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All Journal Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Provitae: Jurnal Psikologi Pendidikan
Rasni Adha Yuanita
Universitas Padjadjaran
Humanities Education Other

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Pengaruh Coping Stress dan College Adjustment terhadap Academic Achievement pada Mahasiswa Unpad Tingkat Pertama Witsqa Maisa Haq; Achmad Djunaidi; Rasni Adha Yuanita
Provitae: Jurnal Psikologi Pendidikan Vol 14, No 1 (2021): Provitae: Jurnal Psikologi Pendidikan
Publisher : Fakultas Psikologi Universitas Tarumanagara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24912/provitae.v14i1.11423

Abstract

The aim of this study is to determine the effect of coping stress and college adjustment on academic achievement, of the first-year Unpad students. The approach that used to test the research hypothesis is a quantitative approach with multiple regression analysis techniques. The subjects in this study were 363 Unpad students that still in their first-year research sampling technique uses probability sampling technique with cluster sampling method so that researchers get a sample that can represent the population of Unpad students. Data was obtained through Cope Inventory (Carver, Scheier, and Weintraub, 1989) that have been adapted by Sentani (2016) to measure coping stress, SACQ (Baker & Siryk, 1986) which has been adapted by Hadiana (2016) to measure college adjustment and the GPA score to describe the academic achievement of Unpad students. In this study it was found that coping stress and college adjustment together were proven to have a significant effect on the academic achievement of Unpad first-degree students. The contribution of predictor (R2) coping stress and college adjustment was 5.9%. That is, the effect exerted is small. The dimensions that are proven to have positive effect on student academic achievement are problem focused coping of 6.6%, and academic adjustment of 0,4%. Meanwhile, one dimension is proven to have negative effect on student academic achievement is emotion focused coping of 9,1%.
IMPLEMENTASI PEMBELAJARAN DARING DI MASA PANDEMI COVID-19 BERDASARKAN PERSPEKTIF GURU SEKOLAH DASAR Noorfazly Oktaviani; Fitri Ariyanti Abidin; Rasni Adha Yuanita; Surya Cahyadi
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 7 No. 2 (2021): Vol. 7 No. 2 Mei 2021
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v7n2.p86-93

Abstract

This study aims to present information related to the perspective of elementary school teachers regarding the implementation of online learning. Information was obtained through distributing open questionnaires online to 88 elementary school teachers in Indonesia. The method used in this research is descriptive method with quantitative and qualitative approaches. The results of this study indicate that the majority of teachers (84%) rated the implementation of online learning at the elementary school level as less effective. Aspects that play a role in supporting and inhibiting the effectiveness of online learning in the pre-instruction phase are determining learning objectives, providing facilities and teacher characteristics. The phase during instruction is the selection and use of teaching methods, applying ways to motivate students, parental participation, teacher behavior, and availability of facilities. Meanwhile, the post-instruction phase is the learning output.Keywords: implementation, teacher, online learning, elementary schoolABSTRAKPenelitian ini bertujuan untuk memaparkan informasi terkait perspektif guru Sekolah Dasar mengenai implementasi pembelajaran daring. Informasi diperoleh melalui penyebaran kuesioner terbuka secara online kepada 88 guru Sekolah Dasar di Indonesia. Metode yang digunakan pada penelitian ini adalah metode deskriptif dengan pendekatan kuantitatif dan kualitatif. Hasil penelitian ini menunjukkan bahwa sebagian besar guru (84%) menilai implementasi pembelajaran daring di jenjang Sekolah Dasar kurang efektif. Aspek-aspek yang berperan dalam menunjang dan menghambat efektivitas pembelajaran daring pada fase sebelum instruksi adalah penentuan tujuan pembelajaran, penyediaaan fasilitas dan karakteristik guru. Pada fase selama instruksi adalah pemilihan dan penggunaan metode mengajar, penerapan cara memotivasi siswa, partisipasi orang tua, perilaku guru, dan ketersediaan fasilitas. Sementara, pada fase setelah instruksi adalah output pembelajaran.Kata Kunci: implementasi, guru, pembelajaran daring, sekolah dasar
Co-Authors Achmad Djunaidi Fitri Ariyanti Abidin Noorfazly Oktaviani Surya Cahyadi Witsqa Maisa Haq