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ANIMA Indonesian Psychological Journal
Published by Universitas Surabaya
ISSN : 02150158     EISSN : 26205963     DOI : https://doi.org/10.24123/aipj
Core Subject : Social,
Social Sciences
Anima publishes peer reviewed articles with editors and consultants providing detailed assistance for authors to reach publication. Anima publishes research reports and scientific papers in psychology and/or related sciences with the aim to advance science, knowledge, and theory of psychology.
Arjuna Subject : Psikologi - Psikologi (Lain-Lain)
Articles 651 Documents
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Conduct Disorder, ADHD, and Disruptive Behaviour: One and the Same to Manage in the Classroom? Sumargi, Agnes Maria; Prijonggo, Constantinus Wahju
ANIMA Indonesian Psychological Journal Vol 17 No 1 (2001): ANIMA Indonesian Psychological Journal (Vol. 17, No. 1, 2001)
Publisher : Faculty of Psychology, Universitas Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24123/aipj.v17i1.4488

Abstract

Students with Conduct Disorder (CD), Attention-Deficit/Hyperactivity Disorder (ADHD), and disruptive behaviour need to be managed differently. However, using traditional classroom behaviour management strategies to manage CD, ADHD, and disruptive behaviour do not seem effective. What appear to work well are the classroom behaviour management strategies that take into consideration the individual student's needs. This paper is going to discuss why traditional behaviour management strategies do not work effectively for students with CD, ADHD, and disruptive behaviour. Then, it is going to describe a general approach that teachers need to adopt in order to manage these behaviours effectively. Finally, this paper will present important points that teacher should consider when dealing with CD and ADHD students. Siswa-siswa dengan kelainan perilaku, Attention-Deficit/ Hyperactivity Disorder (ADHD), dan perilaku merusak membutuhkan penanganan berbeda. Namun, penggunaan strategi manajemen perilaku kelas tradisional untuk mengelola kelainan perilaku, ADHD, dan perilaku merusak tampaknya tidak efektif. Apa yang berhasil adalah strategi manajemen perilaku di kelas yang mempertimbangkan kebutuhan-kebutuhan siswa individual. Artikel ini mendiskusikan mengapa strategi manajemen perilaku tradisional tak bekerja efektif untuk siswa-siswa dengan Kelainan Perilaku, ADHD, dan perilaku merusak. Kemudian, diuraikan pendekatan umum yang perlu diadopsi para guru agar dapat mengelola perilaku-perilaku tersebut secara efektif. Akhirnya, artikel ini menyampaikan butir-butir penting yang perlu dipertimbangkan para guru bila menghadapi siswa-siswa dengan kelainan perilaku dan ADHD.
Penatalaksanaan Strategis Gangguan Pemusatan Perhatian dan Hiperaktivitas (GPPH/ADHD) Dwidjo Saputro
ANIMA Indonesian Psychological Journal Vol 17 No 1 (2001): ANIMA Indonesian Psychological Journal (Vol. 17, No. 1, 2001)
Publisher : Faculty of Psychology, Universitas Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24123/aipj.v17i1.4489

Abstract

Attention deficit and hyperactivity disorder (ADHD) are disorders with heterogenous causes, the main cause of which is not yet identified until today. This disorder causes three main disfunction areas namely behavior, socio-emotional, and cognitive, hence evoking failures in academic achievement and adapting bahavior towards the environment. Therefore, a strategic management for ADHD children should be planned as early as possible applying a comprehensive multimodal treatment approach, comprising individual & family education, individual & family counselling, behavioral management program, and accurate pharmacotherapy. Gangguan pemusatan perhatian dan hiperaktivitas (GPPH) adalah gangguan yang penyebabnya heterogenous. Sampai saat ini belum dapat diidentifikasi penyebab utamanya. Gangguan ini menimbulkan tiga area disfungsi utama yaitu tingkah laku, sosio-emosional, dan kognitif sehingga menyebabkan kegagalan pada bidang akademik dan penyesuaian perilaku terhadap lingkungannya. Oleh karena itu diperlukan penatalaksanaan strategis pada anak dengan GPPH sedini mungkin, yaitu program penatalaksanaan multimodal (multimodal treatment approach) secara terpadu yang meliputi pendidikan individu dan keluarga, konseling individu dan keluarga, program manajemen perilaku dan farmakoterapi yang tepat.
The Anatomy of the Memory Systems: An Overview of Recent Developments Sukardi, Elias
ANIMA Indonesian Psychological Journal Vol 17 No 1 (2001): ANIMA Indonesian Psychological Journal (Vol. 17, No. 1, 2001)
Publisher : Faculty of Psychology, Universitas Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24123/aipj.v17i1.4490

Abstract

Results of recent studies indicate that different parts of the brain, such as the hippocampus and related structures, the striatum, the cerebellum, the amygdala, and many other locations in the brain are involved in storing particular types of information. This overview dwells into the underlying mechanisms of retention of memory which seems to be universal, featuring the involvement of calcium ions with its unique ability to couple electrical activity directly with longterm changes in the brain. Hasil-hasil studi mutakhir menunjukkan bahwa berbagai lokasi di otak seperti hippokampus dan struktur-struktur terkait, striatum, serebelum, amigdala, dan banyak lokasi lain di otak berperan dalam penyimpanan jenis-jenis tertentu ingatan. Telaah pustaka ini berupaya memahami mekanisme yang mendasari penyimpanan ingatan yang tampaknya universal, yang menunjukkan keterlibatan ion-ion kalsium dengan kemampuan uniknya untuk memadukan aktivitas elektrik secara langsung dengan perubahan-perubahan jangka panjang dalam otak.
Belajar Pengalaman Untuk Meningkatkan Memori Afiatin, Tina
ANIMA Indonesian Psychological Journal Vol 17 No 1 (2001): ANIMA Indonesian Psychological Journal (Vol. 17, No. 1, 2001)
Publisher : Faculty of Psychology, Universitas Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24123/aipj.v17i1.4491

Abstract

The quality of memory can be developed through improvement of information quality and learning modality. The more and frequent human sense organs are stimulated, the higher the quality of the memory would be. The experiential memory model allows the human sense organs to experience more and frequent stimulations. The main principle in experiential learning is learning by doing, because learning is a transformation process from experience into knowledge. Through experiential learning, information stimulates the sense organs several times, affecting the neurons to expand their network, hence facilitating memory retrieval or in other words reflecting better memory quality. Kualitas memori dapat dikembangkan dengan meningkatkan kualitas informasi dan modalitas belajar. Semakin banyak dan semakin sering indra manusia mendapatkan stimulasi, akan semakin meningkat kualitas memorinya. Model belajar melalui pengalamanexperiential learning memungkinkan indra manusia mendapatkan stimulasi lebih banyak dan lebih sering. Prinsip utama dalam belajar pengalaman adalah belajar dengan melakukan (learning by doing) karena belajar merupakan proses transformasi pengalaman menjadi pengetahuan. Melalui model belajar pengalaman, informasi atau stimulus masuk berulang kali dan melalui berbagai indra sehingga sel-sel saraf akan semakin kaya jaringan koneksinya yang akan mempermudah dalam mengingat atau dengan kata lain dapat meningkatkan kualitas memori.
Hubungan Antara Kecerdasan Emosional Dengan Kinerja Karyawan Melianawati; Prihanto, F.X. Sutyas; A.J. Tjahjoanggoro
ANIMA Indonesian Psychological Journal Vol 17 No 1 (2001): ANIMA Indonesian Psychological Journal (Vol. 17, No. 1, 2001)
Publisher : Faculty of Psychology, Universitas Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24123/aipj.v17i1.4492

Abstract

Discussion of emotional intelligence is derived from research studies on emotion viewed from cognitive, clinical, social, industrial and neurophysiological aspects. Emotional intelligence is someone's ability to recognize and understand his/her emotion and that of others, using it to enhance interpersonal relationship effectively and upgrade personal performance. Experts believe that the center of emotional intelligence is located in the frontal cortex, which is an area where emotion and cognition encounter. The cooperation between emotion and cognition is regulated by the lymbic system. The lymbic system consists of 4 substructures which are the thalamus and hypothalamus, the amygdalae, the hippocampus, and lobus frontallis. Emotional intelligence is primarily regulated by the cooperation between the amygdalae and the frontal cortex. The aim of this paper is to understand the emotional intelligence through the work of the lymbic system. Pembahasan tentang kecerdasan emosi berasal dari penelitian-penelitian tentang emosi yang ditinjau dari segi kognitif, klinis, sosial, industri maupun neurofisiologis. Kecerdasan emosi merupakan kemampuan seseorang untuk mengenali dan memahami emosi diri sendiri maupun orang lain, menggunakan emosi dalam menjalin hubungan interpersonal secara efektif dan memanfaatkan emosi untuk memfasilitasi performansi. Para ahli berkeyakinan bahwa pusat kecerdasan emosi di otak adalah di bagian korteks frontalis, yang merupakan area tempat bertemunya emosi dan kognisi. Kerja sama antara emosi dan kognisi tersebut diatur oleh sistem linibik. Sistem limbik terdiri atas empat substruktur, yaitu: talamus dan hipotalamus, amigdala, hippokampus dan lobus frontalis. Kecerdasan emosi terutama diatur oleh kerja sama antara amigdala dan korteks. Tujuan tulisan ini adalah memahami kecerdasan emosi melalui kerja sistem limbik.
Hubungan Antara Kecerdasan Emosional Dengan Keberhasilan Bermain Game Setiadi, A.V. Aryaguna
ANIMA Indonesian Psychological Journal Vol 17 No 1 (2001): ANIMA Indonesian Psychological Journal (Vol. 17, No. 1, 2001)
Publisher : Faculty of Psychology, Universitas Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24123/aipj.v17i1.4495

Abstract

Technological advancement in audio-visual and computer sciences develops the emergence of various computer games, game-watch, video arcade, console game (Nintendo, Playstation, and Sega Saturn). The role-play computer game reflects the daily life in a different situation. The individual pursuit to master this game often resembles his/her manner in facing real daily life events. Realizing the complexity of the role playing game (RPG) and what the player has to manage, the author is keen to know whether emotional intelligence participates or plays an important role in winning this game. The emotional intelligence is an individual's potential comprising intrapersonal, interpersonal, cognitive orientation, stress management, and affection. The subjects (N=16) are college students playing computers and favoring the RPG. The emotional intelligence variable was measured with the Emotional Quotient Inventory prototype questionnaire of Reuven Bar-On. The success in playing the game was evaluated through observation. Data were analysed through the Pearson Product Moment Statistics. Results show no significant correlation between emotional intelligence and success in playing computer games. Perkembangan teknologi dalam bidang audio-visual dan komputer memunculkan jenis- jenis permainan seperti komputer, game-watch, video arcade, console game (Nintendo. Playstation. dan Sega Saturn). Jenis permainan komputer role-play mencerminkan kehidupan dalam situasi berbeda. Cara individu mencapai keberhasilan dalam permainan ini seringkali mencerminkan cara mereka menghadapi kehidupan dalam dunia nyata. Melihat kompleksitas permainan role- playing (RPG) dan hal-hal yang harus dilakukan pemain, penulis memperkirakan bahwa kecerdasan emosional berperan atau menjadi faktor penting dalam pencapaian tujuan/keberhasilan permainan ini. Kecerdasan emosional adalah kemampuan yang dimiliki individu, yang meliputi intrapersonal, interpersonal, orientasi kognitif, manajemen stres, dan afeksi. Subjek penelitian (N = 16) adalah mahasiswa pemain komputer yang banyak menghabiskan waktunya untuk bermain komputer jenis RPG. Variabel kecerdasan emosional diukur dengan menggunakan prototipe angket Emotional Quotient Inventory dari Reuven Bar-On. Pengukuran keberhasilan bermain game dilakukan melalui observasi. Data dianalisis dengan Product Moment Pearson. Hasil analisis data menunjukkan bahwa tidak ada hubungan antara kecerdasan emosional dengan keberhasilan bermain game.
Memahami Kecerdasan Emosi Melalui Kerja Sistem Limbik Wahyono, Tekad
ANIMA Indonesian Psychological Journal Vol 17 No 1 (2001): ANIMA Indonesian Psychological Journal (Vol. 17, No. 1, 2001)
Publisher : Faculty of Psychology, Universitas Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24123/aipj.v17i1.4499

Abstract

Discussion of emotional intelligence is derived from research studies on emotion viewed from cognitive, clinical, social, industrial and neurophysiological aspects. Emotional intelligence is someone's ability to recognize and understand his/her emotion and that of others, using it to enhance interpersonal relationship effectively and upgrade personal performance. Experts believe that the center of emotional intelligence is located in the frontal cortex, which is an area where emotion and cognition encounter. The cooperation between emotion and cognition is regulated by the lymbic system. The lymbic system consists of 4 substructures which are the thalamus and hypothalamus, the amygdalae, the hippocampus, and lobus frontallis. Emotional intelligence is primarily regulated by the cooperation between the amygdalae and the frontal cortex. The aim of this paper is to understand the emotional intelligence through the work of the lymbic system. Pembahasan tentang kecerdasan emosi berasal dari penelitian-penelitian tentang emosi yang ditinjau dari segi kognitif, klinis, sosial, industri maupun neurofisiologis. Kecerdasan emosi merupakan kemampuan seseorang untuk mengenali dan memahami emosi diri sendiri maupun orang lain, menggunakan emosi dalam menjalin hubungan interpersonal secara efektif dan memanfaatkan emosi untuk memfasilitasi performansi. Para ahli berkeyakinan bahwa pusat kecerdasan emosi di otak adalah di bagian korteks frontalis, yang merupakan area tempat bertemunya emosi dan kognisi. Kerja sama antara emosi dan kognisi tersebut diatur oleh sistem linibik. Sistem limbik terdiri atas empat substruktur, yaitu: talamus dan hipotalamus, amigdala, hippokampus dan lobus frontalis. Kecerdasan emosi terutama diatur oleh kerja sama antara amigdala dan korteks. Tujuan tulisan ini adalah memahami kecerdasan emosi melalui kerja sistem limbik.
Tinjauan Singkat Adversity Quotient Lasmono, Hari K.
ANIMA Indonesian Psychological Journal Vol 17 No 1 (2001): ANIMA Indonesian Psychological Journal (Vol. 17, No. 1, 2001)
Publisher : Faculty of Psychology, Universitas Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24123/aipj.v17i1.4500

Abstract

The advantage of adversity quotient (AQ) over intelligence quotient (IQ) and emotional quotient (EQ) are discussed through a brief explanation of the essence of AQ and levels of adversities, which comprises the societal, the workplace, and the individual adversities. The building blocks of AQ i.e. cognitive psychology, neurophysiology, and psychoneuroimmunology are also explained. A brief expose of the continuum of AQ and techniques to enhance AQ are also discussed. Keunggulan adversity quotient (AQ) terhadap intelligence quotient (IQ) dan emotional quotient (EQ) dibahas melalui uraian hakikat AQ dan tingkatan adversity yang terdiri atas societal adversity, workplace adversity, dan individual adversity. Juga dikemukakan teori-teori pendukungnya yang meliputi psikologi kognitif, neurofisiologi, dan psikoneuroimmunologi. Kontinum AQ dan teknik meningkatkan AQ juga disinggung sepintas.
Hubungan Antara IQ, EQ, dan AQ Dengan Prestasi Studi Pada Siswa SMU Tjundjing, Sia
ANIMA Indonesian Psychological Journal Vol 17 No 1 (2001): ANIMA Indonesian Psychological Journal (Vol. 17, No. 1, 2001)
Publisher : Faculty of Psychology, Universitas Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24123/aipj.v17i1.4501

Abstract

The intelligence quotient (IQ) and lately the emotional quotient (EQ) have been much studied and discussed, involving the relation of these scores with academic achievements (AA). Stoltz's introduction of adversity quotient (AQ) leads this study to examine its relation with the AA, and meanwhile also revisit the relation of IQ and EQ with the AA. Subjects are second grade high school students sampled through a purposive clustered sampling. Data were collected from EQ tests with EQ-¡of Reuven Bar-On (1995) and AQ tests with ARP Quick Take TM of Stoltz (1997). The IQ score were obtained from the guidance & counseling department of the school based on a test by a psychology counselling bureau. Data were analysed with the SPSS programme for Windows. Results indicate the positive correlation between school report grades with the IQ of the students, but neither with the EQ nor the AQ of the students concerned. These results are discussed and further study design improvements are recommended. Masalah kuosien inteligensi (IQ) dan akhir-akhir ini kuosien emosional (EQ) telah banyak diteliti dan dibahas, demikian pula kaitannya dengan prestasi akademik. Diperkenalkannya kuosien keterpurukan/adversity quotient (AQ) oleh Stoltz (1997) mendorong penulis untuk mencari hubungannya dengan prestasi akademik. Subjek adalah siswa-siswa kelas dua sebuah SMU (N = 79) yang diperoleh dengan purposive clustered sampling. Data dari uji EQ dengan EQ-jÌM dari Reuven Bar-On (1996) dan uji AQ dengan ARP Quick Takedari Stoltz (1997). Skor IQ diperoleh dari bagian Bimbingan & Konseling berdasarkan uji oleh sebuah biro konsultasi psikologi. Analisis data dilakukan dengan menggunakan program SPSS 10.0 for Windows. Hasilnya menunjukkan korelasi positif antara nilai rapor dengan IQ siswa, namun tidak dengan EQ maupun AQ-nya. Hasil ini dibahas dan disarankan perbaikan desain untuk penelitian selanjutnya.
Practical Guidance for Teachers: Overview of Student at Risk Behaviour Prijonggo, Constantinus Wahju; Agnes Maria Sumargi
ANIMA Indonesian Psychological Journal Vol 17 No 2 (2002): ANIMA Indonesian Psychological Journal (Vol. 17, No. 2, 2002)
Publisher : Faculty of Psychology, Universitas Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24123/aipj.v17i2.4502

Abstract

The behaviours of student at risk, such as truancy, vandalism, drug abuse, disruptive behaviour and antisocial behaviour, have been a major concern for teachers. As teachers, we may find it hard to manage students with these behaviours. Our behaviour management strategies do not seem to work effectively with these students. The problem behaviours continue to occur and even increase in frequency. In fact, students at risk, particularly adolescents at risk, have utilised our behaviour management strategies to attract the attention of fellow students (Houghton & Caroll, 1996). This article outlines how the students at risk behaviour utilise behaviour man- agement, why they do it, and how to deal with this problem. Perilaku siswa berisiko, seperti membolos, vandalisme, penyalahgunaan obat, perilaku mengganggu dan antisosial, merupakan masalah besar bagi guru. Sebagai guru, kita mengalami kesulitan mengatasi masalah tersebut. Strategi manajemen perilaku kita rasanya tak berjalan efektif pada siswa-siswa demikian. Perilaku bermasalah demikian itu terus terjadi bahkan meningkat frekuensinya. Nyatanya, siswa berisiko terutama para remaja, memanfaatkan strategi manajemen perilaku kita justru untuk menarik perhatian teman-temannya (Houghton & Caroll, 1996). Artikel ini memaparkan bagaimana para siswa berisiko tersebut memanfaatkan manajemen perilaku, mengapa mereka melakukan itu, dan bagaimana menghadapi masalah ini.

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