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"ABSTRAKPenelitian ini bertujuan untuk memperoleh data mengenai bagaimana praktik respek siswa-siswa SMA PK terhadap guru-guru serta faktor-faktor yang mempengaruhi para siswa untuk respek dan tidak respek terhadap guru. Dengan menggunakan teori ldquo;habitus rdquo; Bourdieu, yang digunakan untuk fokus pada cara-cara dimana orang-orang menunjukkan sikap-sikap yang tertanam dalam habitus mereka dalam interaksi sehari-hari. Studi ini menggunakan pendekatan kualitatif dengan metode studi kasus. Pengumpulan data dilakukan dengan cara wawancara mendalam, observasi di kelas ketika proses belajar mengajar berlangsung, studi dokumen dan survei. Lokasi penelitian dilakukan di SMA PK Jakarta Utara. Informan dalam penelitian ini antara lain guru, siswa dan orang tua siswa. Untuk melengkapi data, dalam penelitian ini juga dilakukan survei dengan membagikan kuesioner kepada responden siswa dan guru.Hasil penelitian menunjukkan bahwa praktik respek yang dilakukan oleh para siswa kepada guru antara lain mendengarkan penjelasan guru, patuh terhadap apa yang guru katakan, mengikuti peraturan yang diberikan oleh guru tanpa banyak bertanya, dan menyapa guru atau memberi salam ketika bertemu dengan guru. Sedangkan praktik disrespek terhadap guru yang dilakukan siswa-siswa antara lain tidak mendengarkan guru selama pelajaran berlangsung, mencontek pada saat ujian, tidur selama pelajaran berlangsung, membantah guru, kabur dari kelas, mengerjakan tugas mata pelajaran lain pada saat guru sedang menjelaskan di kelas, sampai membuat guru menangis.Faktor-faktor yang mempengaruhi respek siswa terhadap guru antara lain kemampuan akademis guru, kemampuan guru untuk membangun relasi dengan dengan siswa, ketegasan guru, status guru dalam masyarakat, serta proses institusionalisasi nilai, kultur dan sikap yang diperoleh siswa baik dari lingkungan keluarga, sekolah, pergaulan maupun media massa.

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ABSTRACT This study aims to obtain data about how the students respect their teachers and factors that affect the students to show their respect or disrespect towards teachers. Bourdieu 39 s habitus theory is used to focus on the ways in which people show attitudes internalized in their habitus in day to day interactions. This study uses a qualitative approach with case study method. The data collection was taken from interview, observation, document studies and survey. The location of the research was conducted in PK Senior High School, North Jakarta. The informants included in this study were students, teachers and students rsquo parents. To support the data findings, survey through questionnaire was also distributed to respondents which were teachers and students. The results showed that the students practice their respect to the teachers by listening to the teacher 39 s explanation, obeying teachers rsquo orders, obeying teachers rsquo rules without asking them, and greeting the teachers whenever they see them. Students who are disrespectful to the teachers indicated by not listening the lesson during the class, cheating during the tests, sleeping while teachers explaining, being offensive when they are reminded, skipping the class, doing another lessons rsquo tasks while teachers are explaining and causing their teachers cry. Factors that influence students respect for teachers are academic skills of the teachers, teachers ability to build a good relationship with their students, the firmness of the teachers, teachers rsquo status in society and the institutionalization process of values, culture and behaviour accepted by the students from their family, school, peer group and mass media. "

"Skripsi ini membahas tentang faktor-faktor yang berhubungan dengan tindakan guru sekolah dasar terhadap siswa dengan kesulitan belajar. Penelitian dilakukan dengan pendekatan kuantitatif. Pengumpulan data dilakukan dengan cara penyebaran angket pada 121 guru yang dipilih secara acak. Berdasarkan hasil analisis multivariat diketahui bahwa keberadaan kebijakan sekolah adalah faktor yang paling berpengaruh terhadap tindakan guru sekolah dasar (OR = 2,866). Faktor lain yang berhubungan yaitu jenis kelamin, sikap, jabatan, keaktifan program UKS, dan keberadaan program pemerintah.

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The focus of this study is factors related to elementary teacher's practice toward students with learning difficulty. This study use quantitative methods. Data collecting is done through questionnaire distribution to 121 teachers randomly selected from those schools. Multivariate analysis performed find that school policy existence is the most dominant factor associated with elementary teachers' practice (OR = 2,866). Other related factors are gender, attitude, organizational function, school health's program activeness, and government's program existence."

"ABSTRAKPenelitian ini menjelaskan bagaimana pihak sekolah memberikan reaksi atas penanganan kasus kekerasan seksual yang dilakukan oleh guru terhadap murid murid perempuan di SMA X Jakarta Reaksi yang sekolah berikan merupakan suatu bentuk implikasi dari proses pendefinisian tentang kasus kekerasan seksual yang terjadi Penelitian ini menggunakan metode kualitatif feminis dengan melakukan wawancara mendalam kepada 5 subjek korban dan 11 subjek non korban Ke lima subjek korban adalah para murid dan alumni SMA X Jakarta serta 11 subjek non korban adalah teman korban guru guru SMA X Jakarta warga sekolah dan pejabat dinas pendidikan Peneliti menggunakan kajian feminis radikal dan feminis multikultural oleh Rosemarie Putnam Tong untuk menjelaskan bentuk distorsi yang terjadi pada proses pendefinisian kasus kekerasan seksual Lalu terkait dengan bagaimana sekolah memberikan reaksi dalam penanganan kasus peneliti menggunakan analisis state crime berdasarkan pemikiran Raymond Michalowski dan Ronald C Kramer Hasil dari penelitian ini menunjukkan bahwa proses pendefinisian kekerasan seksual merupakan tahapan awal yang penting dan berpengaruh terhadap reaksi yang diberikan pihak sekolah kepada para korban Pendefinisian kasus kekerasan yang baik dapat berimplikasi pada reaksi sekolah yang bersifat menguntungkan bagi pihak korban begitu pula sebaliknya

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ABSTRACTThis research describes how the school provides a reaction of handling child sexual abuse cases that committed by teachers against female students in X Senior High School Jakarta The reactions were given by the school is an implications form of definition process of sexual abuse that occurred This research uses feminist qualitative method by conducting in depth interviews to 5 victims and 11 non victims The five victims are senior high school students and alumni of X Senior High School Jakarta 11 non victims who are friends with the victims teachers of X Senior High School Jakarta school community and the education department councils Researcher uses a radical feminist studies and feminist multicultural by Rosemarie Putnam Tong to describe distortion form that occurs in the process of defining sexual abuse case Then related to how schools reacted in the handling child sexual abuse case researcher uses state crime analysis based on Raymond Michalowski and Ronald C Kramer The result of this research indicates that the process of defining sexual abuse is an important in the early phase and affect to the reaction that given by the school Good definition about violence cases may be implicated the school reactions that are opportune to the victim and vice versa "

"Penelitian ini bertujuan untuk mengukur sikap guru terhadap pendidikan inklusif dan penggunaan strategi yang efektif dalam mendukung interaksi sosial siswa berkebutuhan khusus dan teman sebaya. Partisipan dalam penelitian ini terdiri dari 40 orang guru yang berasal dari sekolah dasar negeri inklusif di Depok. Partisipan diberikan dua buah kuesioner, masing-masing mengukur sikap guru dan strategi guru dalam interaksi sosial siswa berkebutuhan khusus dan teman sebaya. Observasi melalui video dilakukan untuk melihat strategi apa sajakah yang digunakan oleh guru dalam mendukung interaksi sosial tersebut. Hasil penelitian menunjukkan bahwa guru memiliki sikap positif dan penggunaan strategi yang tinggi dalam mendukung interaksi sosial siswa berkebutuhan khusus dan teman sebaya. Hasil penelitian juga menunjukkan bahwa terdapat hubungan yang signifikan antara sikap dan strategi guru tersebut. Hasil perhitungan analisa multiple regression menunjukkan bahwa setiap komponen sikap kognitif, afektif, dan perilaku , dapat memprediksi secara signifikan varians strategi guru dengan persentase yang cukup besar. Data yang berasal dari analisa rekaman video menunjukkan bahwa terdapat sedikit penggunaan strategi oleh guru. Pelatihan guru mengenai siswa berkebutuhan khusus dan keterampilan penggunaan strategi direkomendasikan untuk mendukung guru dalam menghadapi seting pendidikan inklusif.

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This study is aimed to measure teachers'attitudes towards inclusive education, and their usage of effective strategies in supporting special education needs students and peer's interaction. Participants of this study were forty classroom teachers, drawn from inclusive primary schools in Depok. Teachers responded to two questionnaires, indicating their attitudes towards inclusive education, and the questionnaire focused on the teachers'strategies supporting special education needs students and peer's social interaction. Observation using video recording was carried out in order to capture what strategies teachers used in facilitating interaction amongst student in the classroom.

The results revealed that teachers held positive attitudes towards inclusive education, also have high score on using their strategies. The results also showed the strong correlation between teachers'attitudes and their strategies. The results of multiple regression calculation showed that each component of attitudes cognitive, affective, and behavioral can significantly predict the variance of teachers'strategies with a considerable percentage. The data taken from the video recording analysis, however indicated that teachers used less effective strategies to support interaction. Teachers' training covering knowledge about SEN students and skills on teaching strategies are recommended to support teachers for better practices in an inclusive educational setting."

"Penelitian ini membahas mengenai pemanfaatan koleksi perpustakaan Jakarta Islamic School oleh siswa dan guru, yang merupakan penelitian Kuantitatif dengan menggunakan metode survey. Penelitian ini bertujuan untuk Mengidentifikasi pemanfaatan koleksi di perpustakaan sekolah, bisa dimanfaatkan dengan baik atau tidak oleh siswa PKP dan melihat seberapa sering buku itu dipinjam dan untuk mengetahui buku apa saja yang sering dipinjam oleh siswa dan guru. Agar dapat memenuhi kebutuhan pemustaka. Peneliti menyimpulkan bahwa perpustakaan ini berfungsi sebagai tempat rekreasi bagi penggunanya, karena koleksi yang sering dipinjam adalah koleksi novel, namun ada koleksi tentang komputer juga diminati oleh siswa dan guru, walaupun tidak terlalu sering di pinjam. Koleksi yang tersedia disana cukup banyak dan mempunyai 2800 judul yang beragam.

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This study discusses the use of library collections Jakarta Islamic School by student and theacher which is quantitative research using survey methods. This study aims to identify the use of the collection in the school library and show often the book was borrowed and find out what books are often borrowed by student and theacher. In order to meet the need users. Conclude this research the library as a place recreation for user, because collection often borrowing is a collection of novel. But there is collection of computers are also in demand by student and teacher, although not often used. Collection available there quite a lot and have a range 2800 title."

"[ABSTRAKPenelitian ini bertujuan untuk mengetahui gambaran locus of control guru SD dalam mempersepsikan penyebab misbehavior siswa ketika belajar di dalam kelas dan mengetahui apakah ada pengaruh atribusi penyebab terhadap strategi guru menangani misbehavior siswa Sekolah Dasar. Ada limaMisbehavioryang digunakan menurut versi guru. Locus of control internal dijelaskan oleh atribusi penyebab dari guru, sedangkan locus of control eksternal dijelaskan oleh atribusi penyebab dari dalam diri siswa, keluarga, dan teman sebaya. Atribusi penyebab tentang misbehaviordiukur dengan alat ukur penyebab masalah perilaku siswa di kelas (FORM KAG)berdasarkan studi literatur dan strategi guru diukur dengan alat ukur strategi penanganan masalah perilaku siswa di kelas (FORM SAG)berdasarkan teori Ormrod (2008). Penelitian dilakukan kepada guru-guru SD Negeri dan SD Swasta di wilayah Jakarta Selatan (N=140).Hasil penelitian menunjukkan guru SD memiliki skorlocus of control eksternal lebih tinggi secara signifikan dalam mempersepsikan lima misbehavior yang digunakan dalam penelitian (M(SD): 2,25(0,455), 2,49(0,503), 2,11(0,377), 2,35(0,425), 2,46(0,486).Hasil penelitian menunjukkan ada pengaruh dari empat atribusi penyebab(dari dalam diri guru, siswa, keluarga, dan teman sebaya) secara bersama-sama terhadap penggunaan strategi guru mendiskusikan masalah secara pribadi dengan siswa(R2= 0,110, F(4,135) =4,165, p< 0,05). Ada pengaruh dari tiga atribusi penyebab(siswa, keluarga, dan teman sebaya) secara bersama-sama terhadap penggunaan strategi guru mengajarkan strategi regulasi diri(R2= 0,059, F(3,136) =2,862, p< 0,05). Ada pengaruh dari atribusi penyebab siswa terhadap penggunaan strategi guru melakukan intervensi (R2= 0,053, F(1,138) =7,706, p< 0,05). Ada pengaruh dari tiga atribusi penyebab(siswa, keluarga, dan teman sebaya) secara bersama-sama terhadap penggunaan strategi guru berunding dengan orang tua (R2= 0,105, F(3,136) =5,319, p< 0,05). Tidak ada pengaruh dari atribusi penyebab guru terhadap penggunaan strategi guru menggunakan manajemen kelas.

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ABSTRACT

The purpose of this study is to have an understanding of the locus of control of elementary school teachers in perceiving the cause of students' misbehavior when studying in the classroom and to understand if there is an influence of the causal attribution on teachers' strategies in handling the misbehavior of elementary school students. There are five types of misbehavior that are used according to teachers. There are four factors of causal attribution which are from the teacher, students, family and peers. Internal locus of control explained by teacher causal attribution. External locus of control explained by student, family, and peers causal attributions. Causal attribution of misbehavior was measured using a cause of student misbehavior in the classroom questionnaire (FORM KAG) based on a study of literature, and teachers' strategies were measured using a handling strategies of students misbehavior in the classroom questionnaire (FORM SAG)based on Ormrod (2008).Participants in this study are 140 teachers from state and private elementary school in South Jakarta.

The results of this study showed that teachers tend to have significantly highe score on external locus of control attributing this to family, student and peers as the cause of the students' misbehavior(M(SD): 2,25(0,455), 2,49(0,503), 2,11(0,377), 2,35(0,425), 2,46(0,486).

The results show that there is an impact from the four causal attribution (teacher, student, family and peers) togetherwhen using discussing problem privately with studentstrategy(R2= 0,110, F(4,135) =4,165, p< 0,05). There is an impact from the three causal attribution (student, family and peers) together when using teaching self regulation strategies (R2= 0,059, F(3,136) =2,862, p< 0,05). There is an impact from student causal attribution when using interventionsstrategy (R2= 0,053, F(1,138) =7,706, p< 0,05). There is an impact from the three causal attribution (student, family and peers) together when using conferring wth parentsstrategy (R2= 0,105, F(3,136) =5,319, p< 0,05). There is no impact from teacher causal attribution when using classroom management strategy.

, The purpose of this study is to have an understanding of the locus of control of elementary school teachers in perceiving the cause of students' misbehavior when studying in the classroom and to understand if there is an influence of the causal attribution on teachers' strategies in handling the misbehavior of elementary school students. There are five types of misbehavior that are used according to teachers. There are four factors of causal attribution which are from the teacher, students, family and peers. Internal locus of control explained by teacher causal attribution. External locus of control explained by student, family, and peers causal attributions. Causal attribution of misbehavior was measured using a cause of student misbehavior in the classroom questionnaire (FORM KAG) based on a study of literature, and teachers' strategies were measured using a handling strategies of students misbehavior in the classroom questionnaire (FORM SAG)based on Ormrod (2008).Participants in this study are 140 teachers from state and private elementary school in South Jakarta.

The results of this study showed that teachers tend to have significantly highe score on external locus of control attributing this to family, student and peers as the cause of the students' misbehavior(M(SD): 2,25(0,455), 2,49(0,503), 2,11(0,377), 2,35(0,425), 2,46(0,486).

The results show that there is an impact from the four causal attribution (teacher, student, family and peers) togetherwhen using discussing problem privately with studentstrategy(R2= 0,110, F(4,135) =4,165, p< 0,05). There is an impact from the three causal attribution (student, family and peers) together when using teaching self regulation strategies (R2= 0,059, F(3,136) =2,862, p< 0,05). There is an impact from student causal attribution when using interventionsstrategy (R2= 0,053, F(1,138) =7,706, p< 0,05). There is an impact from the three causal attribution (student, family and peers) together when using conferring wth parentsstrategy (R2= 0,105, F(3,136) =5,319, p< 0,05). There is no impact from teacher causal attribution when using classroom management strategy.

]"