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"Pada proses belajar mengajar di sekolah, siswa diharapkan mampu berhasil secara akademis, tak terkecuali siswa Sekolah Dasar. Akan tetapi, terdapat beberapa hambatan yang membuat siswa memiliki pencapaian akademis rendah di sekolah, yang salah satunya adalah kesulitan belajar Westwood, 2008; Commodari, 2012. Salah satu penyebab dari kesulitan belajar adalah atensi yang buruk Westwood, 2008. Siswa tidak akan bisa mencapai keberhasilan secara akademis tanpa fokus dan terikat pada tugas-tugas yang diberikan saat belajar di kelas York, Gibson, Rankin, 2015. Perilaku fokus dan terikat pada tugas ini disebut sebagai perilaku berorientasi tugas. Perilaku berorientasi tugas pun menjadi salah satu faktor penting dari performa akademis di kelas, termasuk dalam pelajaran matematika King, 2012. Performa akademis matematika dilihat dari produktivitas subjek mengerjakan soal-soal yang diberikan dan ketepatan subjek dalam menjawab soal-soal tersebut dengan benar Reid, dalam Rafferty Raimondi, 2009. Penelitian ini bertujuan untuk menguji efektivitas program intervensi self-monitoring dalam meningkatkan perilaku berorientasi tugas dan performa akademis matematika pada siswa kelas 5 Sekolah Dasar dengan kesulitan belajar. Penelitian ini menggunakan desain single-subject, tipe desain A-B dengan tahap tindak lanjut. Alur program terdiri dari tahap baseline, pengajaran self-monitoring, pelaksanaan intervensi, dan satu minggu kemudian mendapatkan pengukuran kembali pada tahap tindak lanjut. Efektivitas program intervensi dilihat dengan menggunakan percentage of non-overlapping data PND dan analisis visual. Hasil penelitian menunjukkan bahwa program intervensi self-monitoring efektif untuk meningkatkan perilaku berorientasi tugas dan produktivitas pengerjaan tugas pada subjek, tetapi tidak pada ketepatan menjawab soal dengan benar. Hasil pengukuran pada tahap tindak lanjut menunjukkan kemampuan subjek mempertahankan perilaku berorientasi tugas, produktivitas, dan ketepatan dalam menjawab soal.

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In the process of teaching and learning in school, students are expected to be able to succeed academically, no exception for Elementary School students. However, there are some obstacles that make students have low academic achievement in school, and one of them is learning difficulty Westwood, 2008, Commodari, 2012. One of the causes of learning difficulties is poor attention Westwood, 2008. Students will not be able to achieve academic success without being focused and attached to the tasks while studying in the classroom York, Gibson, Rankin, 2015. The focus and attach on the tasks behavior is called on task behavior. On task behavior becomes one of the important factors of academic performance in the classroom, including in mathematic subject King, 2012. Mathematic academic performance could be seen from student productivity working on assignment and student accuracy in answering the task correctly Reid, in Rafferty Raimondi, 2009. This study aims to examine the effectiveness of self monitoring intervention program in enhancing on task behavior and mathematic academic performance for 5th grade Elementary School student with learning difficulty. This study used a single subject design, type A B design with follow up phase. The program consisted of the baseline stage, self monitoring training, the intervention phase and the follow up stage a week later. The effectiveness of intervention program was measured using percentage of non overlapping data PND and visual inspection. The results indicated that self monitoring intervention program was effective to improve on task behavior and productivity, but not accuracy. Measurement in follow up stage showed students 39 ability to maintain on task behavior, productivity, and accuracy. "

"ABSTRAKPada saat seorang anak memasuki sekolah dasar ia diharapkan sudah dapat menunjukkan perilaku berorientasi terhadap tugas saat belajar di dalam kelas. Tujuan penelitian ini adalah untuk menguji efektivitas penggunaan metode self-monitoring untuk meningkatkan perilaku berorientasi terhadap tugas pada anak kelas 1 Sekolah Dasar. Desain yang digunakan adalah one group pre-test post-test design. Hasil penelitian menggunakan pengujian wilcoxon menunjukkan bahwa metode self-monitoring efektif untuk meningkatkan perilaku berorientasi terhadap tugas pada 6 orang anak kelas 1 Sekolah Dasar dengan rentang usia 6-8 tahun.

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ABSTRACTWhen children entering elementary school, they are expected to ready to start learning on demand. Children expected to show task orientation behavior when they were studied in the classroom. The objective of this present research is discovering the effectiveness of self-monitoring method to increase task orientation behavior for first grade students of elementary school. The research uses one group pre-test post-test design. The result from wilcoxon test shows that self-monitoring method is effective to increase task orientation behavior for 6 first grade students of elementary school with age between 6-8."

"ABSTRACTLatar Belakang: Gangguan pemusatan perhatian dan hiperaktivitas GPPH merupakan kelainan kronis yang ditandai dengan ketidakmampuan berkonsentrasi, hiperaktivitas, dan impulsif. Prevalensi GPPH pada siswa SD di Jakarta tahun 2004 sebesar 26,2 dan diduga berhubungan dengan dengan perolehan prestasi akademis siswa di sekolah. Tujuan: Mengetahui hubungan antara GPPH dengan prestasi akademis siswa sekolah dasar. Metode: Studi case control dilakukan terhadap 372 siswa SD Kenari 01,03, dan 05 pada periode tahun ajaran 2015-2016. Hasil: Berdasarkan analisis data, didapatkan 107 28,8 siswa SD mengalami GPPH dan sebanyak 265 70,2 tidak mengalami GPPH. Terdapat 188 49,5 siswa mendapatkan nilai dibawah rata-rata dan 186 50,5 siswa mendapatkan nilai diatas rata-rata. Pada uji chi square, terdapat hubungan bermakna antara GPPH dan prestasi akademis dengan nilai signifikansi.

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ABSTRACTBackground Attention deficit hyperactivity disorder is a chronic disorder ADHD characterized by inability to concentrate, hyperactivity, and impulsivity. Prevalence ADHD on elementary students in Jakarta in 2004 is about 26.2 and related to academic achievement in school. Aim To find relation between ADHD with academic achievement in elementary students. Methods Case control study was done involving 372 elementary students in SD Kenari 01, 03, 05 on school year 2015 ndash 2016. Results According to data analyzing, there were 107 28.8 elementary school students have ADHD and 265 70.2 of elementary school students did not have ADHD. There were 188 49.5 students get academic underachievement and other 186 50.5 students got higher academic achievement. By using chi square test, there was correlation statistically between ADHD and academic achievement with significance point p 0.001. Conclusion ADHD is related with academic achievement on elementary students with odds ratio 2,1. "

"The main purpose of the study was to investigate the influences of urbanism, schooling and gender on intelligence. An additional purpose was the investigation of the influences of urbanism and gender on school achievement. The first question pertinent to the problems in this investigation is: What is the impact of urban culture as compared to rural culture on the development of abilities? Will there be differences in the abilities of urban and rural children, not only in terms of level or quantity but also in terms of the kinds of strategies used in solving problems? The term urbanism in this study is taken from Wirth (1938) and has the meaning of way of live that is characteristic of people living in the cities. According to Wirth the study of urbanism can be approached from three inter-related perspectives: (1) as a physical structure, (2) as a system of social organization, and (3) as a set of attitudes and ideas and a "constellation of personalities". In the discussion he paid much attention to the last two perspectives. Defined as a way of life, urbanism then is identical to urban culture, because culture is defined as including a material aspect, as well as values, norms and knowledge that is made by humans for the regulation of social interaction and the enhancement of group living (Selo Soemardjan and Soelaeman Soemardi, 1964). Recent developments in social psychology are paying much attention to the non-material aspect which is given the name subjective culture, i.e. "... a cultural group's characteristic way of perceiving the man-made part of its environment. The perception of rules and the group's norms, roles, and values are aspects of subjective culture." (Triandis, 1972, p. 4). Based on the studies of anthropologists on urban (e.g. Basham, 1978) and rural (e.g. Koentjaraningrat, 1964) communities it can be concluded that the way of life in the cities is different from the way of life in the villages. The supposition in this study is that urban and rural people would develop different abilities and skills."

"Latar Belakang: Gangguan Pemusatan Perhatian/Hiperaktivitas (GPPH) adalah gangguan perilaku anak yang ditandai dengan pola masalah perhatian seperti kurangnya perhatian, hiperaktif dan tingkat yang lebih tinggi dari impulsivitas pada anak dan biasanya mendapat kesulitan dalam proses belajar yang menyebabkan menurunnya prestasi di sekolah. Tujuan: Untuk mengetahui hubungan antara GPPH dengan prestasi antara siswa SDN Rawa Badak Utara 01, Jubilee Sekolah Jakarta dan SDN Sunter Agung 03. Metode: Observasional analitik dengan studi desain cross-sectional dan teknik sampling berada di gaya pengambilan sampel acak sederhana yang berjarak 116 siswa dan dari penelitian ini didapatkan 18 anak GPPH dan 98 tanpa GPPH. Analisis univariat digunakan meja dengan frekuensi dan analisis bivariat menggunakan chi-square. Hasil: Proporsi GPPH adalah 15,5%. Ada korelasi antara GPPH dan prestasi akademik sekolah (p = 0,000). Hasil ini menunjukkan bahwa ada hubungan yang signifikan secara statistik antara GPPH dengan prestasi antara siswa SDN Rawa Badak Utara 01, Jubilee Sekolah Jakarta dan SDN Sunter Agung 03.

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Background: Concentration Disorder/Hyperactivity Disorder (GPPH) is a disorder of the childs behavior characterized by patterns of attention problems such as inattention, hyperactivity and higher levels of impulsivity in children and usually have difficulty in the learning process which causes decreased achievement in school.

Objective: To find out the relationship between GPPH and achievement between Rawa SDN students North Badak 01, Jakarta School Jubilee and SDN Sunter Agung 03.

Method: Analytic observational studies with cross-sectional design and sampling techniques are in the simple random sampling style within 116 students and from this study found 18 children with GPPH and 98 without GPPH. Univariate analysis used a table with frequencies and bivariate analysis using chi-square.

Results: The proportion of GPPH is 15.5%. There is a correlation between GPPH and school academic achievement (p = 0,000). These results indicate that there is a statistically significant relationship between GPPH and achievement between students of Rawa Badak Utara Elementary School 01, Jubilee School Jakarta and SDN Sunter Agung 03."

"ABSTRAKKesibukan orang tua terkadang menjadi hambatan terlibatnya orang tua dalamproses belajar anak. Hal tersebut menjadi dasar tujuan penelitian ini untukmengidentifikasi hubungan keterlibatan orang tua dengan prestasi belajar anakusia sekolah. Penelitian ini menggunakan desain deskriptif korelasi denganpendekatan cross sectional. Sampel penelitian ini berjumlah 60 orang tua darianak kelas 3 dan 4 SDIT Permata Hati, Banjarnegara. Instrumen yang digunakanadalah kuesioner keterlibatan orang tua yang dikembangkan sendiri oleh penelitidan data sekunder berupa rata-rata nilai rapor. Hasil analisis menunjukkan bahwaada hubungan antara keterlibatan orang tua dengan prestasi belajar anak (p value= 0,001). Keterlibatan orang tua yang berhubungan dengan prestasi belajar anakyaitu pemberian tambahan bimbingan belajar, pemberian perhatian terhadap tugassekolah dan jadwal harian, serta keterlibatan orang tua dalam kegiatan sekolah.Rekomendasi bagi penelitian selanjutnya yaitu untuk lebih memperluas cakupansampel serta membandingkan dengan sekolah yang lain.

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ABSTRACTParents that over busy can decrease their involvement in their children?s studyprocess. It was important for the purpose of this study to identify correlation ofparental involvement towards achievement of school age children. Correlativedescriptive design with cross sectional approach was conducted among 60parents of student class 3 and 4 at SDIT Permata Hati, Banjarnegara by usingparental involvement questionnaire and average of raport score as secondarydata. The analysis result showed that parental involvement correlated withachievement of school age children (p value = 0,001). Parental involvements thatcorrelate with achievement of school age children, including assistance forchildren with course planning, care of children?s homework and daily activity,and involvement of parent in school activities. Further research is need toincrease the scope of the sample and compare with other schools."

"Siswa atlet adalah salah satu kelompok siswa yang sering kali mengalami underachievement, meskipun siswa atlet tersebut termasuk siswa berbakat intelektual gifted. Underachievement ini disebabkan oleh rendahnya kemampuan regulasi diri dalam belajar. Intervensi Self Regulation Empowerment Program SREP terbukti dapat meningkatkan regulasi diri dalam belajar dan prestasi akademik melalui penelitian Cleary Zimmerman 2004, Cleary, Platten Nelson 2008, Cleary Platten 2013 dan Giri 2016. Pada penelitian berdesain single subject experimental study ini, peneliti ingin melihat pengaruh SREP dalam meningkatkan regulasi diri dalam belajar dan prestasi akademik siswa atlet SMA dengan gifted underachievement. Data diperoleh dari pengukuran Motivated Strategies and Learning Questionnaire MSLQ, Self-Regulation Strategies Inventory SRSI Parent and Teacher Rating, dan nilai pada mata pelajaran PKN, Matematika, serta Sosiologi. Melalui pengujian statistik reliability change index RCI disertai dengan analisis kualitatif, diketahui bahwa SREP dapat memberikan peningkatan signifikan pada regulasi diri dalam belajar RCI = 3.58, p

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Student athletes are one of the group of students who often experience underachievement, even though the athlete 39 s students are intellectually gifted. This underachievement is due to the low self regulation ability in learning. The Self Regulation Empowerment Program SREP interventions proved to improve self regulation in learning and academic achievement through study from Cleary Zimmerman 2004, Cleary, Platten Nelson 2008, Cleary Platten 2013 and Giri 2016. In the study of single subject experimental study design, the researcher wanted to see the influence of SREP in improving self regulation in learning and academic achievement of high school athlete with gifted underachievement. Data were obtained from measurement of Motivated Strategies and Learning Questionnaire MSLQ, Parent and Teacher Rating Self Regulation Strategies Inventory SRSI, and grades on PKN, Mathematics, and Sociology subjects. By testing the reliability change index RCI statistics along with qualitative analysis, it is known that SREP can provide significant improvement in self regulation in learning RCI 3.58, p "

"Prestasi akademik sebagai salah satu prediktor kesuksesan siswa di sekolah dipengaruhi oleh faktor internal dan eksternal. Konstruk yang menjelaskan faktor internal dan eksternal yang memengaruhi prestasi akademik ini adalah school well being, dikembangkan oleh Konu & Rimpelä (2002). Penelitian ini dilakukan untuk melihat hubungan antara school well-being dengan prestasi akademik bagi siswa berbakat akademik. Penelitian dilakukan pada siswa kelas XI SMA program akselerasi di Jakarta. Sebanyak 52 siswa menjadi sampel penelitian ini. Penelitian dilakukan menggunakan kuisioner untuk mengukur school well-being siswa dan tes prestasi akademik yang menggunakan soal Ujian Akhir Nasional pada mata pelajaran Matematika dan Bahasa Indonesia. Hasil analisis menunjukkan bahwa school well-being memiliki hubungan positif yang signifikan dengan prestasi akademik pada siswa berbakat akademik. Hasil analisis tambahan, menunjukkan bahwa dimensi having memiliki hubungan positif yang signifikan dengan prestasi akademik pada siswa berbakat akademik. Selain itu, dalam penelitian ini ditemukan perbedaan yang signifikan pada prestasi akademik siswa berdasarkan latar belakang pendidikan ibu. Ditemukan pula perbedaan yang tidak signifikan antara school well-being dengan jenis kelamin, school well-being dengan latar belakang pendidikan orang tua, prestasi akademik berdasarkan jenis kelamin, dan prestasi akademik berdasarkan latar belakang pendidikan ayah.

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Academic achievement is predictor of student success in school, affected by internal and external factor. One construct that describes internal and external factor that affects academic achievement is a school well being by Konu & Rimpelä (2002). This research was conducted to examine the relationship between school well-being of academic achievement for students with academic gifted. The research was conducted on the students of class XI Acceleration Program in high school. Total sample comprised 52 students.

Result indicated that school well-being has a significant positive correlation with academic achievement in academic gifted students. In comparison, it was found thas just only having dimension of school well-being that has a significant positive correlation with academic achievement in academic gifted students. In addition, there was a significant difference in the academic achievement of students based on maternal education. Moreover, there are no significant differences between the school wellbeing by gender, school well-being based on parental education, academic achievement by gender, and academic achievement based on father's education. "

"ABSTRAKJenis umpan balik yang berbeda akan memberikan efek yang berbeda pulaterhadap prestasi belajar siswa. Jenis umpan balik deskriptif lebih efektifdigunakan untuk membantu siswa meningkatkan prestasi belajarnya (Tunstall& Gipps, 1996). Penelitian ini bertujuan untuk mengetahui peranan persepsisiswa terhadap manfaat umpan balik dalam hubungan antara jenis umpan balikterhadap prestasi belajar pada siswa SMA. Metode penelitian yang digunakanadalah metode eksperimen. Partisipan dalam penelitian ini adalah 101 siswakelas X SMA 3 Jakarta. Penelitian ini dilakukan dengan cara pemberianulangan harian pelajaran mata pelajaran Kewarganegaraan dan kuisioner singleitem mengenai persepsi manfaat umpan balik. Hasil analisis menunjukkanbahwa terdapat pengaruh yang signifikan antara jenis pemberian umpan balikterhadap prestasi belajar siswa dengan t(101)=2,753, p<0,05. Selanjutnyaterdapat pengaruh yang signifikan antara persepsi siswa atas manfaat umpanbalik terhadap prestasi belajar siswa dengan t(101)=2,234, p<0,05. Selain itutidak terdapat pengaruh yang signifikan antara interaksi jenis umpan balik danpersepsi siswa atas manfaat dari umpan balik terhadap prestasi belajar siswat(101)=-1,106, p>0,05. Selain itu dilakukan pula analisis tambahan yangmenunjukkan bahwa terdapat hubungan yang signifikan antara usia, jeniskelamin, durasi belajar, nilai uas dan kesukaan terhadap pelajaranKewarganegaraan dengan prestasi belajar siswa.

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ABSTRACT"Different types of feedback will give different effects on student achievement.""Descriptive feedback is more effective to use to help students improve their""academic achievement (Tunstall & Gipps, 1996). This study aims to determine the role of students' perceptions of the benefits of feedback in the relationship between the type of feedback on the learning achievement of high school students. The method used is an experimental method. Participants in this study were 101 students of class X SMA 3 Jakarta. The research was done by giving daily test about Citizenship lessons and single item questionnaire about perception of the benefit of feedback. The analysis showed there is a significant difference between the type of giving feedback on student achievement with t (101) = 2.753, p <0.05. Furthermore, a significant difference between students' perceptions of the benefits of feedback on student achievement with t (101) =""2.234, p <0.05. Moreover there is a significant difference between the type of feedback and interaction of students' perceptions on the benefits of feedback on student achievement t (101) = - 1.106, p> 0.05. Will be conducted additional analysis showing that there is a significant relationship between age, sex, duration of study, the value of final exam and liking for Citizenship lessons to student achievement.""

"Fokus Tugas Akhir ini adalah needs assessment ( pengkajian kebutuhan ) akan aktifitasfisik bagi Lanjut Usia yang tinggal di panti tresna werdha. Pengkajian kebutuhan inidigolongkan sebagai penelitian survei eksplanatori, untuk melihat hubungan peubahindependen terhadap peubah dependen. Model operasional pengkajian kebutuhan inimenggunakan beberapa alat ukur untuk mengukur tingkat aktifitas fisik, dukungan sosialdan self-efficacy responden. Sampel sebanyak 67 orang. Teknik pengumpulan datamenggunakan wawancara mendalam dan FGD. Hasil pengolahan data terbukti adahubungan antara peubah independen dengan peubah dependen. Terdapat faktorpengganggu yang mempengaruhinya. Kesimpulan penelitian adalah dapat diterapkanrancangan self-monitoring program tahap awal. Penulis menyaranka agar penelitianselanjutnya memperhatikan jumlah sampel, alat ukur, dan penyempurnaan terus menerusbentuk program self-monitoring."