Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Humaniora Business Economic, Communication, and Social Sciences Journal (BECOSS)
Antonina Pantja Juni Wulandari
Bina Nusantara University
Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Industrial & Manufacturing Engineering

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Description of Implementation of Self-Regulated Learning on Student at The University of X Yan Andre Peranginagin; Budi Sulaeman; Antonina Pantja Juni Wulandari
Business Economic, Communication, and Social Sciences (BECOSS) Journal Vol. 3 No. 2 (2021): BECOSS
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/becossjournal.v3i2.7500

Abstract

This research aims to provide a description regarding the implementation of Self-Regulated Learning on students at the University of X. This research was organized with quantitative methods with types of descriptive. Sampling method on this research using the technique of convenience with the number of participants of 110 students of University consist of 48 males and 62 females. Measurement of Self-Regulated Learning conducted using questionnaires which done by researchers based on 3 phases of Self-Regulated Learning, which are: (1) Forethought, (2) Performance and (3) Self-reflection. The result of this research showed that applying on the first phases which is the stage of Forethought relatively low with the gain of score of 2.62 compared to an average score of 2.82. However, the second phases, which is the stage of performance relatively high with the gain of score above average which is 2.90. the implementation of the third phases which the self-reflection quite high with the score of 2.94. On the research also found the relationship between Grade Point Average (GPA) and the implementation of the 3 phases of Self-Regulated Learning, which is the higher GPA score earned by students, the more optimal the implementation of 3 cycles of Self-Regulated Learning.
Profiling Kecerdasan Emosional Mahasiswa Antonina Pantja Juni Wulandari
Humaniora Vol. 2 No. 1 (2011): Humaniora
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/humaniora.v2i1.2970

Abstract

Article pictures the emotional intelligent of college students. The emotional intelligent defines our potential to learn practical skills based on: self awareness, self controlling, motivation, empathy, social skill. From the five skills, it could be devided into two skills, i.e. individual and social competence. Individual competence is based on emotional intelligence about how we manage ourselves. Meanwhile, social competence is about how we handle our relationship with other people. From the research result, it can be concluded that emotional intelligence level of college students should be improved since there is none who has high score, especially about empathy as the lowest score. 
Gambaran Kejujuran sebagai Landasan Keutamaan Moral Mahasiswa yang sudah Pernah Mengambil Mata Kuliah Character Building Antonina Pantja Juni Wulandari
Humaniora Vol. 3 No. 2 (2012): Humaniora
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/humaniora.v3i2.3400

Abstract

This research sees an overview of honesty as the basis of students’ moral virtue who had taken courses Character Building at Bina Nusantara University. An honest person is one who has the power of the heart goes to the rules and principles of righteous living. Gea, Wulandari, & Babari (2002) conclude that if people have the virtue of honesty, they will not lie or cheat, even though they had the opportunity to do so. Moral virtue is a permanent and stable trend. Virtue is a good trait ingrained in one. The virtue relates to the will, as it relates to the will of the intent or motivation of the performer to be very important, so it is definitely virtuous behaviors with good intentions. The virtue is gained through the process of getting used to and practices. Virtue makes people be good personally (Bertens, 2002). By doing honest means the individual is said to have a moral virtue. The results were distributed to students who got the courses. From the results of the data on the questionnaire distributed to the students who got CB courses as 161 people, results of their honesty are not low. Most of the honesty they got was 61.7%, while the highest honesty is 38.3%. 
The Description of Resilient and Competitive Characters of The Senior High School Students in Jakarta Antonina Pantja Juni Wulandari
Humaniora Vol. 7 No. 2 (2016): Humaniora
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/humaniora.v7i2.3524

Abstract

Article described resilient and competitive characters of Senior High School students in Jakarta. This research used the descriptive quantitative research methodology. The population in this research was taken from class 12 students of Senior High School in Jakarta. The sample-taking technique used non-probability sampling. The data collection used the questionnaires given to Senior High School students around Jakarta. The questionnaire consists of two psychological measuring instruments, namely resilient and competitive characters. The measuring instrument for the resilient character was taken from the resilience theory, Resilience Scale (RS), which was developed by Wagnild and Young. The measuring instrument for the competitive character was taken from the achievement motivation theory that is the motivation to encourage a person to be successful in competition with a standard of excellence. Based on the result of this research, the average value of the resilient character is 2.98, while the average value of the competitive character is 2.92. The largest resilient character category is in the high category with the percentage of 59%, while the largest competitive category is in the high category with 224 students and the percentage of 58%. The suggestion for the school is that the teaching of resilient and competitive characters can be presented in the example, definition, discussion, and role-playing. The suggestion for the teacher is to give rewards for students with good characters. The reward is not only for the achievement, but students with good character should be praised to maintain their behavior and use it as the model for other students. The suggestion for the next researcher is that the qualitative research can be used to observe resilient and competitive character from family or school. 
Co-Authors Budi Sulaeman Yan Andre Peranginagin