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.

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

Self-assessment of Сompetencies as a Tool for Assessing the Effectiveness of Corporate Educational Programs

2021 ◽  
Vol 13 (4) ◽  
pp. 189-202
Author(s):  
M.M. Dmitrieva ◽  
S.V. Umnov ◽  
D.A. Podolsky
Keyword(s):  
Learning Outcomes ◽  
Training Programs ◽  
Corporate Training ◽  
Educational Programs ◽  
Assessment Method ◽  
The Self ◽  
Self Assessment ◽  
Assessment Of Learning ◽  
Before And After

The existing tools for assessing the effectiveness of educational programs differ in the degree of effectiveness, applicability, and costs. The self-assessment method, which involves the determination of the level of expression of various qualities by students of educational programs before and after graduation. The method of assessing students' own competencies has significant limitations associated with social desirability. Nevertheless, the article analyzes the possibilities of using this method to assess the effectiveness of corporate educational programs. The results of using the self-assessment method to assess the effectiveness of corporate educational programs conducted in large organizations are presented. The possibilities and limitations of using various kinds of criteria for evaluating themselves by listeners are substantiated. The conclusion is made about the possibility of using the self-assessment method in the case of the focus of educational programs on the development of meta-competencies of managers. The article provides data on the assessment of learning outcomes, discusses the potential reasons for the differences obtained in the framework of projects, as well as the possibilities and limitations of using the self-assessment method to assess the educational effect of corporate training programs.

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.

scholarly journals DYNAMICS OF EXISTENTIAL SPHERE OF STUDENTS' INDIVIDUALITY IN THE PROCESS OF PROFESSIONAL PEDAGOGICAL EDUCATION

2020 ◽  
Vol 116 (5) ◽  
pp. 46-52
Author(s):  
Svetlana V. Nesyna ◽  
Keyword(s):  
Professional Education ◽  
Theoretical Basis ◽  
Free Choice ◽  
The Self ◽  
Self Concept ◽  
Self Assessment ◽  
Moral Self ◽  
Self Development ◽  
Inner World ◽  
The University

The aim of this article is to determine the particularities of the dynamics of the existential sphere components of future pedagogues in the process of professional education. The theoretical basis of the presented empirical research is O. Grebeniuk’s pedagogy of the individuality. The significant part of the concept of individuality is the existential sphere being a «dominatrix» of all individuality of a person. 63 undergraduates from 1-year of studying to 4 one with the major in pedagogy have taken part in the research. T. Grebeniuk’s diagnostic method of seven spheres of student’s individuality was used in this work. The research demonstrates students’ high assessment in the development of the components of the existential sphere. They understand its importance in the development of the individuality. The serious deference in the dynamics of the self-assessment of individual valuable positions and orientations has been determined. The qualitative improvements of «Self-concept» reflective processes and components happen in the 2-year of studying with the development of the ability of the self-analysis, deliberate self-respect and making a right choice. The existential sphere in the final year of studying becomes more complicated and at the same time there is a process of structuring: awareness of the inner world and moral self-assessment are in the centre of this process. It defines the development of the components of the existential sphere which reflect the development of the components of «Selfconcept» and provide the realization of the meaning of «Self-concept» in external active actions due to the desire of self-improvement. The development and self-development of the deliberate self-respect and the ability of analyzing the behavior should become the aim of psychological and pedagogical interactions between future pedagogues and their mentors as well as in the university and in resource centers. The significant potential in the development of the existential sphere of individuality is the system of specific pedagogical situations where the necessity of realizing a free choice appears.

scholarly journals The Relationship Between Self-Confidence and Performance of Gymnastic Elements // Povezanost samopouzdanja i uspješnosti izvođenja gimnastičkih elemenata

2019 ◽  
Vol 16 (2) ◽  
Author(s):  
Petar Mrđa ◽  
Saša Jovanović ◽  
Sanja Srdić ◽  
Adrijana Ljubojević
Keyword(s):  
The Self ◽  
Self Concept ◽  
Measurement Instruments ◽  
Self Confidence ◽  
Back Handspring ◽  
And Performance ◽  
The One ◽  
High Level ◽  
The Relationship ◽  
Confidence Scale

The aim of this research was to establish a relation between self-confidence and self-concept, on the one hand, and the performance of the apparatus elements and the floor routine, on the other. The research included 29 subjects, aged 20 to 27, with the average age of the subjects being 21 years old (M= 21.16, SD= 1.54). The following measurement instruments were used: RSES (Rosenberg Self-Esteem Scale) and SC-6, as well as the evaluation of the performance of the floor exercises (side-to-side and front-to-back cartwheel, roundoff, front and back handspring, forward and backward flip) and a vault (squat through on the vault and straddle vault with pre-flight, front handspring on vault, roundoff vault) and with the apparatus: the high bar (uprise on bars with legs together, kip, front mill circle, back circle, underswing dismount) and the parallel bars (swing, forward roll, back roll, shoulder stand, front toss dismount, back toss dismount) by a three-member committee. The results showed that Rosenberg’s confidence scale produced statistically significant correlations with all the remaining subscales of moderate or high intensity, and the highest one with the scale of the self-concept (rs= .73), while the lowest one with the scale related to the performance of gymnastic elements on the apparatus (rs = .45) (Cohen, 1988 according to Cumming, 2012). In contrast to this scale, the scale of the self-concept is in statistically significant correlation with the gymnastic elements (rs = .61) on the floor and the vault, while the statistically significant correlation of this scale is missing with the gymnastic elements on the apparatus. It can be concluded that a high level of confidence in one’s own abilities through the entire training period enabled a better access to learning, repetition and, finally, the demonstration of the selected gymnastics elements, while the level of general satisfaction was not a decisive factor in the process.

Age, Sex and Self Concepts in a Nigerian Population

1983 ◽  
Vol 6 (4) ◽  
pp. 497-502 ◽  
Author(s):  
Bernice N. Ezeilo
Keyword(s):  
Middle Age ◽  
The Self ◽  
University Education ◽  
Self Concept ◽  
Educational Levels ◽  
Self Confidence ◽  
Nigerian Subjects ◽  
Nigerian Population ◽  
Males And Females ◽  
Age And Sex

This study examines age and sex differences in self concept among Nigerian subjects. Self concept was measured with the Tennessee Self Concept Scale which had earlier been found both reliable and valid for the Nigerian population under consideration. The randomly selected subjects included literate males and females aged 14-50 years. Their educational levels ranged from class 3 secondary education to one and half years of university education. The results show that level of self concept increases with age with a plateau from the age of 40 years. This suggests that for this culture the self concept tends to stabilize in the middle age. The effects of sex and sex x age interaction are non-significant. This was explained by reference to the possibility that the female subjects engaged in academic pursuit may have the self confidence to master the demands of academic achievement in a culture where their role is still subordinate.

scholarly journals Constructing an Experiential Education Model in Undergraduate Radiology Education by the Utilization of the Picture Archiving and Communication System (PACS)

2019 ◽  
Author(s):  
Yingqian Chen ◽  
Keguo Zheng ◽  
Shanshan Ye ◽  
Jifei Wang ◽  
Ling Xu ◽  
...  
Keyword(s):  
Experiential Education ◽  
Communication System ◽  
The Self ◽  
Control Group ◽  
Self Assessment ◽  
Radiology Education ◽  
Self Confidence ◽  
Picture Archiving And Communication ◽  
Experimental Group ◽  
Assessment Questionnaire

Abstract Background Medical education in China is in a transitional period, from passive learning models to experiential education. We developed an experiential education method for radiology education. The aim of this study is to evaluate the effect of this method on undergraduate radiology education. Method With the help of the picture archiving and communication system (PACS) and RadiAnt DICOM Viewer, we developed an experiential education method that simulates similar working conditions for undergraduate medical students to formulate radiology diagnosis similar to clinical radiologists. A total of 101 students were allocated into either the experimental group or the control group. The final examination scores and a 5-point Likert scale self-assessment questionnaire of radiologic skills were collected from all the students as an objective assessment and a subjective assessment respectively. A questionnaire was also used to assess the satisfaction with the experiential model in the experimental group. Mann-Whitney U test was used to compare the ranked data, and t-tests were used to compare the numeric data. Results The experimental group demonstrated significantly higher scores (7.4±1.3) compared to the control group (6.7±1.5, p <0.05) in the question type “description and diagnosis”. The self-assessment questionnaire indicated that the experiential education was related to increased familiarity with the diagnosis thinking principle and the sequences and reconstruction methods of computer tomography (CT) imaging, which also strengthen participants’ self-confidence to perform future clinical work (p <0.05). The self-assessment questionnaire in the experimental group showed that the majority of students were satisfied with the organization (82.5%), interactivity (85%) and quality (85%) of the learning activity. Most students found this model of learning to be helpful for studying radiology (85%) and for understanding anatomy (90%). Conclusion Compared with the traditional radiology education approach, the experiential education method showed greater efficacy in improving students’ analysis and diagnostic skills and their self-confidence.

scholarly journals COMMUNICATION AND SELF-CONCEPT OF CHILDREN WITH DEAF AND SPEECH IMPAIRED

2020 ◽  
Vol 1 (2) ◽  
pp. 105
Author(s):  
Eko Mulyadi ◽  
Nelyta Oktavianisya ◽  
Ulva Puspaningrum
Keyword(s):  
Social Interactions ◽  
Sampling Technique ◽  
The Self ◽  
Self Concept ◽  
Self Confidence ◽  
Normal People ◽  
Impaired Children ◽  
Depth Interviews ◽  
Opposite Gender ◽  
Observation Results

Introduction: The communication and interaction is the essence of every human as a social being. But, normal communications is not realyzed by the deaf speaking children. Deaf and speech impaired children affect self-concepts that affect communication. Where it will caused them to become inferior or have less confident. The confidence is begins through the formation of self-concept which formed from the experiences in their social interactions. This study aims to find the description of the communication and self-concept of the deaf and speech impaired children in SLB Darma Wanita Sumenep. Methods: This study used qualitative as a research methode with phenomenology approach. Respondents in this study are students of SLB Darma Wanita Sumenep who deaf and speech impaired start on birth. The sampling technique is used purposive sampling counted 10 respondents.    The data collected by observation and in-depth interviews of respondents. The data were analyze with triagulation of the interview , key person, and observation. Results: Based on the results of this study, known that between the deaf speaking children and the normal people have problems in terms of understanding the symbols and sentences that there not regularly, so they often occur discommunication. The self-concept of deaf speaking children is tend to be shy with the opposite gender, less open with new people, but they have a high spirits for they futures. They need encouragement to socialize with new people and other normal people. It can make their self-concept and self-confidence can be better. Conclusion: The communication deaf and speech impaired children experience obstacles in sending or receiving messages due to interference in understanding the symbols and writing that are given.

scholarly journals Student Self-Assessment Practices in Lower Secondary Education in Kosovo

2022 ◽  
Vol 12 (1) ◽  
pp. 97
Author(s):  
Zamira Gashi Shatri ◽  
Venera Këndusi ◽  
Behxhet Gaxhiqi ◽  
Naser Zabeli ◽  
Arjeta Vishaj
Keyword(s):  
Civic Education ◽  
Eighth Graders ◽  
The Self ◽  
Assessment Process ◽  
Learning Goals ◽  
Assessment Practices ◽  
Self Assessment ◽  
Self Confidence ◽  
Significant Difference ◽  
The Impact

Self-assessment has a direct impact on students’ achievement. Through self-assessment students have the opportunity to assess themselves in regards to learning goals and assess their achievement. The purpose of our research is to reflect on the use of the self-assessment practices of students in schools, as well as the impact that student self-assessment has on their achievement. Another purpose of this research is to evaluate if students compare their knowledge with other students in the class and to evaluate if students during the self-assessment process can overestimate or underestimate themselves. Two hundred and two students, from four classes of seventh grade (n=112) and four classes of eighth grade (n=90) of lower secondary schools from five urban schools and five rural schools in Kosovo, in the subject Civic Education, participated in the research. The results show that there is a significant difference between seventh-graders and eighth-graders on the use of student self-assessment. There is also a difference between schools in the city and schools in the village. There is a significant difference between classes and based on residence even when the students are asked if they are encouraged to have self-confidence and be independent.   Received: 13 October 2021 / Accepted: 26 November 2021 / Published: 3 January 2022

Konsep Diri dan Hasil Belajar Siswa MAN 1 ACEH TIMUR

2021 ◽  
Vol 8 (1) ◽  
pp. 38-45
Author(s):  
Furaida
Keyword(s):  
Learning Outcomes ◽  
Cognitive Abilities ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Self Concept ◽  
Self Confidence ◽  
Close Relationship ◽  
Real Picture ◽  
Increasing Student Learning

The self-concept is the center of personality which is a real picture of a person's self, both from an individual's understanding of what and who he is so that individuals can understand himself well. Self-concept is very important, because with a positive self-concept, a person will be more confident with all his strengths and weaknesses. This is related to one's ability to use cognitive abilities according to optimal potential. So, self-concept with learning outcomes are related to each other, a close relationship and useful in achieving success. Likewise, students of MAN 1 Aceh Timur who have a positive self-concept will be successful in participating in teaching and learning activities and in their lives. Self-concept is the center of personality which is a real picture of a person, both from an individual's understanding of what and who he is so that individuals can understand himself well. Self-concept is very important, because with a positive self-concept, a person will be more confident with all his strengths and weaknesses. This relates to a person's ability to use cognitive abilities in accordance with optimal potential. For that, it takes motivation and support from parents, family, and the environment so that students have a positive self-concept in seeing themselves. High self-confidence can increase self-confidence in learning, consequently increasing student learning outcomes. Belief in one's ability to pursue every process in teaching and learning activities is an advantage and a necessity in the world of education. With hope, students who have a positive self-concept will be more successful in pursuing the long path of education and also in post-education life.    

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