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Nefi Darmayanti
Fakultas Psikologi, Universitas Medan Area
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Neuroscience Physics Public Health Social Sciences Other

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PENGARUH REGULASI EMOSI DAN DUKUNGAN SOSIAL KELUARGA TERHADAP RESILIENSI AKADEMIK SISWA Ananda Putri; Nefi Darmayanti; Asih Menanti
JIVA: Journal of Behaviour and Mental Health Vol 4, No 1 (2023)
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jiva.v4i1.2528

Abstract

ABSTRACTThis study aims to determine the effect of emotional regulation and family social support on student academic resilience at MAS Raudhatul Akmal. The subjects in this study were 113 students. Methods of data collection using simple random sampling technique. Academic resilience is measured by a scale of aspects of academic resilience according to Cassidy there are 18 valid items and emotional regulation is measured by a scale of aspects of emotional regulation according to Gross, J.J. & Thompson there are 13 valid items, while family social support is measured by a scale of aspects of family social support according to House there are 28 valid items. Data analysis with multiple regression. The results showed that there was an effect of emotional regulation and family social support on academic resilience with an F count of 19,207. Multiple regression test results 0.000<0.05, and R2 = 0.259. There is an effect of family social support on academic resilience of rx2y 0.333 with p<0.05, and multiple regression test 0.027<0.05. There is an effect of emotional regulation on academic resilience with an rx1y value of 0.474 with p<0.05, as well as a multiple regression test with a result of 0.000<0.05.Keywords: Emotion Regulation, Family Social Support, Academic Resilience  ABSTRAK Penelitian ini bertujuan untuk mengetahui pengaruh regulasi emosi dan dukungan sosial keluarga terhadap resiliensi akademik siswa di MAS Raudhatul Akmal Kecamatan Batang Kuis Kabupaten Deli Serdang. Subjek dalam penelitian ini 113 siswa. Metode pengumpulan data menggunakan teknik simple random sampling. Resiliensi akademik diukur dengan skala aspek-aspek resiliensi akademik menurut Cassidy ada 18 item valid dan regulasi emosi diukur dengan skala aspek-aspek regulasi emosi menurut Gross, J.J. & Thompson ada 13 item valid, sedangkan dukungan sosial keluarga diukur dengan skala aspek-aspek dukungan sosial keluarga menurut House ada 28 item valid. Analisa data dengan regresi berganda. Hasil penelitian menunjukkan ada pengaruh regulasi emosi dan dukungan sosial keluarga terhadap resiliensi akademik dengan nilai F hitung 19.207. Hasil uji regresi berganda 0,000 < 0,05, dan R2 = 0,259. Ada pengaruh dukungan sosial keluarga terhadap resiliensi akademik sebesar rx2y 0.333 dengan p < 0.05, serta uji regresi berganda 0,027 < 0,05. Ada pengaruh regulasi emosi terhadap resiliensi akademik bernilai rx1ysebesar 0.474 dengan p < 0.05, serta uji regresi berganda dengan hasil 0,000 < 0,05.Kata Kunci: Regulasi Emosi, Dukungan Sosial Keluarga, Resiliensi Akademik
PENGARUH MODEL PEMBELAJARAN STUDENT CENTRED LEARNING (SCL) DAN TEACHER CENTRED LEARNING (TCL) TERHADAP MOTIVASI BELAJAR SISWA MTs DITINJAU DARI JENIS KELAMIN Endang Indayani; Nefi Darmayanti; Khairina Siregar
JIVA: Journal of Behaviour and Mental Health Vol 4, No 1 (2023)
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jiva.v4i1.2531

Abstract

ABSTRACTThe purpose of this research was to determine the effect of student centered learning (SCL) and teacher centered learning (TCL) models on the learning motivation of MTs students in terms of jenis kelamin. The sample is 80 students of superior class. Collection method with Purposive Sampling technique. The researcher designed a self-designed learning motivation variable questionnaire based on the theoretical aspects of Chernis & Goleman (2001) there were 8 behavioral indicators with 44 items. There are 30 valid and valid items. TCL in the form of a conventional learning model. SCL with STAD type learning model. Data analysis using 2-way Anava. The results of the study concluded that there was a significant difference between the learning motivation of students taught by the SCL and TCL learning models, with a coefficient of F=16,766 with a value of p = 0.000 or p <0.05. There is no difference in learning motivation between female and male students with a coefficient of F = 2.007 with p = 0.161 or p > 0.05. There is no effect of the interaction of the learning model with the jenis kelamin of students on learning motivation with a coefficient of F=0.363 with p>0.05.Keywords: Student Centred Learning (SCL), Teacher Centred Learning (TCL), Learning Motivation, Jenis kelamin ABSTRAKTujuan penelitian ini dilakukan adalah untuk mengetahui pengaruh model pembelajaran student centred learning (SCL) dan teacher centred learning (TCL) terhadap motivasi belajar siswa MTs ditinjau dari jenis kelamin. Sampel berjumlah 80 siswa kelas unggulan. Metode pengumpulan dengan tekhnik Purpossive Sampling. Kuesioner variabel motivasi belajar peneliti rancang sendiri berdasarkan aspek teori Chernis & Goleman (2001) ada 8 indikator perilaku dengan 44 item. Item yang valid dan sahih ada 30 item. TCL dalam bentuk model pembelajaran konvensional. SCL dengan model pembelajaran tipe STAD. Analisa data menggunakan Anava 2 Jalur. Hasil penelitian menyimpulkan terdapat perbedaan yang signifikan antara motivasi belajar siswa yang diajarkan dengan model pembelajaran SCL dengan TCL, dengan koefisien F=16.766 bernilai p=0.000 atau p<0.05. Tidak terdapat perbedaan motivasi belajar antara siswa yang berjenis kelamin perempuan dengan laki-laki dengan koefisien F=2.007 dengan p = 0.161 atau p > 0.05. Tidak ada pengaruh interaksi model pembelajaran dengan jenis kelamin siswa terhadap motivasi belajar dengan koefisien F = 0.363 dengan p > 0.05.Kata Kunci : Model Pembelajaran Student Centred Learning (SCL), Teacher Centred Learning (TCL), Motivasi Belajar, Jenis Kelamin.
Co-Authors Ananda Putri Asih Menanti Endang Indayani Khairina Siregar