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<![CDATA[FUNGSI KELUARGA DAN SELF CONTROL TERHADAP KENAKALAN REMAJA ]]>
<![CDATA[Indrawati, Erdina]]>;
<![CDATA[Rahimi, Sri]]>
<![CDATA[ IKRA-ITH HUMANIORA : Jurnal Sosial dan Humaniora Vol 3 No 2 (2019): IKRAITH-HUMANIORA Vol 3 No 2 Bulan JULI 2019 ]]>
Publisher : <![CDATA[Universitas Persada Indonesia YAI ]]>
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<![CDATA[AbstrakKenakalan remaja adalah perilaku yang menyimpang dari kebiasaan atau melanggar hukum.Kenakalan remaja dapat dihindari jika fungsi keluarga baik dan individu memiliki self control.Penelitian ini bertujuan untuk mengetahui peran fungsi keluarga dan self control terhadap kenakalanremaja. Penelitian ini merupakan korelasional. Populasi penelitian adalah siswa kelas X SMKdi Jakarta Utara sebanyak 71 orang. Metode pengambilan sampel menggunakan samplingjenuh. Alat ukur yang digunakan dalam penelitian ini adalah skala fungsi keluarga, skala selfcontrol dan skala kenakalan remaja. Teknik analisis data yang digunakan untuk mengujihipotesis adalah Bivariate Correlation dan Multivariate Correlation. Hasil penelitianmenunjukkan ada peran fungsi keluarga dengan kenakalan remaja dengan (r) sebesar -0,316 , adaperan self control dengan kenakalan remaja dengan (r) sebesar -0,629, serta ada peran fungsi keluargadan self control dengan kenakalan remaja R=0,639. Secara simultan memberi sumbangan efektifsebesar 40%. Self control berkontribusi sebesar 39% dengan (R²) sebesar 0,396 terhadapkenakalan remaja. Sedangkan fungsi keluarga berkontribusi sebesar 40% - 39% = 1%terhadap kenakalan remaja. Berdasarkan temuan tersebut dapat ditarik kesimpulan bahwaterdapat peran fungsi keluarga dan self control terhadap kenakalan remaja di SMK X Jakarta Utara.]]>
<![CDATA[PENYESUAIAN DIRI DAN DUKUNGAN KELUARGA DENGAN KEPRIBADIAN TANGGUH SANTRIWATI TAHUN PERTAMA PONDOK PESANTREN X CIKARANG ]]>
<![CDATA[Indrawati, Erdina]]>;
<![CDATA[Oktaviani, Ellsa Azma]]>
<![CDATA[ IKRA-ITH HUMANIORA : Jurnal Sosial dan Humaniora Vol 3 No 2 (2019): IKRAITH-HUMANIORA Vol 3 No 2 Bulan JULI 2019 ]]>
Publisher : <![CDATA[Universitas Persada Indonesia YAI ]]>
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<![CDATA[ABSTRACTThis study aims to determine the relationship between personal adjustment and family support with hardiness infirst year students of X Islamic Boarding School in Cikarang. Research uses quantitative methods. The samplingtechnique of this study uses proportional random sampling with a sample of 135 students. Data retrieval uses aLikert scale consisting of, hardiness scale, personal adjustment scale and family support scale using SPSS 22.00for windows. The result of bivariate correlation technique analysis shows that there is a significant relationshipwith the positive direction between personal adjustment and hardiness, the correlation coefficient value (rxy1 ) is0.712 with p = 0.000 (p <0.05), and there is a significant relationship with the positive direction between supportfamily with hardiness obtained correlation coefficient value (rxy2 ) of 0.433 with p = 0.000 (p <0.05). To testthe hypothesis with multivariate correlation technique, R value is 0.725 which means that there is a significantrelationship with the positive direction between personal adjustment and family support with hardiness. Theeffective contribution between personal adjustment and family support is 52.5% while the remaining 47.5% is acontribution other factors not examined.]]>
<![CDATA[HUBUNGAN ANTARA TRAIT CONSCIENTIOUSNESS DAN KONSEP DIRI DENGAN STRES AKADEMIK SISWA IPA SMA X TAMBUN ]]>
<![CDATA[Rahmadini, Azyra]]>;
<![CDATA[Indrawati, Erdina]]>
<![CDATA[ IKRA-ITH HUMANIORA : Jurnal Sosial dan Humaniora Vol 3 No 3 (2019): IKRAITH-HUMANIORA VOL 3 NO 3 Bulan November 2019 ]]>
Publisher : <![CDATA[Universitas Persada Indonesia YAI ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengetahui hubungan antara trait conscientiousness dankonsep diri dengan stres akademik menggunakan metode kuantitatif. Subyek padapenelitian ini merupakan siswa IPA SMA X Tambun dengan jumlah 140 sampelmenggunakan teknik pengambilan sampel Proportionate Stratified Random Sampling.Analisis data menggunakan korelasi bivariat menunjukkan bahwa terdapat hubunganyang negatif antara trait conscientiousness dengan stres akademik dengan r = - 0,507 danp = 0,000 < 0,05. Terdapat hubungan yang negatif antara konsep diri dengan stresakademik r = - 0,376 dan p = 0,000 < 0,05. Berdasarkan analisis korelasi multivariatmenunjukkan bahwa terdapat hubungan yang signifikan antara trait conscientiousnessdan konsep diri dengan stres akademik dengan R = 0,529 dan p = 0,000 < 0,05 dandiketahui koefisien determinasi R Square sebesar 0,280. Hal ini berarti sumbangan efektiftrait conscientiousness dan konsep diri pada stres akademik sebesar 28%, sedangkan 72%merupakan sumbangan dari faktor lain yang tidak diteliti.]]>
<![CDATA[HUBUNGAN ANTARA FORGIVENESS DAN GRATITUDE DENGAN PSYCHOLOGICAL WELL-BEING PADA REMAJA DI PANTI ASUHAN X BEKASI ]]>
<![CDATA[Pridayati, Tiaradika]]>;
<![CDATA[Indrawati, Erdina]]>
<![CDATA[ IKRA-ITH HUMANIORA : Jurnal Sosial dan Humaniora Vol 3 No 3 (2019): IKRAITH-HUMANIORA VOL 3 NO 3 Bulan November 2019 ]]>
Publisher : <![CDATA[Universitas Persada Indonesia YAI ]]>
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<![CDATA[The research used is quantitative. This study aims to examine the relationship betweenforgiveness and gratitude with psychological well-being of adolescents living inorphanage ?X? Bekasi. Subjects totaled 103 adolescents. Techniques for retrieving datausing simple random sampling. Data analysis using bivariate correlation showed thatthere was a positive relationship between forgiveness and psychological well-being with r= 0.338 and p = 0,000 < p = 0.05. There is a positive relationship between gratitude andpsychological well-being with r = 0.505 and p = 0,000 <p = 0.05. Data analysis usingmultivariate correlation regression showed that there is a significant positive relationshipbetween forgiveness and gratitude with psychological well-being with R = 0.521 with p =0,000 < p = 0.05 and known coefficient of determination R Square of 0.272. Effectivedonations given forgiveness and gratitude to psychological well-being amounted to27.2%, while 72.8% were influenced by other factors not included in this study, includingotonomy, environmental mastery, purpose in life, and personal growth]]>
<![CDATA[HUBUNGAN FUTURE TIME PERSPECTIVE DAN SELF EFFICACY DENGAN KEMATANGAN KARIR DI ITALIAN FASHION SCHOOL ]]>
<![CDATA[Nyimas Khairunnisa Farah]]>;
<![CDATA[Erdina Indrawati]]>
<![CDATA[ Psikologi Kreatif Inovatif Vol 1 No 1 (2021): Vol 1 No 1 Bulan April 2021 ]]>
Publisher : <![CDATA[Fakultas Psikologi Universitas Persada Indonesia YAI ]]>
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<![CDATA[Tujuan dari penelitian adalah untuk mengetahui hubungan Future timeperspective dan Self Efficacy dengan kematangan karir di Italian Fashion School.Dalam menggunakan menggunakan tiga variabel yaitu Future time perspective,Self Efficacy dan kematangan karir. Populasi yang diambil dalam penelitian iniadalah adalah siswa dan siswi di Italian Fashion School 50 orang dan Teknikpengambilan sampel adalah sensus. Hasil uji validitas kematangan karir diperolehsebanyak 22 item dinyatakan valid dan 10 item, Future Time Perspective yangterdiri dari 16 item diperoleh item valid sebanyak 13item dan 3 item yangdinyatakan gugur dan Self Eficacy yang terdiri dari 24 item diperoleh item validsebanyak 18 item dan 6 item yang dinyatakan gugur. Uji Hipotesis Berdasarkanhasil analisis data penelitian diperoleh nilai ρx1y sebesar 0,513 maka terdapathubungan Future time perspective dengan kematangan karir di Italian FashionSchool, diperoleh nilai ρx2y sebesar 0,485 maka Terdapat hubungan SelfEfficacydengan kematangan karir di Italian Fashion School dan R sebesar 0,600 dan R2sebesar 0,360 dengan dengan p < 0,05. Hal ini berarti ada hubungan Future timeperspective dan Self Efficacy dengan kematangan karir di Italian Fashion School.]]>
<![CDATA[Hubungan Kesepian dan Persepsi Authoritative Parenting dengan Kecenderungan Nomophobia Siswa SMPN 195 Jakarta Saat Covid-19 ]]>
<![CDATA[Angelika Apriliyani]]>;
<![CDATA[Erdina Indrawati]]>
<![CDATA[ Psikologi Kreatif Inovatif Vol 3 No 1 (2023): Jurnal Psikologi Kreatif Inovatif Vol 3 No 1 Maret 2023 ]]>
Publisher : <![CDATA[Fakultas Psikologi Universitas Persada Indonesia YAI ]]>
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DOI: 10.37817/psikologikreatifinovatif.v3i1.2150
<![CDATA[Penelitian ini bertujuan untuk mengetahui hubungan antara kesepian dan persepsi authoritative parenting dengan kecenderungan nomophobia pada siswa SMP Negeri 195 Jakarta pada masa pandemi covid-19. Populasi penelitian berjumlah 783 siswa. Sampel dalam penelitian berjumlah 258 siswa dengan menggunakan teknik simple random sampling yaitu pengambilan data secara acak tanpa melihat strata yang ada dalam populasi. Metode pengumpulan data menggunakan skala likert dengan mengukur instrumen penelitian yaitu skala kecenderungan nomophobia, skala kesepian dan skala persepsi authoritative parenting. Penelitian ini mengolah data dengan menggunakan SPSS versi 22.0 for windows. Berdasarkan hasil analisis data melalui korelasi regresi berganda antara kesepian dan persepsi authoritative parenting dengan kecenderungan nomophobia pada siswa SMP Negeri 195 Jakarta didapatkan hasil R = 0,399 dengan p = 0,000, p < 0,05 dan R square = 0,159. Hal ini menunjukkan bahwa terdapat hubungan dengan arah positif antara kesepian dan kecenderungan nomophobia dan hubungan ke arah negatif antara persepsi authoritative parenting dan kecenderungan nomophobia pada siswa SMP Negeri 195 Jakarta pada masa pandemi covid-19.]]>
<![CDATA[PRESTASI BELAJAR SISWA DITINJAU DARI INTENSITAS MENGGUNAKAN GADGET DAN MINAT BACA NON E-BOOK ]]>
<![CDATA[Merly Erlina]]>;
<![CDATA[Mistety Oktaviana]]>;
<![CDATA[Erdina Indrawati]]>;
<![CDATA[RR. Dini Diah Nurhadianti]]>
<![CDATA[ Jurnal Pendidikan (Teori dan Praktik) Vol 7 No 2 (2022): Vol. 7 No. 2 (2022): Volume 7, Nomor 2, September 2022 ]]>
Publisher : <![CDATA[Fakultas Ilmu Pendidikan Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jp.v7n2.p100-105
<![CDATA[This study aims to determine the effect of the use of gadgets on reading interest in 8th grade students of SMPN 3 Tangerang Banten. The number of subjects in this study were 175 people. The research method in this study is a quantitative method. Based on the results of the analysis of research data using multiple regression techniques, it can be said that the multiple linear regression equation also shows that the variable intensity of using gadgets has a negative influence on learning achievement and interest in reading non-e-book books has a positive influence on learning achievement. This is shown through the regression results Y=87.528-0.049X1+0.007X2. Based on the regression model, the constant (a) is 87,528, meaning that if the intensity of using gadgets (X1) and interest in reading non-e-books (X2) is zero, then learning achievement is 87,528. Then the coefficient value of the intensity of the use of the device is -0.049, meaning that if the intensity of the use of the device has increased by one percent, the learning achievement has decreased by 0.049 percent with the condition that the other independent variables are eligible to remain. While the coefficient of interest in reading non-e-book books is 0.007, meaning that if interest in reading non-e-books has increased by one percent, learning achievement will increase by 0.007 percent with the condition that other variables are feasible. . Keywords: Use of Devices, Interest in Reading e-Books, Learning Achievement, Grade 8 ]]>
<![CDATA[PRESTASI BELAJAR SISWA DITINJAU DARI INTENSITAS MENGGUNAKAN GADGET DAN MINAT BACA NON E-BOOK ]]>
<![CDATA[Merly Erlina]]>;
<![CDATA[Mistety Oktaviana]]>;
<![CDATA[Erdina Indrawati]]>;
<![CDATA[RR. Dini Diah Nurhadianti]]>
<![CDATA[ Jurnal Pendidikan (Teori dan Praktik) Vol 7 No 2 (2022): Vol. 7 No. 2 (2022): Volume 7, Nomor 2, September 2022 ]]>
Publisher : <![CDATA[Fakultas Ilmu Pendidikan Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jp.v7n2.p100-105
<![CDATA[This study aims to determine the effect of the use of gadgets on reading interest in 8th grade students of SMPN 3 Tangerang Banten. The number of subjects in this study were 175 people. The research method in this study is a quantitative method. Based on the results of the analysis of research data using multiple regression techniques, it can be said that the multiple linear regression equation also shows that the variable intensity of using gadgets has a negative influence on learning achievement and interest in reading non-e-book books has a positive influence on learning achievement. This is shown through the regression results Y=87.528-0.049X1+0.007X2. Based on the regression model, the constant (a) is 87,528, meaning that if the intensity of using gadgets (X1) and interest in reading non-e-books (X2) is zero, then learning achievement is 87,528. Then the coefficient value of the intensity of the use of the device is -0.049, meaning that if the intensity of the use of the device has increased by one percent, the learning achievement has decreased by 0.049 percent with the condition that the other independent variables are eligible to remain. While the coefficient of interest in reading non-e-book books is 0.007, meaning that if interest in reading non-e-books has increased by one percent, learning achievement will increase by 0.007 percent with the condition that other variables are feasible. . Keywords: Use of Devices, Interest in Reading e-Books, Learning Achievement, Grade 8 ]]>
<![CDATA[Pengaruh Self-Regulated Learning dan Motivasi Berprestasi Terhadap Perilaku Prokrastinasi Akademik Siswa ]]>
<![CDATA[Achmad Robbi Fathoni]]>;
<![CDATA[Erdina Indrawati]]>
<![CDATA[ Jurnal Indonesia Sosial Sains Vol. 3 No. 07 (2022): Jurnal Indonesia Sosial Sains ]]>
Publisher : <![CDATA[CV. Publikasi Indonesia ]]>
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DOI: 10.59141/jiss.v3i07.646
<![CDATA[Academic procrastination is a behavior carried out by students in the form of delaying work both to start and complete assignments for rational reasons, this can have a negative impact on achievement and also students' mental health. Academic procrastination is caused by several factors such as low self-regulated learning and achievement motivation and is moderated by social media addiction. This study aims to determine the effect of self-regulated learning and achievement motivation on academic procrastination, as well as the moderating effect of social media addiction. Participants in this study amounted to 134 students of SMPN class VIII, consisting of 54 boys and 80 girls with an age range of about 13 to 15 years. Data collection in this study used four scales, namely the academic procrastination scale, achievement motivation scale, academic self-regulated learning scale, and social media addiction scale. The academic procrastination scale has 17 items with a different power of 0.331-0.763 and a reliability of 0.907. The achievement motivation scale has 22 items with a different power of 0.337-0.740 and a reliability of 0.895. The academic self-regulated learning scale has 22 items with a power difference of 0.309-0.836 and a reliability of 0.928. The social media addiction scale has 5 items with a discrepancy of 0.371-0.556 and a reliability of 0.792. The data in this study were analyzed using the structural equation model technique. The results showed that 1) there was an effect of self-regulated learning on academic procrastination (p values 0.00<0.05); 2) there is no effect of achievement motivation on academic procrastination (p values 0.243 <0.05); 3) social media addiction did not affect the relationship between self-regulated learning and academic procrastination (p values 0.90<0.05); 4) social media addiction affects the relationship between achievement motivation and academic procrastination (p values 0.015<0.05).]]>
<![CDATA[Self-Regulated Learning as Mediator on the Determinants of Mathematics Achievement in Junior High School Students in the City of DKI Jakarta Pusat ]]>
<![CDATA[Evi Syafrida Nasution]]>;
<![CDATA[Asmadi Alsa]]>;
<![CDATA[Erdina Indrawati]]>
<![CDATA[ Journal Research of Social Science, Economics, and Management Vol. 1 No. 10 (2022): Journal Research of Social Science, Economics, and Management ]]>
Publisher : <![CDATA[CV. Publikasi Indonesia ]]>
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DOI: 10.59141/jrssem.v1i10.185
<![CDATA[The purpose of this study was to determine the effect of parental support, attitudes towards mathematics, and mastery goal orientation on mathematics learning achievement with self-regulated learning as a mediator. The research method that the researcher uses is a structural model with a total of 327 respondents who were taken using cluster random sampling technique. The data analysis technique used in this research is SEM AMOS. Based on the results of the model test, it is known that the influence of parental support, attitudes towards mathematics, and the orientation of mastery goals on mathematics learning achievement with self-regulated learning as a mediator, according to empirical data. Based on the results of statistical tests, it is known that parental support, attitudes towards mathematics lessons, and orientation of mastery goals have no effect on learning achievement in mathematics with self-regulated learning as a mediator]]>
