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All Journal Psikopedagogia Sawwa: Jurnal Studi Gender
Fairuz, Shafna Utami Nur
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Education Social Sciences

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Journal : Psikopedagogia

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Rasch Analysis: Differences in Student Achievment Motivation in Terms of Gender Sagita, Dony Darma; Fairuz, Shafna Utami Nur
Psikopedagogia Vol. 10 No. 1: June 2021
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/psikopedagogia.v8i2.16744

Abstract

Achievement motivation is a sufficient factor important in determining ability within academic field. This research was conducted to see differences in achievement motivation in male students and female student. The data in this study are in the form of data politomi collected using instruments DAMS (Dds Achievment Motivation Scale). Research this involved 287 students consisting of 83 men and 204 women. Data analysis technique used is Mann Whitney combined with the RASCH model. Analysis results showed that there is a difference in achievement motivation. The results of this study shows that female students have high achievement motivation compared to students male. The results of this study contribute to guidance and counseling teachers in providing more intensive and effective services for students, especially male students who have lower achievement motivation than female students.
A Gender-based Rasch Analysis of University Students’ Academic Stress Fairuz, Shafna Utami Nur; Sagita, Dony Darma; Aisyah, Syifa
Psikopedagogia Vol. 11 No. 1: June 2022
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/psikopedagogia.v11i1.20032

Abstract

Stress has become one of the issues that draw considerable attention. While it does not cause health problems, it may affect individuals’ physical and psychological health.   This study attempted to see university students’ academic stress level differences in terms of gender. This descriptive comparative study involved 466 university students (346 female students, 120 male students) recruited as respondents using convenience sampling. An academic stress scale comprising three indicators, i.e., physical, emotional, and behavioral responses, was used to collect data. The data were analyzed using t-test, combined with RASCH stacking model. The result indicated that university students’ academic stress did not significantly differ in gender. This result could be used as a reference for developing a guidance and counseling service to handle university students’ academic stress, which could be preventive, development, and curative.
Co-Authors Aisyah, Syifa Dony Darma Sagita Mutiara Felicita Amsal