scholarly journals Callous Unemotional Traits dan Perundungan Maya pada Remaja (Callous Unemotional Traits and Cyberbullying In Adolescents)

2020 ◽  
Vol 12 (1) ◽  
pp. 103-112
Author(s):  
Aprilia Wira Sarifa ◽  
Fatma Kusuma Mahanani
Keyword(s):  
High School ◽  
Random Sampling ◽  
Hypothesis Test ◽  
Senior High School ◽  
Personality Factors ◽  
Callous Unemotional ◽  
Callous Unemotional Traits ◽  
Unemotional Traits ◽  
Coefficient Corrélation ◽  
Cluster Random Sampling

Perundungan maya menjadi masalah global yang terjadi salah satunya pada remaja. Faktor kepribadian menjadi salah satu penentu terjadinya hal tersebut, termasuk callous unemotional traits. Tujuan dalam penelitian ini untuk menjelaskan hubungan antara callous unemotional traits dan cyberbullying pada remaja di SMA Negeri Kota Semarang. Metode penelitian yang digunakan adalah penelitian korelasional. Penelitian ini dilakukan di 6 SMA Negeri Kota Semarang yang terpilih sebagai sampel. Responden berjumlah 188 remaja (usia 15-18 tahun). Penelitian ini menggunakan cluster random sampling. Skala cyberbullying terdiri dari 38 item dengan koefisien reliabilits 0,883. Skala callous unemotional traits terdiri dari 28 item dengan koefisien reliabilitas 0,894. Uji hipotesis menggunakan teknik rank Spearman. Hasil analisis deskriptif menunjukkan bahwa cyberbullying pada 188 remaja di SMA Negeri Kota Semarang tergolong sangat rendah (89,4%). Pada callou unemotional traits, callousness tergolong sangat rendah (53,2%), uncaring tergolong sangat rendah (65,4%) dan unemotional tergolong sedang (52,1%). Berdasarkan hasil analisis inferensial diketahui bahwa callous unemotional traits dan cyberbullying memiliki hubungan yang signifikan sebesar 0,000 (p<0,05) dengan koefisien korelasi sebesar 0,469. Hal tersebut berarti bahwa semakin tinggi tingkat callous unemotional traits maka semakin tinggi pula tingkat cyberbullying pada remaja dan sebaliknya, semakin rendah callous unemotional traits maka akan rendah pula cyberbullying pada remaja.  Cyberbullying is a global problem that occurs among adolescents. Personality factors become one of the determinants of this, including callous unemotional traits. The aim of the present study was to examine the association between callous unemotional traits and cyberbullying in adolescents in State Senior High School of Semarang City. The research methods used are correlational research. The present study held in six State Senior High School of Semarang City that chosen as the sample. Participants included 188 adolescents (aged 15-18). It used cluster random sampling. The cyberbullying scale included 38 items with coefficient reliability 0,883. Callous unemotional traits scale included 28 items with coefficient reliability 0,894. Hypothesis test in the present study used rank spearman. The descriptive analyses result showed cyberbullying in 188 adolescents at state senior high school of Semarang city was very low (89,4%). On callous unemotional traits, callousness was very low (53,2%), uncaring was very low (65,4%) and unemotional was moderate (52,1%). Based on inferential analyses result, callous unemotional traits and cyberbullying had significance of 0,000 (p<0,05) with coefficient correlation of 0,469. This means that the higher levels of callous unemotional traits, the higher levels of cyberbullying in adolescents and the lower levels of the callous unemotional traits, the lower levels of the cyberbullying in adolescents.

scholarly journals PROFILE OF HIGH TOUCH IN THE APPLICATION LEARNING PROCESS

2015 ◽  
Vol 5 (1) ◽  
pp. 65
Author(s):  
Ali Mashari
Keyword(s):  
High School ◽  
Learning Process ◽  
Random Sampling ◽  
Quantitative Method ◽  
Sampling Technique ◽  
Senior High School ◽  
T Test ◽  
Opinion Score ◽  
Teachers And Students ◽  
Cluster Random Sampling

Abstract: This research generally aims to get brief description of application high touch in learning process. This research is conducted by descriptive quantitative method.  The population is all teachers and students at senior high school. Samples are taken by using stratified cluster random sampling technique. The percentage, correlation and t test. The results of this research reveal that application high touch  in learning process less and teachers’ opinion about high touch implementation as implication of teachers’ understanding toward learning process differ significantly with students’ opinion. In general, teachers’ opinion score is higher compared with student’s opinion scoreKeywords: high touch, learning process, students 

scholarly journals The Correlation Between Studeerest And Structure nts’ Learning IntMastery and Students’ Reading Skill

2018 ◽  
Vol 6 (3) ◽  
pp. 353
Author(s):  
Septian Tri Wijayanti Fatimah ◽  
Muh. Asrori ◽  
Ngadiso Ngadiso
Keyword(s):  
High School ◽  
Data Analysis ◽  
Random Sampling ◽  
Reading Skill ◽  
Senior High School ◽  
Correlational Study ◽  
Teaching Reading ◽  
Positive Correlation ◽  
Learning Interest ◽  
Cluster Random Sampling

<p>The objective of this research is to find out whether there is a correlation between (1) students‟ learning interest and students‟ reading skill; (2) students‟ structure mastery and students‟ reading skill; and (3) students‟ learning interest, students‟ structure mastery simultaneously, and students‟ reading skill. This correlational study involved 36 students at one of state senior high school in Sukoharjo. The technique of choosing the sample was cluster random sampling. Data were collected through questionnaire and test. Single and Multiple Regresssion and Correlation were used to analyze the data. The result of the data analysis shows that: (1) there is a positive correlation between students‟ learning interest and students‟ reading skill; (2) there is a positive correlation between students‟ structure mastery and students‟ reading skill; and (3) there is a positive correlation between students‟ learning interest, students‟ structure mastery simultaneously, and students‟ reading skill. It means that students‟ learning interest and students‟ structure mastery cannot be neglected in teaching reading skill.</p>

scholarly journals Film as A Media Used by Teachers to Teach Writing for Tertiary Level Students

2018 ◽  
Vol 1 (2) ◽  
pp. 180-192
Author(s):  
Ardayati Ardayati
Keyword(s):  
High School ◽  
Random Sampling ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Senior High School ◽  
Teaching Writing ◽  
Tertiary Level ◽  
Writing Test ◽  
Writing Skill ◽  
Cluster Random Sampling

The aim of this research was to find out whether or not it was significantly effective to use film as a media in teaching writing for tertiary level students. This study used preexperimental method which was focused on writing skill at the eleventh grade students of Senior High School Tugumulyo. The writer formulated two hypotheses; they were null hypothesis (Ho) and the alternative hypothesis (Ha). There were 352 students from nine classes as the population of this study. The sample was taken through cluster random sampling. The result was XI IA.2 class which consisted of 37 students. In this case, the writer collected the data by using writing test. Based on the findings, the result showed that tobtained was 6.38 where ttable was 1.697. It showed that tobtained was higher than ttable (tobtained more than ttable). Finally, the writer concludes that it was significantly effective to use film as  media in teaching writing at the eleventh grade students of Senior High School Tugumulyo. Keywords: teaching writing, film, media.

scholarly journals The Correlation Between Learning Motivation, Vocabulary Mastery and Listening Comprehension

2018 ◽  
Vol 6 (2) ◽  
pp. 231
Author(s):  
Eska Norma Fatikhah ◽  
Martono Martono ◽  
Muh. Asrori
Keyword(s):  
High School ◽  
Linear Regression ◽  
Multiple Linear Regression ◽  
Random Sampling ◽  
Listening Comprehension ◽  
Senior High School ◽  
Learning Motivation ◽  
Positive Correlation ◽  
Objective Tests ◽  
Cluster Random Sampling

<p>This article is aimed at discussing and reporting the result of a study about correlation between learning motivation, vocabulary mastery and listening comprehension. The correlation was proven by the result of the study which was carried out at a senior high school in Surakarta. The sample of the study were 30 students of XI MIA 2 taken by cluster random sampling. A questionnaire was used to collect learning motivation data and objective tests were used to collect vocabulary mastery data and listening comprehension data. Single correlation and multiple linear regression were used to analyze the data. The result of the analysis shows that there is a positive correlation between (1) learning motivation and listening comprehension; (2) vocabulary mastery and listening comprehension;</p><p>(3) learning motivation, vocabulary mastery simultaneously, and listening comprehension. Thus, it cannot be neglected that learning motivation and vocabulary mastery give contribution toward listening comprehension.</p>

scholarly journals DIFFERENCES OF PROPORTION OF DISTRACTORS NUMBERS OF ECONOMIC QUESTION ITEM FOR SENIOR HIGH SCHOOL GRADE 11 IN BEKASI CITY

2019 ◽  
Vol 4 (1) ◽  
pp. 49-56
Author(s):  
Raden Roro Ernawati
Keyword(s):  
High School ◽  
Random Sampling ◽  
Senior High School ◽  
School Grade ◽  
Teacher Competency ◽  
High School Grade ◽  
Question Item ◽  
Level Design ◽  
Cluster Random Sampling ◽  
Grade 11

The purpose of this research to measure the comparation of distractors proportion number in economic question. This research was an experiment in a senior high school in Bekasi. The sample of the research was obtained technically cluster random sampling. Data was analyzed by using one way analyzed of variance (ANOVA) 3 x 1 treatment by level design. The results of this research is rejected hypothesis based on ANOVA number significant (0.127) higher than degree freedom (0.005). The conclution is distractors  proportion two, distractors  proportion three, and distractors  proportion four have same proportion that’s no different absolutely. The  results of the reseach recommended that the teacher used distractors two, distractors three, and distractors four in the learning process.and paid attention to teacher competency for the readiness of student.

scholarly journals DIFFERENCES OF PROPORTION OF DISTRACTORS NUMBERS OF ECONOMIC QUESTION ITEM FOR SENIOR HIGH SCHOOL GRADE 11 IN BEKASI CITY

2019 ◽  
Vol 4 (1) ◽  
pp. 49-56
Author(s):  
Raden Roro Ernawati
Keyword(s):  
High School ◽  
Random Sampling ◽  
Senior High School ◽  
School Grade ◽  
Teacher Competency ◽  
High School Grade ◽  
Question Item ◽  
Level Design ◽  
Cluster Random Sampling ◽  
Grade 11

The purpose of this research to measure the comparation of distractors proportion number in economic question. This research was an experiment in a senior high school in Bekasi. The sample of the research was obtained technically cluster random sampling. Data was analyzed by using one way analyzed of variance (ANOVA) 3 x 1 treatment by level design. The results of this research is rejected hypothesis based on ANOVA number significant (0.127) higher than degree freedom (0.005). The conclution is distractors  proportion two, distractors  proportion three, and distractors  proportion four have same proportion that’s no different absolutely. The  results of the reseach recommended that the teacher used distractors two, distractors three, and distractors four in the learning process.and paid attention to teacher competency for the readiness of student.

scholarly journals The influence of principal managerial ability and teacher performance toward senior high school quality

2021 ◽  
Vol 2 (1) ◽  
pp. 8-17
Author(s):  
Sowiyah Sowiyah ◽  
Zulaikha Fitriyanti ◽  
Veronica Eka Desi Natalia
Keyword(s):  
High School ◽  
Random Sampling ◽  
School Quality ◽  
Teacher Performance ◽  
Sampling Technique ◽  
Senior High School ◽  
Managerial Ability ◽  
Verification Method ◽  
Cluster Random Sampling

The current research aimed to analyze and determine the effect of principal managerial ability and teacher performance on the quality of senior high school in Way Kanan regency. This research is quantitative using a descriptive verification method with a cluster random sampling technique with a sample of 235 teachers of Way Kanan regency. Data were collected using a questionnaire. The collected data were analyzed through multiple equation regression with the help of SPSS Statistics 17 software and then interpreted. The results of this study indicate that there was an influence of principal managerial ability on school quality by 63.7%. In addition, there was an influence of teacher performance on school quality by 58.6%, and finally there was an effect of principal managerial ability and teacher performance on school quality by 68.2%. The implications of the current findings are also discussed.

scholarly journals Predicting Tending to Callous-Unemotional Traits Based on Empathy, Social Anxiety Disorder and Bullying in Students

2020 ◽  
Vol 18 (3) ◽  
Author(s):  
Arezoo Paliziyan ◽  
Arezoo Javadi Koma ◽  
Mehrnaz Mehrabizade Honarmand
Keyword(s):  
High School ◽  
Social Anxiety ◽  
Pearson Correlation ◽  
Significant Risk ◽  
Male Students ◽  
Statistical Population ◽  
Cu Traits ◽  
Callous Unemotional ◽  
Callous Unemotional Traits ◽  
Unemotional Traits

Background: Although callous-unemotional traits plays a crucial role in the development of adolescent trauma, little information is available about mediators and their predictors. Objectives: The current study aimed to predict male students’ CU traits based on empathy, bullying, and social anxiety behavior. Methods: Statistical population of this research was the high school male students in 14 districts of Tehran in the third and fourth high school year for 97.96 academic year. Participants were selected using the multi-stage cluster sampling method. The inventory of callous-unemotional traits (ICUT), Illinois bullying scale (IBS), empathy questionnaire, and social anxiety inventory were used to meet the study’s objectives. Pearson correlation coefficient and multiple regression were used to analyze the data. Results: According to the results, bullying (r = 0.24) has a positive, meaningful association with callous-unemotional traits, empathy (r = -0.33), and social anxiety (r = -0.17). Besides, it is negatively associated with CU traits. (P < 0.001). Regression analysis showed that empathy, bullying, and social anxiety predict the 0.25 variance of the callous-unemotional traits. Conclusions: Based on the results, lack of empathy, social anxiety, and bullying are significant risk factors for the emergence of CU traits.

Callous-unemotional Traits: Verhaltensprobleme und prosoziales Verhalten bei Kindergartenkindern

2012 ◽  
Vol 21 (3) ◽  
pp. 141-150 ◽  
Author(s):  
Ute Koglin ◽  
Franz Petermann
Keyword(s):  
Cu Traits ◽  
Callous Unemotional ◽  
Antisocial Process Screening Device ◽  
Callous Unemotional Traits ◽  
Prosoziales Verhalten ◽  
Unemotional Traits ◽  
Screening Device

Callous-unemotional Traits (CU-Traits) stellen in der emotionalen Entwicklung Abweichungen dar, wie mangelnde Empathie oder ein oberflächlicher Affekt und gehören zu den Kernmerkmalen der Psychopathy. Aus einer entwicklungspsychopathologischen Sichtweise wird in der vorliegenden Studie untersucht, ob diese affektiven Merkmale bereits bei Kindern im Kindergartenalter zu identifizieren sind und sie mit Verhaltensproblemen, besonders mit externalisierenden Verhaltensproblemen, im Zusammenhang stehen. Anhand einer Stichprobe mit 311 Kindern (durchschnittlich 5;0 Jahre) wird die Anzahl der Kinder mit Callous-unemotional-Traits (CU-Traits), erfasst mit dem „Antisocial Process Screening Device“ (APSD), identifiziert. Es werden quer- und längsschnittliche Zusammenhange zwischen CU-Traits und Erlebens- und Verhaltensprobleme (SDQ) dargestellt. 23,3 % der Kinder weisen erhöhte Werte auf der Skala CU-Traits auf. Jüngere Kinder erreichen höhere Werte, so dass normative Entwicklungseinflüsse nahe gelegt werden. Es zeigen sich eindeutige Beziehungen zwischen CU-Traits und Verhaltensproblemen sowie negative Korrelationen zu prosozialem Verhalten. In der längsschnittlichen Analyse über ein Jahr erweisen sich CU-Traits als Prädiktor für Verhaltensprobleme. Ein spezifischer Zusammenhang zwischen aggressivem Verhalten und CU-Traits kann nicht aufgezeigt werden. CU-Traits stehen besonders mit einem Defizit prosozialen Verhaltens in Verbindung. Es wird diskutiert, ob CU-Traits bei jungen Kindern dazu geeignet sind, aggressive Kinder frühzeitig zu identifizieren.

Adolescents with Callous Unemotional Traits and their Roles in Group Crime and Non-Detected Offending

2013 ◽  
Author(s):  
Laura Catherine Thornton ◽  
Paul J. Frick ◽  
James Vance Ray ◽  
Elizabeth Cauffman ◽  
Laurence Steinberg
Keyword(s):  
Callous Unemotional ◽  
Callous Unemotional Traits ◽  
Unemotional Traits
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