Adaptation of positive youth development sustainability scale (PYDSS)

This study aimed to determine the validity and reliability of the adaptation of Positive Youth Development Sustainability Scale (PYDSS). Positive Youth Development is an approach in the form of caring, supportive attitude, and tends to see adolescents as a source that must be developed to reduce the occurrence of behavioral problems (Nystrom, et al., 2008). There are five aspects of PYD or called the 5 Cs Model of PYD consisting of character, competence, connection, caring, and confidence (Lerner, 2005). The five aspects encourage the emergence of the sixth aspect is contribution (Sieng, et al., 2018). The focus of this research lies in the development of measuring instruments through the adaptation of PYDSS as a means to see the validity and reliability of the items in the PYDSS measurement tools. This study involved 242 subjects with age categories 15-18 years. The research instrument was in the form of a questionnaire consisting of 29 statement items. Quantitative data analysis techniques used are validity tests based on content using Content Validity Ratio (CVR) and Content Validity Index (CVI), validity tests based on internal structure using confirmatory factor analysis (CFA), and reliability tests based on homogeneity/internal consistency through Cronbach's coefficient alpha and construct/composite reliability (CR). The results of data analysis showed that the value of CVR almost met the minimum parameters of 0.952 0.8; loading factor> 0.5 except for items CH2, CN4, and HC1, and the suitability of the model that is quite fit with a value of χ2 / df> 2; SRMR 0.8; TLI> 0.8; and p-value 0.9 and a CR value> 0.7. This shows that the adaptation of PYDSS measurement tools for high school adolescents in Surabaya fulfils good validity and reliability values.

PEMANFAATAN TEKNOLOGI DALAM MENYUSUN EVALUASI HASIL BELAJAR: KELEBIHAN DAN KELEMAHAN “TES ONLINE†UNTUK MENGUKUR HASIL BELAJAR MAHASISWA

Pada tahun ajaran 2013/2014 Fakultas Psikologi Universitas Airlangga melaunching bentuk evaluasi untuk ujian dalam bentuk online untuk soal yang berbentuk multiple choice. Tulisan ini memberikan deskripsi tentang berbagai perihal yang terjadi akibat pemberlakukan tes online. Berbagai keunggulan dari tes online ini diantaranya 1) mahasiswa dapat melihat langsung skor ujiannya, 2) analisis butir soal dapat dilakukan secara langsung, 3) penguji tidak perlu melakukan koreksisecara manual maupun scanning, 4) adanya pengacakan soal dan option jawaban membuat mahasiswa kesulitan untuk bekerjasama dalam menyelesaikan tes sehingga perilaku cheating dapat dihindari. Selain itu, terdapat berbagai kelemahan yang ada diantaranya, 1) membutuhkan sarana dan prasarana yang lengkap, 2) jaringan internet harus stabil terus, 3) membuat motivasi menurun jika terjadi gangguan pada saat tes online, 4) membutuhkan pendampingan secara intensif dari sumber daya yang memahami teknologi informasi

Can Rational-Emotive Behavior Therapy (REBT) Reduce Academic Anxiety in High School Students?

Teenagers experience rapid development and growth during high school. During this phase, adolescents experience many challenging changes, including changes in emotional and physical development. If these changes are not properly managed, they can lead to problems such as anxiety. One of the sources of teenage anxiety is their academic problems. "Academic anxiety" is what this form of anxiety is called. It can be a challenge for students to focus, learn, and feel confident. Interventions are needed to assist students in controlling their anxiety so that they can be successful in achieving their academic endeavours. The purpose of this study was to assess the effectiveness of the Rational Emotive Behavior Therapy (REBT) method in reducing high school students' academic anxiety levels. The participants in this study were 17-year-old high school students. The method used is a single case experimental design in which this single case refers to one individual within a certain scope. The results showed that REBT can reduce high school students' academic anxiety levels. Based on their experience of carrying out activities during the intervention, students are aware of irrasional thoughts that lead to behavior and feelings and replace them with rational thoughts by confronting these irrasional thoughts.Remaja mengalami perkembangan dan pertumbuhan yang pesat selama masa sekolah menengah atas. Pada fase ini remaja mengalami banyak perubahan yang menantang, termasuk perubahan perkembangan emosi dan fisik. Jika perubahan ini tidak dikelola dengan benar, maka dapat menimbulkan masalah seperti kecemasan. Sumber kecemasan remaja salah satunya ialah persoalan akademik mereka. "Kecemasan akademis" adalah sebutan yang diberikan untuk bentuk kecemasan ini. Hal ini dapat menjadi tantangan bagi siswa untuk fokus, belajar, dan merasa percaya diri. Intervensi diperlukan untuk membantu siswa dalam mengendalikan kecemasan mereka sehingga mereka dapat berhasil dalam mencapai usaha akademis. Tujuan dari penelitian ini adalah untuk menilai efektivitas Rational Emotive Behaviour Therapy (REBT) dalam menurunkan tingkat kecemasan akademis siswa sekolah menengah atas. Partisipan penelitian ini adalah siswa sekolah menengah atas yang berusia 17 tahun. Metode yang digunakan adalah single case experimental design yang dimana single case ini mengacu pada salah satu individu didalam suatu lingkup tertentu. Hasil penelitian menunjukkan bahwa REBT dapat menurunkan tingkat kecemasan akademis siswa SMA. Berdasarkan pengalaman mereka melakukan aktivitas selama intervensi, siswa menyadari pemikiran irasional yang mengarah pada perilaku dan perasaan dan menggantinya dengan pemikiran rasional dengan cara mengkonfrontasi pemikiran yang irasional tersebut. 

Validation of the Child and Adult Social Support Scale (CASSS) which measures social support in the Indonesian version

Social support has an important role, so that students in online learning can reduce the various problems they face. Social support here comes from parents, teachers, classmates, close friends, and the school itself as an institution. Based on this, it is necessary to do research related to social support to get an overview of the support from whom students need in online learning. Furthermore, this can be used as input to intervene in the problems faced by students. To conduct this research, it is necessary to have a measuring tool to conduct social support research. One of the comprehensive measuring tools in measuring social support is the Child and Adult Social Support Scale (CASSS) which has been made by (Malecki & Demaray, 2002). This study aims to: (1) adapt the Indonesian version of the CASSS measuring instrument, (2) test the psychometric properties of the measuring instrument that has been adapted in Indonesian. The results show that the CASSS measuring instrument that has been adapted shows that the loading factor value of all items is above 0.7. Based on this, it can be said that all items (60 items) in the CASSS scale which are the observed variables have good validity on the latent variables on each dimension of the Social support construct. Meanwhile, each dimension also has a good factor load on the Social Support construct. This shows that all CASSS items have good validity values so that they can be used for further research. The results of the reliability calculation show that all subscales of the CASSS Scale have a reliability value above 0.9 using the alpha technique.https://research.acer.edu.au/ical/1007/thumbnail.jp

KREATIVITAS GURU MENGAJAR SEJARAH DI MASA PANDEMI

In the era of globalization it is necessary for humans to adapt from this which can be provided with education as has been implemented in Indonesia in the function of national education in Law Number 20 of 2003 article 3. In addition, there is a need for educators as an important factor in realizing educational goals, but due to the situation the Covid-19 pandemic which created obstacles to the learning process. Therefore, it is necessary for teachers to innovate to develop teaching skills which in this case can arise when teachers have qualified teaching experience as well as PPG teachers by participating in teaching training enabling them to have teaching creativity. But that doesn't mean that Non-PPG teachers don't have teaching creativity because the teacher could have participated in other activities in developing their potential.Therefore, researchers conducted research using qualitative methods and adhered to the theory of trait creativity which is used as a benchmark for teaching creativity and was able to find out the difference between the teaching creativity of PPG and Non-PPG teachers which is possible if each teacher has its own teaching creativity by adjusting the constraints , situations and conditions. The results of the research found by researchers related to teacher creativity in teaching in planning, implementing and evaluating both PPG and Non-PPG history teachers where data can be proven through interviews, observations and questionnaires as a whole school with the theory of creativity (traits) properties of fluency, flexibility , originality in thinking, redefinition, elaboration, and sensitivity to problems when compared between the two, no differences were found which in this case were also reinforced by the results of student questionnaires which produced very good categories so that it could be concluded that creativity theory was valid.Keywords: Creativity, Teacher, History, School, Covid-19 Pandemic

TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) IN THE INSTRUCTION DESIGN OF THE PARTICIPANTS IN TEACHER PROFESSION EDUCATION: A NARRATIVE INQUIRY CASE STUDY

This study aims to assess pre-service and in-service teacher competency mastery in the Teacher Professional Education Program (PPG). Ultimately, teachers must integrate their pedagogy and content knowledge with technology or Pedagogical Technology content knowledge (TPACK) as a learning technique that highlights certain technologies and applications. Narrative inquiry case studies were used in this study to examine how 12 PPG members applied TPACK personally and publically, as well as their implementation experiences and disputes. In addition, this study confirms prior findings that technology integration improves the work efficiency of in-service EFL instructors. Finally, this study found that pre-service FLE teachers defined their experiences and stories using TPACK-related adjectives such as instructional, consistent with aims, appropriate to PPG targets, thought-provoking, and innovative.AbstrakPenelitian ini bertujuan untuk menilai penguasaan kompetensi guru prajabatan dan dalamjabatan pada Program Pendidikan Profesi Guru (PPG). Pada akhirnya, guru harus mengintegrasikan pengetahuan pedagogi dan kontennya dengan teknologi atau Pedagogical Technology content knowledge (TPACK) sebagai teknik pembelajaran yang menonjolkan teknologi dan aplikasi tertentu. Studi kasus penyelidikan naratif digunakan dalam penelitian ini untuk mengkaji bagaimana 12 anggota PPG menerapkan TPACK secara pribadi dan publik, serta pengalaman dan perselisihan implementasi mereka. Selain itu, penelitian ini menegaskan temuan sebelumnya bahwa integrasi teknologi meningkatkan efisiensi kerja instruktur EFL dalam pelayanan. Akhirnya, penelitian ini menemukan bahwa guru FLE pra-jabatan mendefinisikan pengalaman dan cerita mereka menggunakan kata sifat terkait TPACK seperti instruksional, konsisten dengan tujuan, sesuai dengan target PPG, merangsang pemikiran, dan inovatif

UPAYA KELUARGA BARU DALAM MEMBENTUK KELUARGA SAKINAH PASCA MENDAPATKAN PENYULUHAN DI KECAMATAN PURWOKERTO UTARA.

Penelitian ini menggunakan jenis penelitian lapangan (field research). Bersifat deskriptif, yaitu untuk menggambarkan secara tepat sifat-sifat suatu individu, keadaan, gejala atau kelompok tertentu, juga untuk menentukan frekuensi atau penyebaran suatu gejala atau frekuansi adanya hubungan tertentu antara suatu gejala dan gejala lain dalam masyarakat. Metode pengumpulan data yang digunakan diantaranya metode wawancara. Metode ini digunakan untuk memperoleh data keterangan-keterangan yang dibutuhkan penulis sebagai data pelengkap yang berkaitan dengan materi penyajian, seperti, upaya keluarga dalam membentuk keluarga sakinah. Metode observasi digunakan untuk memperoleh data tentang bagaimana cara keluarga baru untuk menjadi keluarga sakinah. Metode dokumentasi digunakan untuk memperoleh data-sata tertulis yang berkaitan dengan upaya keluarga baru dalam membentuk keluarga sakinah,diantaranya saat melakukan wawancara. Berdasarkan hasil penelitian, dapat disimpulkan bahwa upaya yang dilakukan keluarga baru telah menuju kepada keluarga yang sakinah yaitu dengan upaya yang dilihat dari keluarga sakinah antara lain, di bidang keberagamaan yaitu sholat berjamaah,tadarus al-Quran. Kemudian upaya dari segi pendidikan dalam rumah tangga yaitu memperbanyak bacaan,mengikuti kajian-kajian yang bersifat pengembangan ilmu pengetahuan. Di segi kesehatan yaitu merawat rumah agar selalu bersih, berolah raga, serta rekreasi

TEACHER’S COGNITIVE AND AFFECTIVE VERSUS TEACHERS’ WRITING ASSESSMENT

Many English teachers are not confident when they are required to examine their students essay although they have sufficient education and experience in assessing their students’ written works. Therefore, they need to be trained over a short period to rate their students’ writing.  They are also required to improve their knowledge or cognitive in order to literate ESL writing assessment to focus their students on learning to write and to edit their writing. Their affective or attitude to the feedback of writing assessment for writing instruction, the importance of writing assessment, the competence to administer the assessment, time-consuming writing assessment, the confidence of good writing instructor affect their quality in writing assessment. Therefore, in real practice of assessing writing, experienced teachers mostly plan and do their assessment based on what they believe about the assessment. Thus, successful assessing students’ writing does not only constitute the major portion of second language writing teachers’ workloads but also quantifies teachers affective factors. In addition, in administering assessments, teachers as raters need to care their students' and their own affectiveness, so students will value what they learn and teachers will pay attention more to their students’ learning

Computer Competency, Test Anxiety, and Perceived Ease of Use Profile Exploration of High School Students during Computer-Based Testing

The aim of this research was to identify profiles of computer competency, test anxiety, and perceived ease of use during computer-based testing (CBT) on students of two high schools which had recently implemented CBT. K-means cluster analysis was employed. The result identified three profiles out of 176 research participants, namely the incompetence-ignore group, the competence-calm group, and the incompetence-anxious group. © NAJP

PENERAPAN PROGRAM COMMUNITY DEVELOPMENT II UNTUK MELAKUKAN PENCEGAHAN, DETEKSI DINI DAN ADVOKASI BAGI ANAK-ANAK KORBAN TINDAK KEKERASAN DALAM RUMAH TANGGA CHILD ABUSE)

LAPORAN PENELITIAN INI MEMBAHAS TENTANG PENERAPAN PROGRAM COMMUNITY DEVELOPMENT II UNTUK MELAKUKAN PENCEGAHAN, DETEKSI DINI DAN ADVOKASI BAGI ANAK-ANAK KORBAN TINDAK KEKERASAN DALAM RUMAH TANGGA CHILD ABUSE