Efektifitas Teknik Anger Management dalam Mengelola Emosi Marah yang dilakukan melalui e-counseling di SMP Islam Al Azhar 12 Rawamangun

EFEKTIFITAS TEKNIK ANGER MANAGEMENT DALAM MENGELOLA EMOSI MARAH YANG DILAKUKAN MELALUI E-COUNSELING DI SMP ISLAM AL AZHAR 12 RAWAMANGUN EFEKTIFITAS TEKNIK ANGER MANAGEMENT DALAM MENGELOLA EMOSI MARAH YANG DILAKUKAN MELALUI E-COUNSELING DI SMP ISLAM AL AZHAR 12 RAWAMANGUN Ayu Lestari ABSTRAK Penelitian bertujuan untuk mengetahui pengaruh teknik anger management dalam mengelola emosi marah pada satu siswa kelas IX di SMPI Al Azhar 12 Rawamangun. Metode penelitian adalah Single Subject Research dengan desain penelitian A-B. Pengumpulan data menggunakan instrumen observasi yang dikembangkan melalui indikator pengekspresian kemarahan oleh Spielberger yaitu Anger In, Anger Out, dan Anger Control. Teknik analisis data menggunakan analisis dalam kondisi dan analisis antar kondisi. Hasil yang diperoleh dari penelitian ini adalah pada indikator Anger In mengalami penurunan dari kondisi baseline 13,7(sangat rendah) dan kondisi intervensi sebesar 13,6 (sangat rendah) hal yang sama terjadi pada indikator Anger Out mengalami penurunan sebesar pada baseline sebesar 30 (sangat tinggi) dan setelah intervensi menjadi 17,4 ( sedang) sesedangkan pada indikator Anger Control menunjukkan peningkatan, pada baseline diperoleh rata-rata sebesar 9 ( sangat rendah) dan setelah intervensi menjadi 23 (tinggi) . kenaikan dan penurunan pada anger out dan anger control tidak harus sama , bisa lebih besar pada kenaikan di anger in dan lebih kecil penurunan di anger out maupun sebaliknya. Adanya penurunan pada Anger Out dan adanya peningkatan pada Anger Control menunjukkan bahwa anger management berpengaruh dalam membantu anak dalam mengelola ekspresi emosi marahnya. The research aims to find out the influence of anger management techniques in managing angry emotions in one grade IX student at SMPI Al Azhar 12 Rawamangun. The research method is Single Subject Research with A-B research design. Data collection uses observation instruments developed through Spielberger's anger expression indicators Anger In, Anger Out, and Anger Control. Data analysis techniques use analysis in conditions and analysis between conditions. The results obtained from this study are in anger in indicators decreased from baseline conditions of 13.7 (very low) and intervention conditions of 13.6 (very low) the same thing occurred in anger out indicator decreased by 30 (very high) baseline and after intervention to 17.4 ( moderate) as in anger control indicator showed improvement, on the baseline obtained an average of 9 ( very low) and after intervention to 23 (high) . increase and decrease in anger out and anger control does not have to be the same, it can be greater on the increase in anger in and smaller decrease in anger out or vice versa. The decrease in Anger Out and the increase in Anger Control shows that anger management has an effect in helping children manage their expressions of angry emotions. . Keywords: Anger, Anger Expression, Anger In, Anger Out, Anger Control, behavior, cognitive, Individual counseling, Anger Management

Changes in Form and Style in Randai Performance at The Minangkabau Diaspora in Malaysia

This article reveals the changes in form and style of the Randai performance performed by the Minangkabau’s diaspora in Malaysia. The novelty of this research is the study of changes in forms and styles in Randai carried out by the Malaysian Minangkabau diaspora. The disconnection of socio-cultural communication and the long distance between Minangkabau and Peninsular Malaysia impacts the shift in forms and styles of Randai in the Minangkabau diaspora. This research was conducted qualitatively by designing research works such as pre-field studies, by collecting preliminary data based on a diffusion approach. In the field stage, the informants were selected by snowball sampling. The interview and observation instruments were designed based on the performance structure and performance procedures. Researchers conducted data analysis using the techniques recommended by Spradley, namely: (1) domain analysis, (2) taxonomic analysis, (3) componential analysis, and (4) discovering cultural themes. The study results revealed that the forms and styles were caused by mixing cultures between the diaspora and the Malaysian Malays. These changes were done so that the local community could accept Randai. In addition, Randai can be easily learned and cultivated by the Malay Malays and easily expressed by the Malaysian community and the Minangkabau diaspora as the perpetrators of Randai. These changes occur through a process of adaptation and acculturation. The implication of this research is the emergence of a new Randai model, namely Randai, which refers to local culture, both from the aspect of the story, Silat style, and music, as an identity and tradition for the Malaysian Minangkabau diaspora for the future.

ANALISIS KURIKULUM 2013

Education is the foundation of a country's progress. In this case, education has a very important role to improve the quality of human resources to support and meet personal needs or even the needs of a country. Education will run well and structured if there is a directed education system. One of them in the education system is the curriculum as an implementer and reference in the movement of education. Indonesia itself currently uses the 2013 curriculum as its educational curriculum. The 2013 curriculum replaces the old curriculum, namely KTSP (Education Unit Level Curriculum) or the 2006 curriculum. It is necessary to analyze the 2013 curriculum in order to find out the advantages and disadvantages of the 2013 curriculum. Because the curriculum will continue to evolve with the times. This 2013 curriculum analysis uses a qualitative approach research method with interview and observation instruments to convey experiences. The results of this study are expected to be used as study material for students, schools, and academics.

Building a Model for Observing the Educational Practice of Mathematics Teachers

This study relies on a theoretical perspective to provide a model that can be used to observe the educational practice of mathematics teachers. To this end, various existing observation instruments are studied, which, in the case of mathematics, aim to observe the teaching practice employed in the classroom, without considering the before and after of the implementation, which is what characterizes the professional task of teaching. Indicators that emerge from the teaching practice are proposed, together with the teacher’s knowledge and reflection constructs, based on three phases: for, in, and on the educational practice. As a result, understanding the educational practice of mathematics teachers would allow various educational stakeholders (teachers, administrators, instructors of teachers, and others) to focus their attention on what elements develop so as to improve how students are taught, and consequently learn, mathematics.

Pengaruh Media Video Pembelajaran Terhadap Motivasi Belajar Anak Usia 5-6 Tahun

Early childhood learning motivation requires guidance and encouragement from older people as a driving motivator. Learning activities in schools are less innovative and interactive, so learning media is needed to increase children's learning motivation. The purpose of the study was to determine the effect of learning video media on the learning motivation of children aged 5-6 years. This research refers to experimental quantitative research using a nonequivalent control group design model. Data collection techniques using observation instruments, as well as documentation. Data analysis used SPSS 22 with paired samples test. The subject of this research was carried out at RA Asy Syifa for testing the instrument grid with a total of 30 children with the division of RA AR Ar Rahman class RA B as the experimental group totaling 15 children and RA Daarul Mukhlisin class RA B as the control group totaling 15 children. The results showed that the effect of learning video media on experimental group children before getting treatment (pre-test) got an average value of 33.87, and after getting treatment (post-test), the score was 36.80. The use of learning video media has a good influence in increasing the learning motivation of children aged 5-6 years. In addition, computer-based learning videos make children feel happy and interested, developing aspects of child development. The findings of this study contribute to knowledge about the importance of developing learning videos in early childhood education.

PARENTS’ PERSPECTIVE ON THE ONLINE LEARNING IN AL-AZHAR KINDERGARDEN MODEL MEDAN

The main purpose of this study is to obtain information from parents in serving online learning using the ZOOM application at Kindergarten Model Al Azhar Medan both in terms of preparation and implementation of learning. Research on using the ZOOM application exclusively involved 20 people. The method used by the writer is descriptive qualitative method using interview and observation instruments. After collecting the data, researchers used triangulation to analyze and verify the data. The results of this study provide information that people find it difficult because they are not familiar with the ZOOM application, are constrained by equipment related to the ZOOM application, must use an internet quota package with a really good network, parents also have to prepare a location or a possible place. there are no sounds that interfere with the learning process, it requires extra patience, parents must always direct their children to the ongoing learning process, the learning process time is up to 2 hours (09.00 to 11.00), making parents have to postpone work homework that is usually done every day.

IELTS Preparation in New Zealand: an Investigation into the Nature of the Courses and Evidence of Washback

<p>In recent years, the impact of major tests and examinations on language teaching and learning has become an area of significant interest for testers and teachers alike. One aspect of test impact is washback, which is traditionally described as the negative effects that result from a test. It is said to create a narrowing of the curriculum in the classroom so that teachers and learners focus solely on the areas to be tested. On the other hand, there have been attempts to generate positive washback by means of examination reform to encourage teachers and learners to adopt more modern communicative approaches to language learning. The test that is the subject of the present study is the International English Language Testing System (IELTS), which has become the preferred method of assessing the English language proficiency of international students seeking admission into tertiary institutions in many countries. Since its introduction into New Zealand in 1991, courses which claim to prepare students for the test have become an increasingly common feature of the programmes offered by both private and public sector language schools. This study investigated the washback effect of the test by studying three IELTS preparation courses offered by language schools at public tertiary institutions in Auckland. The aim was to identify the significant activities in an IELTS preparation class in New Zealand and establish whether there was evidence of washback in the way classes were designed and delivered. Various forms of data-gathering were utilised, including two structured observation instruments, questionnaires and interviews for the teachers, two questionnaires for the students, and pre- and post-testing of the students. In addition, an analysis was made of IELTS preparation textbooks, with particular reference to those which were sources of materials for the three courses. Thus, the study provided a detailed account of the range and duration of activities occurring in IELTS preparation courses as well as insight into the teachers' approach to selecting appropriate lesson content and teaching methods. The findings showed markedly different approaches between the courses, with two focusing almost exclusively on familiarising students with the test and providing them with practice on test tasks. On the other hand, the third course, while including some test practice, took a topic-based approach and differed from the others in the amount of time spent on the types of activities one might expect to find in a communicative classroom. Pre- and post-testing revealed no significant gain in overall IELTS scores during the courses. The study concludes that teachers who design and deliver IELTS preparation courses are constrained by a combination of factors of which IEITS itself is but one. It highlights the need for further research into appropriate methodologies for washback research, including the refinement and validation of observation instruments, and provides more evidence of the complex impact of tests on both classroom teaching and learning.</p>

IELTS Preparation in New Zealand: an Investigation into the Nature of the Courses and Evidence of Washback

<p>In recent years, the impact of major tests and examinations on language teaching and learning has become an area of significant interest for testers and teachers alike. One aspect of test impact is washback, which is traditionally described as the negative effects that result from a test. It is said to create a narrowing of the curriculum in the classroom so that teachers and learners focus solely on the areas to be tested. On the other hand, there have been attempts to generate positive washback by means of examination reform to encourage teachers and learners to adopt more modern communicative approaches to language learning. The test that is the subject of the present study is the International English Language Testing System (IELTS), which has become the preferred method of assessing the English language proficiency of international students seeking admission into tertiary institutions in many countries. Since its introduction into New Zealand in 1991, courses which claim to prepare students for the test have become an increasingly common feature of the programmes offered by both private and public sector language schools. This study investigated the washback effect of the test by studying three IELTS preparation courses offered by language schools at public tertiary institutions in Auckland. The aim was to identify the significant activities in an IELTS preparation class in New Zealand and establish whether there was evidence of washback in the way classes were designed and delivered. Various forms of data-gathering were utilised, including two structured observation instruments, questionnaires and interviews for the teachers, two questionnaires for the students, and pre- and post-testing of the students. In addition, an analysis was made of IELTS preparation textbooks, with particular reference to those which were sources of materials for the three courses. Thus, the study provided a detailed account of the range and duration of activities occurring in IELTS preparation courses as well as insight into the teachers' approach to selecting appropriate lesson content and teaching methods. The findings showed markedly different approaches between the courses, with two focusing almost exclusively on familiarising students with the test and providing them with practice on test tasks. On the other hand, the third course, while including some test practice, took a topic-based approach and differed from the others in the amount of time spent on the types of activities one might expect to find in a communicative classroom. Pre- and post-testing revealed no significant gain in overall IELTS scores during the courses. The study concludes that teachers who design and deliver IELTS preparation courses are constrained by a combination of factors of which IEITS itself is but one. It highlights the need for further research into appropriate methodologies for washback research, including the refinement and validation of observation instruments, and provides more evidence of the complex impact of tests on both classroom teaching and learning.</p>

Using dyadic observation to explore equitable learning opportunities in classroom instruction

Because of poverty, many children do not receive adequate prenatal care, nutrition, or early childhood education. These inequities combine to ensure that many students enter school with considerably less academic content knowledge and skills for learning than their peers. Teachers and schools did not create these gaps, but they must address them. The impact of schools in reducing gaps has been explored for decades only to yield inconsistent findings. One possible reason for these contradictory results is because these studies ignore classroom process. We argue for the inclusion of process in research on opportunity and achievement gaps to better articulate if schools provide inequitable learning opportunities. Further, we argue for dyadic (teacher to individual student) measurement of classroom process because commonly-used observation instruments only measure teachers’ interactions with the whole class. These instruments obscure differential teacher treatment that may exist in some classrooms. To improve policy and practice, we call for supplementing extant measures of teachers’ whole-class interactions (process) and student outcome (product) measures with those that measure dyadic interactions to learn how opportunities to learn in classrooms and schools are distributed among students to reduce, sustain, or enhance learning gaps.

Low-orbit satellite grouping of the system for monitoring geodesic parameters of the Earth and the direction of its development

Спутниковые миссии наряду с наземными геодезическими сетями различных космических технологий являются второй важной составляющей российского сегмента системы контроля геодезических параметров Земли (ГПЗ). Спутники имеют неоспоримое преимущество в том, что они непрерывно собирают однородные данные над большими частями земной поверхности. Они позволяют сбор данных, которые не могут быть зарегистрированы на поверхности Земли. Такие спутники в наше время оборудованы множеством датчиков, контролирующих поверхности суши, океана и льда, а также гравитационное поле Земли и его временные изменения. Потенциал и влияние спутниковых миссий для наблюдений Земли значительно возрастут в связи с тем, что: (1) будут запускаться все больше и больше спутниковых созвездий, вместо отдельных спутников, увеличивая тем самым временное и пространственное разрешение получаемых данных; (2) спутники будут летать в «формированиях», образуя большие наблюдательные приборы, состоящие из датчиков, расположенных на нескольких спутниках. В работе автор, с учетом рекомендаций международного геодезического сообщества, предлагает набор низкоорбитальных спутниковых миссий различных направлений, необходимых для полноценного функционирования системы контроля ГПЗ, и рассматривает направления развития данных миссий. Satellite missions, along with ground-based geodesic networks of various space technologies, will be the second important component of the Russian segment of the system for monitoring geodesic parameters of the Earth (GPE). Satellites have the undeniable advantage of continuously collecting uniform data over large parts of the Earth’s surface. They allow the collection of data that cannot be registered on the Earth’s surface. Such satellites are now equipped with a variety of sensors that monitor the surface of land, ocean and ice, as well as the Earth’s gravitational field and its temporal changes. The potential and impact of satellite missions for Earth observations will increase significantly as: (1) more and more satellite constellations will be launched, instead of individual satellites, thereby increasing the temporal and spatial resolution of the data received; (2) satellites will fly in “formations”, forming large observation instruments consisting of sensors located on several satellites. In this article the author taking into account the international geodetic community recommendations proposes a set of low-orbit satellite missions to various areas, necessary for proper operation of the system for monitoring GPE, and the directions of development of these missions are considered.