Hasil Pencarian  ::  Simpan CSV :: Kembali

"Siswa atlet masih sering terkena stigma karena kurangnya kemampuan akademik meskipun bakat mereka terletak pada bidang olahraga. Penelitian ini bertujuan untuk melihat hubungan efikasi diri siswa atlet dengan performa non-akademik dan akademik. Partisipan penelitian ini adalah 43 siswa atlet yang bersekolah di SKO Ragunan DKI Jakarta. Penelitian ini menggunakan alat ukur General Self-Efficacy Scale oleh Novrianto, Marettih dan Wahyudi (2019), Academic Self-Efficacy Subscale: Self-efficacy Questionnaire for Children (SEQ-C) oleh Muris (2001), Sport Success Scale oleh Mousavi dan VaezMousavi (2015), dan nilai raport siswa dari sekolah. Hasil analisis korelasional dalam penelitian ini menemukan bahwa efikasi diri memiliki hubungan yang positif dan signifikan dengan non-akademik (olahraga) (p = 0.000) namun efikasi diri tidak memiliki hubungan dengan performa akademik (p = 0.134). Diskusi dan limitasi pada penelitian ini dibahas.

---

Student-athletes are often stigmatized for their lack of academic abilities despite their talent in sports. This study aimed to test the relationship of student-athletes' self-efficacy on non-academic and academic performance. The participants of this study were 43 student-athletes who study at SKO Ragunan DKI Jakarta. This study used the General Self-Efficacy Scale by Novrianto, Marettih and Wahyudi (2019), the Academic Self-Efficacy Subscale: Self-efficacy Questionnaire for Children (SEQ-C) by Muris (2001), the Sport Success Scale by Mousavi and VaezMousavi (2015), and student report cards from schools. The results of a Pearson correlation analysis showed that self-efficacy has a positive and significant relationship with non-academic performance (p = 0.000), but self-efficacy does not have a significant relationship with academic performance (p = 0.134). Discussions and limitations of this study are discussed."

"Penelitian ini bertujuan untuk mengetahui hubungan antara self-regulated learning dengan prokrastinasi akademik pada siswa-atlet di SKO Ragunan DKI Jakarta. Partisipan dalam penelitian ini adalah siswa-atlet di SKO Ragunan DKI Jakarta sejumlah 86 siswa. Penelitian ini menggunakan alat ukur Academic Procrastination Scale yang disusun oleh McCloskey & Scielzo (2015) untuk mengukur prokrastinasi akademik dan alat ukur Academic Self-Regulation Scale yang disusun oleh Magno (2010) untuk mengukur self- regulated learning. Berdasarkan uji korelasi dengan teknik analisis Pearson Correlation, ditemukan bahwa terdapat korelasi negatif yang signifikan antara self-regulated learning dengan prokrastinasi akademik (r = -0.230, n = 86, p < 0.01, one-tailed). Berdasarkan hasil analisis tersebut dapat dikatakan bahwa terdapat hubungan antara self-regulated learning dengan prokrastinasi akademik pada siswa-atlet di SKO Ragunan DKI Jakarta.

---

This study aims to examine the influence of Self-Regulated Learning towards Academic Procrastination on Student-Athletes at SKO Ragunan DKI Jakarta. The participant in this study were student-athletes who attended SKO Ragunan DKI Jakarta with total 86 students. This study uses a measuring instrument Academic Procrastination Scale compiled by McCloskey & Scielzo (2015) to measure academic procrastination. In addition, this study uses the Academic Self-Regulation Scale compiled by Magno (2010) to measure self-regulated learning. Based on the correlation test using the Pearson Correlation analysis technique, it was found that there was a significant negative correlation between self-regulated learning and academic procrastination (r = -0.230, n = 86, p < 0.01, one-tailed). Which means, that there is a relationship between self-regulated learning and academic procrastination in student-athletes at SKO Ragunan DKI Jakarta."

"Penelitian ini bertujuan untuk melihat pengaruh pengaruh self-regulated learning siswa atlet terhadap performa non akademik di Sekolah Khusus Olahragawan Ragunan DKI Jakarta. Partisipan penelitian ini adalah siswa atlet yang bersekolah di SKO Ragunan DKI Jakarta yang berjumlah 43 siswa. Penelitian ini menggunakan alat ukur The Self- Regulated Learning yang disusun oleh Toering dkk. (2011) untuk mengukur selfregulated learning yang terdiri dari 6 dimensi, planning, self-monitoring, effort, selfefficay, evaluation, dan reflection. Selain itu, penelitian ini menggunakan Sport Success Scale (SSS) untuk mengukur performa non akademik olahraga pada siswa atlet yang disusun oleh Mousavi dan VaezMousavi (2015). Hasil utama dari analisis regresi linear dalam penelitian ini (F = 51.75, p < 0,05) dengan R² = 0,558 yang berarti terdapat pengaruh self-regulated learning terhadap performa non akademik sebesar 55,8%. Berdasarkan hasil analisis tersebut bahwa terdapat pengaruh self-regulated learning yang signifikan terhadap performa non akademik, sehingga hipotesis alternatif dalam penelitian ini diterima.

---

This study aims to examine the effect of student athlete self-regulated learning on nonacademic performance at the Ragunan Special School for Athletes, DKI Jakarta. The participants of this study were student athletes who attended SKO Ragunan DKI Jakarta, totaling 43 students. This study uses a measuring instrument The Self-Regulated Learning compiled by Toering et al (2011) to measure self-regulated learning which consists of 6 dimensions, planning, self-monitoring, effort, self-efficacy, evaluation, and reflection. In addition, this study uses the Sport Success Scale (SSS) to measure non-academic sports performance in student athletes compiled by Mousavi and VaezMousavi (2015). The main result of linear regression analysis in this study (F = 51.75, p <0.05) with R² = 0,558 which means that there is an effect of self-regulated learning on non-academic performance of 55.8%. Based on the results of the analysis that there is a significant effect of self-regulated learning on non-academic performance, so the alternative hypothesis in this study is accepted."

"Dalam memenuhi tanggung jawab peran ganda sebagai siswa atlet, dibutuhkan strategi pembelajaran yang dapat memaksimalkan aspek akademik. Strategi Self-Regulated Learning terbukti memiliki dampak positif di berbagai aspek. Kualitas proaktif siswa dalam Self-Regulated Learning salah satunya berasal dari keyakinan motivasional. Oleh karena itu, penelitian ini bertujuan untuk melihat peran motivasi intrinsik dalam memprediksi Self-Regulated Learning siswa atlet di SKO Ragunan DKI Jakarta. Partisipan penelitian ini adalah 86 siswa atlet SKO Ragunan DKI Jakarta dengan usia maksimal 19 tahun. Instrumen penelitian yang digunakan yaitu Skala Motivasi Intrinsik dan Academic Self-Regulated Learning Scale (A-SRL-S). Hasil analisis regresi linear menunjukkan bahwa motivasi intrinsik (F = 46.5, p < .05) dapat memprediksi Self-Regulated Learning dengan R² = .356, yang artinya 35% varians skor Self-Regulated Learning dapat dijelaskan oleh motivasi intrinsik. Hasil penelitian ini memperjelas arah hubungan kedua variabel tersebut, yang mana motivasi intrinsik berperan secara signifikan dalam memprediksi kemunculan Self-Regulated Learning pada siswa atlet.

---

In order to fulfilling dual responsibilities as student-athletes, learning strategies are needed that can maximize academic aspects. Self-Regulated Learning strategy is proven to have a positive impact in various aspects. One of the proactive qualities of students in Self-Regulated Learning comes from motivational beliefs. Therefore, this study aims to examine the role of intrinsic motivation in predicting Self-Regulated Learning of student athletes at SKO Ragunan DKI Jakarta. The participants of this study were 86 students of SKO Ragunan DKI Jakarta athletes with a maximum age of 19 years. The research instrument used is the Skala Motivasi Intrinsik and Academic Self-Regulated Learning Scale (A-SRL-S). The results of linear regression analysis show that intrinsic motivation (F = 46.5, p < .05) can predict Self-Regulated Learning with R² = .356, which means that 35% of the variance of Self-Regulated Learning scores can be explained by intrinsic motivation. The results of this study clarify the direction of the relationship between the two variables, in which intrinsic motivation significantly predicted the emergence of Self-Regulated Learning in student athletes."

"Dalam memenuhi tanggung jawab peran ganda sebagai siswa atlet, dibutuhkan strategi pembelajaran yang dapat memaksimalkan aspek akademik. Strategi Self-Regulated Learning terbukti memiliki dampak positif di berbagai aspek. Kualitas proaktif siswa dalam Self-Regulated Learning salah satunya berasal dari keyakinan motivasional. Oleh karena itu, penelitian ini bertujuan untuk melihat peran motivasi intrinsik dalam memprediksi Self-Regulated Learning siswa atlet di SKO Ragunan DKI Jakarta. Partisipan penelitian ini adalah 86 siswa atlet SKO Ragunan DKI Jakarta dengan usia maksimal 19 tahun. Instrumen penelitian yang digunakan yaitu Skala Motivasi Intrinsik dan Academic Self-Regulated Learning Scale (A-SRL-S). Hasil analisis regresi linear menunjukkan bahwa motivasi intrinsik (F = 46.5, p < .05) dapat memprediksi Self-Regulated Learning dengan R² = .356, yang artinya 35% varians skor Self-Regulated Learning dapat dijelaskan oleh motivasi intrinsik. Hasil penelitian ini memperjelas arah hubungan kedua variabel tersebut, yang mana motivasi intrinsik berperan secara signifikan dalam memprediksi kemunculan Self-Regulated Learning pada siswa atlet.

---

In order to fulfilling dual responsibilities as student-athletes, learning strategies are needed that can maximize academic aspects. Self-Regulated Learning strategy is proven to have a positive impact in various aspects. One of the proactive qualities of students in Self-Regulated Learning comes from motivational beliefs. Therefore, this study aims to examine the role of intrinsic motivation in predicting Self-Regulated Learning of student athletes at SKO Ragunan DKI Jakarta. The participants of this study were 86 students of SKO Ragunan DKI Jakarta athletes with a maximum age of 19 years. The research instrument used is the Skala Motivasi Intrinsik and Academic Self-Regulated Learning Scale (A-SRL-S). The results of linear regression analysis show that intrinsic motivation (F = 46.5, p < .05) can predict Self-Regulated Learning with R² = .356, which means that 35% of the variance of Self-Regulated Learning scores can be explained by intrinsic motivation. The results of this study clarify the direction of the relationship between the two variables, in which intrinsic motivation significantly predicted the emergence of Self-Regulated Learning in student athletes."

"Latar Belakang. Atlet pelajar yang masih mengalami pertumbuhan dan perkembangan fisik serta psikologis yang belum matang rentan mengalami cedera olahraga. Landing Error Scoring System (LESS) merupakan salah satu alat skrining menilai risiko cedera dengan menilai kesalahan gerakan melompat dan mendarat seseorang. Tujuan dari penelitian ini adalah untuk menemukan bukti ilmiah mengenai peran LESS dalam hubungannya dengan cedera ekstremitas bawah. Metode. Penelitian ini menggunakan studi potong lintang yang melibatkan delapan puluh tujuh atlet dari enam cabang olahraga di pusat pelatihan olahraga pelajar (PPOP) DKI Jakarta. Subjek dilakukan anamnesis, pemeriksaan fisik, dan pemeriksaan gerakan fungsional mendarat dan melompat dengan LESS. Subjek akan dipantau untuk mengetahui ada tidak cedera ekstremitas bawah yang dialami dalam 3 bulan pasca pemeriksaan. Selain hasil LESS, jenis kelamin, riwayat cedera sebelumnya dalam enam bulan terakhir dan postur tubuh juga akan dianalisa hubungannya dengan cedera ekstremitas bawah dengan menggunakan perangkat lunak SPSS v.20.0. Hasil. Rata-rata subjek berusia 16 tahun dengan jenis kelamin laki-laki lebih banyak dibanding perempuan (60,9%). Hasil LESS, jenis kelamin dan postur tubuh tidak memperlihatkan hubungan yang signifikan dengan cedera ekstremitas bawah (p > 0,05). Riwayat cedera sebelumnya dan lama berlatih kurang dari lima tahun memiliki hubungan yang signifikan terhadap cedera ekstremitas bawah (p <0,01 dan p < 0,05). Kesimpulan. Penggunaan LESS untuk menilai risiko cedera ekstremitas bawah pada atlet PPOP DKI perlu dilakukan penelitian lebih lanjut. Oleh karena cedera ekstremitas bawah dapat disebabkan karena adanya faktor risiko lain seperti riwayat cedera sebelumnya dan lama berlatih, maka dalam pemeriksaan pre partisipasi atlet diperlukan pemeriksaan faktor risiko cedera yang lebih mendalam.

---

Background, Student athletes who are still experiencing growth in physical and psychological immature development prone to get sports injuries. Landing Error Scoring System (LESS) is a screening tool to assess the risk of injury to assess error movement of jump and landing. Objective. The purpose of this study was to find the scientific evidence regarding the role of LESS in relation with lower limb

injuries. Method. This cross-sectional study involving eighty-seven participants from six sports division at the Pusat Pelatihan Olahraga Pelajar (PPOP) DKI Jakarta. The participants performed history taking, physical examination, and functional movement screening using LESS examination. Participants will be monitored to determine lower extremity injuries event during three months followup. In addition to the results of LESS, gender, history of previous injuries in the last six months and body posture alignment will also be analyzed in conjunction with lower extremity injuries by using SPSS v.20.0 software. Results. The average of 16-year-old participants with boys more than girls (60.9%). LESS result, gender and body posture alignment did not show significant association with lower extremity injuries (p> 0.05). History of previous injuries in last six months and duration of training less than five years had a significant relationship with lower extremity injuries (p <0.01 and p <0.05). Conclusion. The application of LESS test for assessing the risk of lower extremity injuries in athletes PPOP need to do further research. Because of lower extremity injuries may be due to other risk factors such as a history of previous injuries and duration of training, the deeper preparticipation examination on athtletes for injury risk factor screening is needed. "

"Penelitian ini bertujuan untuk melihat peran self-regulated learning terhadap student engagement pada siswa atlet di Sekolah Khusus Olahragawan Ragunan DKI Jakarta. Partisipan penelitian ini adalah 96 siswa atlet di Sekolah Khusus Olahragawan Ragunan DKI Jakarta yang berada pada jenjang pendidikan SMA dengan rentang usia 15 sampai 18 tahun. Data yang diperoleh diolah menggunakan metode kuantitatif, variabel self-regulated learning diukur dengan Academic Self-Regulated Learning Scale (A-SRL-S) dan variabel student engagement diukur menggunakan Student Engagement Scale (SES). Hasil analisis regresi linear menunjukkan bahwa self-regulated learning (F = 65.417, p < .05) dapat memprediksi student engagement dengan R² = .404 artinya 40% varians skor student engagement dapat dijelaskan oleh self-regulated learning. Hasil penelitian ini memperjelas arah hubungan peran self-regulated learning terhadap student engagement adalah positif. Semakin tinggi skor self-regulated learning yang diperoleh partisipan maka semakin tinggi juga skor student engagement partisipan.

---

This study aims to examine the role of self-regulated learning on student engagement in student athletes at the Ragunan Special School for Athletes, Jakarta, Indonesia. The participants of this study were 96 high school level student athletes at the Special School for Athletes in Ragunan, Jakarta, Indonesia with an age range of 15 to 18 years. The data obtained were processed using quantitative methods, self-regulated learning variables were measured using the Academic Self-Regulated Learning Scale (A-SRL-S) and student engagement variables were measured using the Student Engagement Scale (SES). The results from the linear regression analysis showed that self-regulated learning (F = 65,417, p < .05) could predict student engagement with R² = .404, meaning that 40% of the variance in student engagement scores could be explained by self-regulated learning. The results of this study clarify that the relationship between the role of self-regulated learning and student engagement is positive. The higher the self-regulated learning score obtained by the participants, the higher the participant's student engagement score."

"Tesis ini membahas tentang proses kebijakan Kemenpora yang dilaksanakan oleh Asdep Pengelolaan Pembinaan Sentra dan Sekolah Khusus Olahraga Kemenpora guna merekrut calon atlet berprestasi. Tujuan utama dalam penelitian diantaranya adalah untuk menganalisa kebijakan Kemenpora dalam proses rekutmen siswa baru SKO Ragunan tahun ajar 2017-2018. Kebijakan ini dilaksanakan di seluruh SKO se-Indonesia namun penulis fokuskan penelitian di SKO Ragunan. Diantara permasalahan perkembangan atlet Indonesia penulis menitik beratkan pada proses awal pencetakan atlet yaitu rekrutmen di lembaga pembinaan atlet yang dikelola oleh Kemenpora. Penelitian ini adalah penelitian kualitatif deskriptif yang mampu memberikan gambaran secara cermat mengenai proses rekrutmen. Hasil penelitian didapat bahwa dalam menjalankan proses rekrutmen ini sudah sesuai dengan teori yang digunakan untuk menguji permasalahan. Dari 58 kuota siswa yang diharapkan lulus hanya 32 siswa yang dianggap memenuhi kriteria. Untuk itu dilaksanakan rekrutmen non regular dengan meminta rekomendasi dari organisasi olahraga se-Indonesia.

---

Focus of this study is to analyst Policy by Ministry of Youth and Sport regarding recruitment best of the best athletes in Indonesia. The policy about recruitment has been done to all sports school but my focus research was only at SKO Ragunan Jakarta. Purpose for this research is to analyst how recruitment process been held in SKO Ragunan. Researcher rsquo s interested in searching facts about recruitment because recruitment itself give influence of creating good athletes. This research is qualitative descriptive that was able to describe clearly about how the policy been done. The datas were col lected by deep interview. This research found that the process of recruitment has been done correctly as same as theory that researcher used to research. And researcher suggest to maintain the policy sustainably."

"

Kecurangan akademik merupakan fenomena yang sering terjadi di lingkungan akademik. Fenomena tersebut merupakan perilaku yang biasa dilakukan oleh peserta didik Sekolah Menengah Atas (McCabe, 1999). Penelitian ini bertujuan untuk mengetahui apakah kecurangan akademik memiliki hubungan dengan efikasi diri akademik dan hubungan tersebut apakah dimoderasi oleh dukungan guru. Sebanyak 136 peserta didik Sekolah Menengah Atas (106 perempuan dan 30 laki-laki) ikut berpartisipasi dalam penelitian ini. Analisis korelasional pada penelitian ini dilakukan dengan teknik analisis Pearson’s correlation dan analisis regresi linear berganda dilakukan menggunakan program PROCESS v3.5 untuk melihat efek moderasi dukungan guru pada hubungan efikasi diri akademik dengan kecurangan akademik. Penelitian ini menemukan bahwa terdapat hubungan negatif yang signifikan antara efikasi diri akademik dengan kecurangan akademik, dan tidak terdapat hubungan antara dukungan guru dengan kecurangan akademik. Lebih lanjut, dukungan guru tidak dapat memperkuat atau memperlemah hubungan efikasi diri akademik dengan kecurangan akademik pada peserta didik Sekolah Menengah Atas. Hasil penelitian ini dapat bermanfaat bagi praktisi sekolah untuk membuat program-program pendidikan yang dapat mengurangi kecurangan akademik di Indonesia.

 

---

Academic dishonesty is a phenomenon that often occurs in the academic environment. This phenomenon is a behavior commonly practiced by high school students (McCabe, 1999). This study aims to determine whether academic dishonesty has a relationship with academic self-efficacy and whether the relationship is moderated by teacher support. A total of 136 high school students (106 girls and 30 boys) participated in this study. Correlational analysis in this study conducted with Pearson's correlation analysis technique and multiple linear regression analysis performed using PROCESS v3.5 to see the effect of teacher support moderation on the relationship of academic self-efficacy with academic dishonesty. This study found that there was a significant negative relationship between academic self-efficacy and academic cheating, and there was no relationship between teacher support and academic cheating. Furthermore, teacher support cannot strengthen or weaken the relationship between academic self-efficacy and academic dishonesty on high school students. This results can be useful for school practitioners to create educational programs that can reduce academic dishonesty in Indonesia.

"

"Penelitian ini bertujuan untuk melihat peran Self-Regulated Learning terhadap Academic Resilience siswa Sekolah Khusus Olahragawan (SKO) Ragunan DKI Jakarta dengan maksimal usia partisipan adalah 18 tahun dengan 96 partisipan. Instrumen yang digunakan dalam penelitian ini adalah Academic Self-Regulated Learning Scale (A-SRL-S) dan Academic Resilience Scale (A-RS) dan. Hasil analisis regresi linier pada penelitian ini menunjukkan bahwa Self-Regulated Learning (F = 29.1, p < .05) dapat secara signifikan memprediksikan Academic Resilience dengan R² =.237, yang artinya 23% varians skor Academic Resilience dapat dijelaskan oleh Self-Regulated Learning. Hasil penelitian ini memperkuat bukti penelitian yang menggambarkan adanya peranan yang signifikan pada Self-Regulated Learning dalam memprediksikan kemampuan Academic Resilience siswa SKO.

---

This study aims to investigate the role of Self-Regulated Learniing in predicting Academic Resilience of Students Athletes at Special School of Sports Ragunan DKI Jakarta in Pandemic Era. The participants of this study were 96 students of SKO Ragunan DKI Jakarta with maximum age of 18 years. The research instrument used is the Academic Self-Regulated Learning Scale (A-SRL-S) dan Academic Resilience Scale (A-RS). The results of liniear regression anlysis show that Self-Regulated Learning (F = 29.1, p < .05) can predict Academic Resilience with R² =.237, which means that 23% of the varians Academic Resilience scores can be explained by Self-Regulated Learning. The results of this study can clarify the direction of the relationship between Self-Regulated Learning and Academic Resilience in student athletes at SKO Ragunan DKI Jakarta in pandemic era"