scholarly journals PERAN KEHARMONISAN KELUARGA DAN PENERIMAAN TEMAN SEBAYA TERHADAP KONSEP DIRI REMAJA SMP DI DENPASAR

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
A.A. Ayu Trisna Dewi ◽  
I Made Rustika
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Peer Acceptance ◽  
The Self ◽  
Self Concept ◽  
Environmental Stimuli ◽  
The Family ◽  
Family Harmony

  The self-concept is a very important mental aspect in a early adolescent’s life because it can influence their behavior. Self-concept is not innate, but rather influenced by environmental stimuli at an early age. Family condition is one of the environmental stimuli that can influence self-concept. In outside-the home life, the responses of peers while interacting also contribute significantly to the self-concept. This study aims to determine the roles of family harmony and peer acceptance to teenagers’ self-concept of Junior High School adolescent in Denpasar. Subjects in this study were 224 of Junior High School adolescent in Denpasar, represented by the State Junior High School 1 of Denpasar. Instruments in this study were self-concept scale, family harmony and scale of peer acceptance. The results of multiple regression analysis shows that R = 0.560 (F = 50.395, p <0.05), it can be stated that the harmony of the family and peer acceptance jointly contribute to the self-concept. Determination coefficient of 0.313 indicates that the effective contribution of family harmony and peer acceptance to the self-concept amounted to 31.3%. Standardized beta values on family harmony with the self-concept is 0.285 (p <0.05) whereas peer acceptance with the self-concept at 0.361 (p <0.05). Thus it can be stated the role of peer acceptance is greater than the harmony of the family for the self- concept.   Keywords: self-concept, family harmony, peer acceptance, junior high school adolescent

Understanding Interaction Inside and Outside the EFL Self-Concept System: A Case Study of Chinese Learners in Junior High School

2015 ◽  
Vol 38 (2) ◽  
Author(s):  
Xia Chen ◽  
Hao Xu
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
The Self ◽  
Self Concept ◽  
Efl Learners ◽  
Concept System ◽  
System A ◽  
Chinese Learners

AbstractThis case study on three Chinese EFL learners in junior high school examined the interaction inside and outside learners’ EFL self-concept system, and the findings revealed: (1) inside the self-concept system, the interaction between the global and specific self-concepts is of much complexity; (2) the gap between the global and specific self-concepts would cause imbalance in the self-concept system, and thus trigger efforts to improve learning, while some reconciling elements in the global self-concept may sustain balance in the self-concept system, inhibiting learners’ motivation to improve; and (3) the degree of specificity of learners’ specific selfconcepts that inform learners’ learning efforts contributes considerably to the outcome of these efforts, as does that of learners’ beliefs about EFL learning which mediate the learning efforts.

scholarly journals KONSEP DIRI (SELF CONCEPT) DAN KOMUNIKASI INTERPERSONAL DALAM PENDAMPINGAN PADA SISWA SMP SE KOTA YOGYAKARTA

INFORMASI ◽  
2017 ◽  
Vol 47 (1) ◽  
pp. 135 ◽  
Author(s):  
Pratiwi Wahyu Widiarti
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
The Self ◽  
Self Concept ◽  
Interaction Style ◽  
School Students ◽  
Yogyakarta City

This study aims to determine, the self-concept of junior high school students in the city of Yogyakarta and description of the mentoring model for junior high school students in Yogyakarta city based on adolescent self concept. The research method used quantitative method, with descriptive statistical technique. The population of this research is all junior high school students in Yogyakarta city from 15 State Junior High School and 42 Private Junior High. The results is first, the self-concept of students is balanced between those who have low self-concept (222 people: 49.4%), with high self-concept (227 people: 50,6%). Second, from the self concept aspects, the results obtained, have: a) high self-concept/academic self as much as 262 students (58.4%); b) family self concept as high as 257 students (57.2%); c) high physical self-concept, ie 250 students (55.7%); d) low self-concept moral ethics there are 220 students (49%); e) low social self-concept there are 220 students (49%); f) Low self-concept personal there are 216 students (48.1%). Third, the low-tendentious concept of self is ethical-moral, social and personal, then approaches are used for the assistance: a) from the side of interpersonal communication:  Self-fulfilling prophecy; opened self; self confidence; and selectivity; b) in terms of interaction style, by developing an enabling interaction style; c) in terms of guidance and counseling services by forming individual guidance and group guidance. Abstrak             Penelitian ini bertujuan untuk  mengetahui konsep diri remaja siswa SMP se kota Yogyakarta dan deskripsi model pendampingan bagi remaja siswa SMP se kota Yogyakarta berdasar konsep diri remaja. Melalui metode kuantitatif, dengan teknik statistik deskriptif.  Populasi penelitian ini adalah seluruh siswa SMP se kota Yogyakarta dari 15 SMP Negeri dan 42 SMP Swasta.  Hasil penelitian adalah, pertama, konsep diri  siswa berimbang antara yang memiliki konsep diri  yang rendah  (222 orang: 49.4%),  dengan yang memiliki konsep diri yang tinggi (yaitu 227 orang: 50.6%). Kedua, dari aspek-aspek konsep diri, diperoleh hasil, yang memiliki: a) konsep diri kerja/akademik yang tinggi sebanyak 262 siswa (58.4%); b) konsep diri keluarga yang tinggi sebanyak 257 siswa (57.2%); c) konsep diri fisik yang tinggi, yaitu 250 siswa (55.7%); d) konsep diri etik moral yang rendah  ada 220 siswa (49%); e) konsep diri sosial yang rendah ada 220 siswa (49%); f) konsep diri personal yang rendah ada 216 siswa (48.1 persen). Ketiga, konsep diri yang cenderung rendah adalah konsep diri etik-moral, sosial dan personal, maka digunakan pendekatan bagi pendamping: a) dari sisi komunikasi interpersonal: Nubuat yang dipenuhi sendiri; membuka diri; percaya diri; dan selektivitas; b) dari sisi gaya interaksi, dengan mengembangkan gaya interaksi yang mendorong (enabling); c) dari sisi layanan bimbingan dan konseling dengan membentuk  bimbingan kelompok dan  bimbingan individual.

scholarly journals HUBUNGAN ANTARA KONSEP DIRI DENGAN KECENDERUNGAN MENJADI KORBAN BULLYING PADA REMAJA AWAL

2017 ◽  
Vol 15 (2) ◽  
pp. 92
Author(s):  
Fidela Herdyanti ◽  
M Margaretha
Keyword(s):  
High School ◽  
Survey Research ◽  
Early Adolescence ◽  
Negative Correlation ◽  
Junior High School ◽  
Junior High ◽  
Early Adolescents ◽  
The Self ◽  
Self Concept ◽  
The Relationship

The purpose of this research was to determine the relationship between self-concept and tendency to become bully victim in early adolescents. Bullying is an act in which a person or group try to hurt, damage, oppress or do other negative actions to someone who is weak. Bullying occurs repeatedly time to time and will continue to occur if there is someone who feels having power (called as actors) and someone who feels weak (called as victims). Those could happen due to the imbalance in their development of self-concept. This study is a survey research. The subjects were 179 students in Junior High School in Surabaya (67 males and 112 females) with age ranged from 12 to 14 years old. Data were collected using the Self-Concept Questionnaire (20 items) and Bully Victim Questionnaire (16 items). Data were analyzed using Pearson's product moment. The results of this study found a negative correlation between self-concept and the tendency to be bully victim in early adolescence (r= -.772; p< .001). Negative correlation had meaning that adolescents with positive self-concept were less vulnerable to be bully victim, while adolescents with negative self-concept would tend to be bully victim. It is recommended for further research to employ better methods, theories and measuring tools.  

The Development and Field Testing of an Instructional Module Designed to Enhance the Self-Concept of Educable Mentally Retarded Students

1981 ◽  
Vol 4 (3) ◽  
pp. 50-56 ◽  
Author(s):  
C. Thomas Musgrave ◽  
Marvin Fifield
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Field Testing ◽  
Mentally Retarded ◽  
The Self ◽  
Self Concept ◽  
Instructional Module ◽  
Educable Mentally Retarded

An instructional module was developed and field tested to provide teachers of EMR students with an awareness of the importance of self-concept, and to provide methods and activities designed to help teachers enhance the self-concept of their students. The instructional module was field tested using two intact groups. The subjects were two teachers and their junior high school EMR students. The teachers were trained in the use of the instructional module and then used the methods and activities as outlined in the module with their students. Based on the scores of pretests and posttests of self-concept, the students viewed their own behavior more positively. Implications are discussed with recommendations.

scholarly journals ROLE OF SELF CONCEPT, EMOTIONAL REGULATION, EMPATHY IN PREDICTING FORGIVENESS IN TEENS OF JUNIOR HIGH SCHOOL STUDENTS IN SURABAYA

2019 ◽  
Vol 7 (3) ◽  
pp. 138-144
Author(s):  
Wiwik Juwarini Prihastiwi
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Emotional Regulation ◽  
Junior High ◽  
Junior High School Students ◽  
Self Concept ◽  
School Students ◽  
Significance Level

Purpose of Study: This research aimed to determine variables which are between self-concept, emotional regulation and empathy are the strongest predictors of forgiveness. The subjects were the teenagers in the 2nd grade of junior high school in Surabaya of Indonesia. The subjects were 111 people that consist of 60 boys and 51 girls. Methodology: The research design was quantitative which correlated between self-concept, emotional regulation, empathy, and forgiveness. Data analysis was multiple regressions. Results: The result of the test showed that there was a very significant positive correlation empathy, emotional regulation with forgiveness (significance level p <.05). On the contrary, there was no significant correlation self-concept with forgiveness. All predictors, self-concept, emotional regulation and empathy contributed 31.4% on forgiveness. The result also obtained that emotional regulation that was a stronger predictor of forgiveness (74.1%) compared to empathy (16.1%) and then there were no differences of emotional regulation and forgiveness based on gender, but girls are higher in empathy than boys. Implications/Applications: The results showed that it gave the contribution to the therapy of forgiveness teenagers.

scholarly journals PERAN SELF REGULATION DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF SEBAGAI UPAYA MENYIAPKAN GENERASI EMAS 2045

2020 ◽  
Vol 5 (1) ◽  
pp. 1-11
Author(s):  
Sri Hapsari
Keyword(s):  
High School ◽  
Social Studies ◽  
Junior High School ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Junior High ◽  
Self Regulation ◽  
Conscious Effort ◽  
Social Studies Teaching

The purpose of this research is to determine the role of self regulation in enhancing the ability of creative thinking in social studies teaching and learning. Therefore, the author conducted a survey on junior high school in South Tangerang, Banten. Students ability to organize themselves into an important key in developing the ability to think creatively. Students will know what you want to achieve so that he has a conscious effort to focus the attention and the ability to complete the task. Ability is what is required by Indonesian golden generation because they will be dealing with a very complex challenge. The golden generation should be given so that the provision could be responsible for the lives of himself and his people.

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