Articles
<![CDATA[Peran Teacher Autonomy Support terhadap Engagement Siswa melalui Pemenuhan Kebutuhan Psikologis Dasar ]]>
<![CDATA[Meilani Rohinsa]]>;
<![CDATA[surya Cahyadi]]>;
<![CDATA[Achmad Djunaidi]]>;
<![CDATA[Zulrizka Iskandar]]>
<![CDATA[ JURNAL PSIKOLOGI Vol 15, No 2 (2019): Jurnal Psikologi ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sultan Syarif Kasim Riau ]]>
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DOI: 10.24014/jp.v15i2.7423
<![CDATA[Penelitian ini bertujuan untuk menginvestigasi apakah pemenuhan kebutuhan psikologis dasar memediasi pengaruh teacher autonomy support terhadap engagement. Responden dalam penelitian ini 213 siswa SMA (Wanita=126, 59.2%; M = 87, 40.8%). Usia responden antara 15-18 tahun dengan mean 15.41 (SD=0.53). Alat ukur yang digunakan adalah kuesioner Autonomy support, Feeling I Have dan Engagement. Data dianalisis dengan uji regresi berganda. Hasil penelitian ini menunjukkan pemenuhan kebutuhan psikologis dasar memediasi pengaruh teacher autonomy support terhadap engagement. Implikasi dari temuan ini bahwa guru harus menyadari bahwa setiap siswa memiliki kebutuhan psikologis dasr yang dapat dipenuhi oleh perlakuan guru berupa autonomy support dan hal ini akan membentuk engagement siswa terhadapa aktivitas belajar di kelas.Keyword Teacher autonomy support, Pemenuhan kebutuhan psikologis dasar, Engagement]]>
<![CDATA[Relationship between parental autonomy support and academic motivation among junior high students ]]>
<![CDATA[Syipa Husni Fadilah]]>;
<![CDATA[Afra Hafny Noer]]>;
<![CDATA[Surya Cahyadi]]>;
<![CDATA[Laila Qodariah]]>;
<![CDATA[Langgersari Elsari Novianti]]>
<![CDATA[ Jurnal Psikologi Pendidikan dan Konseling: Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling Volume 5 Number 2 December 2019 ]]>
Publisher : <![CDATA[Program Studi bimbingan Konseling PPs UNM Makassar ]]>
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DOI: 10.26858/jppk.v5i2.11129
<![CDATA[This study aims to observe the relationship between parental autonomy support and academic motivation among junior high students. This correlational study collected data from 124 students and their mothers. Convenience sampling was used. The instruments employed were Perceived Parental Autonomy Support Scale and Academic Self-Regulation Questionnaire translated into Indonesian. The Spearman’s Rank was used for correlation analysis. The results revealed that parental autonomy support and maternal autonomy support has a positive correlation with students’ autonomous motivation. The more frequently students receive support from parents and the more frequently mothers give support to their children, the higher motivation students have to perform activities they desire. Maternal autonomy support also associates positively with students’ controlled motivation. The more often mothers give freedom, the higher motivation students have to do activities coming from internal and external pressures. Parental control perceived by students and maternal control have no link with overall motivation.]]>
<![CDATA[ISOLASI DAN IDENTIFIKASI SENYAWA AKTIF ANTI BAKTERI PADA DAUN HERBA SISIK NAGA (Drymoglossum piloselloides Presl.) ]]>
<![CDATA[Gde Agus Surya Cahyadi]]>;
<![CDATA[I Gusti Agung Gede Bawa]]>;
<![CDATA[Emmy Sahara]]>
<![CDATA[ Jurnal Kimia (Journal of Chemistry) Vol. 8, No. 1 Januari 2014 ]]>
Publisher : <![CDATA[Program Studi Kimia, FMIPA, Universitas Udayana (Program of Study in Chemistry, Faculty of Mathematics and Natural Sciences, Udayana University), Bali, Indonesia ]]>
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DOI: 10.24843/JCHEM.2014.v08.i01.p14
<![CDATA[This paper discusses the isolation and identification of active compounds from the anti bacterial herb leaf of dragon scales (Drymoglossum piloselloides Presl.). 500 grams of dried leaf powder of dragon scales produced 26.4376 grams of concentrate ethanol extract. Phytochemical test showed that the ethanol extract containing compounds of flavonoid, triterpenoid and polyphenol. The results of the partition of the ethanol extract using n - hexane, chloroform and n - butanol, followed by evaporating yielded 3.8824 g of concentrate extract of n- hexane, 9.1124 grams of concentrate extract of chloroform and 4.4921 grams of concentrate extract of n-butanol. Anti-bacterial activity assay sugested that the concentrate extract of n - butanol showed the greatest inhibition activity against bacteria of Staphyloccocus aureus, which was of 0.90 cm. The concentrate extract of n - butanol was then separated and purified, and hence 0.2323 grams of anti- bacterial extract was obtained. The result of the phytochemical test showed that the active isolate of herb leaf of dragon scales was flavonoid compound. Identification by UV - Vis spectrophotometry gave two absorption bands in the ultraviolet region. The first band was at the wavelength of 318.00 nm and the second one at the wavelength of 271.50 nm. These results indicated that the active isolates containing electronic transitions of ? ? ?* of an aromatic compound and n ? ?* of an aromatic compound as well which are the characteristic of flavonoid compounds. Identification by infrared spectrophotometry showed that the active isolates containing hydroxyl group (- OH ) which appeared at the wave number of 3512.37 cm- 1 ; o - hydroxy aryl ketones at the wave numbers of 2924.09 cm??- 1 and 2858.51 cm- 1 with medium intensity and broaden band. It was also observed the presence of benzene trisubstituted (1,2,3 or 1,3,5 - trisubstituted) at the wavelength of 1734.01 cm- 1 with medium intensity and broaden band.]]>
<![CDATA[Why am I Doing My Thesis? An Explorative Study on Factors of Undergraduate Thesis Performance in Indonesia ]]>
<![CDATA[Surya Cahyadi]]>;
<![CDATA[Miryam Wedyaswari]]>;
<![CDATA[Erna Susiati]]>;
<![CDATA[Rasni Adha Yuanita]]>
<![CDATA[ Journal of Educational, Health and Community Psychology Vol 10 No 2 June 2021 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/jehcp.v10i2.19912
<![CDATA[Writing an undergraduate thesis is a formidable task, especially in Indonesia where writing is not engrained in its culture. Therefore, this study aims to explore the internal and external factors in writing an undergraduate thesis. A qualitative research design was used. Phase 1 used an online questionnaire (n= 143) to find encouraging and obstructing factors. Phase 2 used an in-depth interview (n = 48) to validate findings from Phase 1. A general inductive approach was used to analyze data. Phase 1’s findings were students’ perceptions about undergraduate thesis and categories of encouraging and obstructing factors in writing a thesis. Writing undergraduate thesis was more driven by external factors (e.g.deadlines, others' expectations) than by internal factors. Neglect of writing the thesis, however, was caused more by internal factors (e.g. lack of knowledge and skills, doing other activities). Phase 2’s findings validated phase 1’s findings which consist of 11 encouraging and 8 obstructing factors.Keywords: Undergraduate thesis performance, undergraduate research,  writing a thesis, university students, qualitative exploratory study]]>
<![CDATA[Study of Perceived Value Instrument in Thesis Writing Using CFA ]]>
<![CDATA[Ilham Phalosa Reswara]]>;
<![CDATA[Whisnu Yudiana]]>;
<![CDATA[Surya Cahyadi]]>
<![CDATA[ JP3I (Jurnal Pengukuran Psikologi dan Pendidikan Indonesia) Vol 10, No 1 (2021): JP3I ]]>
Publisher : <![CDATA[Fakultas Psikologi UIN Syarif Hidayatullah Jakarta ]]>
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DOI: 10.15408/jp3i.v10i1.18583
<![CDATA[Perceived value had a major role in an academic activity, including in thesis writing. Unfortunately, there was no study that validated perceived value inventory in the thesis writing setting using empirical evaluation. Thesis writing has specific characteristics that make it unique compared to the general academic activity. Therefore, specific measurement is needed to accurately measure it. The present study aimed to validate the perceived value scale using construct validity approach. The research participants (N = 219) were university students from several faculties. Confirmatory Factor Analysis (CFA) was used to validate the construct. Reliability was also estimated in this study. The result showed that the modified model was fit. The goodness of fit was estimated using Comparative Fit Index (CFI), Root Mean Square Error of Approximation (RMSEA), Goodness-of-Fit Index (GFI), Normed Fit Index (NFI), and Non-Normed Fit Index (NNFI). The factor loading of each item was in range of .58 - .87, the Construct Reliability (CR) of each dimension were .81 and .77, and the Average Variance Extracted (AVE) of each dimension were .52 and .54. The reliability of the whole construct and its factors were satisfying (>.70). This result indicated that this scale was satisfying in overall structure and its convergence.]]>
<![CDATA[Gambaran Perilaku Autonomy Support pada Guru di Sekolah MTs X Jatinangor ]]>
<![CDATA[Laras Yuliansyah]]>;
<![CDATA[Surya Cahyadi]]>;
<![CDATA[Erna Susiati]]>
<![CDATA[ Provitae: Jurnal Psikologi Pendidikan Vol 13, No 2 (2020): Provitae: Jurnal Psikologi Pendidikan ]]>
Publisher : <![CDATA[Fakultas Psikologi Universitas Tarumanagara ]]>
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DOI: 10.24912/provitae.v13i2.9646
<![CDATA[A teacher’s motivating style toward students is an important educational construct. Teacher-provided autonomy support benefits students and teachers themselves. Students who receive autonomy support from their teachers experience greater autonomus motivation and classroom engagement. For teachers, they experience greater teaching efficacy and vitality during teaching. Autonomy support is the interpersonal sentiment and behavior the teachers provide to identify, nurture, and develop students’ inner motivational resources. The purspose of this study is to obtain an overview of autonomy support in teachers of Madrasah Tsanawiyah (MTs) X Jatinangor. The design of this study is explanatory sequential mixed method. The quantitative data were obtained from 37 teachers of MTs X Jatinangor who completed The Problems in School Questionnaire (PIS) to explain teacher’s orientation toward motivating students. The sampling methods in quantitative approach is saturated sampling. The qualitative data were obtained from interview with 6 teachers of MTs X Jatinangor regarding teacher’s motivating style and the causes influence teacher’s controlling style during learning activities. The sampling methods in qualitative approach is purposive sampling. The results showed that 36 teachers (97,3%) have moderately autonomy supportive orientation and 1 teacher (3,7%) has highly autonomy supportive orientation. Therefore, most of the teachers in school MTs X Jatinangor implement autonomy support and controlling motivating style during class. The causes of the teacher’s controlling style are that teachers harbor the dual burdens of responsibility and occupy an inherently powerful social role.]]>
<![CDATA[Evaluasi Alat Ukur Perceived Control pada Konteks Pengerjaan Skripsi menggunakan Confirmatory Factor Analysis ]]>
<![CDATA[Ilham Phalosa Reswara]]>;
<![CDATA[Whisnu Yudiana]]>;
<![CDATA[Surya Cahyadi]]>
<![CDATA[ Provitae: Jurnal Psikologi Pendidikan Vol 14, No 1 (2021): Provitae: Jurnal Psikologi Pendidikan ]]>
Publisher : <![CDATA[Fakultas Psikologi Universitas Tarumanagara ]]>
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DOI: 10.24912/provitae.v14i1.11448
<![CDATA[Lots of researchers found that perceived control had a major role in various educational activities, including thesis. Unfortunately, there was limited study that validates perceived control inventory to measure the construct, especially in the thesis writing context. The thesis writing context has specific characteristics that make this context unique compare to the general academic context. In order to provide psychometric properties, especially validity evidence in this inventory, the present study aimed to validate the inventory. The research participants (N = 233) were university students from one university and across faculties. Construct validity evidence was used in the present study using Confirmatory Factor Analysis (CFA) to validate the construct. Reliability was also estimated in the study. The result showed that the inventory fulfilled the fit criteria, namely Comparative Fit Index (CFI), Root Mean Square Error of Approximation (RMSEA), Goodness-of-Fit Index (GFI), Normed Fit Index (NFI), and Non-Normed Fit Index (NNFI). The factor loading of each item > .70, the Construct Reliability (CR) of each dimension > .70, and the Average Variance Extracted (AVE) of each dimension > .50. The reliability of the whole construct and its factors also satisfactory (>.70). This result indicated that this inventory was satisfactory in the overall aspect and could be used to measure perceived control in the thesis writing context.]]>
<![CDATA[Control and Emotional Reactivity Levels: Which One, Positive or Negative Emotional Reactivity Links with Effortful Control? ]]>
<![CDATA[Evi Afifah Hurriyati]]>;
<![CDATA[Efi fitriana]]>;
<![CDATA[Surya Cahyadi]]>;
<![CDATA[Wilis Srisayekti]]>
<![CDATA[ Humaniora Vol. 11 No. 1 (2020): Humaniora ]]>
Publisher : <![CDATA[Bina Nusantara University ]]>
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DOI: 10.21512/humaniora.v11i1.6188
<![CDATA[The research investigated the relationship between effortful control and emotional reactivity in students. It also analyzed the description of each variable descriptively based on the levels of effortful control and the level of emotional reactivity. The method was by self-report through questionnaires distributed to students aged 18-30 years. There were 357 participants that were consisting of 94 male students and 263 female students. The measuring instrument was the Effortful Control from the Adult Temperament Scale Questionnaire (ATQ) Scale-Short form, and the Perth Emotional Reactivity Scale-Short Form scale. The result shows that there is a positive significant relationship between effortful control and positive emotional reactivity. However, the research shows that there is a negatively significant relationship between effortful control and negative emotional reactivity. It states that students with high levels of effortful control have high positive emotional reactivity. Likewise, students who have low levels of effortful have low positive emotional reactivity. However, individuals who have a high level of effortful control have low negative emotional reactivity and vice versa. ]]>
<![CDATA[Tantangan dan Upaya Guru SMA dalam Melaksanakan Pembelajaran Jarak Jauh ]]>
<![CDATA[Selly Puspita Azzahra]]>;
<![CDATA[Fitri Ariyanti Abidin]]>;
<![CDATA[Erna Susiati]]>;
<![CDATA[Surya Cahyadi]]>
<![CDATA[ Lectura : Jurnal Pendidikan Vol. 12 No. 2 (2021): Lectura: Jurnal Pendidikan ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Lancang Kuning ]]>
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DOI: 10.31849/lectura.v12i2.7160
<![CDATA[Pandemi berdampak pada sektor pendidikan untuk menjalankan pembelajaran jarak jauh. Pembelajaran jarak jauh memunculkan berbagai tantangan. Penelitian ini mengeksplorasi tantangan-tantangan yang dihadapi oleh guru dalam proses intruksional selama pembelajaran jarak jauh. Metode penelitian yang digunakan adalah metode penelitian dengan pendekatan kuantitatif dan kualitatif yang bersifat eksploratif. Responden penelitian berjumlah 103 guru yang berasal dari berbagai provinsi di Indonesia. Hasil menunjukkan tantangan yang dihadapi oleh guru beragam baik pada tahap sebelum, selama dan setelah instruksi. Terdapat tantangan yang ditemukan pada ketiga tahap yang banyak dihadapi oleh guru-guru yakni keterbatasan fasilitas yang menunjang pembelajaran pada siswa dan guru. Di samping itu, guru telah melakukan beragam upaya dalam menghadapi tantangan-tantangan tersebut. Implikasi penelitian ini disampaikan pada bagian pembahasan.]]>
<![CDATA[ANAK SIAP SEKOLAH: PERSEPSI ORANG TUA TERHADAP KESIAPAN ANAK MASUK KE SEKOLAH DASAR ]]>
<![CDATA[Bina Decilena Syahidah]]>;
<![CDATA[Fitriani Yustikasari Lubis]]>;
<![CDATA[Fitri Ariyanti Abidin]]>;
<![CDATA[Zainal Abidin]]>;
<![CDATA[Surya Cahyadi]]>
<![CDATA[ Early Childhood: Jurnal Pendidikan Vol. 5 No. 1 (2021): Early Childhood: Jurnal Pendidikan ]]>
Publisher : <![CDATA[Pendidikan Guru PAUD, FKIP, Univ Muhammadiyah Tasikmalaya ]]>
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DOI: 10.35568/earlychildhood.v5i1.1247
<![CDATA[Kesiapan anak masuk sekolah merupakan hal yang penting untuk diperhatikan sebelum anak masuk Sekolah Dasar. Penelitian sebelumnya menemukan kesejangan antara perspektif peneliti anak usia dini dengan persepsi orangtua dan guru terkait aspek-aspek kesiapan masuk SD pada anak usia dini. Penelitian ini bertujuan untuk mendapatkan gambaran mengenai persepsi orang tua terkait kesiapan anak untuk masuk ke Sekolah Dasar. Menggunakan pendekatan kualitatif deskriptif, data dikumpulkan melalui teknik wawancara. Subjek penelitian terdiri dari ibu dari siswa Taman Kanak-kanak (usia anak 4-6 tahun). Hasil wawancara dianalisis dengan tahapan koding, analisis tematik dan pemaknaan hubungan dari jawaban subjek. Penelitian ini menemukan bahwa selain aspek kematangan fisik dan mental, kompetensi sosial dan keterampilan komunikasi serta perkembangan bahasa dan kognitif; faktor usia, aspek religiusitas dan motivasi serta keinginan anak untuk masuk sekolah dasar juga dipersepsikan orang tua sebagai tanda kesiapan anak untuk masuk ke Sekolah Dasar.]]>
