scholarly journals Pelatihan Kapasitas diri Positif Remaja bagi Guru SMA di Kabupaten Jember

2021 ◽  
Vol 6 (1) ◽  
pp. 63
Author(s):  
Achmad Chusairi
Keyword(s):  
Youth Development ◽  
Positive Youth Development

Sekolah adalah tempat dimana remaja dapat belajar dan mengembangkan kapasitas positif diri. Sekolah menjadi saluran sosialisasi hidup yang penting bagi remaja karena remaja menghabiskan rata-rata waktu delapan jam di sekolah. Dalam konteks tersebut maka guru berperan penting menjadi orang yang dapat menjadi sumber pengetahuan dan pendamping ketika remaja mengembangkan kapasitas positif dirinya. Tujuan dari pelatihan ini adalah untuk meningkatan pengetahuan dan keterampilan guru Sekolah Menengah Atas (SMA) dalam mendampingi remaja mengembangkan diri secara positif. Metode yang digunakan pada kegiatan ini meliputi pendidikan, pelatihan, dan penugasan. Hasil penelitian menunjukkan bahwa menunjukkan bahwa sebanyak 88 persen peserta mampu mendesain kegiatan Positive Youth Development untuk diterapkan disekolahnya.

Positive youth development: Assessing the interaction between intentional self-regulation and motivation

2013 ◽  
Author(s):  
G. John Geldhof ◽  
Michelle B. Weiner ◽  
Jennifer P. Agans ◽  
Megan Kiely Mueller ◽  
Richard M. Lerner
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Self Regulation ◽  
Intentional Self Regulation

PROMOTING POSITIVE YOUTH DEVELOPMENT: A SCHOOL GARDEN NARRATIVE

2017 ◽  
Vol 14 (2) ◽  
pp. 135-150
Author(s):  
Andile Mji
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Qualitative Data ◽  
Development Programme ◽  
School Garden ◽  
Narrative Perspective ◽  
Resultant Effect

This study reports on a programme encapsulating the ideals of positive youth development. Here, a specific narrative of an observed problem, how youths were encouraged to participate in activities and the resultant effect of interactions, is described. Participants were 118 learners, 67 (56.8%) of whom were females. The learners were in Grades 10, 11 and 12 with ages ranging between 16 years and 18 years. The programme learners participated in starting and tending gardens at school. Here, the aim was to determine how exposing learners to an empowering environment resulted in building their competencies. Specifically, this article determined what lessons learners learnt from the development programme and whether attributes of positive youth development could be extracted from learners’ utterances. Qualitative data using open-ended interviews and following a narrative perspective were collected. Findings revealed that learners changed, learned to share and understood what it meant to work with others. Also, their utterings were consistent with competencies illustrating positive youth development. The findings illustrated the importance and value of positive programmes among the youth.

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