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All Journal Islamic Guidance and Counseling Journal Bulletin of Counseling and Psychotherapy
Ali Murtadho
Universitas Islam Negeri Walisongo Semarang, Indonesia
Arts Humanities Education Health Professions Public Health Other

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Pengaruh Self-Esteem terhadap Social-Loafing dengan Academic Honesty sebagai Mediator Darma Sena; Edy Purwanto; Ali Murtadho
Bulletin of Counseling and Psychotherapy Vol. 4 No. 1 (2022): Bulletin of Counseling and Psychotherapy
Publisher : Kuras Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bocp.v4i1.145

Abstract

This research aims to analyze the relationship of self-esteem with social loafing through academic honesty as a mediator variable. We involved 232 junior high school students in Banda Aceh which selected using cluster random sampling. This study uses a scale of psychological adaptation and questionnaire as instruments. The results showed that self-esteem had a significant association with social loafing with a value of (β = -0.436 and significantly at the level of p < 0.05). Academic honesty also has a significant relationship with social loafing with values (β = -0.264 and significantly at the level of p < 0.05). Self-esteem is significantly related to academic honesty with values (β = 0.992 and significantly at the level of p < 0.05). Research indicates that academic honesty is a mediator in the relationship between self-esteem and social loafing. Students with high self-esteem tend to have high academic honesty. This is expected to reduce social loafing behavior in students.
The Effects of The Presence of Tutor in The Learning Video on Cognitive Load and Academic Achievement: Array Weni Anggraini; Sunawan Sunawan; Ali Murtadho
Islamic Guidance and Counseling Journal Vol. 3 No. 1 (2020): Islamic Guidance and Counseling Journal
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung in collaboration with Asosiasi Bimbingan dan Konseling Indonesia (ABKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/igcj.v3i1.656

Abstract

This study was intended to determine the effect of the presence of tutors in the learning video on cognitive load and academic achievement. The design used in this study was the posttest control group design. The subjects of this study were 30 students of eleventh-grade science of senior high school number 1 Ungaran. The measurements of the data were carried out using cognitive load questionnaires, eye-tracking measurements, and biological matter of reproductive materials (prior knowledge and posttest teaching). The result of analysis using the Multivariate analysis of variance test showed that the presence of tutors in the learning video did not have a significant effect on extraneous load (F(2.27)=2.6, p>0.05), the presence of tutors in the learning video did not have a significant effect on germane load in the subjective measurements (F(2.27)=0.06, p>0.05), however, the presence of tutors in the learning video has a significant effect on the objective measurements (F(2.27)=24.47, p<0.05) and (F(2.27)=28.14, p<0.05). Furthermore, the presence of tutors in the learning video has a significant effect on academic achievement with (F(2.27)=3.38, p<0.05). The findings of this study proved that there were effects of the presence of tutor in the learning video on germane load and academic achievement.
Co-Authors Darma Sena Edy Purwanto Sunawan Sunawan Weni Anggraini