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PERAN TEACHER STRUCTURE TERHADAP ENGAGEMENT MELALUI ACADEMIC BUOYANCY PADA SISWA MENENGAH ATAS Cahyadi, Surya; Rohinsa, Meilani
Jurnal Studia Insania Vol 7, No 2 (2019)
Publisher : Faculty of Ushuluddin and Humanities

The current research aims to investigate whether students' ability to deal with academic problems daily or academic buoyancy can mediate the effect of teacher structure in predicting senior high school students? engagement. The participant of the research consisted of 213 senior high school students (Female = 126; 59.2%; Male= 87; 40.8%). The age of participants? ranged between 15-18 years, with a mean of 15.41 (SD=0.53). The instrument in the current research included Teacher Structure Questionnaire, Academic Buoyancy Scale, and Engagement Questionnaire. Data analysis was conducted using multiple regression tests. Based on research findings, Academic buoyancy mediates the effect of teacher structure in predicting senior high school students? engagement. The findings of the study were discussed under the light of relevant literature, and some suggestions were made for future research. This finding implies that teachers need to be aware that every student needs the ability to deal with everyday academic problems in school. The existence of teacher structure can fulfill this ability. This support will shape students' engagement with learning activities in the classroom.

CONTROL AND EMOTIONAL REACTIVITY LEVELS: WHICH ONE, POSITIVE OR NEGATIVE EMOTIONAL REACTIVITY, LINKS WITH EFFORTFUL CONTROL? Hurriyati, Evi Afifah; fitriana, Efi; Cahyadi, Surya; Srisayekti, Wilis
Humaniora Vol 11, No 1 (2020): Humaniora (In Press)
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/humaniora.v11i1.6188

The research investigated the relationship between effortful control and emotional reactivity in students. It also analyzed the description of each variable descriptively based on the levels of effortful control and the level of emotional reactivity. The method was by self-report through questionnaires distributed to students aged 18-30 years. There were 357 participants that were consisting of 94 male students and 263 female students. The measuring instrument was the Effortful Control from the Adult Temperament Scale Questionnaire (ATQ) Scale-Short form, and the Perth Emotional Reactivity Scale-Short Form scale. The result shows that there is a positive significant relationship between effortful control and positive emotional reactivity. However, the research shows that there is a negatively significant relationship between effortful control and negative emotional reactivity. It states that students with high levels of effortful control have high positive emotional reactivity. Likewise, students who have low levels of effortful have low positive emotional reactivity. However, individuals who have a high level of effortful control have low negative emotional reactivity and vice versa.

A Modifying the Instrument of Self-Regulation in Early Childhood Assessment Pangestuti, Retno; Kadiyono, Anissa Lestari; Cahyadi, Surya; Agustiani, Hendriati
Jurnal Pendidikan Usia Dini Vol 13 No 1 (2019): Jurnal Pendidikan Usia Dini Volume 13 Nomor 1 April 2019
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Self-regulation for preschool children is very important to support children’s adjustments in all situations and conditions. The current problem is the instrument of self-regulation is more focused on regulation in learning which is not suitable for young children. This study aims to examine the validity and reliability of Preschool Self-Regulation Assessment (PSRA) in Indonesia by modifying several children self-regulation theories. The instrument was translated from English into Indonesian and it retranslated into the native language by linguists. The questions, then, were validated through a process of professional judgment and cognitive de-briefing. The study was carried out to 179 children aged 6 to 7 years old. Data were analyzed by using confirmatory factor analysis (CFA). It showed that there are 5 dimensions of children's self-regulation, namely: attentional focus, behavioral control, self-motivated, self-autonomy and emotional control. The result showed that the five-dimensional model is agreed with the data and prove to measure children’s self-regulation. Cronbach’s alpha coefficient value was 0.899, indicating high scale reliability. Thus, the preschool children’s self-regulation assessment has well psychometric for further use. Keywords: Children’s self-regulation, Confirmatory Factor Analysis, Construct validation, Pre-school self-regulation assessment, Reliability References Amanda, N. ., Antara, P. ., & Magta, M. (2016). Hubungan Pola Asuh Orangtua dengan Regulasi Diri Anak Usia 5-6 Tahun. Journal Pendidikan Anak Usia Dini Universitas Pendidikan Ganesha, 4(2), 1–11. Bentley, J. J. (2013). Parental Involvement, Parent-Child Warmth and School Engagement as Mediated by Self-Regulation. Brigham Young University. Bierman, K. L., Domitrovich, C. E., Nix, R. L., Welsh, J. A., Greenberg, M. T., Blair, C., … Gill, S. (2008). Promoting academic and social-emotional school readiness: The Head Start REDI program. Child Development, 79(6). Blair, C., & Diamond. (2008). Developing your Children Self-Regulation through Everyday Experiences. Blair, C., & Raver, C. C. (2015). School readiness and self-regulation: A developmental psychobiological approach. Annual Review of Psychology, 66, 711–731. Eisenberg, N., Hofer, C., & Vaughan, J. (2007). Effortful Control and Its Socioemotional Consequences. In J. J. Gross (Ed.), Handbook of emotion regulation (hal. 287–306). New York: Guilford Press. Eisenberg, N., Spinrad, T. L., & Eggum, N. D. (2010). Emotion-Related Self-Regulation and Its Relation to Children’s Maladjustment. Annual Reviews Clinical Psychology, 27(6), 495–525. Eisenberg, N., Valiente, C., & D.Eggum, N. (2010). Self-Regulation and School Readiness. Early Education Development., 21(5), 681–698. Goyette, P., Carrol, K., Smith-Donald, R., Metzger, M., Young, T., & Raver, C. C. (2006). Field Administration of an Emotional and Behavioral Assessment of Head Start Children:Preliminary Findings from the Preschool Self-Regulation Assessment. Grolnick, W. S., & Farkas, M. (2002). Parenting and the development of children’s self-regulation. In M. H. Bornstein (Ed.), Handbook of parenting (Vol. 5, hal. 89–110). Practical issues in parenting. Pino, D., & Whitebread, D. (2010). The Role of Parenting in Children’s Self-Regulated Learning. Educational Research Review, 5(3), 220–242. Raver, C. C., Jones, S. M., Li-Grining, C., Zhai, F., Bub, K., & Pressler, E. (2011). CSRP’s impact on low-income preschoolers’ pre-academic skills: Self-regulation and teacher-student relationships as two mediating mechanisms. Child Development, 82(1), 362–378. Rimm-Kaufman, S. E., Curby, T. W., Grimm, K. J., Nathanson, L., & Brock, L. L. (2009). The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom. Developmental Psychology, 45(4). Rochmah, S. N. (2017). Hubungan Konsep Diri Guru Terhadap Regulasi Diri Anak Usia Dini. Jurnal Tunas Siliwangi SPS UPI, 3(2), 160–174. Smith-Donald, R., Carroll, K., Goyette, P., Metzger, M., Young, T., & Raver, C. C. (2006). Preliminary Validity of the Preschool Self-Regulation Assessment (PSRA). Smith-Donald, R., Raver, C. C., Hayes, T., & Richardson, B. (2007). Preliminary construct and concurrent validity of the Preschool Self-regulation Assessment (PSRA) for field-based research. Early Childhood Research Quarterly, 22(2), 173–187. Tanribuyurdu, Findik, E., Yildiz, & Guler, T. (2014). Preschool Self-Regulation Assessment (PSRA): Adaptation Study for Turkey. Education and Science, 39(176), 317–328. Wang, L., Hamaker, E., & Bergeman, C. (2014). Investigating inter-individual differences in short-term intra-individual variability. Psychological Methods, 17(4), 2012. Zimmerman, B. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64–70.

Antecedents-Consequences Modification to Decrease Hyper-activity and Improve Attention of Child with ADHD Kusuma Wijayanti, Puspita Adhi; Cahyadi, Surya
JURNAL PENDIDIKAN USIA DINI Vol 13 No 2 (2019): Jurnal Pendidikan Usia Dini Volume 13 Number 2 November 2019
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

The prevalence of ADHD children increases every year. Some researchers have shown that psychosocial behavior therapy (antecedents-consequences modification) was effective to decrease hyperactivity and increase attention to ADHD children. This study aims to find out the effectiveness of antecedents-consequences modification by parents and teachers to decrease hyperactivity and increase attention to a 6 years old boy with ADHD. The study was a single case experimental design. Psychosocial behavior therapy has been used with antecedents-consequences modification. The antecedents-consequences modification was applied by teacher at school and parents at home. Data were analyzed using Wilcoxon Signed Rank Test. Results showed that there’s a significant decrease of hyperactivity behavior and significant increase of doing his assignment both at school and also at home. Not only about the content of behavior therapy itself, but how to give the therapy is important. Parents and teacher should do the therapy consistently, immediately, specifically and saliency to reach the target of intervention. Keywords: ADHD Children, Antecedents, Consequences, Modification Reference: (APA), A. A. P. (2013). Diagnostic and Manual of Mental Disorder (5th ed.). Arlington: American Psychiatric Association. Amalia, R. (2018). Intervensi terhadap Anak Usia Dini yang Mengalami Gangguan ADHD Melalui Pendekatan Kognitif Perilaku dan Alderian Play Therapy. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 2(1), 27. https://doi.org/10.31004/obsesi.v2i1.4 Anastopoulos, A.D; Farley, S. . (2003). A Cognitive Behavioural Training Program for Parents of Children with Attention-Deficit/Hyperactivity Disorder. In W. J. Kazdin, Alan E (Ed.), Evidence-based psychotherapies for children and adolescents (pp. 187–203). New York: Guildford Press. Barkley, Russell A; DuPaul, G.L ; McMurray, M. . (1990). A comprehensive evaluation of attention deficit disorder with and without hyperactivity. Journal of Consulting and Clinical Psychology, 58, 775–789. Barkley, R. A. (2006). Attention-deficit hyperactivity disorder : A handbook for diagnosis and treatment (3rd ed.). New York City: Guildford Press. Barlow, D.H ; Hersen, M. (1984). Single case experimental design : Strategies for studying behavior change (2nd ed.). New York: Pergamon Press. Baumeister, S., Wolf, I., Holz, N., Boecker-Schlier, R., Adamo, N., Holtmann, M., … Brandeis, D. (2018). Neurofeedback Training Effects on Inhibitory Brain Activation in ADHD: A Matter of Learning? Neuroscience, 378, 89–99. https://doi.org/10.1016/j.neuroscience.2016.09.025 Cantwell, D. P., & Baker, L. (1991). Association between attention deficit-hyperactivity disorder and learning disorders. Journal of Learning Disabilities, 24(2), 88–95. https://doi.org/10.1177/002221949102400205 Center for Children and Families. (2019). Evidence-based Psychosocial Treatment for ADHD Children and Adolescents. Retrieved from http://ccf.fiu.edu Davidson, G. C. (2010). Abnormal Psychology. New Jersey: Wiley. DuPaul, George; Stoner, G. (2003). ADHD in the schools. New York: Guildford Press. DuPaul, G., & Weyandt, L. (2006). School-based intervention for children with attention deficit hyperactivity disorder: Effects on academic, social, and behavioural functioning. International Journal of Disability, Development and Education, 53(2), 161–176. https://doi.org/10.1080/10349120600716141 Erinta, D. B. M. S. (2012). Efektivitas penerapan terapi permainan sosialisasi untuk menurunkan perilaku impulsif pada anak dengan attention deficit hyperactive disorder (ADHD). Jurnal Psikologi : Teori & Terapan, 3(1). Evans, Steven W; Owens, Julie; Bunford, M. N. (2014). Evidence-Based Psychosocial Treatments for Children and Adolescents with Attention-Deficit/Hyperactivity Disorder. Journal Clinical Child Adolescence Psychology, 43(4), 527–551. https://doi.org/10.1038/jid.2014.371 Fabiano, G. A., Pelham, W. E., Coles, E. K., Gnagy, E. M., Chronis-Tuscano, A., & O’Connor, B. C. (2009). A meta-analysis of behavioral treatments for attention-deficit/hyperactivity disorder. Clinical Psychology Review, 29(2), 129–140. https://doi.org/10.1016/j.cpr.2008.11.001 Gerdes, A. C., Hoza, B., & Pelham, W. E. (2003). Attention-deficit/hyperactivity disordered boys’ relationships with their mothers and fathers: Child, mother, and father perceptions. Development and Psychopathology, 15(2), 363–382. https://doi.org/10.1017/S0954579403000208 Haas, S. M., Waschbusch, D. A., Pelham, W. E., King, S., Andrade, B. F., & Carrey, N. J. (2011). Treatment response in CP/ADHD children with callous/unemotional traits. Journal of Abnormal Child Psychology, 39(4), 541–552. https://doi.org/10.1007/s10802-010-9480-4 Helseth, S. A., Waschbusch, D. A., Gnagy, E. M., Onyango, A. N., Burrows-MacLean, L., Fabiano, G. A., … Pelham, W. E. (2015). Effects of behavioral and pharmacological therapies on peer reinforcement of deviancy in children with ADHD-Only, ADHD and conduct problems, and controls. Journal of Consulting and Clinical Psychology, 83(2), 280–292. https://doi.org/10.1037/a0038505 Hidayati, DM Ria ; Purwandari, E. (2010). Time Out : Alternatif Modifikasi Perilaku Anak ADHD (Attention Deficit/ Hyperacitivity Disorder). Indigenous, Jurnal Ilmiah Berkala Psikologi, 12(2), 101–114. Hinshaw, S. P., Owens, E. B., Wells, K. C., Kraemer, H. C., Abikoff, H. B., Arnold, L. E., … Wigal, T. (2000). Family processes and treatment outcome in the MTA: Negative/ineffective parenting practices in relation to multimodal treatment. Journal of Abnormal Child Psychology, 28(6), 555–568. https://doi.org/10.1023/A:1005183115230 Hinshaw, Stephen P., Owens, E. B., Zalecki, C., Huggins, S. P., Montenegro-Nevado, A. J., Schrodek, E., & Swanson, E. N. (2012). Prospective follow-up of girls with attention-deficit/hyperactivity disorder into early adulthood: Continuing impairment includes elevated risk for suicide attempts and self-injury. Journal of Consulting and Clinical Psychology,80(6), 1041–1051. https://doi.org/10.1037/a0029451 Jackson, N. A. (2003). A Survey of Music Therapy Methods and Their Role in the Treatment of Early Elementary School Children with ADHD. Journal of Music Therapy, 40(4), 302–323. https://doi.org/10.1093/jmt/40.4.302 Johnston, Charlotte; Mash, E. J. (2001). Families of Children With Attention-Deficit/Hyperactivity Disorder : Review and Recommendations for Future Research. Clinical Child and Family Psychology Review, 4(3), 183–207. Jr, W. E. P., Fabiano, G. A., & Pelham, W. E. (2008). Evidence-Based Psychosocial Treatments for Attention- Deficit / Hyperactivity Disorder (Vol. 4416). https://doi.org/10.1080/15374410701818681 Kaiser, N. M., McBurnett, K., & Pfiffner, L. J. (2011). Child ADHD severity and positive and negative parenting as predictors of child social functioning: Evaluation of three theoretical models. Journal of Attention Disorders, 15(3), 193–203. https://doi.org/10.1177/1087054709356171 Kazdin, A. E. (1984). Behavior Modification in Applied Settings. New York: Dorsey Press. Krasny-Pacini, A., & Evans, J. (2018). Single-case experimental designs to assess intervention effectiveness in rehabilitation: A practical guide. Annals of Physical and Rehabilitation Medicine, 61(3), 164–179. https://doi.org/10.1016/j.rehab.2017.12.002 Langberg, J. M., Molina, B. S. G., Arnold, L. E., Epstein, J. N., Altaye, M., Hinshaw, S. P., … Hechtman, L. (2011). Patterns and predictors of adolescent academic achievement and performance in a sample of children with attention-deficit/hyperactivity disorder. Journal of Clinical Child and Adolescent Psychology, 40(4), 519–531. https://doi.org/10.1080/15374416.2011.581620 Nigg, J.T ; Barkley, R. . (2014). (Attention-deficit Hyperactivity Disorder). In R. A. Barkley (Ed.), E-book Pediatric เรื่องPsychiatry (Third Edit, Vol. 54, pp. 1–17). Retrieved from http://www.thaipediatrics.org/pages/Doctor/Download/48aedb8880cab8c45637abc7493ecddd:e0a186938dc3b74657fd46d32fac5fe6 Pastor, P., Reuben, C., Duran, C., & Hawkins, L. J. (2015). Association between diagnosed ADHD and selected characteristics among children aged 4-17 years: United States, 2011-2013. NCHS Data Brief, (201), 201. Patterson, G. . (1982). Coercive Family Process. Eugene: Castalia. Pfiffner, L. J ; Barkley, R. . (1990). Educational Placement and Classroom Management. In R. A. Barkley (Ed.), Attention Deficit Hyperactivity Disorder : A Handbook for Diagnosis and Treatment. New York: Guildford Press. Pfiffner, Linda J; Barkley, R; DuPaul, G. (2006). Treatment of ADHD in school settings. In R. A. Barkley (Ed.), Attention-deﬁcit hyperactivity disorder: A handbook for diagnosis and treatment (3th ed., pp. 547–589). New York: Guildford Press. Pfiffner, L. J., Calzada, E., & McBurnett, K. (2000). Interventions to enhance social competence. Child and Adolescent Psychiatric Clinics of North America, 9(3), 689–709. https://doi.org/10.1016/s1056-4993(18)30113-5 Pfiffner, Linda J., Hinshaw, S. P., Owens, E., Zalecki, C., Kaiser, N. M., Villodas, M., & McBurnett, K. (2014). A two-site randomized clinical trial of integrated psychosocial treatment for ADHD-inattentive type. Journal of Consulting and Clinical Psychology, 82(6), 1115–1127. https://doi.org/10.1037/a0036887 Pfiffner, Linda J, & Haack, L. M. (2014). Behavior Management for School - Aged Children with ADHD. 23, 731–746. Pfiffner, Linda J, Hinshaw, S. P., Owens, E., Zalecki, C., Kaiser, N. M., Villodas, M., & Mcburnett, K. (2015). A two-site randomized clinical trial of Integrated Psychosocial Treatment for ADHD-Inattentive Type. Journal of Consulting and Clinical Psychology, 82(6), 1115–1127. https://doi.org/10.1037/a0036887.A Riddle, M. A., Yershova, K., Lazzaretto, D., Paykina, N., Yenokyan, G., Greenhill, L., … Posner, K. (2013). The preschool attention-deficit/hyperactivity disorder treatment study (PATS) 6-year follow-up. Journal of the American Academy of Child and Adolescent Psychiatry, 52(3). https://doi.org/10.1016/j.jaac.2012.12.007 Saputro, D. (2009). ADHD (Attention Deficit/ Hyperactivity Disorder). Jakarta: Sagung Seto. Schunk, D. H. (2012). Learning Theories : An Educational Perspective (6th ed.; Pearson Education, Ed.). Boston. Shriver, M. D., Segool, N., & Gortmaker, V. (2011). Behavior observations for linking assessment to treatment for selective mutism. Education and Treatment of Children, 34(3), 389–411. https://doi.org/10.1353/etc.2011.0023 Suyanto, B. N., & Wimbarti, S. (2019). Program Intervensi Musik terhadap Hiperaktivitas Anak Attention Deficit Hyperactivity Disorder (ADHD). Gadjah Mada Journal of Professional Psychology (GamaJPP), 5(1), 15. https://doi.org/10.22146/gamajpp.48584 Taylor, E. (2009). Developing ADHD. Journal of Child Psychology and Psychiatry, 50, 126–132. Thomas, R., Sanders, S., Doust, J., Beller, E., & Glasziou, P. (2015). Prevalence of attention-deficit/hyperactivity disorder: A systematic review and meta-analysis. Pediatrics, 135(4), e994–e1001. https://doi.org/10.1542/peds.2014-3482 Tran, J. L. A., Sheng, R., Beaulieu, A., Villodas, M., McBurnett, K., Pfiffner, L. J., & Wilson, L. (2018). Cost-Effectiveness of a Behavioral Psychosocial Treatment Integrated Across Home and School for Pediatric ADHD-Inattentive Type. Administration and Policy in Mental Health and Mental Health Services Research, 45(5), 741–750. https://doi.org/10.1007/s10488-018-0857-y Tresco, K. E., Lefler, E. K., & Power, T. J. (2010). Psychosocial Interventions to Improve the School Performance of Students with Attention-Deficit/Hyperactivity Disorder. Mind & Brain : The Journal of Psychiatry, 1(2), 69–74. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/21152355%0Ahttp://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=PMC2998237 U.S. Department of Health and Human Services. (2014). US Department of Health and Human Services. The Health and Well-Being of Children: A Portrait of States and the Nation, 2011-2012. (June), 1–109. Weiss, Gabrielle ; Hechtman, L. T. (1993). Hyperactive Children Grown Up. New York: Guildford Press.

IMPLEMENTASI PEMBELAJARAN DARING DI MASA PANDEMI COVID-19 BERDASARKAN PERSPEKTIF GURU SEKOLAH DASAR Oktaviani, Noorfazly; Abidin, Fitri Ariyanti; Yuanita, Rasni Adha; Cahyadi, Surya
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol 7, No 2 (2021): Vol. 7 No. 2 Mei 2021
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v7n2.p86-93

This study aims to present information related to the perspective of elementary school teachers regarding the implementation of online learning. Information was obtained through distributing open questionnaires online to 88 elementary school teachers in Indonesia. The method used in this research is descriptive method with quantitative and qualitative approaches. The results of this study indicate that the majority of teachers (84%) rated the implementation of online learning at the elementary school level as less effective. Aspects that play a role in supporting and inhibiting the effectiveness of online learning in the pre-instruction phase are determining learning objectives, providing facilities and teacher characteristics. The phase during instruction is the selection and use of teaching methods, applying ways to motivate students, parental participation, teacher behavior, and availability of facilities. Meanwhile, the post-instruction phase is the learning output.Keywords: implementation, teacher, online learning, elementary schoolABSTRAKPenelitian ini bertujuan untuk memaparkan informasi terkait perspektif guru Sekolah Dasar mengenai implementasi pembelajaran daring. Informasi diperoleh melalui penyebaran kuesioner terbuka secara online kepada 88 guru Sekolah Dasar di Indonesia. Metode yang digunakan pada penelitian ini adalah metode deskriptif dengan pendekatan kuantitatif dan kualitatif. Hasil penelitian ini menunjukkan bahwa sebagian besar guru (84%) menilai implementasi pembelajaran daring di jenjang Sekolah Dasar kurang efektif. Aspek-aspek yang berperan dalam menunjang dan menghambat efektivitas pembelajaran daring pada fase sebelum instruksi adalah penentuan tujuan pembelajaran, penyediaaan fasilitas dan karakteristik guru. Pada fase selama instruksi adalah pemilihan dan penggunaan metode mengajar, penerapan cara memotivasi siswa, partisipasi orang tua, perilaku guru, dan ketersediaan fasilitas. Sementara, pada fase setelah instruksi adalah output pembelajaran.Kata Kunci: implementasi, guru, pembelajaran daring, sekolah dasar

Adaptation of School Engagement Measurement-MacArthur (SEM) Indonesian Version in the Context of Distance Learning Zanira, Dhiya; Cahyadi, Surya
GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Vol 11, No 2 (2021)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/gdn.v11i2.4025

Student engagement greatly influences education, especially during Distance Learning (PJJ), such as during the covid-19 pandemic. To find out the student engagement of students undergoing PJJ, it is necessary to measure student engagement. A measuring tool that provides comprehensive and standardized information and is also widely adopted in several countries is the SEM-MacArthur measuring instrument. SEM-MacArthur is a measuring tool that measures student engagement based on student engagement theory from J. A. Fredricks & Paris (2005). Adaptation is carried out based on the guidelines for adaptation of measuring instruments from the International Test Commission (ITC), which includes a forward-backward translation process, followed by an expert review to test language and conceptual equivalence. The validation process tests content validity through the Content Validity Index (CVI) and constructs validity using Confirmatory Factor Analysis (CFA). The trial was conducted on 233 high school students in Bandung who were between grades X to XII with ages ranging from 14 to 18 years. Based on this trial process, it is known that each indicator, dimension, and construct meets all the criteria for Goodness of Fit (RMSEA < 0.08; CFI > 0.9). In addition, the value of Construct Reliability (CR) > 0.70 and CFA > 0.40 was also obtained. Thus, the Indonesian version of the SEM-MacArthur measuring instrument in the context of PJJ can be used as a valid and reliable measuring tool.Keywords: school engagement measurement-macarthur (sem); student engagement; distance learning (pjj)Student engagement memiliki pengaruh yang besar dalam dunia pendidikan khususnya saat Pembelajaran Jarak Jauh (PJJ) seperti saat pandemi covid-19 ini. Untuk mengetahui student engagement yang dimiliki oleh siswa yang sedang menjalani PJJ, perlu dilakukan sebuah pengukuran mengenai student engagement. Adapun sebuah alat ukur yang memberikan informasi secara komprehensif dan terstandarisasi dan juga banyak diadaptasi di beberapa negara adalah alat ukur SEM-MacArthur. SEM-MacArthur merupakan alat ukur yang mengukur student engagement yang berlandaskan teori student engagement dari J. A. Fredricks & Paris (2005). Adaptasi dilakukan berdasarkan pedoman adaptasi alat ukur dari International Test Commission (ITC), yang meliputi proses forward-backward translation, dilanjutkan dengan expert review untuk menguji ekuivalensi bahasa dan konseptual. Adapun proses validasi dilakukan dengan menguji validitas isi, melalui Content Validity Index (CVI), dan validitas konstruk, menggunakan Confirmatory Factor Analysis (CFA). Uji coba dilakukan kepada 233 ssiswa SMA di Kota Bandung yang berada antara kelas X hingga XII dengan usia berkisar antara 14 hingga 18 tahun. Berdasarkan proses uji coba ini, diketahui bahwa setiap indikator, dimensi, dan konstruk memenuhi semua kriteria Goodness of Fit (RMSEA < 0,08; CFI > 0,9). Di samping itu, diperoleh juga nilai Construct Reliability (CR) > 0,70 dan CFA > 0,40. Dengan demikian, alat ukur SEM-MacArthur versi Bahasa Indonesia konteks PJJ dapat digunakan sebagai alat ukur yang valid dan reliabel.Kata kunci: school engagement measurement-MacArthur (sem); student engagement; pembelajaran jarak jauh (pjj)

Efektifitas Career Decision-Making Course dalam Upaya Menanggulangi Kesulitan Siswa untuk Mengambil Keputusan Karier Yudiana, Whisnu; Dewanti, Annisa Laksmi; Suherik, Ocha Ananda; Cahyadi, Surya
Mediapsi Vol 7, No 2 (2021): DECEMBER
Publisher : MEDIAPSI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.mps.2021.007.02.2

Entering the transition period from early adolescence to late adolescence, senior high school students oftentimes experience uncertainty in determining what they should do after completing their education. This research aimed to examine the effectiveness of the Career Decision-Making Course (CDMC) as an intervention to deal with senior high school students' career decision-making difficulties. The three main categories of career decision-making difficulties investigated in this research included lack of readiness, lack of information, and inconsistency of information. Participants were 35 private high school students in the city of Bandung. The effectiveness of CDMC was tested through a pretest-posttest only design experiment. The results revealed that CDMC was effective in helping students deal with career decision-making difficulties, especially those related to lack of readiness and lack of information. However, CDMC did not significantly reduce the difficulty originating from the problem of inconsistency of information. The findings in this research imply that senior high school students should be provided with adequate information about various alternative careers that they can choose so that they are ready to determine the next step after finishing their education.Â Memasuki masa transisi dari remaja awal ke remaja akhir, siswa sekolah menengah atas seringkali mengalami kebimbangan dalam menentukan apa yang harus mereka lakukan setelah menyelesaikan pendidikan. Penelitian ini bertujuan untuk mengujikan efektivitas dari Career Decision-Making Course (CDMC) sebagai sebuah interventi untuk menangani kesulitan penentuan karier tersebut. Tiga kategori utama dalam kesulitan karier yang diteliti adalah kurangnya kesiapan, kurangnya informasi, dan inkonsistensi informasi. Partisipan adalah 35 siswa menengah atas swasta di kota Bandung. Efektivitas CDMC diuji melalui eksperimentasi pretest-posttest only design. Hasil menunjukkan bahwa CDMC efektif menangani kesulitan siswa untuk mengambil keputusan karier, terutama yang berkaitan dengan kesulitan pengambilan keputusan karena kurangnya kesiapan dan kurangnya informasi. Sementara itu, CDMC tidak berpengaruh signifikan dalam menurunkan kesulitan karena permasalahan inkonsistensi informasi. Hasil penelitian ini memberikan implikasi bahwa siswa sekolah menengah atas perlu dibekali informasi yang memadai mengenai berbagai macam alternatif karier yang bisa mereka pilih agar mereka siap menentukan langkah ke depan setelah menyelesaikan pendidikan.

Kesejahteraan Subjektif Mahasiswa dimasa Pandemi Covid-19 Kamaliya, Naila; Setyowibowo, Hari; Cahyadi, Surya
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 5, No 2 (2021): JISIP (Jurnal Ilmu Sosial dan Pendidikan)
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jisip.v5i2.1949

Pemberlakuan jaga jarak fisik untuk mengurangi penyebaran Covid-19 telah berdampak pada seluruh lapisan masyarakat termasuk mahasiswa. Pemerintah Indonesia menghentikan aktivitas pembelajaran tatap muka dan diganti dengan pembelajaran daring pada perguruan tinggi yang terdampak Covid-19. Perubahan aktivitas secara tiba-tiba memungkinkan untuk berdampak pada kondisi mahasiswa pula, seperti keadaan kesejahteraan subjektif mahasiswa. Penelitian ini membahas mengenai gambaran atau keadaan kesejahteraan subjektif mahasiswa dimasa pandemi Covid-19 dengan menggunakan pendekatan kuantitatif deskriptif. Partisipan penelitian ini melibatkan 112 mahasiswa yang tersebar pada delapan pulau di Indonesia, dan diambil melalui teknik accidental sampling. Instrumen penelitian menggunakan Satisfaction With Life Scale (SWLS) dan Positive and Negative Affect Scale (PANAS). Analisis data menggunakan analisis kuantitaif deskriptif univariat. Hasil penelitian menunjukkan bahwa responden dalam penelitian ini (N = 112) paling banyak memiliki skor kesejahteraan subjektif pada kategori sedang (53,6%), rendah (17.9%), dan tinggi (28.6%). Hasil ini menunjukkan bahwa banyak mahasiswa yang mengevaluasi kehidupannya cukup positif, yaitu merasa cukup puas dengan kehidupannya serta seimbang dalam merasakan emosi positif dan negatif. Selain itu, mayoritas mahasiswa berada dikategori sedang pada dimensi life satisfaction (53,6%), kategori tinggi pada dimensi domain satisfaction (64,3%), kategori tinggi pada dimensi positive affect (54,5%), pada dimensi negative affect mayoritas berada pada kategori sedang dan rendah dengan prosentase yang sama (36,6%). Penelitian ini diharapkan mampu memberikan informasi ilmiah sebagai landasan untuk program pemberdayaan mahasiswa agar lebih tangguh dan adaptif selama dan pasca pandemi Covid-19.

Perspektif Guru Mengenai Efektivitas Pembelajaran Jarak Jauh Di SMA Saat Awal Pandemi Covid-19 Putri, Betania Arinda; Witriani, Witriani; Cahyadi, Surya
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 5, No 3 (2021): JISIP (Jurnal Ilmu Sosial dan Pendidikan)
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jisip.v5i3.2094

Pada masa pandemi Covid-19 terjadi perubahan proses pembelajaran dari pembelajaran tatap muka menjadi Pembelajaran Jarak Jauh (PJJ). Perubahan proses pembelajaran tersebut menuntut guru untuk lebih kreatif dan inovatif dalam menyampaikan pembelajaran. Pelaksanaan PJJ perlu diperhatikan efektivitasnya karena guru diharapkan dapat membantu siswa untuk melanjutkan jenjang kariernya dan dapat hidup mandiri di masyarakat. Penelitian ini bertujuan untuk mengetahui bagaimana perspektif guru SMA mengenai efektivitas PJJ selama pandemi Covid-19. Metode yang digunakan dalam penelitian ini adalah deksriptif dengan pendekatan kuantitatif dan kualitatif. Responden pada penelitian ini adalah 101 guru SMA yang berasal dari berbagai daerah di Indonesia. Pengumpulan data dilakukan dengan menggunakan kuesioner online. Hasil penelitian ini menunjukkan 71,29% % guru menilai PJJ kurang efektif dan 28,71% guru menilai PJJ cukup efektif. Alasan guru yang menilai bahwa PJJ kurang efektif adalah guru kurang memahami penggunaan teknologi, kemampuan dan motivasi siswa rendah, guru kesulitan memantau siswa, guru kesulitan mengevaluasi siswa, siswa kurang berpartisipasi aktif, siswa tidak kondusif (melakukan hal lain di luar yang seharusnya), interaksi guru dan siswa kurang terbangun, kompetensi pembelajaran siswa tidak tercapai, hasil belajar tidak maksimal, materi pembelajaran tidak tersampaikan, keluarga tidak berpartisipasi dan keterbatasan fasilitas. Di sisi lain, alasan guru yang menilai bahwa PJJ efektif adalah guru dapat menggunakan teknologi dalam pembelajaran, guru dapat mengatur waktu, siswa memiliki karakteristik mandiri, guru dapat menyampaikan materi dengan menarik, siswa berpartisipasi aktif, siswa mengerjakan tugas serta ujian, guru membangun interaksi dengan orang tua dan siswa, nilai ulangan tercapai, materi pembelajaran tersampaikan, keluarga berpartisipasi dan fasilitas menunjang. Implikasi penelitian ini dijelaskan pada bagian pembahasan.

Adaptation of Impostor-Profile 30 Scale into Indonesian: Evidence of content validity and response process Yantu, Ramaway Rojiah Juybe M.; Cahyadi, Surya; Fitriana, Efi
Jurnal Psikologi Vol 24, No 1 (2025): April 2025
Publisher : Faculty of Psychology, Universitas Diponegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14710/jp.24.1.31-46

Background: Academic success is often perceived as a source of pride, but for some students, it can lead to increased pressure. These individuals tend to attribute their success to external factors rather than their own abilities, a phenomenon known as impostor phenomenon. Purpose: This study aims to translate the Impostor-Profile 30 for measuring the impostor phenomenon, into Indonesian using a double translation procedure, as well as to collect content validity evidence and response process validity through expert evaluation and cognitive interviews. Method: The adaptation process of the measurement tool of the IPP30 followed the guidelines of the International Test Commission up to the development stage, which is the second phase after the pre-condition. The development stage included: 1) translation using the forward-backward translation method, 2) collection of content validity evidence through expert evaluations, and 3) collection of response process validity evidence through cognitive interviews with eligible participants. Findings: The results demonstrated that the Indonesian version of IPP30 possesses both content validity and response process validity, supporting its use to measure the impostor phenomenon in Indonesia. The validity evidence obtained serves as an initial foundation for testing this scale on a larger sample to verify its psychometric properties. Implication: This study represents an initial validation step to provide a measurement tool that can be used to assess the impostor phenomenon, which can be beneficial for related research in Indonesia.

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