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All Journal Jurnal Ilmiah Universitas Batanghari Jambi G-Couns: Jurnal Bimbingan dan Konseling Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET)
Amanah Surbakti
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Kajian Teori Behavioristik pada Media Pembelajaran Flipbook Amanah Surbakti; Shafisiyah Adya Larasati; Trisni Adelia; Mardiansyah Mardiansyah; Dinda Saranisah Putri; Iklil Nabila Hayati
Jurnal Ilmiah Universitas Batanghari Jambi Vol 23, No 2 (2023): Juli
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/jiubj.v23i2.3572

Abstract

In this study the aim was to examine a behavioristic theory on flipbook learning media. The data collection technique used is a library research method by collecting primary and secondary data. Primary data here uses the theory of several behaviorists and secondary data in the form of scientific articles and books from various sources. From several studies and literature that have been processed by researchers, it can be concluded that another impact of behavioristic theory includes the birth of mastery learning formulas, which emphasize thorough learning. Complete learning has implications for the development of learning media, good learning media is one that can provide completeness in learning, meaning how learning is conditioned in such a way from the beginning to the end of learning, with clear and structured stages and steps, therefore in development the media needs to have a flowchart as an illustration in the development of learning media. The use of flowcharts is part of the influence of behaviorism learning theory. Another form of influence from the theory of behaviorism is programmed learning and individual teaching. Learning media is a highly programmed and individual form of learning. That's why learning design is very important as part of learning conditioning efforts. Likewise the presentation of material, giving summaries, questions and feedback are also part of the effort to provide stimulus, condition, know the response in learning.
Hubungan Self-Esteem Dan Minat Belajar dengan Kematangan Karir Siswa DI SMK Zulfahriansyah Harahap; Salamiah Sari Dewi; Amanah Surbakti
G-Couns: Jurnal Bimbingan dan Konseling Vol. 9 No. 2 (2025): April 2025, G-Couns: Jurnal Bimbingan dan Konseling
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/g-couns.v9i2.7126

Abstract

Lembaga pendidikan formal yang berperan dalam membentuk karir dan mengembangkan kemampuan siswa sebagai persiapan untuk masa depan mereka. Penelitian ini bertujuan untuk mengetahui adanya hubungan self-estem, minat belajar dengan kematangan karir siswa. Metode  menggunakan kuantitatif populasi 493 dan sampel 100 siswa. Alat ukur yang dipakai yaitu skala. Analisis data dengan Regresi Berganda. Berdasarkan hasil yaitu (1) Signifikan 0,712 dengan p= 0,000 < 0,050 (self-esteem dengan kematangan karir ). (2) hubungan  positif  nilai koefisien (rxy)= 0,937 dengan p= 0,000 < 0,050 (antara minat belajar dengan kematangan karir). (3) Berdasarkan hasil analisis, diketahui terdapat hubungan positif yang signifikan antara self-esteem dan minat belajar dengan kematangan karir. Sehingga adanya hubungan positif yang signifikan antara self-esteem dengan kematangan karir, Adanya hubungan  positif yang signifikan antara minat belajar dengan kematangan karir. Apabila self esteem dan minat belajar tidak baik maka akan berdampak pada karir di masa depan. Kata kunci: kematangan karir, self–esteem, minat belajar
IMPACT OF THE MATERNAL REFLECTIVE METHOD ON SPEECH AND SOCIAL SKILL DEVELOPMENT IN DEAF CHILDREN AT SCHOOL FOR CHILDREN WITH SPECIAL NEEDS (SLB) B KARYA MURNI MEDAN Epi Samosir; Risydah Fadilah; Amanah Surbakti
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 5 No. 5 (2025): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/morfai.v5i5.3316

Abstract

This research aimed to examine the influence of the Maternal Reflective Method (MRM) on improving the speech and social interaction skills of deaf children at SLB-B Karya Murni Medan. The low verbal communication and social interaction abilities among deaf children present a crucial problem, impacting their learning development and social adaptation. Using a quantitative approach with a quasi-experimental pretest-posttest control group design, this study involved elementary-level deaf students, divided into experimental and control groups. Data were collected through structured observation using instruments that had undergone validity and reliability testing. Data analysis using t-tests showed that the experimental group experienced a significant increase in average scores from 23 to 71 in both speech and social skills compared to the control group. The improvement in speech skills was evidenced by the children's enhanced ability to express ideas/concepts with clearer vocalization, more appropriate intonation, more accurate pronunciation, and improved word order and speech fluency. Furthermore, the implementation of MRM significantly affected the deaf children's social skills, demonstrated by an increased frequency of interaction initiation, more active responses to conversational partners, and the manifestation of more adaptive social attitudes in small group activities. While showing positive results, this study was limited to a single institution with a restricted number of subjects, thus requiring cautious generalization. The effectiveness of MRM is highly dependent on facilitator quality and individual child characteristics. Future research can explore these factors more deeply and address challenges in MRM implementation, such as children's resistance to the reflective process. This research recommends integrating MRM as one of the supporting methods in SLB learning programs, with consideration for adaptation to each school's specific context and resources.
RELATIONSHIP BETWEEN PSYCHOLOGICAL WELL-BEING AND SOCIAL SUPPORT WITH THE PERFORMANCE OF PAUD TEACHERS IN KARO DISTRICT Diana Stevani Br Tarigan; Nefi Darmayanti; Amanah Surbakti
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 2 No. 10 (2023): SEPTEMBER
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijset.v2i10.245

Abstract

The performance of early childhood teachers currently has many problems in implementing learning services. The performance of early childhood teachers is certainly influenced by many factors. This study aims to analyze and determine the relationship between psychological well-being and social support with the performance of PAUD teachers. This research is included in the quantitative associative causal research. The sample for this study was 153 PAUD teachers spread across 16 sub-districts in Karo District. Research data was collected using a research scale that was declared valid and reliable. Technical data analysis using multiple linear regression analysis. The results of the study show that (1) there is a relationship between psychological well-being and teacher performance. From the results of statistical analysis, it was found that the correlation coefficient rx1y was 0. 262 with p <0.05, this means that the level of psychological well-being possessed by the teacher will be able to increase or decrease his performance. (2) there is a relationship between social support and teacher performance. From the results of statistical analysis it was found that the correlation coefficient rx2y was 0.572 with p <0.05, thus it can be concluded that the amount of social support received by teachers will be able to increase or decrease their performance. (3) there is a relationship between psychological well-being and social support with teacher performance. From the results of statistical analysis it was found that the coefficient F reg = 28.539 with p < 0.05, and the correlation coefficient R = 0.593 with p < 0.05 and R2 = 0.352. Thus it can be concluded that psychological well-being and social support together have an effect on teacher performance,
Co-Authors Diana Stevani Br Tarigan Dinda Saranisah Putri Epi Samosir Iklil Nabila Hayati Mardiansyah Mardiansyah Nefi Darmayanti Risydah Fadilah Salamiah Sari Dewi Shafisiyah Adya Larasati Trisni Adelia Zulfahriansyah Harahap