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"This stuy investigated the effect of cooperative learning techniques (Jigsaw II and STAD) on speaking competency viewed from students' self-confidence (high and low). ' Posttest only control group' design with 2x2 factorial arrangement using two-way ANOVA and Turkey Test was employed. The second semester students majoring in English education in Mahasaraswati University were sampled and involved in the experiment. The findings indicated that there was a significant effect of cooperative learning techniques (Jigsaw II and STAD) on students' speaking competency. The students with high self-confidence speak better after they were treated using Jigsaw II than using STAD. However, no difference was found when the low self-confidence were treated using the two techniques. This study provided an empirical evidence of the importance for taking self-confidence into consideration when a teacher decided to implement a new teaching technique in his/her class."

"Tujuan studi ini adalah untuk melihat efek dari kepercayaan diri dalam efek penonton. Terdapat 40 partisipan didalam studi ini, 20 partisipan di masing-masih kelompok efek penonton. Studi ini menggunakan disain 2 x 2 antara subjek antara penonton (ada penonton/tidak ada penonton) dengan kepercayaan diri (tinggi/rendah). Ditemukan bahwa partisipan dalam kondisi penonton melakukan tugas lebih baik, partisipan dengan kepercayaan tinggi melakukan tugas lebih baik dalam kondisi penonton, dan partisipan dengan kepercayaan tinggi rendah tidak melakukan tugas lebih baik dalam kondisi tidak ada penonton. Secara keseluruhan, partisipan melakukan tugas lebih baik, maka fasilitasi sosial telah terjadi. Bisa diimplikasikan kepada berbicara depan umum; percaya diri yang tinggi dengan adanya penonton bisa meningakatkan pertunjukan.

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The aim of this study was to see the effect of self-confidence on audience effect. The study used a 2 x 2 between subject design between audience (audience/non- audience effect) and self-confidence (low/high). There were 40 participants in this research with 20 in each audience condition. It was founded that those in audience condition performed better, higher self-confidence performed better in audience, lower self-condition did not performed better in non-audience condition. Overall, participants performed better in the task and showed that social facilitation occurred. The result of this study could be implicated to public speaking; higher self-confidence with audience can enhance performance.

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"Latar Belakang: Kepercayaan diri merupakan aspek yang penting dan harus dimiliki oleh mahasiswa profesi dalam melakukan suatu prosedur, terutama dalam bidang kedokteran gigi anak yang mencakup banyak prosedur khusus dan dibutuhkan banyak pengalaman. Adanya perubahan metode pembelajaran menjadi Pembelajaran Jarak Jauh (PJJ) pada masa pandemi COVID-19 di akademik dapat berdampak pada tingkat kepercayaan diri mahasiswa profesi dalam pembelajaran klinis di unit kedokteran gigi anak. Tujuan: Mengetahui persepsi kepercayaan diri mahasiswa profesi tahun pertama dalam pembelajaran klinis di unit kedokteran gigi anak pada masa pandemiCOVID-19. Metode: Penelitian ini menggunakan studi analisis cross sectional dan dilakukan kepada 63 orang mahasiswa profesi kedokteran gigi tahun pertama yang telah melewati stase Ilmu Kedokteran Gigi Anak (IKGA) dengan menggunakan kuesioner melalui Google Form yang terbagi menjadi tiga domain pertanyaan, yaitu keterampilan klinis, manajemen pasien, danpengembangan profesional dan pengelolaan klinis. Pengukuran kepercayaan diri menggunakan Visual Analogue Scale (VAS) diwakili dari poin '0' tidak percaya diri sama sekali dan '10' penuh percaya diri. Hasil Penelitian: Dari total 63 responden, keseluruhan analisis kepercayaan diri yangdinilai positif dengan median VAS ≥ 5. Rata-rata median VAS pada keterampilan klinis 7.83±0.83 (range=2–10; n=63; 100%) manajemen pasien 7.83±0.83 (range=2–10; n=63; 100%), dan pengembangan profesional serta pengelolaan klinis 8,37±0.51 (range=2–10; n=63; 100%). Kesimpulan: Secara keseluruhan, mahasiswa profesi tahun pertama kedokteran gigi UniversitasIndonesia memiliki kepercayaan diri dalam pembelajaran klinis di unit kedokteran gigi anak pada masa pandemi COVID-19.

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Background: Self-confidence is an important aspect and must be owned by professional students

in carrying out a procedure, especially in the field of pediatric dentistry which includes many

special procedures and requires a lot of experience. The change in learning methods to Distance

Learning during the COVID-19 pandemic in academics can have an impact on the level of

professional student confidence in clinical learning in the pediatric dentistry unit. Objective: To

find out the perception of self-confidence of first-year professional students in clinical learning in

the pediatric dentistry unit during the COVID-19 pandemic. Methods: This study used a crosssectional

analysis study and was conducted on 63 first-year dental professional students who had

passed the Pediatric Dentistry stage by using a questionnaire via Google Form which was divided

into three domain questions, namely clinical skills, patient management , and professional

development and clinical governance. Self-confidence is measured by Visual Analog Scale (VAS)

which is represented from the point '0' is not confident at all and '10' is full of confidence. Results:

From a total of 63 respondents, the overall confidence analysis was assessed as positive with

median VAS ≥ 5. Median VAS mean in clinical skills 7.83 ± 0.83 (range = 2–10; n = 63; 100%)

patient management 7.83 ± 0.83 (range=2–10; n=63; 100%), and professional development and

clinical management 8.37±0.51 (range=2–10; n=63; 100%). Conclusions: Overall, first year

professional students of dentistry at the University of Indonesia have confidence in clinical

learning in the pediatric dentistry unit during the COVID-19 pandemic."

"ABSTRAKJumlah remaja kelurahan Sindang Barang Bogor adalah 20 % dari jumlah penduduknyaPada masa remaja terjadi berbagai perubahan baik fisik maupun psikologis dan social.Dalam perkembangannya, remaja mengalami berbagai stress psikologis, tekanan dariteman sebaya dan gejolak emosi akibat perubahan dalam dirinya. Remaja memerlukankegiatan mental untuk meningkatkan ketrampilan sosial dalam menghadapi setiappermasalahan hidup yang dihadapinya melalui suatu latihan mengembangkankepercayaan diri. Penelitian yang dilakukan berjudul “ pengaruh latihan membangunrasa percaya diri” bertujuan mengembangkan rasa percaya diri remaja.Metodepenelitian ini dengan desain quasi experiment melalui pendekatan pre dan post test dantehnik pengambilan sampel secara purposive sampling, responden berjumlah 90 orangremaja yang dibagi dalam tiga kelompok latihan. Latihan kelompok pertama diberibuku pedoman , dilatih serta dibimbing dua kali, kelompok kedua diberi buku pedoman,dilatih dan tanpa dibimbing serta kelompok ketiga hanya diberi buku pedoman tanpadilatih dan dibimbing. Rasa percaya diri diukur sebelum dan sesudah intervensi denganmenggunakan kuesioner. Kemudian hasil ini dianalisis secara statistik . Hasil penelitianmembuktikan ada perbedaan peningkatan rasa percaya diri secara bermakna sebelumdan sesudah intervensi pada ketiga kelompok. Rasa percaya diri remaja yang diberibuku pedoman, dilatih dan dibimbing dua kali lebih meningkat dari dua cara lainnya.Usia remaja berpengaruh terhadap peningkatan rasa percaya diri. Disarankan kegiatanmengembangkan rasa percaya diri remaja dengan memberi buku pedoman, dilatih dandibimbing

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ABSTRACTAdolescent at Sindang Barang Village Bogor City are about 20% of total population. Intheir development, adolescent are having various physic, psychologic and social changesand facing various psychologic stresses, pressure from their peer and emotionalfluctuation due to the changes in their body. Thus, adolescent need mental activity toimprove their social capability in facing every problem they have through a selfconfidence development training.This research was aimed to develop adolescent selfconfidence. Method used was quasi experiment design using pre and post test approach.90 adolescents were selected by porpusive sampling, devided into three groups. Traininggiven was differed into three groups, first group given guideline book, trained and guidedtwice, second group given guideline book, trained without being guided, and the thirdgroup only given guideline book without being trained and guided. Self confidence wasevaluated before and after intervention using questionaire, and analized statistically. Theresult revealed that there was a significant difference in increased self confidence beforeand after intervention given to the three groups. Self confidence of adolescent who givenguideline book, trained and guided twice have increased compared to the two othergroups. Adolescent age have an influence on increased self confidence. It is suggested todevelop adolescent self confidence by giving guideline book, training and guidance."

"ABSTRAKPenelitian ini bertujuan untuk membuktikan apakah penguasaan kosakata bahasa Inggris siswa yang diajar dengan menggunakan model pembelajaran kooperatif tipe turnamen game dalam tim (TGT) lebih banyak dibandingkan dengan siswa yang diajar dengan menggunakan model pembelajaran konvensional (baik secara keseluruhan, kelompok tinggi maupun kelompok rendah). Penelitian ini adalah penelitian kuantitatif dan kualitatif dengan Pretest-posttest Control Group Design. Data dikumpulkan melalui tes, kuesioner dan observasi. Tes dianalisis dengan menggunakan uji-T. Populasi dari penelitian ini adalah siswa kelas VII SMP Perguruan Buddhi kota Tangerang.Hasil penelitian menunjukkan bahwa pembelajaran kooperatif tipe turnamen game dalam tim (TGT) mampu meningkatkan penguasaan kosakata bahasa Inggris siswa baik secara keseluruhan, kelompok tinggi maupun kelompok rendah. Hal ini terjadi karena dalam pembelajaran kooperatif tipe TGT, siswa dituntut untuk aktif dan kreatif serta terampil dalam berkomunikasi, tidak terlalu bergantung kepada guru, memiliki tanggungjawab individu, memiliki hubungan interpersonal, keterampilan mengelola waktu, dan sikap positif serta adanya proses evaluasi pada akhir proses pembelajaran.

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ABSTRACTThis research is aimed at proving whether the mastery of English vocabulary who were taught by using Team Game Tournament (TGT) cooperative learning is higher than those who were taught by using conventional method (to all students; upper group; and lower group). In conducting the research, the researcher used quantitative and qualitative research method with a Pretest-posttest Control Group Design. The data was collected by administering a test, distributing questionnaire and doing observation. The test was analyzed by using a T-test. The population of this research was the seventh grade students (VII) of Perguruan Buddhi Junior High School in Tangerang. The result of the research shows that the mastery of English vocabulary of the students who were taught by using team games tournament cooperative learning (TGT) was higher than those who were taught by using the conventional method (to all students; upper group; and lower group). In applying the team games tournament cooperative learning (TGT), the students are required to be active and creative in communication, to be independent, to have interpersonal relationship, to have ability in time management, positive attitude and to have an evaluation at the end of the learning process."

"Research on the impacts of the ‘requirement system’ on student learning is still rare, however the system is still widely applied by Dental Schools in many countries. The major consequent of this system is the unpreparedness of students’ learning prior to presenting patients with particular complaints. Objective: This study aimed to explore the effect of the ‘requirement system’ on students’ learning strategy in Dental Education University of Jenderal Soedirman, Purwokerto, Indonesia. Methods: This was a qualitative-phenomenography study. The collection of data was through observations and interviews. The number of subjects was 13 students of the same batch in a clinical education level, determined by purposive sampling. Observations by 2 clinical teachers were done in advance and lasted for six weeks, followed by in-depth interviews. The analysis followed the phenomenography method. Results: Interviews revealed that application of the ‘requirement system’ had prompted the students to get the patients and to learn or not learn correspondingly to the specified cases. Students will have adequate preparation to learn if they are motivated to discuss with the teachers, having previous experiences, and if the patient is perceived to be special. Inadequate preparation of learning occurred when students felt tired, insufficient time between patients’ arrival and presentation in front of clinical teachers, and repetition of the case. Observations revealed that preparation for learning did not consequently lead to students’ performance in doing clinical work. ‘Well-done’ up to ‘less than expected’ performances were found in both single-cases as well repetition-cases. Conclusion: ‘Requirement system’ driven students’ preparation for learning. However, number of cases did not. Modifying the ‘requirement system’ and improving the quality of clinical supervision are two important things suggested by this study."

"Distorsi citra tubuh dapat membawa seseorang untuk mengalami gangguan makan hingga perilaku makan menyimpang seperti Anorexia dan Bulimia Nervosa apabila berlangsung dalam jangka waktu lama akan menyebabkan kematian. Berbagai penelitian di dunia menemukan bahwa kejadian distorsi citra tubuh di kalangan remaja masih sering terjadi. Distorsi citra tubuh yang terjadi dipengaruhi oleh beberapa faktor.Penelitian ini bertujuan mengetahui perbedaan proporsi faktor-faktor pengetahuan gizi, kepercayaan diri, pendidikan dan pekerjaan orang tua, aktivitas fisik, pengaruh orang tua, pengaruh teman, serta pengaruh media massa dengan distorsi citra tubuh pada siswi SMA Negeri 68 Jakarta.Penelitian ini adalah penelitian kuantitatif dengan menggunakan desain penelitian Cross Sectional. Penelitian dilakukan terhadap 132 responden siswi kelas X dan XI. Data citra tubuh didapat dengan hasil persepsi responden yang kemudian dibandingkan dengan status gizi IMT/U, aktivitas fisik diukur dengan menggunakan modifikasi PAQ-A, serta faktor lain dengan kuesioner.Hasil penelitian menunjukkan bahwa persentase distorsi citra tubuh sebesar 48,5%. Hasil uji Chi-square menunjukkan bahwa ada perbedaan yang bermakna proporsi percaya diri, pengaruh kritik teman sebaya, orang tua, dan media massa dengan persepsi citra tubuh. Rasa percaya diri serta pengaruh orang tua, teman dan media massa yang positif mengenai bentuk dan berat badan dapat membangun citra diri yang positif.

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Body image distortion can bring a person to an eating disorder such as Anorexia and Bulimia Nervosa is if continuous for long term will lead to death. Various studies in the world found that the incidence of body image distortion among adolescents are still common. Body image distortion that occurs is influenced by several factors.

This study aims to determine differences in the proportion of the factors of nutrition knowledge, confidence, parental education and occupation, physical activity, parental influence, peer group, and the influence of mass media on body image distortion SMA Negeri 68 Jakarta.

This research is quantitative research using cross sectional research design. The study was conducted on 132 respondents grader X and XI. The data obtained with the results of body image perception of the respondents is then compared with the nutritional status of IMT / U, physical activity was measured using a modified PAQ-A, as well as other factors with a questionnaire.

The results showed that the percentage of body image distortion by 48.5%. Chi-square test results showed that there were significant differences proportions confidence, criticism influence of peers, parents, and the media with the perception of body image."

"Tujuan dari penelitian ini adalah untuk mengetahui hubungan kepercayaan diri dan kecanduan smartphone dengan perilaku prokrastinasi akademik pada mahasiswa yang sedang menyusun skripsi. Penelitian ini menggunakan metode penelitian kuantitatif deskriptif korelatif dengan pendekatan secara cross-sectional. Responden yang digunakan adalah 445 mahasiswa reguler di DKI Jakarta yang sedang menyusun skripsi dan dipilih dengan menggunakan teknik purposive sampling. Data diambil dengan menggunakan empat bentuk kuesioner, yaitu kuesioner data demografi, Self-Confidence Test, Smartphone Addiction Scale (SAS), dan Tuckman Procrastination Scale (TPS). Hasil penelitian dengan menggunakan uji korelasi Spearman didapatkan bahwa terdapat hubungan dengan tingkat keeratan sedang dan bersifat negatif antara kepercayaan diri dengan prokrastinasi akademik (P-value=0,000; r=0,471) serta terdapat hubungan dengan tingkat keeratan sedang dan bersifat positif antara kecanduan smartphone dengan prokrastinasi akademik (P-value=0,000; r=0,426). Penelitian ini merekomendasikan untuk menjadi salah satu pertimbangan intervensi kepada mahasiswa untuk meningkatkan kepercayaan dirinya, serta meningkatkan wawasan bagi mahasiswa dan dosen terkait dengan faktor protektif munculnya perilaku prokrastinasi akademik pada mahasiswa.

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The purpose of this study was to determine the relationship between self-confidence and smartphone addiction with academic procrastination behavior in students who are preparing their thesis. This study uses a correlative descriptive quantitative research method with a cross-sectional approach. The respondents used were 445 regular students in DKI Jakarta who were preparing their thesis and were selected using a purposive sampling technique. Data were collected using four forms of questionnaires, namely the demographic data questionnaire, the Self-Confidence Test, the Smartphone Addiction Scale (SAS), and the Tuckman Procrastination Scale (TPS). The results of the study, using the Spearman correlation test, shows that there was a moderate and negative relationship between self-confidence and academic procrastination (P-value = 0.000; r = 0.471) and there was a moderate and positive relationship between smartphone addiction and academic procrastination (P-value = 0.000; r = 0.426). This study is recommended as one of the intervention considerations for students to increase their self-confidence, as well as to increase insight for students and lecturers related to protective factors for the emergence of academic procrastination behavior in students."