Article Per Year (5 Year)
p-Index From 2020 - 2025
0.778
P-Index
This Author published in this journals
All Journal JIP (Jurnal Intervensi Psikologi) Indigenous: Jurnal Ilmiah Psikologi JIP (Jurnal Intervensi Psikologi)
Megarini, Maria Yuni
Unknown Affiliation
Religion Arts Humanities Education Health Professions Social Sciences

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
The effect of autonomy training on student engagement in junior high school students Susanti, Indah Nova; Yuspendi, Yuspendi; Megarini, Maria Yuni
Indigenous Vol. 5 No. 2, 2020
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/indigenous.v5i2.9149

Abstract

The Purpose of this study was determine the effect of Autonomy training on student of “X” junior high school in Bandung. The Sample of this study was 20 students who were classified as having low student engagement degrees were choosen used purposive sampling method. The Student Engagement instrument (SEI) adapted from theory J. Appleton, S. Christenson, D. Kim, dan A. Reschly (2017)is self-repot measure of cognitive and affective. Criterion Validity of this Instrument is 0.302- 0.877 and reliability is 0.747. Behavioral Engagement instrument adapted from theory J. Appleton, S. Christenson, D. Kim, dan A. Reschly (2017), with criterion validity is 0.317- 0.605 only for this research. The result showed there was an increase in the level of student engagement before and after training, statistical test show Asymp Sig 0.05 (N=-3.923) indicates the Hi is accepted, there is a difference in student engagement through autonomy training on student. The suggestion of this research is that student are expected to able to apply this training activity to daily life such as the method of making plans, goal and effort before the beginning of the school semester, So that they can be regular to make targets by themeselves and achieve them.
The effect of autonomy training on student engagement in junior high school students Susanti, Indah Nova; Yuspendi, Yuspendi; Megarini, Maria Yuni
Indigenous Vol 5, No 2 (2020): November
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/indigenous.v5i2.9149

Abstract

The Purpose of this study was determine the effect of Autonomy training on student of “X” junior high school in Bandung. The Sample of this study was 20 students who were classified as having low student engagement degrees were choosen used purposive sampling method. The Student Engagement instrument (SEI) adapted from theory J. Appleton, S. Christenson, D. Kim, dan A. Reschly (2017)is self-repot measure of cognitive and affective. Criterion Validity of this Instrument is 0.302- 0.877 and reliability is 0.747. Behavioral Engagement instrument adapted from theory J. Appleton, S. Christenson, D. Kim, dan A. Reschly (2017), with criterion validity is 0.317- 0.605 only for this research. The result showed there was an increase in the level of student engagement before and after training, statistical test show Asymp Sig 0.05 (N=-3.923) indicates the Hi is accepted, there is a difference in student engagement through autonomy training on student. The suggestion of this research is that student are expected to able to apply this training activity to daily life such as the method of making plans, goal and effort before the beginning of the school semester, So that they can be regular to make targets by themeselves and achieve them.
PELATIHAN STRATEGI SELF-REGULATED LEARNING FASE FORETHOUGHT UNTUK STUDENT ENGAGEMENT SISWA SMP Aripin, Natania Alfega; Savitri, Jane; Megarini, Maria Yuni
JIP (Jurnal Intervensi Psikologi) Vol. 15 No. 2 (2023): JIP: Jurnal Intervensi Psikologi
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/intervensipsikologi.vol15.iss2.art4

Abstract

Student engagement issues are commonly found in schools, particularly among junior high school students. One of the internal factors that can enhance student engagement is students' proficiency in utilizing self-regulated learning strategies during the forethought phase. SRL forethought was provided in the form of experiential training, where students learned through their own experiences. Participants in this research were 12 students in the control group and 11 students in the experimental group. The results of the difference test indicate that SRL forethought training is effective in improving student engagement in seventh-grade students (p=0.018; z=-2.358). The control group also demonstrated significant differences between pre and post-test conditions (p=0.40; z=-2.051). In conclusion, SRL forethought training is essential for students to prevent a decline in engagement in seventh-grade students. Subsequent researchers may conduct subject randomization based on student engagement categories to achieve a more balanced initial condition.
PELATIHAN STRATEGI SELF-REGULATED LEARNING FASE FORETHOUGHT UNTUK STUDENT ENGAGEMENT SISWA SMP Aripin, Natania Alfega; Savitri, Jane; Megarini, Maria Yuni
JIP (Jurnal Intervensi Psikologi) Vol. 15 No. 2 (2023): JIP: Jurnal Intervensi Psikologi
Publisher : Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/intervensipsikologi.vol15.iss2.art4

Abstract

Student engagement issues are commonly found in schools, particularly among junior high school students. One of the internal factors that can enhance student engagement is students' proficiency in utilizing self-regulated learning strategies during the forethought phase. SRL forethought was provided in the form of experiential training, where students learned through their own experiences. Participants in this research were 12 students in the control group and 11 students in the experimental group. The results of the difference test indicate that SRL forethought training is effective in improving student engagement in seventh-grade students (p=0.018; z=-2.358). The control group also demonstrated significant differences between pre and post-test conditions (p=0.40; z=-2.051). In conclusion, SRL forethought training is essential for students to prevent a decline in engagement in seventh-grade students. Subsequent researchers may conduct subject randomization based on student engagement categories to achieve a more balanced initial condition.
Co-Authors Aripin, Natania Alfega Jane Savitri Susanti, Indah Nova Yuspendi Yuspendi