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Hubungan Antara Efikasi Diri Dengan Kesulitan Belajar Pada Siswa Kelas XII IPS SMA Negeri 1 Juwana Elvira Usfatun Khasanah; Eka Sari Setianingsih; MA. Primaningrum
RISOMA : Jurnal Riset Sosial Humaniora dan Pendidikan Vol. 2 No. 3 (2024): Mei : RISOMA : Jurnal Riset Sosial Humaniora dan Pendidikan
Publisher : Asosiasi Ilmuwan Pendidikan, Sosial, dan Humaniora Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/risoma.v2i3.79

Self-efficacy and learning difficulties are the basis of this study. The purpose of this study is to look for the relationship between self-efficacy and learning difficulties of Shiva Class XII Social Studies SMA Negeri 1 Juwana. In this study the method used is quantitative with a correlational type of research, the population in this study is as much as 150. The sample of this study was 124 students who were determined by saturated sampling techniques. The data collection technique used the Self-efficacy scale and the Learning difficulties scale.Based on the correlation test, a sig value is obtained. (2-tailed) of 0.000 < 0.05, then the hypothesis (Ha) is accepted and it can be concluded that there is a significant relationship between self-efficacy and learning difficulties in students Kels XII IPS SMA Negeri 1 Juwana. With a correlation level if viewed from the Pearson Correlation value of 0.657 which means the correlation level is moderate. Based on the F count of 92,879 with a significance level of 0.000, where the result can be interpreted as less than 0.5, it can be concluded that there is an influence between variable X (self-efficacy) and variable Y (learning difficulties) with a percentage of 43.2%.The relationship between self-efficacy and learning difficulties possessed by students is caused by the lack of self-confidence of students in subjects. The acquisition in this study can be said that if the self-efficacy of students is low, the level of difficulty experienced is higher, then vice versa if the self-efficacy of students is high, the lower the learning difficulties experienced by students.

ANALISIS KEMAMPUAN PENALARAN DALAM MEMECAHKAN MASALAH MATEMATIKA DENGAN METODE POLYA PADA SOAL CERITA KELAS VI SDN BEJIREJO Nurul Khalimah; Joko Sulianto; Eka Sari Setianingsih
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 2 (2024): Volume 09 No. 2 Juni 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i2.14337

This research was carried out because of the importance of reasoning in learning activities in elementary schools. So this research discusses how students' reasoning abilities are in solving mathematical problems using the polya method in story problems for class VI students at SDN Bejirejo. The aim of this research is to describe students' reasoning abilities in solving mathematics problems for class VI SDN Bejirejo. This research uses a descriptive approach with qualitative research methods. Data collection techniques include interviews, observations, questionnaires and reasoning ability test questions. The research results showed that learning activities in mathematics learning were included in the very good criteria and obtained a percentage of 79.46%. Meanwhile, the data on the classification of students' reasoning abilities which were reviewed based on ten aspects of reasoning showed that the aspect of understanding understanding obtained a percentage of 83.91%, the aspect of logical thinking obtained a percentage of 80.87%, the aspect of understanding negative examples obtained a percentage of 78.70%, the aspect of deductive thinking obtained a percentage of percentage 72.61%, aspect of systematic thinking gets a percentage of 70.00%, aspect of consistent thinking gets a percentage of 83.91%, aspect of drawing conclusions gets a percentage of 89.57%, aspect of determining methods gets a percentage of 81.30%, aspect of making reasons gets a percentage the percentage was 70.87%, and the aspect of determining strategy obtained a percentage of 85.22%. The overall average of students' reasoning aspects is a percentage of 79.70% with very high reasoning criteria.

DAMPAK GAME ONLINE FREE FIRE BATTLEGROUNDS TERHADAP PERKEMBANGAN KOMUNIKASI SISWA DI SDN MOJOAGUNG 01 TRANGKIL Heni Wati Astuti, Hermawan Ade Saputra; Eka Sari Setianingsih; Ervina Eka Subekti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 2 (2024): Volume 09 No. 2 Juni 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i2.16417

This research aims to determine the impact of the online game Free Fire Battlegrounds on children's communication development. This study uses a qualitative method. The research population was all Mojoagung State Elementary School 01 Trangkil students for the 2023/2024 school year. The samples taken were 100 children consisting of grades 3-6 using purposive sampling techniques. The data in this research was obtained through questionnaires, observations, interviews, and documentation. It is recommended to include recommendations from the research results at the end of the abstract. The results of a research questionnaire from 100 students stated that 52 students agreed and 36 students strongly agreed that online games made children emotional easily, 56 students agreed and 36 strongly agreed that online games made children become toxic and say dirty things, this data was supported by the results of interviews with homeroom teacher for class VI and one of the class V homeroom teachers who stated that online games make children easily emotional and impolite to the people around them. This research concludes that the free fire battlegrounds online game has many negative impacts that can damage the development of children's verbal and non-verbal communication.

Developing a Rational–Reflective Counseling Model Integrating Peace Values to Enhance School Counselors' Professional Competence in Promoting Digital-Friendly Schools Yunita Dwi Setyoningsih; Eka Sari Setianingsih; Yunita Dwi Setyoningsih; Eka Sari Setianingsih; Husni Wakhyudin
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 2 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i2.2027.3

The increasing prevalence of cyberbullying in digital learning environments requires school counselors to adopt counseling approaches that are both evidence-based and culturally responsive. However, integrating psychological interventions with local wisdom remains a challenge in school counseling practice. This study aimed to develop and evaluate a Rational–Reflective Counseling Model Integrating Peace Values to enhance school counselors' professional competence in promoting digitally friendly schools. A Research and Development (R&D) design adapted from Borg and Gall was employed through three phases: pre-development, development, and post-development. Sixteen senior high school counselors in Central Java, Indonesia, were selected through purposive sampling. Data were collected using needs assessment and professional competence questionnaires, expert validation sheets, observation checklists, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, Aiken's V, Cronbach's alpha, paired-samples t-test, and normalized gain (N-gain) in Jamovi, while qualitative data were analyzed using thematic analysis. The developed model demonstrated excellent content validity (Aiken's V = 0.94), satisfactory reliability, and significantly improved counselors' professional competence (p < .05) with a moderate N-gain (0.65). The novelty of the model lies in integrating Rational Emotive Behavior Therapy, reflective learning, and peace values derived from Serat Wulangreh into a culturally responsive counseling framework. The findings suggest that the model is valid, practical, and promising for strengthening counselors' professional competence and fostering safe, inclusive, and digitally friendly school environments.

Developing a Rational–Reflective Counseling Model Integrating Peace Values to Enhance School Counselors' Professional Competence in Promoting Digital-Friendly Schools Yunita Dwi Setyoningsih; Eka Sari Setianingsih; Yunita Dwi Setyoningsih; Eka Sari Setianingsih; Husni Wakhyudin
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 2 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i2.2027.3

The increasing prevalence of cyberbullying in digital learning environments requires school counselors to adopt counseling approaches that are both evidence-based and culturally responsive. However, integrating psychological interventions with local wisdom remains a challenge in school counseling practice. This study aimed to develop and evaluate a Rational–Reflective Counseling Model Integrating Peace Values to enhance school counselors' professional competence in promoting digitally friendly schools. A Research and Development (R&D) design adapted from Borg and Gall was employed through three phases: pre-development, development, and post-development. Sixteen senior high school counselors in Central Java, Indonesia, were selected through purposive sampling. Data were collected using needs assessment and professional competence questionnaires, expert validation sheets, observation checklists, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, Aiken's V, Cronbach's alpha, paired-samples t-test, and normalized gain (N-gain) in Jamovi, while qualitative data were analyzed using thematic analysis. The developed model demonstrated excellent content validity (Aiken's V = 0.94), satisfactory reliability, and significantly improved counselors' professional competence (p < .05) with a moderate N-gain (0.65). The novelty of the model lies in integrating Rational Emotive Behavior Therapy, reflective learning, and peace values derived from Serat Wulangreh into a culturally responsive counseling framework. The findings suggest that the model is valid, practical, and promising for strengthening counselors' professional competence and fostering safe, inclusive, and digitally friendly school environments.

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