the Central Banjarmasin District Road Package 1 with a monthly payment system with 30% down payment resulted in a profit of 9.842% of the contract value. Meanwhile, the payment system that provides maximum profit is the term payment system with a 30% down payment in sliding conditions, which generates a profit of 9.855% of the contract valueKeywords: cash flow, microsoft project, contract value, maximum profi

Pemenuhan Kebutuhan Dasar Psikologis dan Engagement Siswa Pada Pelajaran Matematika

Abstract. Engagement in learning activities is important to get the knowledge and skills provided at school. Previous studies on engagement prove that engagement is a predictor of student learning, learning outcomes, student retention and graduation. Therefore, to be able to make students more engaged with learning activities, it is necessary to know the factors that can influence the engagement. In this study, we will examine the effect of fulfilling need for autonomy, competence and relatedness on behavioral and emotional engagement. Measurements were made by distributing questionnaires in the form of self-reports to respondents. Respondents from this study were 291 students of class VII and VIII MTs Jatinangor. The data analysis technique used is PLS-SEM, path analysis. The results showed that behavioral and emotional engagement were positively and significantly influenced by meeting the needs of competence and relatedness. Then it was also found that this engagement was influenced negatively and significantly by autonomy needs.Abstrak. Engagement pada aktivitas belajar adalah hal yang penting guna mendapatkan ilmu pengetahuan dan keterampilan yang diberikan di sekolah. Penelitian-penelitian terdahulu mengenai engagement membuktikan bahwa engagement adalah prediktor dari proses belajar siswa, hasil belajar, retensi dan kelulusan siswa. Oleh karena itu, untuk bisa membuat siswa lebih engage dengan aktivitas belajar, perlu diketahui faktor-faktor yang dapat memengaruhi engagement tersebut. Pada penelitian ini akan dikaji mengenai pengaruh pemenuhan kebutuhan autonomy, competence dan relatedness terhadap engagement, meliputi behavioral dan emotional engagement. Pengukuran dilakukan dengan menyebarkan kuesioner berupa self-report kepada responden. Responden dari penelitian ini adalah 291 orang siswa kelas VII dan VIII MTs Jatinangor. Teknik analisis data yang digunakan adalah PLS-SEM, path analysis. Hasil penelitian menunjukkan bahwa behavioral dan emotional engagement secara positif dan signifikan dipengaruhi oleh pemenuhan kebutuhan competence dan relatedness. Kemudian juga ditemukan bahwa engagement ini dipengaruhi secara negatif dan signifikan oleh kebutuhan autonomy

Peran Teacher Structure Terhadap Engagement Melalui Academic Buoyancy Pada Siswa Menengah Atas

The current research aims to investigate whether students' ability to deal with academic problems daily or academic buoyancy can mediate the effect of teacher structure in predicting senior high school students’ engagement.  The participant of the research consisted of 213 senior high school students (Female = 126; 59.2%; Male= 87; 40.8%). The age of participants’ ranged between 15-18 years, with a mean of 15.41 (SD=0.53). The instrument in the current research included Teacher Structure Questionnaire, Academic Buoyancy Scale, and Engagement Questionnaire. Data analysis was conducted using multiple regression tests. Based on research findings, Academic buoyancy mediates the effect of teacher structure in predicting senior high school students’ engagement.  The findings of the study were discussed under the light of relevant literature, and some suggestions were made for future research. This finding implies that teachers need to be aware that every student needs the ability to deal with everyday academic problems in school. The existence of teacher structure can fulfill this ability. This support will shape students' engagement with learning activities in the classroom

MENGAPA REMAJA BERWIRAUSAHA?

Pemerintah Indonesia aktif menggerakkan kewirausahaan bagi kaum muda di berbagai daerah. Hal ini dilakukan sebagai upaya mempercepat pertumbuhan perekonomian bangsa. Kegiatan wirausaha mulai tumbuh dan berkembang secara pesat, namun tidak sedikit yang menutup usaha sebelum usaha tersebut berkembang. Motivasi intrinsik adalah faktor yang diduga sangat berpengaruh terhadap berlangsung dan bertahannya wirausaha dalam jangka panjang. Penelitian ini bertujuan untuk mengetahui perilaku wirausaha remaja yang diprediksi dari motivasi intrinsik. Pengukuran dilakukan dengan menggunakan skala motivasi intrinsik dan skala perilaku wirausaha. Subjek penelitian adalah remaja akhir usia 18-21 tahun yang berwirausaha di kota Bandung berjumlah 64 orang dengan pengambilan sampel menggunakan teknik random sampling. Teknik analisa yang digunakan adalah regresi. Hasil penelitian menunjukkan bahwa motivasi intrinsik mampu memprediksi munculnya perilaku wirausaha remaja

Why am I Doing My Thesis? An Explorative Study on Factors of Undergraduate Thesis Performance in Indonesia

Writing an undergraduate thesis is a formidable task, especially in Indonesia where writing is not engrained in its culture. Therefore, this study aims to explore the internal and external factors in writing an undergraduate thesis. A qualitative research design was used. Phase 1 used an online questionnaire (n= 143) to find encouraging and obstructing factors. Phase 2 used an in-depth interview (n = 48) to validate findings from Phase 1. A general inductive approach was used to analyze data. Phase 1’s findings were students’ perceptions about undergraduate thesis and categories of encouraging and obstructing factors in writing a thesis. Writing undergraduate thesis was more driven by external factors (e.g.deadlines, others' expectations) than by internal factors. Neglect of writing the thesis, however, was caused more by internal factors (e.g. lack of knowledge and skills, doing other activities). Phase 2’s findings validated phase 1’s findings which consist of 11 encouraging and 8 obstructing factors.Keywords: Undergraduate thesis performance, undergraduate research,   writing a thesis, university students, qualitative exploratory stud