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Abstrak :
ABSTRAK

Keterlibatan akademis orang tua dan Prokrastinasi akademis merupakan faktor-faktor yang bisa mempengaruhi pencapaian akademis seseorang. Tujuan dari penelitian ini adalah untuk mengetahui apakah terdapat hubungan yang signifikan antara kedua variabel tersebut. Sampel dalam penelitian ini merupakan mahasiswa yang sedang mengambil program S1 di Universitas Indonesia (N = 201). Alat ukur yang digunakan untuk mengukur keterlibatan akademis orang tua adalah alat ukur yang disusun oleh peneliti sesuai dengan keterlibatan akademis orang tua di perguruan tinggi. Sedangkan, alat ukur yang digunakan untuk mengukur prokrastinasi akademis adalah Procrastination Academic Student Scale (PASS) (Solomon & Rothblum, 1984) yang terdiri dari frekuensi prokrastinasi dan persepsi masalah dalam tujuh area akademis. Hasilnya, terdapat korelasi yang signifikan antara keterlibatan akademis orang tua dengan prokrastinasi akademis.

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ABSTRACT

Both Academic parental involvement and academic procrastination are all factors that can affect a person's academic achievement. The purpose of this study is to know whether there is a significant correlation between these two variables. The sample in this study is the students who are taking bachelor degree at the University of Indonesia (N = 201). The data were collected by a questionnaire that consist of two instrument to measure academic parental involvement and academic procrastination. The instruments that was used to measure academic parental involvement was a measurement tool developed by researchers according to parental involvement in the academic colleges. Meanwhile, The instruments that was used to measure academic procrastination was PASS (Solomon & Rothblum, 1984) which consists of the frequency of procrastination and the perception of problems in seven academic area. As a result, there is a significant correlation between academic parental involvement with academic procrastination.

Abstrak :
Penelitian ini bertujuan untuk menguji model teoritik pengaruh mediasi keterampilan sosial siswa pada pengaruh keterlibatan orang tua terhadap prestasi akademik siswa berkebutuhan khusus di sekolah dasar inklusif. Prestasi akademik siswa diukur dengan menggunakan Scale of Perceived Academic Achievement SPAA dan skala kompetensi akademik dari alat ukur Social Skills Improvement System SSIS . Keterlibatan orang tua diukur dengan menggunakan alat ukur Family Involvement Questionnaire FIQ . Keterampilan sosial diukur dengan menggunakan skala keterampilan sosial parents dan teachers form dari alat ukur SSIS. Partisipan dalam penelitian ini adalah orang tua dari siswa berkebutuhan khusus di sekolah dasar inklusif N=365 dan guru kelas N=210 yang mengajar siswa berkebutuhan khusus di sekolah dasar negeri dan swasta inklusif di lima wilayah Kota DKI Jakarta. Hasil penelitian menunjukkan bahwa keterampilan sosial memediasi pengaruh keterlibatan orang tua terhadap prestasi akademik siswa berkebutuhan khusus di sekolah dasar inklusif. Hasil ini menunjukkan bahwa keterlibatan orang tua memengaruhi prestasi akademik siswa melalui keterampilan sosial yang dimiliki siswa berkebutuhan khusus di sekolah dasar inklusif. Akan tetapi keterampilan sosial hanya memediasi secara parsial, yakni keterlibatan orang tua tetap kuat dan signifikan memengaruhi prestasi akademik siswa berkebutuhan khusus di sekolah dasar inklusif. Hasil penelitian ini menyarankan agar keterlibatan orang tua dan keterampilan sosial siswa menjadi fokus utama pihak sekolah dalam meningkatkan dan mengoptimalkan prestasi akademik siswa berkebutuhan khusus di sekolah dasar inklusif. ...... The aim of this study was to examine the theoretical model of mediation of students social skills on the effect of parental involvement on academic achievement of students with SEN in inclusive primary schools. Students academic achievement was measured by Scale of Perceived Academic Achievement SPAA and academic competence scale of Social Skills Improvement System SSIS . Parental involvement was measured by Family Involvement Questionnaire FIQ . Students social skills was measured by social skills scale parents and teachers form of SSIS. Participants in this study were parents of students with SEN in inclusive primary schools N 365 and classroom teachers N 210 who taught students with SEN in public and private primary inclusive schools in five areas of DKI Jakarta Province. The results showed that social skills mediate the effect of parental involvement on academic achievement of students with SEN in inclusive primary schools. These results indicated that parental involvement affects academic achievement of students with SEN in inclusive primary schools through students social skills. However, social skills only mediate partially, it means that parental involvement remains strong and significantly affect the academic achievement of students with SEN in inclusive primary schools. These findings suggest that parental involvement and students social skills should be the primary focus of the school personnel in order to improve and optimize the academic achievement of students with SEN in inclusive primary schools.

Abstrak :
ABSTRAK
Penelitian ini dilakukan untuk melihat hubungan antara keterlibatan orang tua dan keterampilan pemahaman bacaan, baik tingkat kognitif maupun metakognitif, pada siswa SD kelas 3 dengan status sosial ekonomi rendah. Pengukuran keterlibatan orang tua dilakukan menggunakan alat ukur yang diadaptasi dari Parental Support for Learning Scale PSLS yang disusun oleh Rogers, Markel, Midgett, Ryan, dan Tannock 2014 . Pemahaman bacaan tingkat kognitif diukur menggunakan alat ukur Indonesia Membaca yang dikembangkan oleh Save the Children 2015 . Kemudian pemahaman bacaan tingkat metakognitif diukur dengan alat ukur milik Royanto 2012 dengan menggunakan protokol membaca dengan topik burung hantu. Partisipan pada penelitian ini adalah 31 siswa kelas 3 SD yang tinggal di Kabupaten Indamayu, Jawa Barat. Teknik analisis yang digunakan adalah partial correlation karena inteligensi anak merupakan variabel yang dikontrol. Hasil menunjukkan bahwa tidak ada hubungan antara keterlibatan orang tua dan keterampilan pemahaman bacaan, baik pada tingkat kognitif maupun metakognitif. Selain itu, ditemukan bahwa terdapat hubungan antara lama belajar anak di rumah dan keterlibatan orang tua.

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ABSTRACT
The objective of this research is to investigate the relationship between parental involvement and reading comprehension, in cognitive and metacognitive level, on elementary students grade 3 with low socioeconomic status. Parental involvement is measured with adaptation of Parental Support for Learning Scale PSLS which was created by Rogers, Markel, Midgett, Ryan, dan Tannock 2014 . Reading comprehension in cognitive level is measured with Indonesia Membaca scale created by Save the Children 2015 . Reading comprehension in metacognitive level is measured with reading comprehension scale created by Royanto 2012 which use reading passages to investigate metacognitive strategies. Characteristic of this research participant is 3rd grade elementary school in Indramayu Regency, West Java N 31 . This study is using partial correlation for statistical analysis because intelligence variable is being controlled. The result showed that there is no significant correlation between parental involvement and reading comprehension in cognitive and metacognitive level. Results also indicated that child rsquo s duration of study at home correlated with parental involvement. Further research will discuss about these variables.

Abstrak :
Mahasiswa, khususnya yang sedang berada di tingkat akhir, sedang bersiap untuk memasuki dunia kerja dan meniti karier. Pemilihan karier yang mereka lakukan dipengaruhi berbagai hal, salah satunya efikasi diri dalam keputusan karier career decision self-efficacy; CDSE . Berbagai penelitian menunjukkan terdapat pengaruh aspek orangtua seperti kelekatan atau dukungan terhadap CDSE. Penelitian ini dilakukan untuk melihat hubungan antara persepsi keterlibatan orangtua dan CDSE. Penelitian korelasional ini dilakukan pada 487 mahasiswa yang berada di tahun atau tingkat terakhir perkuliahan. Pengukuran keterlibatan orangtua dibagi menjadi tiga dimensi yaitu ekspresif, instrumental, dan mentoring/advising menggunakan Father Involvement Scale-Reported FIS-R; Finley Schwartz, 2004 dan Mother Involvement Scale-Reported MIS-R; Finley, Mira, Schwartz, 2008 . CDSE diukur dengan Career Decision Self-Efficacy?Short Form CDSE-SF oleh Betz, Klein, dan Taylor 1996 . Hasil menunjukkan bahwa terdapat hubungan positif antara ketiga dimensi persepsi keterlibatan ayah dengan CDSE ekspresif: r=.206, p= le;.01; instrumental: r=.170, p= le;.01; mentoring/advising: r=.185, p= le;.01 dan hubungan positif antara ketiga dimensi persepsi keterlibatan ibu dengan CDSE ekspresif: r=.257, p= le;.01; instrumental: r=.273, p= le;.01; mentoring/advising: r=.266, p= le;.01 . Implikasi dari hasil penelitian ini serta saran untuk penelitian lanjutan didiskusikan. ...... Final year undergraduates are preparing to enter the workforce and to build their careers. Choosing a career is influenced by numerous factors, one of which is career decision self efficacy CDSE . A number of studies have shown positive relationships between some parental aspects, such as attachment or support, and CDSE. The purpose of this study is to see the relationship between perceived parental involvement and CDSE. This correlational study was conducted on 487 final year undergraduates. The measurement of perceived parental involvement was separated into three dimensions, namely expressive, instrumental, and mentoring advising using Father Involvement Scale Reported FIS R Finley Schwartz, 2004 and Mother Involvement Scale Reported MIS R Finley, Mira, Schwartz, 2008 . CDSE was measured using Career Decision Self Efficacy Short Form CDSE SF by Betz, Klein, and Taylor 1996 . Results showed positive relationships between the three dimensions of perceived father involvement and CDSE expressive r .206, p le .01 instrumental r .170, p le .01 mentoring advising r .185, p le .01 and also positive relationships between the three dimensions of mother involvement and CDSE expressive r .257, p le .01 instrumental r .273, p le .01 mentoring advising r .266, p le .01 . The implications of the results and suggestions for future studies are discussed.

Abstrak :
Penelitian ini berangkat dari rendahnya skor Indonesia di PISA 2018 yang berimplikasi kepada kompetensi siswa remaja di Indonesia yang sangat rendah apabila dibandingkan dengan kompetensi siswa remaja di seluruh dunia. Keterlibatan siswa di dalam kelas berperan penting dalam mengembangkan kompetensi yang dimiliki siswa. Oleh karena itu, penelitian ini bertujuan untuk mengetahui peran keterlibatan orang tua terhadap keterlibatan agentik siswa di dalam Pendidikan Jarak Jauh (PJJ). Partisipan merupakan 334 siswa kelas 12 SMA Negeri di Jabodetabek yang menjalani PJJ. Untuk mengukur keterlibatan orang tua digunakan Perception of Parents Scales (POPS) (Grolnick et al., 1991) dan Agentic Engagement Scales (AES) (Reeve, 2013) digunakan untuk mengukur keterlibatan agentik. Data penelitian dianalisis dengan regresi linier berganda untuk menguji peran keterlibatan orang tua terhadap keterlibatan agentik siswa. Hasil pengujian hipotesis menunjukkan adanya kontribusi sebesar 4,2% keterlibatan orang tua terhadap keterlibatan agentik. Keterlibatan ibu memiliki peran yang lebih besar (β = .38, p<.01) terhadap keterlibatan agentik siswa jika dibandingkan dengan keterlibatan ayah (β = .07, p>.05). Hasil dan diskusi penelitian ini memberi masukan bahwa peran orang tua walaupun kecil, memiliki peran yang signifikan dalam keterlibatan anaknya di sekolah. ......This research departs from the low score of Indonesia in PISA 2018 which has implications for the very low competence of adolescent students in Indonesia when compared to the competence of adolescent students around the world. Student engagement in the classroom plays an important role in developing student competencies. Therefore, this study aims to determine the role of parental involvement on student agentic engagement during distance learning. The participants were 334 grade 12 students at public high school in Jabodetabek who underwent distance learning. To measure parental interaction, we used Perceptions of Parents Scales (POPS) (Grolnick et al., 1991) and Agentic Engagement Scales (AES) (Reeve, 2013) were used to measure agentic engagement. The research data were analyzed by multiple linear regression to examine the role of parental involvement on student agentic engagement. The results of hypothesis testing show that there is a 4.2% contribution of parental involvement on agentic engagement. Mother's involvement had a greater role (β = .38, p<.01) on student agent engagement when compared to father's involvement (β = .07, p>.05). emphasize that the role of parents, although small, has a significant role in the engagement of their children in school.