cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Riana Sahrani
Contact Email
rianas@fpsi.untar.ac.id
Phone
+628129446539
Journal Mail Official
provitae@untar.ac.id
Editorial Address
Jl. Letjen S. Parman No. 1
Location
Kota adm. jakarta barat,
Dki jakarta
INDONESIA
Provitae: Jurnal Psikologi Pendidikan
Published by Universitas Tarumanagara
ISSN : 02164485     EISSN : 2716019X     DOI : -
Core Subject : Humanities, Education,
Humanities Education Other
Focus and Scope Provitae: Jurnal Psikologi Pendidikan, berasal dari sebuah gagasan “filsafat pendidikan”, berbunyi “Non scholae sed vitae discimus” (kita belajar, bukan demi sertifikat/sekolah melainkan demi hidup, pro vitae). Provitae: Jurnal Psikologi Pendidikan, adalah peer-reviewed journal, bertujuan untuk diseminasi atau menyebarluaskan temuan-temuan ilmiah di bidang Psikologi Pendidikan. Provitae: Jurnal Psikologi Pendidikan, memuat artikel hasil penelitian yang terkait dengan bidang ilmu Psikologi Pendidikan.
Arjuna Subject : Psikologi - Psikologi Pendidikan dan perkembangan
Articles 5 Documents
 1 
Search results for , issue "Vol 7, No 1 (2016): Provitae" : 5 Documents clear
HUBUNGAN KONSEP DIRI DENGAN MOTIVASI BERPRESTASI PADA SISWA AKSELERASI DAN SISWA REGULER Feby Armelia Putri; Sesilia Monika; Ninawati Ninawati
Provitae: Jurnal Psikologi Pendidikan Vol 7, No 1 (2016): Provitae
Publisher : Fakultas Psikologi Universitas Tarumanagara

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (451.365 KB) | DOI: 10.24912/provitae.v7i1.223

Abstract

The concept of self is how individuals perceive or judge him, an assessment of confidence in himself, psychologically or socially good physical characteristics, or capabilities. The formation of self-concept can be positive or negative direction. While the achievement motivation is the impetus that exist within the individual's success and aims to successfully achieve a feat. Someone underachievers is someone who sees himself as a person who is less adequate than in others. Someone underachievers tend to express more feelings of negative self compared with someone who has high academic achievement. The aim of this research to determine the relationship of self-concept and achievement motivation in students acceleration and regular students. Research conducted at SMA N XYZ in the city of Serang Banten. The subjects of this research were 96 students in class XI, ie 32 on the acceleration students and 64 regular students. retrieval techniques using non-probability sampling (convenience). Methods of data collection using a scale of self-concept and achievement motivation. Spearman correlation analysis result there is a significant relationship between self-concept and achievement motivation r = 0.556 and p = 0.000, thus it can be concluded that there is a relationship self-concept and achievement motivation in students acceleration and regular students.Keywords: Self-concept, achievement motivation, Student acceleration, regular student
Hubungan antara Kecerdasan Emosi dan Humor pada Remaja Erik Wijaya; Debora Basaria
Provitae: Jurnal Psikologi Pendidikan Vol 7, No 1 (2016): Provitae
Publisher : Fakultas Psikologi Universitas Tarumanagara

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (343.836 KB) | DOI: 10.24912/provitae.v7i1.219

Abstract

Humor is the nature of something or complex situations that give rise to a desire to be together. Simply put humor is defined as something funny. Eysenck cited in Utomo (2009) mention the humor is something that can make laugh. Humor is considered to lead to positive emotions. Humor can make a person more relaxed, not tense, so that the mind can be more concentrate to solve the problem. Teens in completing development tasks known to use humor as part of coping in resolving the problem. Content in the humor involves the presence of such intelligence emotional intelligence. This study is aimed to see the correlatiom between emotional intelligence and humor in adolescents. Participants in this study involving 300 adolescents aged 11-20 years in Jakarta. Measurements in this study using a instrument that measuring emotional intelligence and measuring humor. The results of this study found a positive relationship between emotional intelligence and humor neutral.Keywords: Humor, emotional intelligence, adolescence
PENGARUH RUMINATION TERHADAP ACADEMIC ACHIEVEMENT PADA MAHASISWA TINGKAT SARJANA Ellen Gauw; Sandy Kartasasmita
Provitae: Jurnal Psikologi Pendidikan Vol 7, No 1 (2016): Provitae
Publisher : Fakultas Psikologi Universitas Tarumanagara

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (510.306 KB) | DOI: 10.24912/provitae.v7i1.224

Abstract

The aim of this research is to provide more knowledge about rumination in Indonesia especially the effect of rumination to academic achievement on undergraduate students. According to Nolen-Hoeksema (2004) rumination is repeated mindset rooted in negative mood (like sadness) and do not motivate a person to devise a plan to eliminate such thinking. Rumination is also the result of human response to the negative experiences that occurred in the past. Academic achievement by Steinberg (2005) is the performance of a person in the educational field and is measured by using a value (such as ratings or GPA). This study included 518 students aged 18-22 years using a purposive sampling technique. The experiment was conducted in March 2015 to April 2015. Rumination variable is measured by using a questionnaire adapted from Nolen-Hoeksema’s Ruminative Response Scale (RRS) into Bahasa Indonesia. Academic achievement variable is measured by using student’s last cumulative grade point (GPA). Data processing is by using parametric statistics. The result shows that rumination has significant negative effect on academic achievement. From each rumination dimensions regression analysis yields two dimensions that have significant negative effect to undergraduate student’s academic achievement. Those dimensions are brooding and depressive-related.Keywords: rumination and academic achievement
Intervensi Pelatihan Self-Regulated Learning dalam Mereduksi Prokrastinasi Akademik Siswa (Studi pada Siswa SMPN “X” di Jakarta Barat) Aulia Kirana; Riana Sahrani; Rahmah Hastuti
Provitae: Jurnal Psikologi Pendidikan Vol 7, No 1 (2016): Provitae
Publisher : Fakultas Psikologi Universitas Tarumanagara

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (538.522 KB) | DOI: 10.24912/provitae.v7i1.220

Abstract

This study is based on a phenomenon that occurs in a class IX student of SMPN X in West Jakarta. Students are showing academic procrastination behavior. Other behaviors are, students have a low learning motivation, often doing homework in school and are less able to manage his time well, so they tend to play instead of learning. This study aims to examine the effectiveness of Self-regulated Learning Training, in reducing students academic procrastination. Self-regulated Learning Training in this research has several strategies, namely goal setting and planning, time management, self-monitoring, self-motivation, and concentration. This study used an experimental method with pretest-posttest control group design techniques. Participants were 14 students, divided into two groups. The experimental group trained in Self-regulated Learning modul.Measurement in this study used statistical analysis in the form of different test mean by Independent-Sample T Test. The measured data through the gain score, on the pretest and posttest student academic procrastination. Result shows that (p = 0.002 <0.05), so there is a difference between the two groups. Thus, Self-regulated Learning Training is effective in reducing academic procrastination of students at SMPN X in West Jakarta.Keywords: Self-regulated learning, academic procrastination, student
PERBEDAAN KEMATANGAN SEKOLAH ANTARA ANAK YANG MENGIKUTI DAN TIDAK MENGIKUTI LES BACA, TULIS, HITUNG (Penelitian pada Siswa TK Swasta di Jakarta) Isabela Rosalina Ferly; Yapina Widyawati
Provitae: Jurnal Psikologi Pendidikan Vol 7, No 1 (2016): Provitae
Publisher : Fakultas Psikologi Universitas Tarumanagara

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (475.083 KB) | DOI: 10.24912/provitae.v7i1.221

Abstract

Some parents gave early reading, writing, and arithmetic course for their children from an early age. Some of the reasons were the earlier the better, child's cognitive ability is foremost, as well as the current demands of reading, writing, and arithmetic for entry to primary school. This study aimed to examine whether there are differences in school maturity between children who attend and not in that course. This research was conducted with non experimental and quantitative approach. 100 private kindergarten students, parents, and teachers were participating in this study. The result showed that there was not significant differences in school maturity. Most participants have matured in most subtests as well as in the category hesitate on fine motor subtests and critical observations. The percentage of children in the category of mature and in between, were almost equal in children who participate and not in that course.Keywords: school maturity, reading, writing, arithmetic

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2016 2016


Reset
Filter By Issues
All Issue Vol. 18 No. 2 (2025): Provitae: Jurnal Psikologi Pendidikan Vol. 18 No. 1 (2025): Provitae: Jurnal Psikologi Pendidikan Vol. 17 No. 2 (2024): Provitae: Jurnal Psikologi Pendidikan Vol. 17 No. 1 (2024): Provitae: Jurnal Psikologi Pendidikan Vol. 16 No. 2 (2023): Provitae: Jurnal Psikologi Pendidikan Vol. 16 No. 1 (2023): Provitae: Jurnal Psikologi Pendidikan Vol. 15 No. 2 (2022): Provitae: Jurnal Psikologi Pendidikan Vol 15, No 1 (2022): Provitae Vol. 15 No. 1 (2022): Provitae: Jurnal Psikologi Pendidikan Vol 14, No 2 (2021): Provitae: Jurnal Psikologi Pendidikan Vol. 14 No. 2 (2021): Provitae: Jurnal Psikologi Pendidikan Vol 14, No 1 (2021): Provitae: Jurnal Psikologi Pendidikan Vol. 14 No. 1 (2021): Provitae: Jurnal Psikologi Pendidikan Vol 13, No 2 (2020): Provitae: Jurnal Psikologi Pendidikan Vol. 13 No. 2 (2020): Provitae: Jurnal Psikologi Pendidikan Vol 13, No 1 (2020): Jurnal Provitae Vol. 13 No. 1 (2020): Provitae: Jurnal Psikologi Pendidikan Vol. 12 No. 2 (2019): Provitae: Jurnal Psikologi Pendidikan Vol 12, No 2 (2019): Jurnal Provitae Vol. 12 No. 1 (2019): Provitae: Jurnal Psikologi Pendidikan Vol 12, No 1 (2019): Jurnal Provitae Vol 11, No 2 (2018): Provitae Vol. 11 No. 2 (2018): Provitae: Jurnal Psikologi Pendidikan Vol. 11 No. 1 (2018): Provitae: Jurnal Psikologi Pendidikan Vol 11, No 1 (2018): provitae Vol. 10 No. 2 (2017): Provitae: Jurnal Psikologi Pendidikan Vol 10, No 2 (2017): Provitae Vol. 9 No. 1 (2017): Provitae: Jurnal Psikologi Pendidikan Vol 9, No 1 (2017): Provitae Vol 8, No 2 (2016): Provitae Vol 7, No 1 (2016): Provitae Vol. 6 No. 1 (2014): Provitae Vol 6, No 1 (2014): Provitae Vol. 5 No. 1 (2012): Provitae Vol 5, No 1 (2012): Provitae Vol. 4 No. 1 (2010): Provitae Vol 4, No 1 (2010): Provitae More Issue