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All Journal Provitae: Jurnal Psikologi Pendidikan YASIN: Jurnal Pendidikan dan Sosial Budaya Sosial : Jurnal Ilmiah Pendidikan IPS
Ninawati Ninawati
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HUBUNGAN KONSEP DIRI DENGAN MOTIVASI BERPRESTASI PADA SISWA AKSELERASI DAN SISWA REGULER Feby Armelia Putri; Sesilia Monika; Ninawati Ninawati
Provitae: Jurnal Psikologi Pendidikan Vol 7, No 1 (2016): Provitae
Publisher : Fakultas Psikologi Universitas Tarumanagara

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (451.365 KB) | DOI: 10.24912/provitae.v7i1.223

Abstract

The concept of self is how individuals perceive or judge him, an assessment of confidence in himself, psychologically or socially good physical characteristics, or capabilities. The formation of self-concept can be positive or negative direction. While the achievement motivation is the impetus that exist within the individual's success and aims to successfully achieve a feat. Someone underachievers is someone who sees himself as a person who is less adequate than in others. Someone underachievers tend to express more feelings of negative self compared with someone who has high academic achievement. The aim of this research to determine the relationship of self-concept and achievement motivation in students acceleration and regular students. Research conducted at SMA N XYZ in the city of Serang Banten. The subjects of this research were 96 students in class XI, ie 32 on the acceleration students and 64 regular students. retrieval techniques using non-probability sampling (convenience). Methods of data collection using a scale of self-concept and achievement motivation. Spearman correlation analysis result there is a significant relationship between self-concept and achievement motivation r = 0.556 and p = 0.000, thus it can be concluded that there is a relationship self-concept and achievement motivation in students acceleration and regular students.Keywords: Self-concept, achievement motivation, Student acceleration, regular student
Menggali Potensi Problem Based Learning: Definisi, Sintaks, Dan Contoh Nyata Veronika Tiara; Ninawati Ninawati; Fransiska Liska; Rabiatul Alya; Yusawinur Barella
SOSIAL : Jurnal Ilmiah Pendidikan IPS Vol 2 No 2 (2024): SOSIAL: Jurnal Ilmiah Pendidikan IPS
Publisher : Asosiasi Peneliti Dan Pengajar Ilmu Sosial Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/sosial.v2i2.153

Abstract

The problem-based education model begins with posing a problem or posing a problem, focusing on disciplinary relationships, investigation, group collaboration, as well as creating work, demonstrating and solving the given case. This problem-based education is student-centered, where teachers only share a little data and students who want to be more active in solving problems. This problem-based education uses real (authentic) problems that are unstructured and open-ended as a context for students to improve their problem-solving and critical thinking skills, and at the same time build new knowledge. In contrast to conventional education where real problems are used as the implementation of concepts, problem-based education makes real problems a factor in students' learning process before they understand formal concepts. Keywords: Education, Based, Problems.
Hubungan antara Self Control dan Fear of Missing Out (FoMO) pada Pengguna TikTok Generasi Z Farsya Meyrasikhah; Ninawati Ninawati
YASIN Vol 6 No 1 (2026): FEBRUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v6i1.8762

Abstract

Intensive TikTok use among Generation Z often gives rise to fear of missing out (FoMO), namely anxiety experienced when feeling left behind in terms of information or social activities, whereas self-control is regarded as an important factor that can reduce this tendency. This study aimed to examine the relationship between self-control and FoMO among Generation Z TikTok users. A quantitative correlational method was employed with 425 participants aged 18–25 years in the Jabodetabek area. Data were collected through online questionnaires using self-control scales and FoMOS, while data analysis used Spearman’s rho because the data were not normally distributed. The results showed a significant negative relationship between self-control and FoMO (r = –0.674; p < 0.001), indicating that the higher an individual’s self-control, the lower the level of FoMO experienced. These findings highlight the importance of self-regulation in reducing digital anxiety among Generation Z and provide a basis for developing digital literacy education programs and psychological interventions to promote healthier social media use.
Co-Authors Farsya Meyrasikhah Feby Armelia Putri Fransiska Liska Rabiatul Alya Sesilia Monika Veronika Tiara Yusawinur Barella