Hasil Pencarian  ::  Simpan CSV :: Kembali

Abstrak :
Kualitas pertemanan merupakan hal yang paling penting untuk dilihat dalam meneliti mengenai pertemanan anak-anak, termasuk anak berkebutuhan khusus. Tujuan dari penelitian ini adalah untuk melihat hubungan antara keterampilan komunikasi dan kualitas pertemanan pada anak berkebutuhan khusus di sekolah dasar inklusif. Penelitian ini juga bertujuan untuk melihat perbedaan kualitas pertemanan dari anak berkebutuhan khusus di sekolah dasar inklusif berdasarkan jenis kelamin. Dalam penelitian ini, keterampilan komunikasi diukur dengan menggunakan alat ukur Social Skills Improvement System SSIS dimensi komunikasi yang dikembangkan oleh Gresham dan Elliott 2008, sedangkan kualitas pertemanan diukur dengan menggunakan alat ukur Friendship Quality Questionnaire FQQ yang dikembangkan oleh Parker dan Asher 1993. Partisipan dari penelitian ini adalah anak berkebutuhan khusus yang berusia antara 7 hingga 12 tahun, hanya memiliki satu jenis kebutuhan khusus, memiliki tingkat gangguan yang tergolong ringan, dan memiliki kemampuan membaca N = 108. Penelitian ini merupakan penelitian korelasional yang dilakukan dengan pendekatan kuantitatif. Hasil dari penelitian ini menunjukkan bahwa terdapat hubungan yang signifikan antara keterampilan komunikasi dan kualitas pertemanan pada anak berkebutuhan khusus di sekolah dasar inklusif. Dengan kata lain, semakin tinggi keterampilan komunikasi dari anak berkebutuhan khusus di sekolah dasar inklusif, semakin tinggi pula kualitas pertemanannya. Hasil dari penelitian ini juga menunjukkan bahwa terdapat perbedaan yang signifikan dari kualitas pertemanan anak berkebutuhan khusus di sekolah dasar inklusif berdasarkan jenis kelamin. ......Friendship quality is the most important thing to be seen when studying about friendship of children, including children with special needs. The aim of this study was to examine the relationship between communication skills and friendship quality among children with special needs in inclusive primary school. This study was also aimed to examine the difference of friendship quality of children with special needs in inclusive primary school by gender. In this study, communication skills was measured by the communication dimension of Social Skills Improvement System SSIS Gresham Elliott, 2008, meanwhile friendship quality was measured byFriendship Quality Questionnaire FQQ Parker Asher,1993. Participants of this study consisted of children with special needs aged between 7 and 12 years, only have one type of special needs, have a mild level of disability, and have the ability to read N 108 . This study was a correlational study which was conducted with a quantitative approach. The results of this study showed a significant relationship between communication skills and friendship quality among children with special needs in inclusive primary school r 0.613, p 0.01. This meansthe higher the communication skills of children with special needs, the higher their friendship quality is. The result of this study also showed a significant difference of friendship quality of children with special needs in inclusive primary school by gende.

Abstrak :
[ABSTRAK
Penelitian ini bertujuan mengetahui hubungan antara kepribadian dan resolusi konflik interpersonal yang dialami oleh remaja (N=227). Uji hipotesis satu arah antara variabel kepribadian dan resolusi konflik dilakukan dalam penelitian ini. Kepribadian dijelaskan menurut teori kepribadian Five Factor Model (McCrae & Costa, 2006) yang terdiri dari faktor openness to experience, conscientiousness, extraversion, agreeableness, dan neuroticism sedangkan resolusi konflik dijelaskan sebagai upaya penyelesaian konflik yang terbagi atas tiga kategori, yaitu resolusi konflik power assertion, negotiation,dan disengagement (Jensen-Campbell, Graziano & Hair, 1996). Semakin tinggi neuroticism remaja, semakin tinggi kemungkinan menggunakan resolusi konflik power assertion, negotiation, dan disengagement. Semakin tinggi conscientiousness remaja, semakin rendah kemungkinan menggunakan resolusi konflik power assertion dan disengagement. Remaja yang memiliki agreeableness tinggi cenderung tidak menggunakan resolusi konflik power assertion.

---

ABSTRACT
The aim of this research is to examine correlations between personality and interpersonal conflict resolution in adolescents (N=227). One tail hypothesized between personality and interpersonal conflict resolution is verified. Personality is explained by Five Factor Model (McCrae & Costa, 2006) and measured using NEOFive Factor Inventory: openness to experience, conscientiousness, extraversion, agreeableness, conscientiousness. Conflict resolution is explained as an effort to resolve conflict: power assertion, negotiation, and disengagement (Jensen-Campbell, Graziano, & Hair, 1996). Adolescents with high neuroticism tend to use power assertion, negotiation, and disengagement. On the other hand, adolescents with high conscientiousness tend to avoid power assertion and disengagement. Low-agreeable adolescents tend to implement power assertion, The aim of this research is to examine correlations between personality and interpersonal conflict resolution in adolescents (N=227). One tail hypothesized between personality and interpersonal conflict resolution is verified. Personality is explained by Five Factor Model (McCrae & Costa, 2006) and measured using NEOFive Factor Inventory: openness to experience, conscientiousness, extraversion, agreeableness, conscientiousness. Conflict resolution is explained as an effort to resolve conflict: power assertion, negotiation, and disengagement (Jensen-Campbell, Graziano, & Hair, 1996). Adolescents with high neuroticism tend to use power assertion, negotiation, and disengagement. On the other hand, adolescents with high conscientiousness tend to avoid power assertion and disengagement. Low-agreeable adolescents tend to implement power assertion]

Abstrak :
ABSTRAK
Pada masa remaja, hubungan dengan teman sebaya merupakan hal yang penting, salah satunya mempengaruhi pembentukan persepsi diri individu. Keterampilan sosial dibutuhkan agar remaja dapat menjalin hubungan yang baik dengan teman sebaya. Oleh karena itu, remaja dengan defisit keterampilan sosial membutuhkan intervensi. Penelitian ini menggunakan desain pre and post test untuk melihat efektivitas penerapan Social Skills Training untuk meningkatkan keterampilan sosial pada remaja yang mengalami masalah hubungan pertemanan di sekolah. Partisipan penelitian adalah remaja perempuan berusia 14 tahun dengan masalah defisit keterampilan sosial. Sesi terapi dilakukan sebanyak delapan sesi selama 30-60 menit setiap sesinya. Hasil yang diperoleh pada penelitian ini yaitu terdapat peningkatan keterampilan sosial S pada semua target perilaku intervensi. Berdasarkan Child rsquo;s Behavior Checklist, terjadi peningkatan skor pada sub-skala kompetensi sosial. Berdasarkan Social Skills Questionnaire, terjadi peningkatan skor total dan skor pada komponen perilaku sosial, persepsi sosial, regulasi diri, dan pemecahan masalah sosial. Guru dan teman dilibatkan sebagai observer untuk menilai keterampilan sosial partisipan. Peningkatan keterampilan sosial pada komponen perilaku sosial didukung hasil observasi dan wawancara oleh guru, sedangkan peningkatan pada komponen regulasi diri didukung oleh hasil observasi dan wawancara teman partisipan. Berdasarkan Self-Perception for Adolescent, terjadi peningkatan skor pada sub-domain social competence, physical appearance, close friendship, dan global self-esteem.

---

ABSTRACT
Peer relationship is important for adolescence, especially for the development of their self perception. Adolescent need adequate social skills to have positive peer relationships. Social skills deficits on adolescent needs immediate treatment. This study conducted a pre and post test design in order to testing the effectiveness of increasing social skills on adolescent with peer relationship problems in school. A fourteen year old girl with social skills deficit was selected as participant. A total of eight treatment sessions for 30 60 minutes each were conducted in this study. The result indicated that Social Skills Training could be applied to increasing social skills deficit in adolescent with peer relationship problems. The score of social competence sub scales in Child rsquo s Behavior Checklist were increased. The total score and the score of behavioural social skills, social perception skills, self regulation, and social problem solving components in Social Skills Questionnaire was increased as well. Teacher and friends were participating as observer in this intervention. The increasing score of behavioural social skills component was also conducted by teacher rsquo s observation, whereas the increasing score of self regulation component were conducted by peer rsquo s observation. The score of social competence, physical appearance, close friendship, and global self esteem sub domain in Self Perception Profile for Adolescent were increased as well.