Lack Of Self-Discipline In Students: A Study On How To Improve Self-Discipline In Students In The Blended Learning Process

The development of increasingly sophisticated technology allows the learning process to be carried out anywhere and anytime, commonly referred to as blended learning. However, the flexible learning process is a challenge where students tend to ignore the learning process due to students lack of self-discipline. This study aimed to identify ways to improve students' self-discipline. The research method used is a literature review by searching through Elsevier, Research Gate, and Springer through the keywords self-discipline and challenges in blended learning. The results found from approximately 6 journals explain that there is the same problem in the blended learning-based learning process, namely the lack of self-discipline in students. Found 3 Books and 16 journal articles that explain several important things to improve self-discipline, ranging from goal setting, Family, Environment, and how to maintain the behavior to become a routine. The conclusion of thisstudy found factors that affect self- discipline in students themselves such as motivation in themselves and also the goals set to be achieved. Keywords: Blended Learning; Improving Blended Learning; Problems In Blended Learnin

Exploring Factors Contributing to Perceived Stress Among Parents Having Children with Disability: A Literature Study

Chandrika Tamaratungga, Faculty of Psychology, Soegijapranata Catholic University, Indonesia Augustina Sulast

Indonesian Trail Making Test: Analysis of Psychometric Properties, Effects of Demographic Variables, and Norms for Javanese Adults

Abstract. Trail Making Test (TMT) has been widely used in Indonesia as an Executive Function (EF) test, however, no studies reported validity and reliability of the test. In this study, we analyzed TMT’s psychometric properties, including reliability and validity, effect of demographic variables such as education, age, and sex on the TMT, and propose norm scores for the urban population of Java island. Four hundred ninety persons (aged 16-80 years) with varying education levels participated in the study. Four additional EF tests (Digit Span, Five Point, phonemic Verbal Fluency, and Stroop) were administered. Principal Component Analysis was used to test whether the structure of TMT supported theoretical foundations of EF. The test-retest reliability was estimated in different sample (N = 50). Results suggest that education increased and age decreased the performance, however there were no differences between high school graduates and undergraduates in the age range 16-39 years. The intraclass correlation as a reliability measure showed good results (TMTA, rs=0.76; TMT B, rs= 0.86; TMT B-A, rs=0.74). The PCA revealed that the TMT, Digit Span, and Five Point scores loaded highly on one construct, while Stroop, phonemic Verbal Fluency, and errors on Five Point test loaded highly on others. It can be concluded that TMT is a valid neuropsychological instrument measuring EF with high reliability score and has a high reliability and sensitivity for education, and age effects. The study also provides TMT norms and cut-off scores for Javanese population between 16 and 39 years old with senior high school and undergraduate level of education. Keywords: executive function; javanese adults; psychometric properties; trail making tes