2 research outputs found
PENGARUH PERKEMBANGAN PSIKOSOSIAL TERHADAP TANGGUNG JAWAB BELAJAR ANAK USIA SEKOLAH
No full textPenelitian ini bertujuan untuk mengetahui perbedaan rata-rata nilai tanggung jawab belajar dan rata-rata nilai perkembangan psikososial antara siswa di perkotaan dengan siswa di pedesaan serta menganalisis pengaruh perkembangan psikososial terhadap tanggung jawab belajar anak usia sekolah. Pengumpulan data penelitian ini menggunakan teknik purposive sampling. Sampel penelitian ini berjumlah 172 siswa kelas V dan VI sekolah dasar. Pengambilan data menggunakan instrumen. Instrumen yang digunakan untuk mengukur perkembangan psikososial terdiri atas 19 butir berdasarkan dimensi industry dan inferiority. Instrumen yang digunakan untuk mengukur tanggung jawab belajar terdiri atas 22 butir berdasarkan dimensi Iearning responsibility during the course dan learning responsibility outside the course. Data yang telah didapatkan diolah dan dianalisis menggunakan statistik deskriptif dan statistik inferensial, termasuk uji t sampel bebas, uji kruksal-wallis dan uji regresi linear sederhana. Hasil uji beda menunjukkan bahwa terdapat perbedaan yang signifikan rata-rata nilai perkembangan psikososial dan rata-rata nilai tanggung jawab belajar antara siswa di perkotaan dan pedesaan. Hasil analisis regresi linear sederhana menunjukan bahwa perkembangan psikososial berpengaruh positif terhadap tanggung jawab belajar (Y ̂ = 22.282 + 0,783X). Koefisien determinasi yang didapat sebesar 0,442 artinya perkembangan psikososial mempengaruhi tanggung jawab belajar sebesar 44,2% dan 55,8% sisanya dipengaruhi faktor lain.
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This research aims to determine whether differences in the average value of learning responsibility and the average value of psychosocial development between students in urban and students in rural areas and analyze the influence of the psychosocial development on the learning responsibility of school-age children. The data collection of this research using purposive sampling technique. The sample of this research amounted to 218 students in grades V and VI elementary school students. Data were collected instruments. The instrument used to measure psychosocial development consisted of 19 items based on the dimensions of industry and inferiority. The instrument used to measure learning responsibility consists of 22 items based on the dimensions of learning responsibility during the course and learning responsibility outside the course. The data that has been obtained is processed and analyzed using descriptive statistics and inferential statistics, namely simple independent sample t-test, kruskal-wallis test and linear regression test. The results of the difference test showed that there was a difference in the average value of learning responsibility and the average value of psychosocial between students in urban and rural areas. The result of linear regression showed that psychosocial development has a positive effect on learning responsibility (Y ̂ = 22.282 + 0,783X). The coefficient of determination obtained is 0,442, meaning that psychosocial development affects learning responsibility by 44,,2% and the remaining 55,8% is influenced by other factors
THE INFLUENCE OF PSYCHOSOCIAL DEVELOPMENT ON THE LEARNING RESPONSIBILITY OF SCHOOL-AGED CHILDREN
No full textAbstract
Psychosocial development that is not fully mature can impact the learning responsibility of school-aged children. This study aims to analyze the influence of psychosocial development on the learning responsibility of school-aged children. Data was collected using the cluster random sampling technique. The research sample consisted of 172 fifth and sixth-grade students from one school in Bekasi city and two schools in Bekasi Regency. Data collection was conducted using a questionnaire. The instrument used to measure psychosocial development consisted of 19 items based on the dimensions of industry and inferiority. The instrument used to assess learning responsibility consisted of 22 items based on the dimensions of learning responsibility during the course and learning responsibility outside the course. The collected data was processed and analyzed using descriptive and inferential statistics, specifically simple linear regression tests. The results of the study showed that psychosocial development positively influences learning responsibility. The determination coefficient obtained was 0.496%, meaning that psychosocial development affects learning responsibility by 49.6%, while the remaining 50.1% is influenced by other factors. Therefore, it is essential for involved parties to be aware of children's psychosocial development to enhance their learning responsibility.
Abstrak
Perkembangan psikososial yang belum matang sepenuhnya dapat memengaruhi tanggung jawab belajar anak usia sekolah. Penelitian ini bertujuan untuk menganalisis pengaruh perkembangan psikososial terhadap tanggung jawab belajar anak usia sekolah. Data dikumpulkan menggunakan teknik cluster random sampling. Sampel penelitian terdiri dari 172 siswa kelas V dan VI dari satu sekolah di Kota Bekasi dan dua sekolah di Kabupaten Bekasi. Pengumpulan data dilakukan menggunakan kuesioner. Instrumen yang digunakan untuk mengukur perkembangan psikososial terdiri dari 19 butir berdasarkan dimensi industri dan inferioritas. Instrumen yang digunakan untuk menilai tanggung jawab belajar terdiri dari 22 butir berdasarkan dimensi tanggung jawab belajar selama pembelajaran dan tanggung jawab belajar di luar pembelajaran. Data yang terkumpul diolah dan dianalisis menggunakan statistik deskriptif dan inferensial, khususnya uji regresi linear sederhana. Hasil penelitian menunjukkan bahwa perkembangan psikososial berpengaruh positif terhadap tanggung jawab belajar. Koefisien determinasi yang diperoleh sebesar 0,496%, yang berarti perkembangan psikososial memengaruhi tanggung jawab belajar sebesar 49,6%, sedangkan sisanya 50,1% dipengaruhi oleh faktor lain. Oleh karena itu, penting bagi pihak terkait untuk memperhatikan perkembangan psikososial anak guna meningkatkan tanggung jawab belajarnya
