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All Journal CALYPTRA : Jurnal Ilmiah Mahasiswa Universitas Surabaya Insight : Jurnal Pemikiran dan Penelitian Psikologi Jurnal Psikohumanika Personifikasi: Jurnal Ilmu Psikologi Jurnal Psikologi Pendidikan dan Konseling
Aniva Kartika
Fakultas Psikologi Universitas Surabaya
Arts Humanities Education Environmental Science Public Health Social Sciences

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PENGARUH SOCIAL STORIES TERHADAP KETERAMPILAN KOMUNIKASI PRAGMATIS ANAK DENGAN GANGGUAN ASPERGER Tanriady, Shella; Hartanti, .; Kartika, Aniva
CALYPTRA : Jurnal Ilmiah Mahasiswa Universitas Surabaya Vol 2, No 1 (2013): CALYPTRA : Jurnal Ilmiah Mahasiswa Universitas Surabaya
Publisher : University of Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Anak dengan gangguan asperger mengalami defisit dalam komunikasi pragmatis sehingga mengakibatkan kesalahpaham dan keterkucilan dari lingkungan sekitar. Tujuan dari penelitian ini (1) memperoleh gambaran keterampilan komunikasi pragmatis anak dengan gangguan asperger, (2) mengetahui keefektifan Social Stories terhadap keterampilan komunikasi pragmatis anak dengan gangguan asperger. Teknik pengambilan sampel yang digunakan adalah purposive sampling. Analisis data yaitu (1) secara Kuantitatif melalui Trend Analysis, (2) Kualitatif pencatatan hasil deskripsi observasi pada masa baseline, treatment dan setelah pemberian treatment. Hasil penelitian asesmen menunjukkan bahwa terdapat peningkatan keterampilan komunikasi pragmatis pada anak dengan gangguan asperger, sebelum, dan setelah diberikan Social stories dengan masa treatmen 2 minggu. Terdapat faktor yang mempengaruhi keefektivan intervensi : (1) Faktor Internal; kemampuan sosial, watak, danmotivasi, serta (2) Faktor Eksternal; pola asuh dalam keluarga dan dukungan dari lingkungan pendidikan yang menunjang perubahan perilaku.
PENANGANAN GURU PAUD TERHADAP KECEMASAN BERPISAH PADA ANAK DI SEKOLAH Ambari, Prinda Kartika Mayang; Panjaitan, Lena Nesyana; Kartika, Aniva
INSIGHT: JURNAL PEMIKIRAN DAN PENELITIAN PSIKOLOGI Vol 16, No 1 (2020): Insight : Jurnal Pemikiran dan Penelitian Psikologi
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (511.381 KB) | DOI: 10.32528/ins.v16i1.3209

Abstract

Separation anxiety can occur to anyone, including children. Children who are in a new situation or environment that makes them separate from sticking figures can experience separation anxiety. Factors that cause separation anxiety according to Moldovan & Moldovan (2013) are genetic and environmental. Separation anxiety is often reported to occur at school. This requires treatment as soon as possible so as not to develop into a disorder. This research was conducted to see how the picture of children experiencing anxiety separated at school and the handling done by the teacher at school. Subjects in the study were 4 teachers who teach in PAUD. Data collection methods through interviews, observations, and separation questionnaires anxiety. The technique used by researchers in selecting study participants is the purposive sampling method. The results of the study show that the treatment has not shown maximum results. n the separation experienced by children in schools on average is still high.
PENGARUH SOCIAL STORIES TERHADAP KETERAMPILAN KOMUNIKASI PRAGMATIS ANAK DENGAN GANGGUAN ASPERGER Shella Tanriady; Hartanti Hartanti; Aniva Kartika
CALYPTRA Vol. 2 No. 1 (2013): Calyptra : Jurnal Ilmiah Mahasiswa Universitas Surabaya (September)
Publisher : Perpustakaan Universitas Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Anak dengan gangguan asperger mengalami defisit dalam komunikasi pragmatis sehingga mengakibatkan kesalahpaham dan keterkucilan dari lingkungan sekitar. Tujuan dari penelitian ini (1) memperoleh gambaran keterampilan komunikasi pragmatis anak dengan gangguan asperger, (2) mengetahui keefektifan Social Stories terhadap keterampilan komunikasi pragmatis anak dengan gangguan asperger. Teknik pengambilan sampel yang digunakan adalah purposive sampling. Analisis data yaitu (1) secara Kuantitatif melalui Trend Analysis, (2) Kualitatif pencatatan hasil deskripsi observasi pada masa baseline, treatment dan setelah pemberian treatment. Hasil penelitian asesmen menunjukkan bahwa terdapat peningkatan keterampilan komunikasi pragmatis pada anak dengan gangguan asperger, sebelum, dan setelah diberikan Social stories dengan masa treatmen 2 minggu. Terdapat faktor yang mempengaruhi keefektivan intervensi : (1) Faktor Internal; kemampuan sosial, watak, danmotivasi, serta (2) Faktor Eksternal; pola asuh dalam keluarga dan dukungan dari lingkungan pendidikan yang menunjang perubahan perilaku.
Penanganan Guru PAUD Terhadap Kecemasan Berpisah Pada Anak di Sekolah Prinda Kartika Mayang Ambari; Lena Nesyana Panjaitan; Aniva Kartika
INSIGHT: JURNAL PEMIKIRAN DAN PENELITIAN PSIKOLOGI Vol 16, No 1 (2020): Insight : Jurnal Pemikiran dan Penelitian Psikologi
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ins.v16i1.3209

Abstract

Separation anxiety can occur to anyone, including children. Children who are in a new situation or environment that makes them separate from sticking figures can experience separation anxiety. Factors that cause separation anxiety according to Moldovan Moldovan (2013) are genetic and environmental. Separation anxiety is often reported to occur at school. This requires treatment as soon as possible so as not to develop into a disorder. This research was conducted to see how the picture of children experiencing anxiety separated at school and the handling done by the teacher at school. Subjects in the study were 4 teachers who teach in PAUD. Data collection methods through interviews, observations, and separation questionnaires anxiety. The technique used by researchers in selecting study participants is the purposive sampling method. The results of the study show that the treatment has not shown maximum results. n the separation experienced by children in schools on average is still high.
Peran Orangtua dalam Melatih Keterampilan Sosial pada Remaja dengan Autisme Maharani Dinda Kallista; Lena N. Panjaitan; Aniva Kartika
INSIGHT: JURNAL PEMIKIRAN DAN PENELITIAN PSIKOLOGI Vol 16, No 1 (2020): Insight : Jurnal Pemikiran dan Penelitian Psikologi
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ins.v16i1.3210

Abstract

Adolesscent with Autism Spectrum Disorder (ASD) tend to be ostracized and bullied in school because they have fewer social skills. Though social skills can be improved, even though ASD teens will have certain challenges. Therefore the role of parents is very important in improving their social skills. This research was conducted to see how the description of social skills possessed by ASD adolescents, viewed from an internal process consisting of three aspects namely emotional awareness and understanding, a theory of mind, and problem-solving and how the role of parents in training social skills in them. Participants in this study were two mothers from mild ASD adolescents. Methods of data collection through interviews, open questionnaires, and four measuring instruments (Karolinska Directed Emotional Face test, Faux Pas Stories Test, Problem Solving Questionnaire, and Recognizing and Responding to a Problem Situation Assessment). The results of this study indicate that the role of parents in practicing social skills in ASD adolescents has not shown optimal results, as evidenced by the lack of social skills possessed by ASD adolescents and the social problems they face in school.
The relationship among self-efficacy, teacher social support, and self-regulated learning of elementary school students Kartika, Aniva; Jannah, Miftachul
Jurnal Psikologi Pendidikan dan Konseling: Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling VOLUME 10 NUMBER 1 JUNE 2024
Publisher : Program Studi bimbingan Konseling PPs UNM Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jppk.v10i1.51323

Abstract

The goal of this study is to examine how self-efficacy and teacher social support relate to self-regulated learning in 4th and 5th-grade elementary school students. A quantitative correlation research method was employed, utilizing questionnaires to assess self-efficacy, teacher social support, and self-regulated learning. The research participants were 4th and 5th grade students in two elementary schools in Surabaya with a research sample of 156 people aged 9-12 years, comprising 91 girls and 65 boys. Data analysis was conducted using a multiple linear regression test utilizing IBM SPSS version 26. The result of this study showed that there is a relationship between self-efficacy and teacher's social support for self-regulated learning of elementary school students with a significant value (p=0.021). However, when analyzed individually, the self-efficacy variable did not significantly affect self-regulated learning (p = 0.596), whereas teacher social support did have a significant impact (p = 0.006). The coefficient of determination (R²) obtained was 0.079, indicating that self-efficacy and teacher social support together explain only 7.9% of the variance in self-regulated learning. This suggests that a substantial proportion of self-regulated learning in elementary school students is influenced by other factors 
DESKRIPSI KETERAMPILAN ASESMEN DAN STIMULASI HOTs GURU SEKOLAH DASAR: STUDI KUALITATIF Diana, Diana; Kartika, Aniva
Jurnal Psikohumanika Vol 16 No 1 (2024): Jurnal Psikohumanika
Publisher : Program Studi S1 Psikologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31001/j.psi.v16i1.2238

Abstract

In elementary school learning process, teacher skill in conducting assessment and stimulation determined the extent of student’s thinking processes in classroom. The results of the assessment were used to determine learning stimulation. The qualitative study in this research aims to obtain an overview of teacher skills in assessing and stimulating student abilities in the classroom. Data was obtained through Focus Group Discussions with teacher representatives from each grade level. The results of the research show that the implementation of assessments carried out by elementary school teachers includes: asking questions about students and their surroundings, giving tests with easy to difficult questions, making observations during learning, and reporting student obstacles and progress. Furthermore, findings on activity stimulation include (1) developing counting, writing, and reading abilities; (2) providing games, cross-field projects, and (3) providing trigger questions to build concepts. Stimulation activities still involve the cognitive demands of remembering and building concepts. Therefore, it is necessary to develop teacher skills in developing activities that encourage students' thinking processes at a higher level, namely strategic and broader thinking.
Pembentukan Task Commitment Mahasiswa Underachiever Berkecerdasan Sangat Tinggi dalam Mengikuti Pembelajaran Daring Margalo, Emilia; Tjahjono, Evy; Kartika, Aniva; Diana, Diana
Personifikasi: Jurnal Ilmu Psikologi Vol 15, No 2 (2024)
Publisher : Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/personifikasi.v15i2.26583

Abstract

Penelitian kualitatif ini bertujuan mendeskripsikan dinamika faktor pembentuk task commitment mahasiswa underachiever dalam mengikuti pembelajaran daring. Data dikumpulkan menggunakan teknik wawancara semi terstruktur terhadap 2 informan mahasiswa underachiever dengan IQ sangat tinggi.  Hasil penelitian menunjukkan faktor pembentuk task commitment dalam mengikuti pembelajaran daring terbagi menjadi 1). faktor yang melemahkan yaitu ambiguitas standar dan kurang tepatnya dukungan orang tua, kondisi emosi negatif, waktu luang yang berlebih, keterbatasan kemampuan, academic self-efficacy, tugas yang kurang memunculkan motivasi; dan 2). faktor yang menguatkan yaitu: suasana belajar dan fleksibilitas waktu, academic resilience, kondisi emosi positif, dukungan keluarga yang tepat, dukungan teman, kemandirian, dan pandangan tentang tingkat kesulitan tugas atau minat terhadap tugas yang memperkuat task commitment. Implikasi hasil penelitian ini, diharapkan pengajar memberikan tugas dengan  tingkat kesulitan yang sesuai, mempertimbangkan proporsi jenis tugas serta membangun pembelajaran dengan dukungan kelompok, serta memberikan psikoedukasi tentang kemandirian belajar mahasiwa.
Co-Authors . Hartanti Ambari, Prinda Kartika Mayang Diana Diana Evy Tjahjono Hartanti Hartanti Lena N. Panjaitan Lena Nesyana Panjaitan Maharani Dinda Kallista Margalo, Emilia Miftachul Jannah, Miftachul Panjaitan, Lena N Prinda Kartika Mayang Ambari Shella Tanriady Shella Tanriady