Articles
<![CDATA[THE DESCRIPTION OF TEACHERS’ STRESSOR AND MANIFESTATION OF SPECIAL NEEDS TEACHERS IN INCLUSIVE AND SPECIAL SCHOOLS IN JAKARTA ]]>
<![CDATA[Widyawati, Yapina]]>;
<![CDATA[Felicia, Felicia]]>
<![CDATA[ International Journal of Indonesian Education and Teaching (IJIET) Vol 1, No 1 (2017): January 2017 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v1i1.327
<![CDATA[Teachers for special needs children are needed in inclusive and also in special schools (SLB). In inclusive schools, teachers who teach special needs children usually the class teacher or subject teacher. They usually have general pedagogic educational background. They were not specialized in teaching exceptional children. While on SLB, teacher had educational backgrounds from special education pedagogic. Both of them were dealing with different characteristics and their respective obligations demands. This situation could become a stressor that could affect learning. This research is a descriptive study. Characteristics of the sample in this study are that teachers who are between 20 and 65 years old, men and women, who teach at the elementary nation Inclusion and SLB. Participants obtained by the accidental sampling method were 67 people. Study showed that their stressor was from specific events relating to work. Source of their mild stress was setting time balance between personal time and work. A manifestation of stress occurs in the form of fatigue arising with regard to the perceived pressure. To reduce or minimize the stress that arises, necessary training and seminars to enrich their knowledge were needed, their also need good communication between the teacher and the school and build tolerance among co-workers.doi.org/10.24071/ijiet.2017.010107]]>
<![CDATA[Pengembangan Skala Resiliensi Keluarga dengan Anak Berkebutuhan Khusus ]]>
<![CDATA[Suwartono, Christiany]]>;
<![CDATA[Widyawati, Yapina]]>
<![CDATA[ HUMANITAS Vol 15, No 2: August 2018 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.26555/humanitas.v15i2.6072
<![CDATA[Tantangan dalam kehidupan tidak hanya dihadapi oleh individu namun dapat juga dihadapi oleh keluarga. Kemampuan dalam menghadapi tantangan ini dikenal dengan istilah resiliensi. Peneliti mengembangkan skala resiliensi keluarga guna menyediakan instrumen untuk penelitian, penilaian dan intervensi, khususnya pada keluarga dengan anak berkebutuhan khusus (ABK). Pengembangan skala ini melibatkan 41 keluarga ABK dengan teknik accidental sampling. Data dianalisis menggunakan exploratory factor analysis (EFA), kemudian confirmatory factor analysis (CFA), yang menunjukkan ada tiga dimensi dari skala resiliensi keluarga ABK, yaitu penerimaan, pengelolaan, dan dukungan. Model tiga dimensi tersebut fit dengan data. Hal ini berarti ketiga dimensi ini terbukti mengukur satu konstruk, yaitu resiliensi keluarga dengan ABK. Dari segi reliabilitas, skala ini memiliki reliabilitas yang tinggi. Dengan demikian, skala resiliensi keluarga ABK memiliki properti psikometris yang baik untuk digunakan lebih lanjut.]]>
<![CDATA[THE DESCRIPTION OF TEACHERS STRESSOR AND MANIFESTATION OF SPECIAL NEEDS TEACHERS IN INCLUSIVE AND SPECIAL SCHOOLS IN JAKARTA ]]>
<![CDATA[Yapina Widyawati]]>;
<![CDATA[Felicia Felicia]]>
<![CDATA[ IJIET (International Journal of Indonesian Education and Teaching) Vol 1, No 1 (2017): January 2017 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v1i1.327
<![CDATA[Teachers for special needs children are needed in inclusive and also in special schools (SLB). In inclusive schools, teachers who teach special needs children usually the class teacher or subject teacher. They usually have general pedagogic educational background. They were not specialized in teaching exceptional children. While on SLB, teacher had educational backgrounds from special education pedagogic. Both of them were dealing with different characteristics and their respective obligations demands. This situation could become a stressor that could affect learning. This research is a descriptive study. Characteristics of the sample in this study are that teachers who are between 20 and 65 years old, men and women, who teach at the elementary nation Inclusion and SLB. Participants obtained by the accidental sampling method were 67 people. Study showed that their stressor was from specific events relating to work. Source of their mild stress was setting time balance between personal time and work. A manifestation of stress occurs in the form of fatigue arising with regard to the perceived pressure. To reduce or minimize the stress that arises, necessary training and seminars to enrich their knowledge were needed, their also need good communication between the teacher and the school and build tolerance among co-workers.doi.org/10.24071/ijiet.2017.010107]]>
<![CDATA[Gambaran Parenting Stress Dan Coping Stress Pada Ibu Yang Memiliki Anak Kembar ]]>
<![CDATA[Stephanie Lestari]]>;
<![CDATA[Yapina Widyawati]]>
<![CDATA[ Jurnal Online Psikogenesis Vol 4, No 1 (2016): Juni ]]>
Publisher : <![CDATA[Lembaga Penelitian Universitas YARSI ]]>
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DOI: 10.24854/jps.v4i1.516
<![CDATA[Dalam proses pengasuhan (parenting), beberapa faktor dapat mempengaruhi orang tua. Faktor tidak hanya orang tua saja, tetapi karakteristik anak juga merupakan salah satu hal yang mempengaruhi. Salah satu karaktersitiknya adalah anak kembar. Memiliki anak kembar dapat menimbulkan tantangan yang lebih besar karena tanggung jawab orang tua menjadi berlipat ganda pada saat yang bersamaan dan dapat menimbulkan (parenting stress). Parenting stress dapat memberikan pengaruh negatif dalam hubungan anak dan orang tua terutama pada ibu yang umumnya lebih banyak terlibat dalam pengasuhan di awal kehidupan. Ibu yang mengalami stres lebih mungkin untuk menampilkan kurangnya kasih sayang, penerimaan, pengawasan, serta lebih dapat memunculkan kontrol dan disiplin. Ibu yang mengasuh lebih dari satu anak berpendapat bahwa stres merupakan salah satu masalah serius yang mereka hadapi. Dikatakan pula bahwa stres yang dialami oleh orang tua dan kemampuan mereka untuk mengatasi (coping stress), dapat mempengaruhi hubungan mereka dengan anak. Penelitian ini menggunakan metode kuantitatif yang bersifat deskriptif dan non ekperimental. Penelitian ini bertujuan untuk mengetahui gambaran pareting stress serta coping stress pada ibu yang memiliki anak kembar. Partisipan adalah ibu yang memiliki anak kembar di SD kelas 3 - 6. Pengambilan data dilakukan dengan memberikan kuesioner yang berisi adaptasi dari alat ukur Parenting Stress Index (PSI) serta alat ukur Cope Scale. Hasil penelitian menunjukkan bahwa ibu yang memiliki anak kembar memiliki tingkat stres yang sedang. Dari hasil penelitian juga dapat disimpulkan bahwa karakteristik distractibility yang dimiliki oleh anak kembar (baik kakak maupun adik) dapat menyebabkan ibu menjadi stres. Strategi coping yang lebih banyak dilakukan oleh ibu yang memiliki anak kembar yaitu planning dan turning to religion.Kata kunci: stres pengasuhan, coping, anak kembar ]]>
<![CDATA[Pengembangan Skala Resiliensi Keluarga dengan Anak Berkebutuhan Khusus ]]>
<![CDATA[Christiany Suwartono]]>;
<![CDATA[Yapina Widyawati]]>
<![CDATA[ HUMANITAS: Indonesian Psychological Journal Vol 15, No 2: August 2018 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.26555/humanitas.v15i2.6072
<![CDATA[Tantangan dalam kehidupan tidak hanya dihadapi oleh individu, namun ada pula tantangan yang harus dihadapi oleh individu sebagai anggota sebagai sebuah sistem, misalnya keluarga. Kemampuan dalam menghadapi tantangan ini dikenal dengan istilah resiliensi. Peneliti mengembangkan skala resiliensi keluarga guna menyediakan instrumen untuk penelitian, penilaian dan intervensi, khususnya pada keluarga dengan anak berkebutuhan khusus (ABK). Pengembangan skala ini melibatkan 41 keluarga ABK dengan teknik accidental sampling. Data dianalisis menggunakan exploratory factor analysis (EFA), kemudian confirmatory factor analysis (CFA), yang menunjukkan ada tiga dimensi dari skala resiliensi keluarga ABK, yaitu penerimaan, pengelolaan, dan dukungan. Model tiga dimensi tersebut fit dengan data. Hal ini berarti ketiga dimensi ini terbukti mengukur satu konstruk, yaitu resiliensi keluarga dengan ABK. Dari segi reliabilitas, skala ini memiliki reliabilitas yang tinggi. Dengan demikian, skala resiliensi keluarga ABK memiliki properti psikometris yang baik untuk digunakan lebih lanjut.]]>
<![CDATA[PERBEDAAN KEMATANGAN SEKOLAH ANTARA ANAK YANG MENGIKUTI DAN TIDAK MENGIKUTI LES BACA, TULIS, HITUNG (Penelitian pada Siswa TK Swasta di Jakarta) ]]>
<![CDATA[Isabela Rosalina Ferly]]>;
<![CDATA[Yapina Widyawati]]>
<![CDATA[ Provitae: Jurnal Psikologi Pendidikan Vol 7, No 1 (2016): Provitae ]]>
Publisher : <![CDATA[Fakultas Psikologi Universitas Tarumanagara ]]>
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DOI: 10.24912/provitae.v7i1.221
<![CDATA[Some parents gave early reading, writing, and arithmetic course for their children from an early age. Some of the reasons were the earlier the better, child's cognitive ability is foremost, as well as the current demands of reading, writing, and arithmetic for entry to primary school. This study aimed to examine whether there are differences in school maturity between children who attend and not in that course. This research was conducted with non experimental and quantitative approach. 100 private kindergarten students, parents, and teachers were participating in this study. The result showed that there was not significant differences in school maturity. Most participants have matured in most subtests as well as in the category hesitate on fine motor subtests and critical observations. The percentage of children in the category of mature and in between, were almost equal in children who participate and not in that course.Keywords: school maturity, reading, writing, arithmetic]]>
<![CDATA[HUBUNGAN PERSEPSI PRAKTIK PENGASUHAN ORANG TUA DAN ADAPTASI MAHASISWA INDONESIA DI AMERIKA ]]>
<![CDATA[Catherina Kartika Hapsari]]>;
<![CDATA[Yapina Widyawati]]>
<![CDATA[ Provitae: Jurnal Psikologi Pendidikan Vol 8, No 2 (2016): Provitae ]]>
Publisher : <![CDATA[Fakultas Psikologi Universitas Tarumanagara ]]>
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DOI: 10.24912/provitae.v8i2.217
<![CDATA[Currently the number of Indonesian students study abroad is increasing, especially in the United States. American study program is different with Indonesian, include distance, time differences, and also American culture. This situation could cause a problem in adjustment, language and culture. Parents need to pay more attention to their role in adolescent adaptation. Parenting practices can have a direct impact on child's behavior. Another factor is the proximity and discipline from their parents so that children can master the competencies and self-regulation. This study aims to determine the relationship perceptions of parenting practices with the adaptation of Indonesian students in the United States. Researchers used the test tool Adaptation College Student Questionnaire (SACQ) to measure the level of adaptation. Perception of parenting practices on adolescent developed by Baker and Siryk (in Waller, 2009). The study involved 57 Indonesian students currently studying in the United States. The results indicate perceptions of parenting did not have a significant relationship with the adaptation of Indonesian students in the United States. The adaptation rate of Indonesian students tends to be high. The perceived level of parental practices on the students tends to be in the moderate level although there are different parenting factors. There was a significant relationship between perception of parenting practices of the father with social adaptation and adaptation of the students.Keywords : Parenting, Student adaptation]]>
<![CDATA[AKTIVITAS PENGASUHAN ANAK PADA IBU USIA REMAJA ]]>
<![CDATA[Irene Puspita]]>;
<![CDATA[Yapina Widyawati]]>
<![CDATA[ MANASA Vol 2 No 1 (2013): Juni, 2013 ]]>
Publisher : <![CDATA[Faculty of Psychology, Atma Jaya Catholic University of Indonesia ]]>
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<![CDATA[Parenting is any action taken by adults to children in order to fulfill their needs. The role of parents usually experienced when a person is in the young adult stage,in the age range 20 to 30 years. Today, being a parent can also happen in adolescence. The number of adolescence who eventually becomes parent has increased. It can be caused by many things. Children born from adolescence mothers could experience some of the risk in terms of physical and cognitive. In this condition the parenting role still should be taken.The objective of this research wasto have better description on parenting activities carried out by mother to her children. It used qualitative research method based on the theory of parenting by Hoghughi. Subjects in this study were four adolesence mothers who had childfrom pre-marital sexual relations. The result of the study explained that children growing up according to developmental milestone and get enough parenting care. The parenting activities consist of parenting attention, control, and development. Adolescence mother are also able to meet childneeds and make their own decisions as they do in the young adult stage of development. Social supports have influence the mother parenting activity.]]>
<![CDATA[TINGKAT KECEMASAN MATEMATIKA (PERBEDAAN ANTARA SISWA YANG BELAJAR DENGAN ROTE LEARNING DAN INQUIRY LEARNING) ]]>
<![CDATA[Rena Kristanti]]>;
<![CDATA[Yapina Widyawati]]>
<![CDATA[ MANASA Vol 3 No 2 (2014): Desember, 2014 ]]>
Publisher : <![CDATA[Faculty of Psychology, Atma Jaya Catholic University of Indonesia ]]>
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<![CDATA[Math is an important subject. It will improve student’s ability to thinklogically, analytically, and systematically. However, the process of learningmathematics often causes anxiety. Math anxiety is a feeling of inadequacy,tension, or panic when dealing with arithmetic operations and mathematicalproblems in a situation of academic and in everyday situations. One of the factors that cause mathematics anxiety is the learning methods which were notappropriate to make students understand mathematical concepts. Because of this they had an unpleasant experience while learning mathematics.Researchersexamined the level of mathematics anxiety among students who learn with rotemethod of learning and inquiry learning. Rote learning method is learningthrough memorizing a series of information without understanding the processand the relation between those concepts. Inquiry learning is a method thatencourages students to collect and analyze information, make decisions, buildtheir own understanding, create new things, and apply those concepts to solve problems. Researchers used a Children Math Anxiety Questionnaire (CMAQ). There were 175 students. The results show that there are significant differences in the level of mathematics anxiety among students who learn by rote learning and inquiry. Another factor that determines the math anxiety are the demands of the family and also the school for students to get high grades in math.]]>
<![CDATA[PERAN IBU DALAM MENGEMBANGKAN PENGUASAAN PERILAKU ADAPTIF ANAK TUNAGRAHITA ]]>
<![CDATA[Leonita Dwi Agustin]]>;
<![CDATA[Yapina Widyawati]]>
<![CDATA[ MANASA Vol 1 No 2 (2012): Desember, 2012 ]]>
Publisher : <![CDATA[Faculty of Psychology, Atma Jaya Catholic University of Indonesia ]]>
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<![CDATA[Mastery of adaptive behavior is the important skill to be achieved by the children with mental retardation One of the indicator for a child to be called mental retarded is the lack of his adaptive behavior ability. Eventhough, adaptive behavior is very important to be mastered by mental retarded children in surviving their lives. This reason makes adaptive behavior becomes a focus for this research. In mastering the adaptive behavior, the role of a mother is very neeeded. This is related to Indonesian culture, while father is breadwinner and mother is nurturing their children. The role of mother focused on the role as a teacher, as a managing behavior, relating to the school, counselors, and educating significant other. Data obtained though observation and intervews with three mothers who have children with mental retardation that entered elementary school. Result of the study showed that as a teacher, mother showed the adaptive behavior and asked the children to do as so independently. As a behavior manager, mothers gave reward and punishment to their children. As a relationship builder with school, mothers didin’t actively involved in school activities. As conselor, mothers helped their children to solve socialization problems. The role in educating significant other did not occur because they do the parenting on their own without any help.]]>
