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All Journal Aksara: Jurnal Ilmu Pendidikan Nonformal JESS (Journal of Education on Social Science) SENTRI: Jurnal Riset Ilmiah
Maria Yuni Megarini Cahyono
Universitas Kristen Maranatha
Aerospace Engineering Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Pengaruh Kompetensi Sosioemosional pada Anak dalam Pembuatan Tugas Mandiri Rosida Tiurma Manurung; Maria Yuni Megarini Cahyono; Meilani Rohinsa Sitompul; Revina Priscila
Aksara: Jurnal Ilmu Pendidikan Nonformal Vol 8, No 2 (2022): May 2022
Publisher : Magister Pendidikan Nonformal Pascasarjana Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/aksara.8.2.1525-1534.2022

Abstract

Istilah sosioemosional secara etimologi berasal dari kata sosial dan emosional. Kompetensi sosial dan emosional adalah kemampuan untuk memahami, mengelola, dan mengekspresikan aspek-aspek sosial dan emosional kehidupan seseorang. Dengan kompetensi tersebut, seorang anak mampu meraih keberhasilan, melaksanakan tugas sehari-hari seperti belajar membentuk hubungan, berinteraksi, memecahkan masalah kehidupan sehari-hari, dan beradaptasi dengan tuntutan pertumbuhan dan perkembangan yang kompleks. Adapun tujuan penelitian ini adalah untuk mendeskripsikan bagaimana pengaruh kompetensi sosioemosional pada anak saat mengerjakan tugasnya secara mandiri. Penelitian ini merupakan penelitian yang menggunakan metode analisis deskriptif dan pendekatan kualitatif. Adapun teknik pengumpulan data yang digunakan adalah dengan kuesioner yang ditujukan kepada orang tua yang memiliki anak dengan kisaran umur 8-15 tahun, yang dalam kuesioner yang dipaparkan pertanyaan-pertanyaan yang dijawab oleh responden secara jujur. Berdasarkan hasil responden, diperoleh hasil penelitian bahwa kompetensi sosioemosional diperlukan untuk dapat mengerjakan tugas secara mandiri.
The Influence of Attachment Styles On Marital Satisfaction On A Wife Who Has Been Cheated Maria Yuni Megarini Cahyono; Yuspendi Yuspendi; Nuria Ristnawati Nanrimansyah
Journal of Education on Social Science (JESS) Vol 7 No 1 (2023): SOCIAL AND POLITICAL ISSUES IN DIGITAL ERA
Publisher : Faculty of Social Science, Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jess.v7i1.459

Abstract

Infidelity is the main cause of divorce in West Java, which harms individuals, especially wives who are victims of infidelity. In response to infidelity, wives are more likely to react with intense emotions that tend to last a long time, and it is easier to recall the incident, thus requiring more attention. The subjects of this study were 55 individuals whose wives were aged 18-40 years and had experiences of being cheated on and domiciled in the city of Bandung. This study aimed to describe the effect of Attachment Styles on the Marital Satisfaction of wives who had been cheated on in Bandung. The research method used is quantitative. The measuring instrument used to obtain individual Attachment Styles is The Experience in Close Relationships-Revised (ECR-R) Questionnaire, which consists of 36 items referring to the theory of Bartholomew and Horitz and consists of 36 items. The measuring instrument used to obtain the degree of individual Marital Satisfaction is ENRICH MARITAL SATISFACTION, compiled by Olson & Fowers (1993), consisting of 15 items with 4 answer choices. Subjects in this study will be given both questionnaires. After that, the results of the two questionnaires will be analyzed using a simple regression method. The results showed that attachment style strongly influences and can predict 31% of marital satisfaction in wives cheated on.
Peran Self-Regulated Learning Sebagai Mediator Dalam Hubungan Self-Efficacy dan Prokrastinasi Akademik pada Mahasiswa Maria Yuni Megarini Cahyono; Meilani Rohinsa; Trisa Genia C. Zega
SENTRI: Jurnal Riset Ilmiah Vol. 4 No. 7 (2025): SENTRI : Jurnal Riset Ilmiah, Juli 2025
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/sentri.v4i7.4299

Abstract

To reduce academic procrastination, students need confidence in their ability to face problems and take the actions needed to complete tasks to get the expected results. Solomon and Rothblum (1984) define academic procrastination as the postponement of important academic tasks, such as preparing for exams, completing assignments, taking care of university administration and attending classes. To reduce academic procrastination, self-efficacy is needed to cope with problems and take the necessary steps to complete the task and achieve the desired results (Bandura, 1997). In their research, Klassen et al (2008) found that low self-regulatory self-efficacy predicts high academic procrastination. Individuals with low self-regulatory learning tend to procrastinate, as self-regulatory ability is an important factor affecting the emergence of procrastination behavior in students (Steel, 2007). The results of this study show that self-regulated learning has an important role that is negative, with the understanding that the large role of self-regulated learning has an impact on reducing the level of academic procrastination, and the low role of self-regulated learning has an impact on increasing academic procrastination.
Co-Authors Meilani Rohinsa Meilani Rohinsa Sitompul Nuria Ristnawati Nanrimansyah Revina Priscila Rosida Tiurma Manurung Trisa Genia C. Zega Yuspendi Yuspendi