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All Journal Jurnal Muara Ilmu Sosial, Humaniora, dan Seni International Journal of Multidisciplinary Sciences and Arts
Ruminta Ruminta
Fakultas Psikologi, Universitas Tarumanagara
Arts Computer Science & IT Economics, Econometrics & Finance Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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PERBEDAAN REGULASI DIRI BELAJAR PADA SISWA SEKOLAH DASAR KELAS VI DITINJAU DARI JENIS KELAMIN Ruminta Ruminta; Sri Tiatri; Henny Mularsih
Jurnal Muara Ilmu Sosial, Humaniora, dan Seni Vol 2, No 1 (2018): Jurnal Muara Ilmu Sosial, Humaniora, dan Seni
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Tarumanagara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24912/jmishumsen.v2i1.2059

Abstract

Keberhasilan seorang dalam menjalani proses pendidikannya dipengaruhi oleh beberapa faktor, antara lain selfregulation (regulasi diri belajar). Regulasi diri belajar adalah kemampuan untuk memunculkan dan memonitor sendiri baik pikiran, perasaan, dan perilaku untuk mencapai tujuan belajar. Regulasi diri belajar penting agar siswa memiliki kemandirian dalam belajar. Terdapat perbedaan hasil penelitian mengenai regulasi diri belajar ditinjau dari jenis kelamin. Penelitian ini bertujuan untuk mengkaji lebih lanjut, apakah terdapat perbedaan regulasi diri belajar pada siswa Sekolah Dasar kelas VI ditinjau dari jenis kelamin. Subyek penelitian adalah 188 siswa kelas VI pada salah satu sekolah swasta di Bekasi. Siswa laki-laki berjumlah 94 dan 91 siswa perempuan. Penelitian ini menggunakan metode penelitian kuantitatif deskriptif. Pengumpulan data menggunakan kuesioner regulasi diri belajar yang telah diadaptasi sebelumnya dari teks aslinya, yaitu Motivated Strategies for Learning Questionnaire, yang dikembangkan oleh Pintrich dan De Groot (1990). Hasil penelitian menunjukkan bahwa tidak ada perbedaan yang signifikan dalam hal regulasi diri belajar antara siswa laki-laki dan perempuan (p=0,072, >0,05). Pada empat dimensi yang diukur terdapat tingkat regulasi diri belajar yang sama antara siswa laki-laki dan perempuan. Hanya pada dimensi kecemasan terdapat perbedaan (p=0,003, < 0,05).
Job Satisfaction in Teachers of Autistic Children Simamora, Ruminta
International Journal of Multidisciplinary Sciences and Arts Vol. 4 No. 3 (2025): International Journal of Multidisciplinary Sciences and Arts, Article July 2025
Publisher : Information Technology and Science (ITScience)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijmdsa.v4i3.6537

Abstract

The purpose of the study was to obtain an overview of job satisfaction for teachers of autistic children, to find out the factors of job satisfaction for teachers of autistic children, and to find out the efforts that have been made by a teacher of autistic children in carrying out their profession. This study is qualitative and uses in-depth interviews with three teachers who teach at special needs schools (SLB-C) and handle autistic children. The research period began in January 2025 to April 2025. The results of the study showed that job satisfaction is not obtained from the type of work but how the work is loved and carried out by the worker (teacher). The three subjects in this study felt job satisfaction as teachers of autistic children because they first love children, accept their limitations, do their work affectively and optimally. Good cooperation and assertive communication between fellow teachers, parents, and the school produce positive energy that creates enthusiasm for work. The emotional bond with students is a strength and motivation for teachers to continue to develop teaching methods for the progress of children. The results of the study showed that the three subjects got job satisfaction as teachers of autistic children and by dedicating themselves to children it was felt as a blessing in their work. The limitations of the child create empathy in the parents and together provide education and coaching according to the needs and abilities of the child. Work discipline and the desire to achieve are solely aimed at advancing the child and the school. The school's bias towards teachers is a motivation to be actively involved in tasks and support school programs.
Co-Authors Henny Mularsih Sri Tiatri