scholarly journals KONSEP PERCAYA DIRI DALAM AL QUR’AN DAN IMPLIKASINYA TERHADAP KEHIDUPAN MANUSIA

2019 ◽  
Vol 2 (1) ◽  
pp. 68-84
Author(s):  
Achmad Suhaili
Keyword(s):  
Self Concept ◽  
Positive Thinking ◽  
Human Personality ◽  
Self Evaluation ◽  
Self Confidence ◽  
Level Of Confidence

Self-confidence is an aspect of the human personality that functions important to actualize its potential. Without self-confidence, many problems will arise in humans. With the presence of confidence, someone will get along easily. Facing people who are older, smarter and richer, they are not ashamed to be awkward. They will dare to show themselves as they are, without prominently-highlighting excesses and covering up shortcomings. This is because people who are confident have truly understood and trusted their condition, so that they have been able to accept their condition as they are. Does the Qur'an talk about the concept of self-confidence? And how does the Qur'an talk about the concept of self-confidence? Of course there is no verse of the Qur'an that speaks of self-confidence lexically "al tsiqah bi al nafs" translation from confidence. However, there are many verses of the Qur'an that talk about human concepts according to the Qur'an and calls to believe in their ability to change, never be afraid and worried, do not be anxious and so on that need to be assessed thematically. According to Izzatul Jannah, the higher a person's faith, the higher the level of confidence. In the Qur'an it is stated that self-confidence in the form of a comfortable feeling of peace, without feeling sad, afraid and worried will come to those who believe in Allah swt. "Those who say:" Our Lord is God "then they affirm their position, the angels will come down to them (by saying): "Do not be afraid and do not feel sad; and delight in (obtaining) the heaven that God has promised you "(Fusshilat: 30) Confidence in the Qur'an starts from a noble conception of mankind, namely the Khalifah of Allah, the best of creatures, and creatures that are free of will. The concept of self-confidence in the Qur'an begins with having a Self Concept (Ma’rofatun Nafsi), Positive Thinking, Faith and Charity, Tawakalkepada Allah, Gratitude, and Muhasabah (Self Evaluation).

scholarly journals Validitas dan Reliabilitas Skala Psikologis Percaya Diri untuk Mengukur Tingkat Percaya Diri Siswa SMK Kota Kediri

2020 ◽  
Vol 6 (1) ◽  
pp. 57-65
Author(s):  
Yuanita Dwi Krisphianti ◽  
Nora Yuniar Setyaputri ◽  
Galang Surya Gumilang
Keyword(s):  
The Self ◽  
Self Concept ◽  
Reliability Test ◽  
Validity And Reliability ◽  
Professional Attitudes ◽  
Validity Test ◽  
Self Confidence ◽  
Level Of Confidence ◽  
Key Word ◽  
Research Stage

Self confidence is a beliaef that exists in individuals that is able to behave as what is needed in order to get results in accordance with what is needed in order to get results in accordance with what is expected. The form of confidence is shown by; believe in personal abilities, independent, positive self-concept, show up personal opinions. Self confidence is important in personality of SMK students, because SMK education preparing students to enter the workforce and developing professional attitudes. The purpose of this study is to increase self  confidence of SMK students in Kediri by using the GURU Process. The validity and reliability is important instruments is carried out to obtain accurate and accountable data in order to determine the level of confidence of SMK students in Kediri. This article is limited just results of validity and reliability from this scale. Based on the results of the validity test distributed to 50 students, 21 valid items with a reliable coefficient of 0.814. Based on the validity and reliability test of the instrument, this scale can be used to measure the self confidence of SMK students in Kediri at the next research stage.    Key Word:      psychological self confident scale, self confident, GURU process

THE ESSENCE AND CHARACTERISTICS OF THE DETERMINANTS OF SELF-COMMUNICATION DISCOURSE AS AN INTERNAL DIALOGUE

2021 ◽  
pp. 73-81
Author(s):  
I. A. Shapoval ◽  
Keyword(s):  
Differentiation Of Self ◽  
Mental Content ◽  
Self Concept ◽  
Self Organization ◽  
Common Goal ◽  
The Core ◽  
Self Confidence ◽  
Internal Dialogue ◽  
Study Results ◽  
The Common

The paper presents the interdisciplinary analysis of the determinants of the system of self-communication discourse and internal dialogue as the forms of objectivation of human mental content focused on some actions for meeting some objectives. The author describes discourse as integration of communication and language processes in self-understanding and personal identity. Contextually determined and dynamic self-communication discourse, as a way of acquirement of new senses and confirmation of old ones, verbalizes current personal values. The study results reveal the characteristics and relations of the internal dialogue discourse determinants within the human objectivity–subjectivity continuum. Discourse determinants prescribe its context and rules and include the prototype place and agents with their motives and objectives. Self-positions manifested in Self and Non-Self (Other Self) binary self-predications form the core pair of agents. The modality of a person’s attitude to own Self-positions makes their communications a dialogue or a monologue on the boundary of their sub-territories as a discourse prototype place. The degree of discourse agency, its closeness within the prototype place, or transgression openness depends on the complexity and differentiation of Self-concept and ego boundaries functionality. The frustration of meta-necessity to keep self-confidence and self-acceptance by reassessment and reformation of interrelations of Self-positions determines the motives and objectives of self-communication. The common goal of self-organization is implemented through the internal dialogue in the form of institutionalization, verification, and integration of their Self-predications. Status-role characteristics of agents and functionality of discourse prototype place determine the specificity of its motives and objectives according to the systemic effects of Self-organization.

scholarly journals THE EFFECT OF STUDENTS’ LEANING STYLE AND SELF-CONCEPT TOWARD MATHEMATICAL CREATIVE THINKING ABILITY IN LINEAR ALGEBRA SUBJECT

2017 ◽  
Vol 1 (2) ◽  
pp. 1
Author(s):  
Dian Purwaningsih
Keyword(s):  
Regression Analysis ◽  
Learning Style ◽  
Creative Thinking ◽  
Self Concept ◽  
Simple Analysis ◽  
Self Confidence ◽  
Analysis Technique ◽  
Thinking Ability ◽  
Descriptive Approach ◽  
Creative Thinking Ability

The students’ low ability in absorbing the information they got in thelearning activity. Another factor was students’ self-concept which not quitegood. Students’ self-concept can be declared through their selfunderstanding, as well as their self-confidence toward their ability to solvetheir assignment or problem. This study was aimed to investigate the effectof learning style toward the mathematical creative thinking ability, toinvestigate the effect of self-concept toward mathematical creative thinkingability, and to investigate the effect of learning style and self-concept towardmathematical creative thinking ability. This study was one of the ex-postfacto with descriptive approach. Based on the aim of this study, this studyused regression analysis technique in the form of simple analysis regressionand double analysis regression. The result of this study showed that therewas an effect of learning style toward mathematical creative thinking ability,there was an effect of self-concept toward mathematical creative thinkingability, and there was an effect of learning style and self-concept towardmathematical creative thinking ability

scholarly journals Differences in Self-Concept of Students from Intact Families And Non-Intact Families

2019 ◽  
Vol 3 (3) ◽  
pp. 151-158
Author(s):  
Monika Veronika ◽  
Afdal Afdal
Keyword(s):  
Sampling Technique ◽  
Total Sample ◽  
Self Concept ◽  
Counseling Services ◽  
Individual Counseling ◽  
Guidance Services ◽  
Intact Families ◽  
Self Confidence ◽  
Significant Difference ◽  
The Difference

This research is motivated by the phenomenon of the number of students from non-intact families lacking self-confidence, thus causing him to be less able to see himself positively. The purpose of this study is to see the difference in self-concept of students from intact families and families not intact. This research is a quantitative type of research with a comparative descriptive method. The population in this study were all students of SMP 25 Padang in the 2018/2019 academic year, totaling 744 students. The total sample of 260 students (150 students from intact families and 110 students from non-intact families) was selected using the Stratified Random Sampling technique. The research instrument used was a Likert scale questionnaire. Data were analyzed by percentage formula technique and formula t test with the help of SPSS for Windows 16. 0. The results revealed that (1) self-concept of students from intact families were in the high category (2) self-concept of students from non-intact families in the category quite high, and (3) there is a significant difference between the self-concept of students from intact families and non-intact families with a significant level of 0,000. Based on the results of the study it was suggested to counselors to be able to provide guidance and counseling services, information services, individual counseling services, group guidance services and group counseling services to students from non-intact families, in order to help students realize positive self-concepts.

scholarly journals The relationship between Internet use and self-concept clarity: A systematic review and meta-analysis

2021 ◽  
Vol 15 (2) ◽  
Author(s):  
Cristina Elena Petre
Keyword(s):  
Systematic Review ◽  
Internet Use ◽  
Meta Analysis ◽  
Self Concept ◽  
The Internet ◽  
Inclusion Criteria ◽  
Cross Sectional ◽  
Self Evaluation ◽  
Cross Sectional Design ◽  
The Relationship

There are three hypotheses regarding the relationship between Self-Concept Clarity (SCC) and Internet use. It was argued that Internet use: 1) decreases SCC, 2) increases SCC, 3) does not relate with SCC. The present study, in the form of a systematic and meta-analytic synthesis, aimed to explore: a) the extent empirical evidence can support each hypothesis; b) how Internet use-SCC relationship was addressed across studies; c) the intensity of the Internet use –SCC relationship; d) potential moderators. Twenty-one studies (N = 8,910) met the inclusion criteria for the systematic review (i.e., being quantitative, written in English, concerned with Internet use -SCC relationship) and 11 studies (N = 3,298) met the additional criteria for meta-analysis (i.e., being correlational, using self-evaluation instruments, quantifying general Internet use and including the information needed to calculate the meta-analysis specific indicators). Results emphasized that all three hypotheses are plausible, as distinct dimensions of Internet use related differently with SCC. However, the conclusions were limited by the extensive use of cross-sectional design. For general Internet use and SCC relationship the overall effect was -0.350, p < .01. Some moderators were significant: cultural background, Internet operationalization, age homogeneity, participants rewarding. This paper outlines the complexity of SCC – Internet relationship and underlines some of the gaps that should be further addressed. Implications and limits of the study (e.g., publication bias, excluded outcomes in the meta-analysis or possible omission of moderators) are discussed.

scholarly journals PROFESIONALITAS DAN PERSONALITAS GURU KRISTEN: PENGEMBANGAN SUMBER DAYA MANUSIA BERKARAKTER DAN KOMPETEN MENUJU INDONESIA UNGGUL

2020 ◽  
Vol 3 (1) ◽  
pp. 16-26
Author(s):  
Nurasyah Dewi Napitupulu
Keyword(s):  
Learning Outcomes ◽  
Common Sense ◽  
High Performance ◽  
The Self ◽  
Self Concept ◽  
Self Assessment ◽  
Psychological Characteristic ◽  
Self Confidence ◽  
Christian Teachers ◽  
Educational Professional

Many studies assume that the professionalism of teachers is influenced by his personality. Personality is a psychological characteristic that contributes to learning outcomes and academic achievement. However, research that proves this assumption is limited in the domain of Christian teachers as part of teachers inIndonesia. This study aims to analyze the correlation between teachers’ personality and professionalism obtained through questionnaires and interviews. The analysis was carried out on 16 Christian teachers participated who were attending the Postgraduate Program in "Educational Professional Development" instruction. The results of the correlation test using the SPSS Version 21 program showed that Sig. (2-tailed) = 0.042 <0.05. It concluded that there is a positive correlation between the personality and professionalism of Christian teachers. Qualitative analysis is discovered that the teachers' personality is in the criteria of good and very good, as well as their professionality. The lowest percentage of personality is on the positive self-concept indicator (62.9%) with good criteria, whereas professionality is on the self-confidence indicator (64.5%) with good criteria. The results of interviews as the self-assessment be discovered that Christian teachers with high performance are 18.75%; the adjusted teachers are 43.75%; the teachers hopeless are 43.75%, and not giving answering by 25%. It was concluded that assumptions about teachers’ personality and professionalism have a proven correlation for Christian teachers participated. Therefore, to improve professionalism as an Indonesian teachers’ competence, it has to develop the personality of Christian teachers sustainable. The personality of the Christian teachers is an entity of Christ's character and professionalism is the existence of ability, attitude, and skills based on common sense. The researcher argues that toward a superior Indonesia is marked by teachers who excel in professionalism and personality.

In the shadow of threatening norms: How students with visual impairment contest and reproduce institutional positions [SPECIAL ISSUE]

2020 ◽  
pp. 026461962096768
Author(s):  
Anne Bödicker ◽  
Yalız Akbaba
Keyword(s):  
Young People ◽  
Qualitative Analysis ◽  
Visual Impairment ◽  
Self Concept ◽  
Special School ◽  
Special Issue ◽  
Self Confidence ◽  
Life Plans ◽  
Inclusive Schools

This article focuses on semi-narrative guided interviews with students with visual impairment (VI) who attend a state-approved special school for students with VI at the time of the interview, although they had different previous experiences in both segregated and inclusive schools. We are conducting a qualitative analysis from the perspective of teenagers concerning how they negotiate institutional ascriptions of (dis)abilities. We have selected interview sequences of two young people: (a) Kai: self-confidence and internalized self-doubt and (b) Felix: between fighting and claiming ableist divides. Our analyses reveal the different ways of how Kai and Felix each contest the ableist divide they constantly have to cope with. Kai does so by sticking to her self-concept and ambitious life plans; Felix does so by ridiculing how the institution ascribes neediness to students.

scholarly journals Self-Concept of Gifted Children Aged 9 to 13 Years Old

2008 ◽  
Vol 31 (4) ◽  
pp. 481-499 ◽  
Author(s):  
Jiannong Shi ◽  
Ying Li ◽  
Xingli Zhang
Keyword(s):  
The Self ◽  
Self Concept ◽  
Concept Inventory ◽  
Gifted Children ◽  
Self Confidence

Ninety-four gifted children and 200 nongifted children (aged 9 to 13 years old) were involved in the present study. Their self-concept was assessed by the Revised Song-Hattie Self-Concept Inventory (Zhou & He, 1996). Academic self-concepts pertaining to abilities, school achievements, and grade concepts and nonacademic self-concepts pertaining to family, peers, body, and self-confidence concepts, as well as self-concept in general, were considered in the present study. The findings indicated that the development of self-concept in gifted children was different from that of nongifted children. Specifically, the self-concept scores in general of nongifted children increased from 11 to 13 years old, while those of gifted children decreased for the same age period. Both academic and nonacademic self-concepts are discussed in the present study.

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