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Utara</p></div></div></ul></div><style type="text/css">.suggested-academics--header h3{font-size:16px;font-weight:500;line-height:20px}</style><div class="ri-section"><div class="ri-section-header"><span>Interests</span></div><div class="ri-tags-container"><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="89033585" href="https://www.academia.edu/Documents/in/Educational_Psychology"><div id="js-react-on-rails-context" style="display:none" data-rails-context="{"inMailer":false,"i18nLocale":"en","i18nDefaultLocale":"en","href":"https://unair.academia.edu/masianrifati","location":"/masianrifati","scheme":"https","host":"unair.academia.edu","port":null,"pathname":"/masianrifati","search":null,"httpAcceptLanguage":null,"serverSide":false}"></div> <div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Educational Psychology"]}" data-trace="false" 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src="https://attachments.academia-assets.com/57747211/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37751399/Mas_Ian_Rifati_111814253021_IPS_Pola_Regulasi_Emosi_Orang_Tua_Dengan_Anak_Temper_Tantrum">Mas Ian Rifati 111814253021 IPS Pola Regulasi Emosi Orang Tua Dengan Anak Temper Tantrum</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Abstrak— Regulasi emosi merupakan individu yang dapat mengekspresikan emosinya. Penelitian ini be...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Abstrak— Regulasi emosi merupakan individu yang dapat mengekspresikan emosinya. Penelitian ini bertujuan untuk memberikan gambaran regulasi emosi orang tua dengan  anak temper tantrum dan mengetahui faktor-faktor pembentukan regulasi emosi pada orang tua dengan anak temper tantrum. Penelitian ini menggunakan pendektan kualitatif dengan desain fenomenologi. Teknik pengumpulan data menggunakan wawancara dan teknik analisis menggunakan fenomenologi interpretatif. Partisipan dalam peneltian ini adalah ibu berusia dibawah 35 tahun dengan anak temper tantrum di Surabaya. Hasil penelitian menunjukkan bahwa subjek mengalami regulasi emosi dengan cara beragam, yaitu 1) Perasaan jengkel akibat perilaku anak, 2) Ibu  merasa malu dengan guru di sekolah, 3) Ibu merasa iba dengan kondisi anak yang tidak dapat mengontrol emosi, 4) Ibu merasa sedih ketika kedua anaknya bertengkar dan mengeluarkan kata-kata kasar, 5) Subjek keluar rumah untuk menenangkan diri. 6) Subjek menceritakan permasalahan kepada suami. Sedangkan faktor pembentukan regulasi emosi pada orang tua dengan anak temper tantrum, yaitu 1) ibu ingin memiliki kepribadian yang lembut dan penuh kasih sayang, 2) ibu berkewajiban menasehati anak yang bermasalah, 3) Ketika ibu bahagia maka dapat memperlancar komunikasi antara ibu dan anak. Dari hasil penelitian diatas dapat disimpulkan bahwa orang tua dengan anak temper tantrum tidak mampu mengelola emosi dengan baik, seperti timbulnya emosi negatif yang disebabkan oleh ketidakmampuan orang tua dalam berpikir jernih. Saran untuk orang tua sebaiknya mengelola emosi dengan lebih sabar, berkonsultasi dengan Psikolog ataupun tokoh agama untuk mampu mengelola emosi dengan mengontrol emosi negatif, dan berkomunikasi positif secara verbal dan non verbal.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a6397343e4efd1994f8667f443f90439" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57747211,"asset_id":37751399,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57747211/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37751399"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37751399"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37751399; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37751399]").text(description); $(".js-view-count[data-work-id=37751399]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37751399; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37751399']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a6397343e4efd1994f8667f443f90439" } } $('.js-work-strip[data-work-id=37751399]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37751399,"title":"Mas Ian Rifati 111814253021 IPS Pola Regulasi Emosi Orang Tua Dengan Anak Temper Tantrum","translated_title":"","metadata":{"abstract":"Abstrak— Regulasi emosi merupakan individu yang dapat mengekspresikan emosinya. Penelitian ini bertujuan untuk memberikan gambaran regulasi emosi orang tua dengan anak temper tantrum dan mengetahui faktor-faktor pembentukan regulasi emosi pada orang tua dengan anak temper tantrum. Penelitian ini menggunakan pendektan kualitatif dengan desain fenomenologi. Teknik pengumpulan data menggunakan wawancara dan teknik analisis menggunakan fenomenologi interpretatif. Partisipan dalam peneltian ini adalah ibu berusia dibawah 35 tahun dengan anak temper tantrum di Surabaya. Hasil penelitian menunjukkan bahwa subjek mengalami regulasi emosi dengan cara beragam, yaitu 1) Perasaan jengkel akibat perilaku anak, 2) Ibu merasa malu dengan guru di sekolah, 3) Ibu merasa iba dengan kondisi anak yang tidak dapat mengontrol emosi, 4) Ibu merasa sedih ketika kedua anaknya bertengkar dan mengeluarkan kata-kata kasar, 5) Subjek keluar rumah untuk menenangkan diri. 6) Subjek menceritakan permasalahan kepada suami. Sedangkan faktor pembentukan regulasi emosi pada orang tua dengan anak temper tantrum, yaitu 1) ibu ingin memiliki kepribadian yang lembut dan penuh kasih sayang, 2) ibu berkewajiban menasehati anak yang bermasalah, 3) Ketika ibu bahagia maka dapat memperlancar komunikasi antara ibu dan anak. Dari hasil penelitian diatas dapat disimpulkan bahwa orang tua dengan anak temper tantrum tidak mampu mengelola emosi dengan baik, seperti timbulnya emosi negatif yang disebabkan oleh ketidakmampuan orang tua dalam berpikir jernih. Saran untuk orang tua sebaiknya mengelola emosi dengan lebih sabar, berkonsultasi dengan Psikolog ataupun tokoh agama untuk mampu mengelola emosi dengan mengontrol emosi negatif, dan berkomunikasi positif secara verbal dan non verbal. "},"translated_abstract":"Abstrak— Regulasi emosi merupakan individu yang dapat mengekspresikan emosinya. Penelitian ini bertujuan untuk memberikan gambaran regulasi emosi orang tua dengan anak temper tantrum dan mengetahui faktor-faktor pembentukan regulasi emosi pada orang tua dengan anak temper tantrum. Penelitian ini menggunakan pendektan kualitatif dengan desain fenomenologi. Teknik pengumpulan data menggunakan wawancara dan teknik analisis menggunakan fenomenologi interpretatif. Partisipan dalam peneltian ini adalah ibu berusia dibawah 35 tahun dengan anak temper tantrum di Surabaya. Hasil penelitian menunjukkan bahwa subjek mengalami regulasi emosi dengan cara beragam, yaitu 1) Perasaan jengkel akibat perilaku anak, 2) Ibu merasa malu dengan guru di sekolah, 3) Ibu merasa iba dengan kondisi anak yang tidak dapat mengontrol emosi, 4) Ibu merasa sedih ketika kedua anaknya bertengkar dan mengeluarkan kata-kata kasar, 5) Subjek keluar rumah untuk menenangkan diri. 6) Subjek menceritakan permasalahan kepada suami. Sedangkan faktor pembentukan regulasi emosi pada orang tua dengan anak temper tantrum, yaitu 1) ibu ingin memiliki kepribadian yang lembut dan penuh kasih sayang, 2) ibu berkewajiban menasehati anak yang bermasalah, 3) Ketika ibu bahagia maka dapat memperlancar komunikasi antara ibu dan anak. Dari hasil penelitian diatas dapat disimpulkan bahwa orang tua dengan anak temper tantrum tidak mampu mengelola emosi dengan baik, seperti timbulnya emosi negatif yang disebabkan oleh ketidakmampuan orang tua dalam berpikir jernih. Saran untuk orang tua sebaiknya mengelola emosi dengan lebih sabar, berkonsultasi dengan Psikolog ataupun tokoh agama untuk mampu mengelola emosi dengan mengontrol emosi negatif, dan berkomunikasi positif secara verbal dan non verbal. 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Sedangkan faktor pembentukan regulasi emosi pada orang tua dengan anak temper tantrum, yaitu 1) ibu ingin memiliki kepribadian yang lembut dan penuh kasih sayang, 2) ibu berkewajiban menasehati anak yang bermasalah, 3) Ketika ibu bahagia maka dapat memperlancar komunikasi antara ibu dan anak. Dari hasil penelitian diatas dapat disimpulkan bahwa orang tua dengan anak temper tantrum tidak mampu mengelola emosi dengan baik, seperti timbulnya emosi negatif yang disebabkan oleh ketidakmampuan orang tua dalam berpikir jernih. Saran untuk orang tua sebaiknya mengelola emosi dengan lebih sabar, berkonsultasi dengan Psikolog ataupun tokoh agama untuk mampu mengelola emosi dengan mengontrol emosi negatif, dan berkomunikasi positif secara verbal dan non verbal. 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Dukungan sosial sangatlah penting untuk dipahami karena dukungan sosial menjadi sangat berharga ketika individu mengalami suatu masalah oleh karena itu individu yang bersangkutan membutuhkan orang-orang terdekat yang dapat dipercaya untuk membantu dalam mengatasi permasalahannya tersebut. Dukungan sosial berperan penting dalam perkembangan manusia. Misalnya, orang yang relasi yang baik dengan orang lain, maka orang tersebut memiliki mental dan fisik yang baik, kesejahteraan subjektif tinggi, dan tingkat morbiditas dan mortalitas yang rendah (David & Oscar, 2017). Sarafino (dalam Winda, 2013) menyatakan bahwa beberapa aspek yang harus dipenuhi sehingga tercipta dukungan sosial yang baik: a. Dukungan emosional (ungkapan empati, kepedulian dan perhatian). Misalnya mengucapkan bela sungkawa terhadap individu yang kehilangan salah satu keluarganya. b. Dukungan penghargaan (ungkapan hormat atau penghargaan positif, dorongan maju atau persetujuandengan gagasan atau perasaan individu dan perbandingan positif dengan orang lain), misalnya orang-orang yang kurang mampu atau lebih buruk keadaannya (menambah penghargaan diri). c. Dukungan instrumental. Misalnya memberikan bantuan langsung kepada korban bencana alam. d. Dukungan informatif. Misalnya memberikan masukan atau saran dan umpan balik Dengan adanya dukungan sosial yang telah diberikan, menunjukkan hubungan interpersonal yang melindungi individu terhadap konsekuensi stres. Dukungan sosial</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a9bf2dcb33aa3745d99383a0846248d1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57586927,"asset_id":37604978,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57586927/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37604978"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37604978"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37604978; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37604978]").text(description); $(".js-view-count[data-work-id=37604978]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37604978; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37604978']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a9bf2dcb33aa3745d99383a0846248d1" } } $('.js-work-strip[data-work-id=37604978]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37604978,"title":"KONSEP DUKUNGAN SOSIAL","translated_title":"","metadata":{"grobid_abstract":"Dukungan sosial merupakan hadirnya orang-orang tertentu yang secara pribadi memberikan nasehat, motivasi, arahan dan menunjukkan jalan keluar ketika individu mengalami masalah dan pada saat mengalami kendala dalam melakukan kegiatan secara terarah guna mencapai tujuan (Bastaman, dalam Fatwa, 2014). 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Dukungan sosial sangatlah penting untuk dipahami karena dukungan sosial menjadi sangat berharga ketika individu mengalami suatu masalah oleh karena itu individu yang bersangkutan membutuhkan orang-orang terdekat yang dapat dipercaya untuk membantu dalam mengatasi permasalahannya tersebut. Dukungan sosial berperan penting dalam perkembangan manusia. Misalnya, orang yang relasi yang baik dengan orang lain, maka orang tersebut memiliki mental dan fisik yang baik, kesejahteraan subjektif tinggi, dan tingkat morbiditas dan mortalitas yang rendah (David & Oscar, 2017). Sarafino (dalam Winda, 2013) menyatakan bahwa beberapa aspek yang harus dipenuhi sehingga tercipta dukungan sosial yang baik: a. Dukungan emosional (ungkapan empati, kepedulian dan perhatian). Misalnya mengucapkan bela sungkawa terhadap individu yang kehilangan salah satu keluarganya. b. Dukungan penghargaan (ungkapan hormat atau penghargaan positif, dorongan maju atau persetujuandengan gagasan atau perasaan individu dan perbandingan positif dengan orang lain), misalnya orang-orang yang kurang mampu atau lebih buruk keadaannya (menambah penghargaan diri). c. Dukungan instrumental. Misalnya memberikan bantuan langsung kepada korban bencana alam. d. Dukungan informatif. Misalnya memberikan masukan atau saran dan umpan balik</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="fbf3036f50f6a3a9beef09666e4562c2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57586221,"asset_id":37604349,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57586221/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37604349"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37604349"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37604349; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37604349]").text(description); $(".js-view-count[data-work-id=37604349]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37604349; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37604349']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "fbf3036f50f6a3a9beef09666e4562c2" } } $('.js-work-strip[data-work-id=37604349]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37604349,"title":"KONSEP DUKUNGAN SOSIAL","translated_title":"","metadata":{"abstract":"Dukungan sosial merupakan hadirnya orang-orang tertentu yang secara pribadi memberikan nasehat, motivasi, arahan dan menunjukkan jalan keluar ketika individu mengalami masalah dan pada saat mengalami kendala dalam melakukan kegiatan secara terarah guna mencapai tujuan (Bastaman, dalam Fatwa, 2014). 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-37568111-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="37476564"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37476564/SELF_CONFIDENCE_IN_ISLAMIC_PRESPECTIVE"><img alt="Research paper thumbnail of SELF-CONFIDENCE IN ISLAMIC PRESPECTIVE" class="work-thumbnail" src="https://attachments.academia-assets.com/57445536/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37476564/SELF_CONFIDENCE_IN_ISLAMIC_PRESPECTIVE">SELF-CONFIDENCE IN ISLAMIC PRESPECTIVE</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://unair.academia.edu/masianrifati">mas ian rifati</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://manfaatalam.academia.edu/VirginSuciyantiMaghfiroh">Virgin Suciyanti Maghfiroh</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Students want to succeed in education being to develop academic or non-academic potential at scho...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Students want to succeed in education being to develop academic or non-academic potential at school. With a sense of self confidence students will be able to show achievement in school without feeling inferior to their abilities compared to other friends and able to think positively about something that will be faced. Angelis (2003: 5) argues that self-confidence is a belief in one's soul that any life challenge must be faced with doing something. self-confidence is an attitude or feeling of confidence that a person has to his own abilities, so that he will not be affected by others (Lauster, 2006: 4).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ff6f3c4d2f1c2b89699d47798ca6f37a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57445536,"asset_id":37476564,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57445536/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37476564"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37476564"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37476564; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37476564]").text(description); $(".js-view-count[data-work-id=37476564]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37476564; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37476564']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ff6f3c4d2f1c2b89699d47798ca6f37a" } } $('.js-work-strip[data-work-id=37476564]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37476564,"title":"SELF-CONFIDENCE IN ISLAMIC PRESPECTIVE","translated_title":"","metadata":{"ai_title_tag":"Self-Confidence from an Islamic Perspective","grobid_abstract":"Students want to succeed in education being to develop academic or non-academic potential at school. 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Dengan rasa kepercayaan diri siswa akan mampu menunjukkan prestasi di sekolah tanpa adanya rasa minder dengan kemampuan dirinya dibandingkan dengan teman yang lain dan mampu berpikir positif terhadap sesuatu yang akan dihadapi. Angelis (2003: 5) berpendapat bahwa kepercayan diri merupakan suatu keyakinan dalam jiwa seseorang bahwa tantangan hidup apapun harus dihadapi dengan berbuat sesuatu. kepercayaan diri merupakan sikap atau perasaan yakin yang dimiliki seseorang terhadap kemampuan diri sendiri, sehingga tidak akan terpengaruh dengan orang lain (Lauster, 2006: 4).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f1828832b8de3c5b0ac928f4dcec1881" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57445326,"asset_id":37476380,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57445326/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37476380"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37476380"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37476380; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37476380]").text(description); $(".js-view-count[data-work-id=37476380]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37476380; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37476380']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f1828832b8de3c5b0ac928f4dcec1881" } } $('.js-work-strip[data-work-id=37476380]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37476380,"title":"KEPERCAYAAN DIRI DALAM PRESPEKTIF ISLAM","translated_title":"","metadata":{"grobid_abstract":"Siswa berkeinginan untuk sukses dalam pendidikan dengan mampu mengembangkan potensi akademik ataupun non akademik di sekolah. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-37475562-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="37475555"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37475555/Manfaat_Kepercayaan_Diri_Berbicara_Didepan_Umum_Bagi_Siswa_Mas_Ian_Rifati"><img alt="Research paper thumbnail of Manfaat Kepercayaan Diri Berbicara Didepan Umum Bagi Siswa Mas Ian Rif'ati" class="work-thumbnail" src="https://attachments.academia-assets.com/57444432/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37475555/Manfaat_Kepercayaan_Diri_Berbicara_Didepan_Umum_Bagi_Siswa_Mas_Ian_Rifati">Manfaat Kepercayaan Diri Berbicara Didepan Umum Bagi Siswa Mas Ian Rif'ati</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://unair.academia.edu/masianrifati">mas ian rifati</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://manfaatalam.academia.edu/VirginSuciyantiMaghfiroh">Virgin Suciyanti Maghfiroh</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Pada era globalisasi dengan beberapa bentuk kemajuan telah kita miliki, terutama perkembangan dal...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Pada era globalisasi dengan beberapa bentuk kemajuan telah kita miliki, terutama perkembangan dalam dunia pendidikan. Seseorang tidak lagi dituntut untuk sekedar mencari ilmu pengetahuan dengan mengembangkan potensi yang dimiliki baik secara akademik maupun non akademik dengan standart yang biasa saja. Misalnya seorang siswa menuntut ilmu dengan sekedar hadir di sekolah atau universitas absen dan berperan pasif dalam proses pembelajaran. Akan tetapi seorang siswa dituntut aktif dalam proses pembelajaran di sekolah. Bentuk konkrit keaktifan siswa dalam proses pembelajaran di sekolah, yaitu siswa mampu berkomunikasi dengan guru di kelas, mampu berkomunikasi dengan teman di kelas, dan mampu menunjukan kemampuan yang dimiliki individu tersebut dalam bidang akademik maupun non akademik. Hal ini juga didukung dengan pendapat dari Ellit (dalam Salama, 2014) yang mengemukakan bahwa komunikasi memiliki peranan penting bagi siswa dalam proses pembelajaran dan perilaku yang diharapkan, hubungan interpersonal antara siswa dan guru, hubungan antara siswa dengan siswa yang lain serta penyampaian intruksi seperti bertanya, memuji, meyakinkan, memberitahukan dan umpan balik individu. Agar komunikasi interpersonal antar civitas akademika dibutuhkan kepercayaan diri yang baik. Tentu saja tidak semua siswa memiliki kepercayaan diri yang baik. Kepercayaan diri sangat dibutuhkan oleh siswa dalam menyampaikan gagasan atau argumentasi yang terkait dengan proses pembelajaran di kelas, dengan tersampainya argumen tersebut ia mampu untuk mengembangkan potensi akademik disekolah dan memilki prestasi akademik yang baik. Apalagi moteode pembelajaran yang banyak dilakukan lebih pada student center dimana siswa lebih aktif dari pada guru, seperti metode presentasi, berdiskusi, dan keterampilan sehingga siswa dituntut untuk mampu bebicara dengan baik didepan kelas. Angelis (2003: 5) Berpendapat bahwa kepercayaan diri merupakan suatu keyakinan dalam jiwa seseorang bahwa tantangan hidup apapun harus dihadapi dengan berbuat sesuatu. Kepercayaan diri merupakan sikap atau perasaan yakin yang dimiliki seseorang terhadap</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="11991297b7b2c638f1aaba7359253a40" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57444432,"asset_id":37475555,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57444432/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37475555"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37475555"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37475555; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37475555]").text(description); $(".js-view-count[data-work-id=37475555]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37475555; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37475555']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "11991297b7b2c638f1aaba7359253a40" } } $('.js-work-strip[data-work-id=37475555]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37475555,"title":"Manfaat Kepercayaan Diri Berbicara Didepan Umum Bagi Siswa Mas Ian Rif'ati","translated_title":"","metadata":{"abstract":"Pada era globalisasi dengan beberapa bentuk kemajuan telah kita miliki, terutama perkembangan dalam dunia pendidikan. 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Hal ini juga didukung dengan pendapat dari Ellit (dalam Salama, 2014) yang mengemukakan bahwa komunikasi memiliki peranan penting bagi siswa dalam proses pembelajaran dan perilaku yang diharapkan, hubungan interpersonal antara siswa dan guru, hubungan antara siswa dengan siswa yang lain serta penyampaian intruksi seperti bertanya, memuji, meyakinkan, memberitahukan dan umpan balik individu. Agar komunikasi interpersonal antar civitas akademika dibutuhkan kepercayaan diri yang baik. Tentu saja tidak semua siswa memiliki kepercayaan diri yang baik. Kepercayaan diri sangat dibutuhkan oleh siswa dalam menyampaikan gagasan atau argumentasi yang terkait dengan proses pembelajaran di kelas, dengan tersampainya argumen tersebut ia mampu untuk mengembangkan potensi akademik disekolah dan memilki prestasi akademik yang baik. Apalagi moteode pembelajaran yang banyak dilakukan lebih pada student center dimana siswa lebih aktif dari pada guru, seperti metode presentasi, berdiskusi, dan keterampilan sehingga siswa dituntut untuk mampu bebicara dengan baik didepan kelas. Angelis (2003: 5) Berpendapat bahwa kepercayaan diri merupakan suatu keyakinan dalam jiwa seseorang bahwa tantangan hidup apapun harus dihadapi dengan berbuat sesuatu. Kepercayaan diri merupakan sikap atau perasaan yakin yang dimiliki seseorang terhadap","owner":{"id":89033585,"first_name":"mas ian","middle_initials":null,"last_name":"rifati","page_name":"masianrifati","domain_name":"unair","created_at":"2018-08-22T21:31:44.636-07:00","display_name":"mas ian rifati","url":"https://unair.academia.edu/masianrifati"},"attachments":[{"id":57444432,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/57444432/thumbnails/1.jpg","file_name":"Manfaat_kepercayaan_diri_berbicara_didepan_umum.pdf","download_url":"https://www.academia.edu/attachments/57444432/download_file","bulk_download_file_name":"Manfaat_Kepercayaan_Diri_Berbicara_Didep.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/57444432/Manfaat_kepercayaan_diri_berbicara_didepan_umum-libre.pdf?1537871914=\u0026response-content-disposition=attachment%3B+filename%3DManfaat_Kepercayaan_Diri_Berbicara_Didep.pdf\u0026Expires=1743663823\u0026Signature=VR4-KedcGi9M82KDCFSlXcKws2uUmmVe~Tm-JzaM39LpkKu-fuPmDAIYgcF3tplvwHjz9x83Uhch-Lkiy~CMejmHjvIhW5f8xEdT5A~f3idjky47QNm5YK1NSzOgNDFALhNuA4l3VsD4GSM4WZwodP73pMIcj0cyAd9VGum2~QodmhlNT0OTojrjaPhe~FFjCSyPSsM-V~yt0JYeWVB2589tfTwxAKF7nAi8Vs-GcHwqIvnDQdba6dwG3V9Re6Rh6wNehP6lqn9eiqDZjwsCG3GpEwxM1QuZBgCE232RHnXQubBaL4pTZu~JhIFEiPzj4UMKqgK1i~U97bopnj~ynA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":11711,"name":"Public Speaking","url":"https://www.academia.edu/Documents/in/Public_Speaking"},{"id":359116,"name":"Self-Confidence","url":"https://www.academia.edu/Documents/in/Self-Confidence"},{"id":876424,"name":"Kepercayaan Diri","url":"https://www.academia.edu/Documents/in/Kepercayaan_Diri"},{"id":1491411,"name":"Siswa","url":"https://www.academia.edu/Documents/in/Siswa"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-37475555-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="37475533"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37475533/Benefits_of_Self_Confidence_in_Public_Speaking_for_Students"><img alt="Research paper thumbnail of Benefits of Self Confidence in Public Speaking for Students" class="work-thumbnail" src="https://attachments.academia-assets.com/57444408/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37475533/Benefits_of_Self_Confidence_in_Public_Speaking_for_Students">Benefits of Self Confidence in Public Speaking for Students</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://unair.academia.edu/masianrifati">mas ian rifati</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://manfaatalam.academia.edu/VirginSuciyantiMaghfiroh">Virgin Suciyanti Maghfiroh</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In the era of globalization we had some form of progress, especially developments in the world of...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In the era of globalization we had some form of progress, especially developments in the world of education. People not be required to just search knowledge by developing potential academically and non-academically with the usual standards. For example, a student studying by attending school or university take a absent and has a passive role in the learning process. However, a student is required to be active in the learning process at school. Concrete forms of student activity in learning process at school, namely students are able to communicate with teachers in the classroom, are able to communicate with friends in class, and are able to demonstrate the abilities of these individuals in the academic and non-academic fields. This is also supported by the opinion of Ellit (in Salama, 2014) who argues that communication has an important role for students in the learning process and expected behavior, interpersonal relationships between students and teachers, relationships between students and other students and the delivery of instructions such as asking , praising, convincing, informing and giving individual feedback. In order for interpersonal communication between academics, good self confidence is needed. Of course not all students have good self-confidence. Self-confidence is needed by students in conveying ideas or arguments related to the learning process in the classroom, with this argument being able to develop academic potential in school and have good academic achievement. Moreover, many learning methods are done more at the student center where students are more active than teachers, such as the method of presentation, discussion, and skills so students are required to be able to speak well in front of the class. Angelis (2003: 5) Argues that self-confidence is a belief in one's soul that any life challenge must be faced with doing something. Confidence is an attitude or feeling of confidence that a person has to his own abilities, so that he will not be affected by others (Lauster, 2006: 4). Students who have confidence in speaking in public are students who know that they have good skills in how to express their opinions in a straightforward manner and with good sentences. With the existence of self-confidence in the ability to speak, he is able to speak in public well.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="597c3a548c37db41ffaee48780670471" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57444408,"asset_id":37475533,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57444408/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37475533"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37475533"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37475533; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37475533]").text(description); $(".js-view-count[data-work-id=37475533]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37475533; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37475533']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "597c3a548c37db41ffaee48780670471" } } $('.js-work-strip[data-work-id=37475533]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37475533,"title":"Benefits of Self Confidence in Public Speaking for Students","translated_title":"","metadata":{"abstract":"In the era of globalization we had some form of progress, especially developments in the world of education. 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This is also supported by the opinion of Ellit (in Salama, 2014) who argues that communication has an important role for students in the learning process and expected behavior, interpersonal relationships between students and teachers, relationships between students and other students and the delivery of instructions such as asking , praising, convincing, informing and giving individual feedback. In order for interpersonal communication between academics, good self confidence is needed. Of course not all students have good self-confidence. Self-confidence is needed by students in conveying ideas or arguments related to the learning process in the classroom, with this argument being able to develop academic potential in school and have good academic achievement. 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Seseorang tidak lagi dituntut untuk sekedar mencari ilmu pengetahuan dengan mengembangkan potensi yang dimiliki baik secara akademik maupun non akademik dengan standart yang biasa saja. Misalnya seorang siswa menuntut ilmu dengan sekedar hadir di sekolah atau universitas absen dan berperan pasif dalam proses pembelajaran. Akan tetapi seorang siswa dituntut aktif dalam proses pembelajaran di sekolah. Bentuk konkrit keaktifan siswa dalam proses pembelajaran di sekolah, yaitu siswa mampu berkomunikasi dengan guru di kelas, mampu berkomunikasi dengan teman di kelas, dan mampu menunjukan kemampuan yang dimiliki individu tersebut dalam bidang akademik maupun non akademik. Hal ini juga didukung dengan pendapat dari Ellit (dalam Salama, 2014) yang mengemukakan bahwa komunikasi memiliki peranan penting bagi siswa dalam proses pembelajaran dan perilaku yang diharapkan, hubungan interpersonal antara siswa dan guru, hubungan antara siswa dengan siswa yang lain serta penyampaian intruksi seperti bertanya, memuji, meyakinkan, memberitahukan dan umpan balik individu. Agar komunikasi interpersonal antar civitas akademika dibutuhkan kepercayaan diri yang baik. Tentu saja tidak semua siswa memiliki kepercayaan diri yang baik. Kepercayaan diri sangat dibutuhkan oleh siswa dalam menyampaikan gagasan atau argumentasi yang terkait dengan proses pembelajaran di kelas, dengan tersampainya argumen tersebut ia mampu untuk mengembangkan potensi akademik disekolah dan memilki prestasi akademik yang baik. Apalagi moteode pembelajaran yang banyak dilakukan lebih pada student center dimana siswa lebih aktif dari pada guru, seperti metode presentasi, berdiskusi, dan keterampilan sehingga siswa dituntut untuk mampu bebicara dengan baik didepan kelas. Angelis (2003: 5) Berpendapat bahwa kepercayaan diri merupakan suatu keyakinan dalam jiwa seseorang bahwa tantangan hidup apapun harus dihadapi dengan berbuat sesuatu. Kepercayaan diri merupakan sikap atau perasaan yakin yang dimiliki seseorang terhadap</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9fd45e6039e135097edebe0cbb3871ba" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57435912,"asset_id":37467318,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57435912/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37467318"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37467318"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37467318; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37467318]").text(description); $(".js-view-count[data-work-id=37467318]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37467318; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37467318']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9fd45e6039e135097edebe0cbb3871ba" } } $('.js-work-strip[data-work-id=37467318]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37467318,"title":"Manfaat Kepercayaan Diri Berbicara Didepan Umum Bagi Siswa","translated_title":"","metadata":{"abstract":"Pada era globalisasi dengan beberapa bentuk kemajuan telah kita miliki, terutama perkembangan dalam dunia pendidikan. 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People not be required to just search knowledge by developing potential academically and non-academically with the usual standards. For example, a student studying by attending school or university take a absent and has a passive role in the learning process. However, a student is required to be active in the learning process at school. Concrete forms of student activity in learning process at school, namely students are able to communicate with teachers in the classroom, are able to communicate with friends in class, and are able to demonstrate the abilities of these individuals in the academic and non-academic fields. This is also supported by the opinion of Ellit (in Salama, 2014) who argues that communication has an important role for students in the learning process and expected behavior, interpersonal relationships between students and teachers, relationships between students and other students and the delivery of instructions such as asking , praising, convincing, informing and giving individual feedback. In order for interpersonal communication between academics, good self confidence is needed. Of course not all students have good self-confidence. Self-confidence is needed by students in conveying ideas or arguments related to the learning process in the classroom, with this argument being able to develop academic potential in school and have good academic achievement. Moreover, many learning methods are done more at the student center where students are more active than teachers, such as the method of presentation, discussion, and skills so students are required to be able to speak well in front of the class. Angelis (2003: 5) Argues that self-confidence is a belief in one's soul that any life challenge must be faced with doing something. Confidence is an attitude or feeling of confidence that a person has to his own abilities, so that he will not be affected by others (Lauster, 2006: 4). Students who have confidence in speaking in public are students who know that they have good skills in how to express their opinions in a straightforward manner and with good sentences. With the existence of self-confidence in the ability to speak, he is able to speak in public well.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b739648cb1345372fb55cc64fb363ce3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57435882,"asset_id":37467279,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57435882/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37467279"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37467279"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37467279; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37467279]").text(description); $(".js-view-count[data-work-id=37467279]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37467279; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37467279']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b739648cb1345372fb55cc64fb363ce3" } } $('.js-work-strip[data-work-id=37467279]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37467279,"title":"Benefits of Self Confidence in Public Speaking for Students","translated_title":"","metadata":{"abstract":"In the era of globalization we had some form of progress, especially developments in the world of education. People not be required to just search knowledge by developing potential academically and non-academically with the usual standards. For example, a student studying by attending school or university take a absent and has a passive role in the learning process. However, a student is required to be active in the learning process at school. Concrete forms of student activity in learning process at school, namely students are able to communicate with teachers in the classroom, are able to communicate with friends in class, and are able to demonstrate the abilities of these individuals in the academic and non-academic fields. This is also supported by the opinion of Ellit (in Salama, 2014) who argues that communication has an important role for students in the learning process and expected behavior, interpersonal relationships between students and teachers, relationships between students and other students and the delivery of instructions such as asking , praising, convincing, informing and giving individual feedback. In order for interpersonal communication between academics, good self confidence is needed. Of course not all students have good self-confidence. Self-confidence is needed by students in conveying ideas or arguments related to the learning process in the classroom, with this argument being able to develop academic potential in school and have good academic achievement. Moreover, many learning methods are done more at the student center where students are more active than teachers, such as the method of presentation, discussion, and skills so students are required to be able to speak well in front of the class. Angelis (2003: 5) Argues that self-confidence is a belief in one's soul that any life challenge must be faced with doing something. Confidence is an attitude or feeling of confidence that a person has to his own abilities, so that he will not be affected by others (Lauster, 2006: 4). Students who have confidence in speaking in public are students who know that they have good skills in how to express their opinions in a straightforward manner and with good sentences. With the existence of self-confidence in the ability to speak, he is able to speak in public well."},"translated_abstract":"In the era of globalization we had some form of progress, especially developments in the world of education. 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This is also supported by the opinion of Ellit (in Salama, 2014) who argues that communication has an important role for students in the learning process and expected behavior, interpersonal relationships between students and teachers, relationships between students and other students and the delivery of instructions such as asking , praising, convincing, informing and giving individual feedback. In order for interpersonal communication between academics, good self confidence is needed. Of course not all students have good self-confidence. Self-confidence is needed by students in conveying ideas or arguments related to the learning process in the classroom, with this argument being able to develop academic potential in school and have good academic achievement. Moreover, many learning methods are done more at the student center where students are more active than teachers, such as the method of presentation, discussion, and skills so students are required to be able to speak well in front of the class. Angelis (2003: 5) Argues that self-confidence is a belief in one's soul that any life challenge must be faced with doing something. Confidence is an attitude or feeling of confidence that a person has to his own abilities, so that he will not be affected by others (Lauster, 2006: 4). Students who have confidence in speaking in public are students who know that they have good skills in how to express their opinions in a straightforward manner and with good sentences. 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Proses ini adalah kump...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Pengetahuan merupakan hasil dari suatu kumpulan proses pemikiran individu. Proses ini adalah kumpulan dari berbagai pemikiran yang akhirnya sampai pada sebuah kesimpulan disebut suatu pengetahuan. Proses mendapatkan pengetahuan adalah hasil individu dipengaruhi oleh pengalaman persepsi, kognisi, dan memori yang dimiliki, sehingga pada dasarnya setiap orang memiliki pengetahuan terhadap suatu objek yang berbeda-beda maknanya yang bersifat sangat subjektif. Hakikat suatu pengetahuan juga bersifat derajat, maksudnya adalah suatu fakta yang berdasar dari persepsi dan dijelaskan dengan argumentasi yang sederhana. Pada dasarnya, usaha manusia untuk mendapatkan pengetahuan didasarkan pada tiga pokok masalah, yakni : apakah yang ingin kita ketahui ? bagaimanakah cara kita mendapatkan pengetahuan tersebut ? dan apakah nilai pengetahuan itu bagi kita ? Penalaran. Kemampuan suatu individu dalam melalukan proses nalar merupakan titik awal manusia mampu mengembangkan pengetahuan. Penalaran adalah proses berpikir dalam menarik suatu kesimpulan dalam wujud pengetahuan. Proses berpikir itulah merupakan kegiatan untuk mendapatkan suatu pengetahuan yang benar. Terdapat dua ciri individu berpkir dengan nalar. Pertama, adanya pola pikir secara luas yaitu logika. Segala bentuk penalaran pasti memiliki logika sendiri. Kedua, sifat analitik yaitu lebih mengarah pada proses berpikirnya, dimana pada saat proses berpikir itu melibatkan diri secara sadar dalam menganalisis logika penalaran tertentu. Berdasarkan dari berbagai definisi pengetahuan, dapat disimpulkan bahwa pengetahuan adalah suatu hasil dari proses berpikir manusia yang diterima oleh satu atau lebih panca indera dan menghasilkan suatu kesimpulan yang bersifat subjektif. Bersifat subjektif, karena setiap individu memiliki makna pengetahuan yang berbeda-berbeda berdasarkan pengelaman yang telah dialami dan persepsi subjektif yang diterima. Terdapat dua teori yang berbeda dalam memaknai arti dari pengetahuan, RASIONALISME Metode ini beranggapan bahwa sebenarnya manusia tidak dalam proses belajar mengenai sesuatu hal untuk mendapatkan pengetahuan tetapi manusia hanya menggunakan ingatannya yang lalu dalam artian " mengignat kembali apa</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4b76e11bba6403f923253e6d1447f5dd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57365025,"asset_id":37401442,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57365025/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37401442"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37401442"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37401442; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37401442]").text(description); $(".js-view-count[data-work-id=37401442]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37401442; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37401442']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4b76e11bba6403f923253e6d1447f5dd" } } $('.js-work-strip[data-work-id=37401442]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37401442,"title":"PENGETAHUAN (Knowledge) dan ILMU (Science)","translated_title":"","metadata":{"abstract":"Pengetahuan merupakan hasil dari suatu kumpulan proses pemikiran individu. Proses ini adalah kumpulan dari berbagai pemikiran yang akhirnya sampai pada sebuah kesimpulan disebut suatu pengetahuan. Proses mendapatkan pengetahuan adalah hasil individu dipengaruhi oleh pengalaman persepsi, kognisi, dan memori yang dimiliki, sehingga pada dasarnya setiap orang memiliki pengetahuan terhadap suatu objek yang berbeda-beda maknanya yang bersifat sangat subjektif. Hakikat suatu pengetahuan juga bersifat derajat, maksudnya adalah suatu fakta yang berdasar dari persepsi dan dijelaskan dengan argumentasi yang sederhana. Pada dasarnya, usaha manusia untuk mendapatkan pengetahuan didasarkan pada tiga pokok masalah, yakni : apakah yang ingin kita ketahui ? bagaimanakah cara kita mendapatkan pengetahuan tersebut ? dan apakah nilai pengetahuan itu bagi kita ? Penalaran. Kemampuan suatu individu dalam melalukan proses nalar merupakan titik awal manusia mampu mengembangkan pengetahuan. Penalaran adalah proses berpikir dalam menarik suatu kesimpulan dalam wujud pengetahuan. Proses berpikir itulah merupakan kegiatan untuk mendapatkan suatu pengetahuan yang benar. Terdapat dua ciri individu berpkir dengan nalar. Pertama, adanya pola pikir secara luas yaitu logika. Segala bentuk penalaran pasti memiliki logika sendiri. Kedua, sifat analitik yaitu lebih mengarah pada proses berpikirnya, dimana pada saat proses berpikir itu melibatkan diri secara sadar dalam menganalisis logika penalaran tertentu. Berdasarkan dari berbagai definisi pengetahuan, dapat disimpulkan bahwa pengetahuan adalah suatu hasil dari proses berpikir manusia yang diterima oleh satu atau lebih panca indera dan menghasilkan suatu kesimpulan yang bersifat subjektif. Bersifat subjektif, karena setiap individu memiliki makna pengetahuan yang berbeda-berbeda berdasarkan pengelaman yang telah dialami dan persepsi subjektif yang diterima. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-37751611-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="37751399"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37751399/Mas_Ian_Rifati_111814253021_IPS_Pola_Regulasi_Emosi_Orang_Tua_Dengan_Anak_Temper_Tantrum"><img alt="Research paper thumbnail of Mas Ian Rifati 111814253021 IPS Pola Regulasi Emosi Orang Tua Dengan Anak Temper Tantrum" class="work-thumbnail" src="https://attachments.academia-assets.com/57747211/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37751399/Mas_Ian_Rifati_111814253021_IPS_Pola_Regulasi_Emosi_Orang_Tua_Dengan_Anak_Temper_Tantrum">Mas Ian Rifati 111814253021 IPS Pola Regulasi Emosi Orang Tua Dengan Anak Temper Tantrum</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Abstrak— Regulasi emosi merupakan individu yang dapat mengekspresikan emosinya. Penelitian ini be...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Abstrak— Regulasi emosi merupakan individu yang dapat mengekspresikan emosinya. Penelitian ini bertujuan untuk memberikan gambaran regulasi emosi orang tua dengan  anak temper tantrum dan mengetahui faktor-faktor pembentukan regulasi emosi pada orang tua dengan anak temper tantrum. Penelitian ini menggunakan pendektan kualitatif dengan desain fenomenologi. Teknik pengumpulan data menggunakan wawancara dan teknik analisis menggunakan fenomenologi interpretatif. Partisipan dalam peneltian ini adalah ibu berusia dibawah 35 tahun dengan anak temper tantrum di Surabaya. Hasil penelitian menunjukkan bahwa subjek mengalami regulasi emosi dengan cara beragam, yaitu 1) Perasaan jengkel akibat perilaku anak, 2) Ibu  merasa malu dengan guru di sekolah, 3) Ibu merasa iba dengan kondisi anak yang tidak dapat mengontrol emosi, 4) Ibu merasa sedih ketika kedua anaknya bertengkar dan mengeluarkan kata-kata kasar, 5) Subjek keluar rumah untuk menenangkan diri. 6) Subjek menceritakan permasalahan kepada suami. Sedangkan faktor pembentukan regulasi emosi pada orang tua dengan anak temper tantrum, yaitu 1) ibu ingin memiliki kepribadian yang lembut dan penuh kasih sayang, 2) ibu berkewajiban menasehati anak yang bermasalah, 3) Ketika ibu bahagia maka dapat memperlancar komunikasi antara ibu dan anak. Dari hasil penelitian diatas dapat disimpulkan bahwa orang tua dengan anak temper tantrum tidak mampu mengelola emosi dengan baik, seperti timbulnya emosi negatif yang disebabkan oleh ketidakmampuan orang tua dalam berpikir jernih. Saran untuk orang tua sebaiknya mengelola emosi dengan lebih sabar, berkonsultasi dengan Psikolog ataupun tokoh agama untuk mampu mengelola emosi dengan mengontrol emosi negatif, dan berkomunikasi positif secara verbal dan non verbal.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a6397343e4efd1994f8667f443f90439" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57747211,"asset_id":37751399,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57747211/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37751399"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37751399"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37751399; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37751399]").text(description); $(".js-view-count[data-work-id=37751399]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37751399; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37751399']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a6397343e4efd1994f8667f443f90439" } } $('.js-work-strip[data-work-id=37751399]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37751399,"title":"Mas Ian Rifati 111814253021 IPS Pola Regulasi Emosi Orang Tua Dengan Anak Temper Tantrum","translated_title":"","metadata":{"abstract":"Abstrak— Regulasi emosi merupakan individu yang dapat mengekspresikan emosinya. Penelitian ini bertujuan untuk memberikan gambaran regulasi emosi orang tua dengan anak temper tantrum dan mengetahui faktor-faktor pembentukan regulasi emosi pada orang tua dengan anak temper tantrum. Penelitian ini menggunakan pendektan kualitatif dengan desain fenomenologi. Teknik pengumpulan data menggunakan wawancara dan teknik analisis menggunakan fenomenologi interpretatif. Partisipan dalam peneltian ini adalah ibu berusia dibawah 35 tahun dengan anak temper tantrum di Surabaya. Hasil penelitian menunjukkan bahwa subjek mengalami regulasi emosi dengan cara beragam, yaitu 1) Perasaan jengkel akibat perilaku anak, 2) Ibu merasa malu dengan guru di sekolah, 3) Ibu merasa iba dengan kondisi anak yang tidak dapat mengontrol emosi, 4) Ibu merasa sedih ketika kedua anaknya bertengkar dan mengeluarkan kata-kata kasar, 5) Subjek keluar rumah untuk menenangkan diri. 6) Subjek menceritakan permasalahan kepada suami. Sedangkan faktor pembentukan regulasi emosi pada orang tua dengan anak temper tantrum, yaitu 1) ibu ingin memiliki kepribadian yang lembut dan penuh kasih sayang, 2) ibu berkewajiban menasehati anak yang bermasalah, 3) Ketika ibu bahagia maka dapat memperlancar komunikasi antara ibu dan anak. Dari hasil penelitian diatas dapat disimpulkan bahwa orang tua dengan anak temper tantrum tidak mampu mengelola emosi dengan baik, seperti timbulnya emosi negatif yang disebabkan oleh ketidakmampuan orang tua dalam berpikir jernih. Saran untuk orang tua sebaiknya mengelola emosi dengan lebih sabar, berkonsultasi dengan Psikolog ataupun tokoh agama untuk mampu mengelola emosi dengan mengontrol emosi negatif, dan berkomunikasi positif secara verbal dan non verbal. "},"translated_abstract":"Abstrak— Regulasi emosi merupakan individu yang dapat mengekspresikan emosinya. Penelitian ini bertujuan untuk memberikan gambaran regulasi emosi orang tua dengan anak temper tantrum dan mengetahui faktor-faktor pembentukan regulasi emosi pada orang tua dengan anak temper tantrum. Penelitian ini menggunakan pendektan kualitatif dengan desain fenomenologi. Teknik pengumpulan data menggunakan wawancara dan teknik analisis menggunakan fenomenologi interpretatif. Partisipan dalam peneltian ini adalah ibu berusia dibawah 35 tahun dengan anak temper tantrum di Surabaya. Hasil penelitian menunjukkan bahwa subjek mengalami regulasi emosi dengan cara beragam, yaitu 1) Perasaan jengkel akibat perilaku anak, 2) Ibu merasa malu dengan guru di sekolah, 3) Ibu merasa iba dengan kondisi anak yang tidak dapat mengontrol emosi, 4) Ibu merasa sedih ketika kedua anaknya bertengkar dan mengeluarkan kata-kata kasar, 5) Subjek keluar rumah untuk menenangkan diri. 6) Subjek menceritakan permasalahan kepada suami. 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Penelitian ini bertujuan untuk memberikan gambaran regulasi emosi orang tua dengan anak temper tantrum dan mengetahui faktor-faktor pembentukan regulasi emosi pada orang tua dengan anak temper tantrum. Penelitian ini menggunakan pendektan kualitatif dengan desain fenomenologi. Teknik pengumpulan data menggunakan wawancara dan teknik analisis menggunakan fenomenologi interpretatif. Partisipan dalam peneltian ini adalah ibu berusia dibawah 35 tahun dengan anak temper tantrum di Surabaya. Hasil penelitian menunjukkan bahwa subjek mengalami regulasi emosi dengan cara beragam, yaitu 1) Perasaan jengkel akibat perilaku anak, 2) Ibu merasa malu dengan guru di sekolah, 3) Ibu merasa iba dengan kondisi anak yang tidak dapat mengontrol emosi, 4) Ibu merasa sedih ketika kedua anaknya bertengkar dan mengeluarkan kata-kata kasar, 5) Subjek keluar rumah untuk menenangkan diri. 6) Subjek menceritakan permasalahan kepada suami. Sedangkan faktor pembentukan regulasi emosi pada orang tua dengan anak temper tantrum, yaitu 1) ibu ingin memiliki kepribadian yang lembut dan penuh kasih sayang, 2) ibu berkewajiban menasehati anak yang bermasalah, 3) Ketika ibu bahagia maka dapat memperlancar komunikasi antara ibu dan anak. Dari hasil penelitian diatas dapat disimpulkan bahwa orang tua dengan anak temper tantrum tidak mampu mengelola emosi dengan baik, seperti timbulnya emosi negatif yang disebabkan oleh ketidakmampuan orang tua dalam berpikir jernih. Saran untuk orang tua sebaiknya mengelola emosi dengan lebih sabar, berkonsultasi dengan Psikolog ataupun tokoh agama untuk mampu mengelola emosi dengan mengontrol emosi negatif, dan berkomunikasi positif secara verbal dan non verbal. 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Dukungan sosial sangatlah penting untuk dipahami karena dukungan sosial menjadi sangat berharga ketika individu mengalami suatu masalah oleh karena itu individu yang bersangkutan membutuhkan orang-orang terdekat yang dapat dipercaya untuk membantu dalam mengatasi permasalahannya tersebut. Dukungan sosial berperan penting dalam perkembangan manusia. Misalnya, orang yang relasi yang baik dengan orang lain, maka orang tersebut memiliki mental dan fisik yang baik, kesejahteraan subjektif tinggi, dan tingkat morbiditas dan mortalitas yang rendah (David & Oscar, 2017). Sarafino (dalam Winda, 2013) menyatakan bahwa beberapa aspek yang harus dipenuhi sehingga tercipta dukungan sosial yang baik: a. Dukungan emosional (ungkapan empati, kepedulian dan perhatian). Misalnya mengucapkan bela sungkawa terhadap individu yang kehilangan salah satu keluarganya. b. Dukungan penghargaan (ungkapan hormat atau penghargaan positif, dorongan maju atau persetujuandengan gagasan atau perasaan individu dan perbandingan positif dengan orang lain), misalnya orang-orang yang kurang mampu atau lebih buruk keadaannya (menambah penghargaan diri). c. Dukungan instrumental. Misalnya memberikan bantuan langsung kepada korban bencana alam. d. Dukungan informatif. Misalnya memberikan masukan atau saran dan umpan balik Dengan adanya dukungan sosial yang telah diberikan, menunjukkan hubungan interpersonal yang melindungi individu terhadap konsekuensi stres. Dukungan sosial</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="a9bf2dcb33aa3745d99383a0846248d1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57586927,"asset_id":37604978,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57586927/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37604978"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37604978"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37604978; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37604978]").text(description); $(".js-view-count[data-work-id=37604978]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37604978; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37604978']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "a9bf2dcb33aa3745d99383a0846248d1" } } $('.js-work-strip[data-work-id=37604978]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37604978,"title":"KONSEP DUKUNGAN SOSIAL","translated_title":"","metadata":{"grobid_abstract":"Dukungan sosial merupakan hadirnya orang-orang tertentu yang secara pribadi memberikan nasehat, motivasi, arahan dan menunjukkan jalan keluar ketika individu mengalami masalah dan pada saat mengalami kendala dalam melakukan kegiatan secara terarah guna mencapai tujuan (Bastaman, dalam Fatwa, 2014). 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Dukungan penghargaan (ungkapan hormat atau penghargaan positif, dorongan maju atau persetujuandengan gagasan atau perasaan individu dan perbandingan positif dengan orang lain), misalnya orang-orang yang kurang mampu atau lebih buruk keadaannya (menambah penghargaan diri). c. Dukungan instrumental. Misalnya memberikan bantuan langsung kepada korban bencana alam. d. Dukungan informatif. 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With a sense of self confidence students will be able to show achievement in school without feeling inferior to their abilities compared to other friends and able to think positively about something that will be faced. Angelis (2003: 5) argues that self-confidence is a belief in one's soul that any life challenge must be faced with doing something. self-confidence is an attitude or feeling of confidence that a person has to his own abilities, so that he will not be affected by others (Lauster, 2006: 4).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ff6f3c4d2f1c2b89699d47798ca6f37a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57445536,"asset_id":37476564,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57445536/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37476564"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37476564"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37476564; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37476564]").text(description); $(".js-view-count[data-work-id=37476564]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37476564; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37476564']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ff6f3c4d2f1c2b89699d47798ca6f37a" } } $('.js-work-strip[data-work-id=37476564]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37476564,"title":"SELF-CONFIDENCE IN ISLAMIC PRESPECTIVE","translated_title":"","metadata":{"ai_title_tag":"Self-Confidence from an Islamic Perspective","grobid_abstract":"Students want to succeed in education being to develop academic or non-academic potential at school. 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Dengan rasa kepercayaan diri siswa akan mampu menunjukkan prestasi di sekolah tanpa adanya rasa minder dengan kemampuan dirinya dibandingkan dengan teman yang lain dan mampu berpikir positif terhadap sesuatu yang akan dihadapi. Angelis (2003: 5) berpendapat bahwa kepercayan diri merupakan suatu keyakinan dalam jiwa seseorang bahwa tantangan hidup apapun harus dihadapi dengan berbuat sesuatu. kepercayaan diri merupakan sikap atau perasaan yakin yang dimiliki seseorang terhadap kemampuan diri sendiri, sehingga tidak akan terpengaruh dengan orang lain (Lauster, 2006: 4).</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f1828832b8de3c5b0ac928f4dcec1881" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57445326,"asset_id":37476380,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57445326/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37476380"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37476380"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37476380; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37476380]").text(description); $(".js-view-count[data-work-id=37476380]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37476380; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37476380']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f1828832b8de3c5b0ac928f4dcec1881" } } $('.js-work-strip[data-work-id=37476380]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37476380,"title":"KEPERCAYAAN DIRI DALAM PRESPEKTIF ISLAM","translated_title":"","metadata":{"grobid_abstract":"Siswa berkeinginan untuk sukses dalam pendidikan dengan mampu mengembangkan potensi akademik ataupun non akademik di sekolah. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-37475562-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="37475555"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37475555/Manfaat_Kepercayaan_Diri_Berbicara_Didepan_Umum_Bagi_Siswa_Mas_Ian_Rifati"><img alt="Research paper thumbnail of Manfaat Kepercayaan Diri Berbicara Didepan Umum Bagi Siswa Mas Ian Rif'ati" class="work-thumbnail" src="https://attachments.academia-assets.com/57444432/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37475555/Manfaat_Kepercayaan_Diri_Berbicara_Didepan_Umum_Bagi_Siswa_Mas_Ian_Rifati">Manfaat Kepercayaan Diri Berbicara Didepan Umum Bagi Siswa Mas Ian Rif'ati</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://unair.academia.edu/masianrifati">mas ian rifati</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://manfaatalam.academia.edu/VirginSuciyantiMaghfiroh">Virgin Suciyanti Maghfiroh</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Pada era globalisasi dengan beberapa bentuk kemajuan telah kita miliki, terutama perkembangan dal...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Pada era globalisasi dengan beberapa bentuk kemajuan telah kita miliki, terutama perkembangan dalam dunia pendidikan. Seseorang tidak lagi dituntut untuk sekedar mencari ilmu pengetahuan dengan mengembangkan potensi yang dimiliki baik secara akademik maupun non akademik dengan standart yang biasa saja. Misalnya seorang siswa menuntut ilmu dengan sekedar hadir di sekolah atau universitas absen dan berperan pasif dalam proses pembelajaran. Akan tetapi seorang siswa dituntut aktif dalam proses pembelajaran di sekolah. Bentuk konkrit keaktifan siswa dalam proses pembelajaran di sekolah, yaitu siswa mampu berkomunikasi dengan guru di kelas, mampu berkomunikasi dengan teman di kelas, dan mampu menunjukan kemampuan yang dimiliki individu tersebut dalam bidang akademik maupun non akademik. Hal ini juga didukung dengan pendapat dari Ellit (dalam Salama, 2014) yang mengemukakan bahwa komunikasi memiliki peranan penting bagi siswa dalam proses pembelajaran dan perilaku yang diharapkan, hubungan interpersonal antara siswa dan guru, hubungan antara siswa dengan siswa yang lain serta penyampaian intruksi seperti bertanya, memuji, meyakinkan, memberitahukan dan umpan balik individu. Agar komunikasi interpersonal antar civitas akademika dibutuhkan kepercayaan diri yang baik. Tentu saja tidak semua siswa memiliki kepercayaan diri yang baik. Kepercayaan diri sangat dibutuhkan oleh siswa dalam menyampaikan gagasan atau argumentasi yang terkait dengan proses pembelajaran di kelas, dengan tersampainya argumen tersebut ia mampu untuk mengembangkan potensi akademik disekolah dan memilki prestasi akademik yang baik. Apalagi moteode pembelajaran yang banyak dilakukan lebih pada student center dimana siswa lebih aktif dari pada guru, seperti metode presentasi, berdiskusi, dan keterampilan sehingga siswa dituntut untuk mampu bebicara dengan baik didepan kelas. Angelis (2003: 5) Berpendapat bahwa kepercayaan diri merupakan suatu keyakinan dalam jiwa seseorang bahwa tantangan hidup apapun harus dihadapi dengan berbuat sesuatu. Kepercayaan diri merupakan sikap atau perasaan yakin yang dimiliki seseorang terhadap</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="11991297b7b2c638f1aaba7359253a40" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57444432,"asset_id":37475555,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57444432/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37475555"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37475555"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37475555; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37475555]").text(description); $(".js-view-count[data-work-id=37475555]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37475555; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37475555']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "11991297b7b2c638f1aaba7359253a40" } } $('.js-work-strip[data-work-id=37475555]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37475555,"title":"Manfaat Kepercayaan Diri Berbicara Didepan Umum Bagi Siswa Mas Ian Rif'ati","translated_title":"","metadata":{"abstract":"Pada era globalisasi dengan beberapa bentuk kemajuan telah kita miliki, terutama perkembangan dalam dunia pendidikan. 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Seseorang tidak lagi dituntut untuk sekedar mencari ilmu pengetahuan dengan mengembangkan potensi yang dimiliki baik secara akademik maupun non akademik dengan standart yang biasa saja. Misalnya seorang siswa menuntut ilmu dengan sekedar hadir di sekolah atau universitas absen dan berperan pasif dalam proses pembelajaran. Akan tetapi seorang siswa dituntut aktif dalam proses pembelajaran di sekolah. Bentuk konkrit keaktifan siswa dalam proses pembelajaran di sekolah, yaitu siswa mampu berkomunikasi dengan guru di kelas, mampu berkomunikasi dengan teman di kelas, dan mampu menunjukan kemampuan yang dimiliki individu tersebut dalam bidang akademik maupun non akademik. Hal ini juga didukung dengan pendapat dari Ellit (dalam Salama, 2014) yang mengemukakan bahwa komunikasi memiliki peranan penting bagi siswa dalam proses pembelajaran dan perilaku yang diharapkan, hubungan interpersonal antara siswa dan guru, hubungan antara siswa dengan siswa yang lain serta penyampaian intruksi seperti bertanya, memuji, meyakinkan, memberitahukan dan umpan balik individu. Agar komunikasi interpersonal antar civitas akademika dibutuhkan kepercayaan diri yang baik. Tentu saja tidak semua siswa memiliki kepercayaan diri yang baik. Kepercayaan diri sangat dibutuhkan oleh siswa dalam menyampaikan gagasan atau argumentasi yang terkait dengan proses pembelajaran di kelas, dengan tersampainya argumen tersebut ia mampu untuk mengembangkan potensi akademik disekolah dan memilki prestasi akademik yang baik. Apalagi moteode pembelajaran yang banyak dilakukan lebih pada student center dimana siswa lebih aktif dari pada guru, seperti metode presentasi, berdiskusi, dan keterampilan sehingga siswa dituntut untuk mampu bebicara dengan baik didepan kelas. Angelis (2003: 5) Berpendapat bahwa kepercayaan diri merupakan suatu keyakinan dalam jiwa seseorang bahwa tantangan hidup apapun harus dihadapi dengan berbuat sesuatu. 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People not be required to just search knowledge by developing potential academically and non-academically with the usual standards. For example, a student studying by attending school or university take a absent and has a passive role in the learning process. However, a student is required to be active in the learning process at school. Concrete forms of student activity in learning process at school, namely students are able to communicate with teachers in the classroom, are able to communicate with friends in class, and are able to demonstrate the abilities of these individuals in the academic and non-academic fields. This is also supported by the opinion of Ellit (in Salama, 2014) who argues that communication has an important role for students in the learning process and expected behavior, interpersonal relationships between students and teachers, relationships between students and other students and the delivery of instructions such as asking , praising, convincing, informing and giving individual feedback. In order for interpersonal communication between academics, good self confidence is needed. Of course not all students have good self-confidence. Self-confidence is needed by students in conveying ideas or arguments related to the learning process in the classroom, with this argument being able to develop academic potential in school and have good academic achievement. Moreover, many learning methods are done more at the student center where students are more active than teachers, such as the method of presentation, discussion, and skills so students are required to be able to speak well in front of the class. Angelis (2003: 5) Argues that self-confidence is a belief in one's soul that any life challenge must be faced with doing something. Confidence is an attitude or feeling of confidence that a person has to his own abilities, so that he will not be affected by others (Lauster, 2006: 4). Students who have confidence in speaking in public are students who know that they have good skills in how to express their opinions in a straightforward manner and with good sentences. With the existence of self-confidence in the ability to speak, he is able to speak in public well.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="597c3a548c37db41ffaee48780670471" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57444408,"asset_id":37475533,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57444408/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37475533"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37475533"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37475533; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37475533]").text(description); $(".js-view-count[data-work-id=37475533]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37475533; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37475533']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "597c3a548c37db41ffaee48780670471" } } $('.js-work-strip[data-work-id=37475533]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37475533,"title":"Benefits of Self Confidence in Public Speaking for Students","translated_title":"","metadata":{"abstract":"In the era of globalization we had some form of progress, especially developments in the world of education. 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This is also supported by the opinion of Ellit (in Salama, 2014) who argues that communication has an important role for students in the learning process and expected behavior, interpersonal relationships between students and teachers, relationships between students and other students and the delivery of instructions such as asking , praising, convincing, informing and giving individual feedback. In order for interpersonal communication between academics, good self confidence is needed. Of course not all students have good self-confidence. Self-confidence is needed by students in conveying ideas or arguments related to the learning process in the classroom, with this argument being able to develop academic potential in school and have good academic achievement. Moreover, many learning methods are done more at the student center where students are more active than teachers, such as the method of presentation, discussion, and skills so students are required to be able to speak well in front of the class. Angelis (2003: 5) Argues that self-confidence is a belief in one's soul that any life challenge must be faced with doing something. Confidence is an attitude or feeling of confidence that a person has to his own abilities, so that he will not be affected by others (Lauster, 2006: 4). Students who have confidence in speaking in public are students who know that they have good skills in how to express their opinions in a straightforward manner and with good sentences. With the existence of self-confidence in the ability to speak, he is able to speak in public well.","owner":{"id":89033585,"first_name":"mas ian","middle_initials":null,"last_name":"rifati","page_name":"masianrifati","domain_name":"unair","created_at":"2018-08-22T21:31:44.636-07:00","display_name":"mas ian rifati","url":"https://unair.academia.edu/masianrifati"},"attachments":[{"id":57444408,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/57444408/thumbnails/1.jpg","file_name":"Benefits_of_Confidence_in_Public_Speaking_for_Students.pdf","download_url":"https://www.academia.edu/attachments/57444408/download_file","bulk_download_file_name":"Benefits_of_Self_Confidence_in_Public_Sp.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/57444408/Benefits_of_Confidence_in_Public_Speaking_for_Students-libre.pdf?1537871569=\u0026response-content-disposition=attachment%3B+filename%3DBenefits_of_Self_Confidence_in_Public_Sp.pdf\u0026Expires=1743663823\u0026Signature=SR3rnyUr68Kux42t3z7Jw947KpszqWPUQifdY6~2gHOCTCAX26cWJiFzn9ES5GgOmLXQL-COphwdi0M-v0-yyzE2OO-4tDaBqPJPv1K7BIpkQbc17mM8M0ZDt2s~mj2aOk0GyBbiJuVADYRtKyqH2bHkOrasrAGWo0ewo6N3EK35K-evX9MFssJDqQmcH1KLNWBo0INCdZ4Yq4WPm7oaQ5M85WIA7BY2-py39g6CZUi5GTrRYNHsYTCGRFc0R695rcWK84VmI~85H-ZQ~ieWInkz65oFFLjSMvktnvZFmcxLIsWvm~Jjqz-eAISEyl4bRBEi91rrXvye-N6Wvu6S~Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":11711,"name":"Public Speaking","url":"https://www.academia.edu/Documents/in/Public_Speaking"},{"id":359116,"name":"Self-Confidence","url":"https://www.academia.edu/Documents/in/Self-Confidence"},{"id":1121494,"name":"Student","url":"https://www.academia.edu/Documents/in/Student"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-37475533-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="37467318"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37467318/Manfaat_Kepercayaan_Diri_Berbicara_Didepan_Umum_Bagi_Siswa"><img alt="Research paper thumbnail of Manfaat Kepercayaan Diri Berbicara Didepan Umum Bagi Siswa" class="work-thumbnail" src="https://attachments.academia-assets.com/57435912/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37467318/Manfaat_Kepercayaan_Diri_Berbicara_Didepan_Umum_Bagi_Siswa">Manfaat Kepercayaan Diri Berbicara Didepan Umum Bagi Siswa</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://unair.academia.edu/masianrifati">mas ian rifati</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://manfaatalam.academia.edu/VirginSuciyantiMaghfiroh">Virgin Suciyanti Maghfiroh</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Pada era globalisasi dengan beberapa bentuk kemajuan telah kita miliki, terutama perkembangan dal...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Pada era globalisasi dengan beberapa bentuk kemajuan telah kita miliki, terutama perkembangan dalam dunia pendidikan. Seseorang tidak lagi dituntut untuk sekedar mencari ilmu pengetahuan dengan mengembangkan potensi yang dimiliki baik secara akademik maupun non akademik dengan standart yang biasa saja. Misalnya seorang siswa menuntut ilmu dengan sekedar hadir di sekolah atau universitas absen dan berperan pasif dalam proses pembelajaran. Akan tetapi seorang siswa dituntut aktif dalam proses pembelajaran di sekolah. Bentuk konkrit keaktifan siswa dalam proses pembelajaran di sekolah, yaitu siswa mampu berkomunikasi dengan guru di kelas, mampu berkomunikasi dengan teman di kelas, dan mampu menunjukan kemampuan yang dimiliki individu tersebut dalam bidang akademik maupun non akademik. Hal ini juga didukung dengan pendapat dari Ellit (dalam Salama, 2014) yang mengemukakan bahwa komunikasi memiliki peranan penting bagi siswa dalam proses pembelajaran dan perilaku yang diharapkan, hubungan interpersonal antara siswa dan guru, hubungan antara siswa dengan siswa yang lain serta penyampaian intruksi seperti bertanya, memuji, meyakinkan, memberitahukan dan umpan balik individu. Agar komunikasi interpersonal antar civitas akademika dibutuhkan kepercayaan diri yang baik. Tentu saja tidak semua siswa memiliki kepercayaan diri yang baik. Kepercayaan diri sangat dibutuhkan oleh siswa dalam menyampaikan gagasan atau argumentasi yang terkait dengan proses pembelajaran di kelas, dengan tersampainya argumen tersebut ia mampu untuk mengembangkan potensi akademik disekolah dan memilki prestasi akademik yang baik. Apalagi moteode pembelajaran yang banyak dilakukan lebih pada student center dimana siswa lebih aktif dari pada guru, seperti metode presentasi, berdiskusi, dan keterampilan sehingga siswa dituntut untuk mampu bebicara dengan baik didepan kelas. Angelis (2003: 5) Berpendapat bahwa kepercayaan diri merupakan suatu keyakinan dalam jiwa seseorang bahwa tantangan hidup apapun harus dihadapi dengan berbuat sesuatu. Kepercayaan diri merupakan sikap atau perasaan yakin yang dimiliki seseorang terhadap</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9fd45e6039e135097edebe0cbb3871ba" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57435912,"asset_id":37467318,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57435912/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37467318"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37467318"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37467318; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37467318]").text(description); $(".js-view-count[data-work-id=37467318]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37467318; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37467318']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9fd45e6039e135097edebe0cbb3871ba" } } $('.js-work-strip[data-work-id=37467318]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37467318,"title":"Manfaat Kepercayaan Diri Berbicara Didepan Umum Bagi Siswa","translated_title":"","metadata":{"abstract":"Pada era globalisasi dengan beberapa bentuk kemajuan telah kita miliki, terutama perkembangan dalam dunia pendidikan. 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Hal ini juga didukung dengan pendapat dari Ellit (dalam Salama, 2014) yang mengemukakan bahwa komunikasi memiliki peranan penting bagi siswa dalam proses pembelajaran dan perilaku yang diharapkan, hubungan interpersonal antara siswa dan guru, hubungan antara siswa dengan siswa yang lain serta penyampaian intruksi seperti bertanya, memuji, meyakinkan, memberitahukan dan umpan balik individu. Agar komunikasi interpersonal antar civitas akademika dibutuhkan kepercayaan diri yang baik. Tentu saja tidak semua siswa memiliki kepercayaan diri yang baik. Kepercayaan diri sangat dibutuhkan oleh siswa dalam menyampaikan gagasan atau argumentasi yang terkait dengan proses pembelajaran di kelas, dengan tersampainya argumen tersebut ia mampu untuk mengembangkan potensi akademik disekolah dan memilki prestasi akademik yang baik. Apalagi moteode pembelajaran yang banyak dilakukan lebih pada student center dimana siswa lebih aktif dari pada guru, seperti metode presentasi, berdiskusi, dan keterampilan sehingga siswa dituntut untuk mampu bebicara dengan baik didepan kelas. Angelis (2003: 5) Berpendapat bahwa kepercayaan diri merupakan suatu keyakinan dalam jiwa seseorang bahwa tantangan hidup apapun harus dihadapi dengan berbuat sesuatu. Kepercayaan diri merupakan sikap atau perasaan yakin yang dimiliki seseorang terhadap"},"translated_abstract":"Pada era globalisasi dengan beberapa bentuk kemajuan telah kita miliki, terutama perkembangan dalam dunia pendidikan. Seseorang tidak lagi dituntut untuk sekedar mencari ilmu pengetahuan dengan mengembangkan potensi yang dimiliki baik secara akademik maupun non akademik dengan standart yang biasa saja. Misalnya seorang siswa menuntut ilmu dengan sekedar hadir di sekolah atau universitas absen dan berperan pasif dalam proses pembelajaran. Akan tetapi seorang siswa dituntut aktif dalam proses pembelajaran di sekolah. Bentuk konkrit keaktifan siswa dalam proses pembelajaran di sekolah, yaitu siswa mampu berkomunikasi dengan guru di kelas, mampu berkomunikasi dengan teman di kelas, dan mampu menunjukan kemampuan yang dimiliki individu tersebut dalam bidang akademik maupun non akademik. Hal ini juga didukung dengan pendapat dari Ellit (dalam Salama, 2014) yang mengemukakan bahwa komunikasi memiliki peranan penting bagi siswa dalam proses pembelajaran dan perilaku yang diharapkan, hubungan interpersonal antara siswa dan guru, hubungan antara siswa dengan siswa yang lain serta penyampaian intruksi seperti bertanya, memuji, meyakinkan, memberitahukan dan umpan balik individu. Agar komunikasi interpersonal antar civitas akademika dibutuhkan kepercayaan diri yang baik. Tentu saja tidak semua siswa memiliki kepercayaan diri yang baik. Kepercayaan diri sangat dibutuhkan oleh siswa dalam menyampaikan gagasan atau argumentasi yang terkait dengan proses pembelajaran di kelas, dengan tersampainya argumen tersebut ia mampu untuk mengembangkan potensi akademik disekolah dan memilki prestasi akademik yang baik. Apalagi moteode pembelajaran yang banyak dilakukan lebih pada student center dimana siswa lebih aktif dari pada guru, seperti metode presentasi, berdiskusi, dan keterampilan sehingga siswa dituntut untuk mampu bebicara dengan baik didepan kelas. Angelis (2003: 5) Berpendapat bahwa kepercayaan diri merupakan suatu keyakinan dalam jiwa seseorang bahwa tantangan hidup apapun harus dihadapi dengan berbuat sesuatu. 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Seseorang tidak lagi dituntut untuk sekedar mencari ilmu pengetahuan dengan mengembangkan potensi yang dimiliki baik secara akademik maupun non akademik dengan standart yang biasa saja. Misalnya seorang siswa menuntut ilmu dengan sekedar hadir di sekolah atau universitas absen dan berperan pasif dalam proses pembelajaran. Akan tetapi seorang siswa dituntut aktif dalam proses pembelajaran di sekolah. Bentuk konkrit keaktifan siswa dalam proses pembelajaran di sekolah, yaitu siswa mampu berkomunikasi dengan guru di kelas, mampu berkomunikasi dengan teman di kelas, dan mampu menunjukan kemampuan yang dimiliki individu tersebut dalam bidang akademik maupun non akademik. Hal ini juga didukung dengan pendapat dari Ellit (dalam Salama, 2014) yang mengemukakan bahwa komunikasi memiliki peranan penting bagi siswa dalam proses pembelajaran dan perilaku yang diharapkan, hubungan interpersonal antara siswa dan guru, hubungan antara siswa dengan siswa yang lain serta penyampaian intruksi seperti bertanya, memuji, meyakinkan, memberitahukan dan umpan balik individu. Agar komunikasi interpersonal antar civitas akademika dibutuhkan kepercayaan diri yang baik. Tentu saja tidak semua siswa memiliki kepercayaan diri yang baik. Kepercayaan diri sangat dibutuhkan oleh siswa dalam menyampaikan gagasan atau argumentasi yang terkait dengan proses pembelajaran di kelas, dengan tersampainya argumen tersebut ia mampu untuk mengembangkan potensi akademik disekolah dan memilki prestasi akademik yang baik. Apalagi moteode pembelajaran yang banyak dilakukan lebih pada student center dimana siswa lebih aktif dari pada guru, seperti metode presentasi, berdiskusi, dan keterampilan sehingga siswa dituntut untuk mampu bebicara dengan baik didepan kelas. Angelis (2003: 5) Berpendapat bahwa kepercayaan diri merupakan suatu keyakinan dalam jiwa seseorang bahwa tantangan hidup apapun harus dihadapi dengan berbuat sesuatu. Kepercayaan diri merupakan sikap atau perasaan yakin yang dimiliki seseorang terhadap","owner":{"id":89033585,"first_name":"mas ian","middle_initials":null,"last_name":"rifati","page_name":"masianrifati","domain_name":"unair","created_at":"2018-08-22T21:31:44.636-07:00","display_name":"mas ian rifati","url":"https://unair.academia.edu/masianrifati"},"attachments":[{"id":57435912,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/57435912/thumbnails/1.jpg","file_name":"Manfaat_kepercayaan_diri_berbicara_didepan_umum.pdf","download_url":"https://www.academia.edu/attachments/57435912/download_file","bulk_download_file_name":"Manfaat_Kepercayaan_Diri_Berbicara_Didep.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/57435912/Manfaat_kepercayaan_diri_berbicara_didepan_umum-libre.pdf?1537774050=\u0026response-content-disposition=attachment%3B+filename%3DManfaat_Kepercayaan_Diri_Berbicara_Didep.pdf\u0026Expires=1743663823\u0026Signature=WzTYyNw6nc9lY3tqvd7ruxujmZUD6S5XQbTpWqJXGFKkJffduK614h0~yH2U66NeJQj0vrVdu5QbRYFoFv1JtI4PMp7egHAvRDdxrKtP-mL-xqkJZ6MiWQNgkA71mYgOHWmSUPhr9FUXoHoAZ8J6jJSsaMy-HVUXvDUAHaf3x9HGmGqzIzaxgfC-Z4OgwzgBcsNJqaWPo6gHYla787N5hTV~uG-eUIVUut1DxHmvqar6AfSph7O0mtNl~bcZq6PlUuldTikyeC4FM6EnhukXvzIENyjIf7y1j9hXeAbyZ4Khwg8wHxikgvxfLyLCngNKv-PG6c1U9aHNr1ri6X21Sg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":11711,"name":"Public Speaking","url":"https://www.academia.edu/Documents/in/Public_Speaking"},{"id":270282,"name":"Komunikasi","url":"https://www.academia.edu/Documents/in/Komunikasi"},{"id":499139,"name":"Psikologi Pendidikan","url":"https://www.academia.edu/Documents/in/Psikologi_Pendidikan"},{"id":876424,"name":"Kepercayaan Diri","url":"https://www.academia.edu/Documents/in/Kepercayaan_Diri"},{"id":1234740,"name":"Keterampilan Berbicara","url":"https://www.academia.edu/Documents/in/Keterampilan_Berbicara"},{"id":1491411,"name":"Siswa","url":"https://www.academia.edu/Documents/in/Siswa"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-37467318-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="37467279"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37467279/Benefits_of_Self_Confidence_in_Public_Speaking_for_Students"><img alt="Research paper thumbnail of Benefits of Self Confidence in Public Speaking for Students" class="work-thumbnail" src="https://attachments.academia-assets.com/57435882/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37467279/Benefits_of_Self_Confidence_in_Public_Speaking_for_Students">Benefits of Self Confidence in Public Speaking for Students</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://unair.academia.edu/masianrifati">mas ian rifati</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://manfaatalam.academia.edu/VirginSuciyantiMaghfiroh">Virgin Suciyanti Maghfiroh</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In the era of globalization we had some form of progress, especially developments in the world of...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In the era of globalization we had some form of progress, especially developments in the world of education. People not be required to just search knowledge by developing potential academically and non-academically with the usual standards. For example, a student studying by attending school or university take a absent and has a passive role in the learning process. However, a student is required to be active in the learning process at school. Concrete forms of student activity in learning process at school, namely students are able to communicate with teachers in the classroom, are able to communicate with friends in class, and are able to demonstrate the abilities of these individuals in the academic and non-academic fields. This is also supported by the opinion of Ellit (in Salama, 2014) who argues that communication has an important role for students in the learning process and expected behavior, interpersonal relationships between students and teachers, relationships between students and other students and the delivery of instructions such as asking , praising, convincing, informing and giving individual feedback. In order for interpersonal communication between academics, good self confidence is needed. Of course not all students have good self-confidence. Self-confidence is needed by students in conveying ideas or arguments related to the learning process in the classroom, with this argument being able to develop academic potential in school and have good academic achievement. Moreover, many learning methods are done more at the student center where students are more active than teachers, such as the method of presentation, discussion, and skills so students are required to be able to speak well in front of the class. Angelis (2003: 5) Argues that self-confidence is a belief in one's soul that any life challenge must be faced with doing something. Confidence is an attitude or feeling of confidence that a person has to his own abilities, so that he will not be affected by others (Lauster, 2006: 4). Students who have confidence in speaking in public are students who know that they have good skills in how to express their opinions in a straightforward manner and with good sentences. With the existence of self-confidence in the ability to speak, he is able to speak in public well.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b739648cb1345372fb55cc64fb363ce3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57435882,"asset_id":37467279,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57435882/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37467279"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37467279"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37467279; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37467279]").text(description); $(".js-view-count[data-work-id=37467279]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37467279; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37467279']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b739648cb1345372fb55cc64fb363ce3" } } $('.js-work-strip[data-work-id=37467279]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37467279,"title":"Benefits of Self Confidence in Public Speaking for Students","translated_title":"","metadata":{"abstract":"In the era of globalization we had some form of progress, especially developments in the world of education. 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Proses ini adalah kump...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Pengetahuan merupakan hasil dari suatu kumpulan proses pemikiran individu. Proses ini adalah kumpulan dari berbagai pemikiran yang akhirnya sampai pada sebuah kesimpulan disebut suatu pengetahuan. Proses mendapatkan pengetahuan adalah hasil individu dipengaruhi oleh pengalaman persepsi, kognisi, dan memori yang dimiliki, sehingga pada dasarnya setiap orang memiliki pengetahuan terhadap suatu objek yang berbeda-beda maknanya yang bersifat sangat subjektif. Hakikat suatu pengetahuan juga bersifat derajat, maksudnya adalah suatu fakta yang berdasar dari persepsi dan dijelaskan dengan argumentasi yang sederhana. Pada dasarnya, usaha manusia untuk mendapatkan pengetahuan didasarkan pada tiga pokok masalah, yakni : apakah yang ingin kita ketahui ? bagaimanakah cara kita mendapatkan pengetahuan tersebut ? dan apakah nilai pengetahuan itu bagi kita ? Penalaran. Kemampuan suatu individu dalam melalukan proses nalar merupakan titik awal manusia mampu mengembangkan pengetahuan. Penalaran adalah proses berpikir dalam menarik suatu kesimpulan dalam wujud pengetahuan. Proses berpikir itulah merupakan kegiatan untuk mendapatkan suatu pengetahuan yang benar. Terdapat dua ciri individu berpkir dengan nalar. Pertama, adanya pola pikir secara luas yaitu logika. Segala bentuk penalaran pasti memiliki logika sendiri. Kedua, sifat analitik yaitu lebih mengarah pada proses berpikirnya, dimana pada saat proses berpikir itu melibatkan diri secara sadar dalam menganalisis logika penalaran tertentu. Berdasarkan dari berbagai definisi pengetahuan, dapat disimpulkan bahwa pengetahuan adalah suatu hasil dari proses berpikir manusia yang diterima oleh satu atau lebih panca indera dan menghasilkan suatu kesimpulan yang bersifat subjektif. Bersifat subjektif, karena setiap individu memiliki makna pengetahuan yang berbeda-berbeda berdasarkan pengelaman yang telah dialami dan persepsi subjektif yang diterima. Terdapat dua teori yang berbeda dalam memaknai arti dari pengetahuan, RASIONALISME Metode ini beranggapan bahwa sebenarnya manusia tidak dalam proses belajar mengenai sesuatu hal untuk mendapatkan pengetahuan tetapi manusia hanya menggunakan ingatannya yang lalu dalam artian " mengignat kembali apa</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4b76e11bba6403f923253e6d1447f5dd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57365025,"asset_id":37401442,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57365025/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37401442"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37401442"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37401442; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37401442]").text(description); $(".js-view-count[data-work-id=37401442]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37401442; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37401442']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4b76e11bba6403f923253e6d1447f5dd" } } $('.js-work-strip[data-work-id=37401442]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37401442,"title":"PENGETAHUAN (Knowledge) dan ILMU (Science)","translated_title":"","metadata":{"abstract":"Pengetahuan merupakan hasil dari suatu kumpulan proses pemikiran individu. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-37436728-figures'); } }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="8588279" id="conferencepresentations"><div class="js-work-strip profile--work_container" data-work-id="37751342"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37751342/POLA_REGULASI_EMOSI_ORANG_TUA_DENGAN_ANAK_TEMPER_TANTRUM_PROGRAM_MAGISTER_SAINS_PSIKOLOGI_FAKULTAS_PSIKOLOGI_UNIVERSITAS_AIRLANGGA_SURABAYA"><img alt="Research paper thumbnail of POLA REGULASI EMOSI ORANG TUA DENGAN ANAK TEMPER TANTRUM PROGRAM MAGISTER SAINS PSIKOLOGI FAKULTAS PSIKOLOGI UNIVERSITAS AIRLANGGA SURABAYA" class="work-thumbnail" src="https://attachments.academia-assets.com/57747128/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37751342/POLA_REGULASI_EMOSI_ORANG_TUA_DENGAN_ANAK_TEMPER_TANTRUM_PROGRAM_MAGISTER_SAINS_PSIKOLOGI_FAKULTAS_PSIKOLOGI_UNIVERSITAS_AIRLANGGA_SURABAYA">POLA REGULASI EMOSI ORANG TUA DENGAN ANAK TEMPER TANTRUM PROGRAM MAGISTER SAINS PSIKOLOGI FAKULTAS PSIKOLOGI UNIVERSITAS AIRLANGGA SURABAYA</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Abstrak— Regulasi emosi merupakan individu yang dapat mengekspresikan emosinya. Penelitian ini be...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Abstrak— Regulasi emosi merupakan individu yang dapat mengekspresikan emosinya. Penelitian ini bertujuan untuk memberikan gambaran regulasi emosi orang tua dengan  anak temper tantrum dan mengetahui faktor-faktor pembentukan regulasi emosi pada orang tua dengan anak temper tantrum. Penelitian ini menggunakan pendektan kualitatif dengan desain fenomenologi. Teknik pengumpulan data menggunakan wawancara dan teknik analisis menggunakan fenomenologi interpretatif. Partisipan dalam peneltian ini adalah ibu berusia dibawah 35 tahun dengan anak temper tantrum di Surabaya. Hasil penelitian menunjukkan bahwa subjek mengalami regulasi emosi dengan cara beragam, yaitu 1) Perasaan jengkel akibat perilaku anak, 2) Ibu  merasa malu dengan guru di sekolah, 3) Ibu merasa iba dengan kondisi anak yang tidak dapat mengontrol emosi, 4) Ibu merasa sedih ketika kedua anaknya bertengkar dan mengeluarkan kata-kata kasar, 5) Subjek keluar rumah untuk menenangkan diri. 6) Subjek menceritakan permasalahan kepada suami. Sedangkan faktor pembentukan regulasi emosi pada orang tua dengan anak temper tantrum, yaitu 1) ibu ingin memiliki kepribadian yang lembut dan penuh kasih sayang, 2) ibu berkewajiban menasehati anak yang bermasalah, 3) Ketika ibu bahagia maka dapat memperlancar komunikasi antara ibu dan anak. Dari hasil penelitian diatas dapat disimpulkan bahwa orang tua dengan anak temper tantrum tidak mampu mengelola emosi dengan baik, seperti timbulnya emosi negatif yang disebabkan oleh ketidakmampuan orang tua dalam berpikir jernih. Saran untuk orang tua sebaiknya mengelola emosi dengan lebih sabar, berkonsultasi dengan Psikolog ataupun tokoh agama untuk mampu mengelola emosi dengan mengontrol emosi negatif, dan berkomunikasi positif secara verbal dan non verbal.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="40619a297525cf2056e6d3e780d931b3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57747128,"asset_id":37751342,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57747128/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37751342"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37751342"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37751342; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37751342]").text(description); $(".js-view-count[data-work-id=37751342]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37751342; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37751342']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "40619a297525cf2056e6d3e780d931b3" } } $('.js-work-strip[data-work-id=37751342]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37751342,"title":"POLA REGULASI EMOSI ORANG TUA DENGAN ANAK TEMPER TANTRUM PROGRAM MAGISTER SAINS PSIKOLOGI FAKULTAS PSIKOLOGI UNIVERSITAS AIRLANGGA SURABAYA","translated_title":"","metadata":{"abstract":"Abstrak— Regulasi emosi merupakan individu yang dapat mengekspresikan emosinya. Penelitian ini bertujuan untuk memberikan gambaran regulasi emosi orang tua dengan anak temper tantrum dan mengetahui faktor-faktor pembentukan regulasi emosi pada orang tua dengan anak temper tantrum. Penelitian ini menggunakan pendektan kualitatif dengan desain fenomenologi. Teknik pengumpulan data menggunakan wawancara dan teknik analisis menggunakan fenomenologi interpretatif. Partisipan dalam peneltian ini adalah ibu berusia dibawah 35 tahun dengan anak temper tantrum di Surabaya. Hasil penelitian menunjukkan bahwa subjek mengalami regulasi emosi dengan cara beragam, yaitu 1) Perasaan jengkel akibat perilaku anak, 2) Ibu merasa malu dengan guru di sekolah, 3) Ibu merasa iba dengan kondisi anak yang tidak dapat mengontrol emosi, 4) Ibu merasa sedih ketika kedua anaknya bertengkar dan mengeluarkan kata-kata kasar, 5) Subjek keluar rumah untuk menenangkan diri. 6) Subjek menceritakan permasalahan kepada suami. Sedangkan faktor pembentukan regulasi emosi pada orang tua dengan anak temper tantrum, yaitu 1) ibu ingin memiliki kepribadian yang lembut dan penuh kasih sayang, 2) ibu berkewajiban menasehati anak yang bermasalah, 3) Ketika ibu bahagia maka dapat memperlancar komunikasi antara ibu dan anak. Dari hasil penelitian diatas dapat disimpulkan bahwa orang tua dengan anak temper tantrum tidak mampu mengelola emosi dengan baik, seperti timbulnya emosi negatif yang disebabkan oleh ketidakmampuan orang tua dalam berpikir jernih. Saran untuk orang tua sebaiknya mengelola emosi dengan lebih sabar, berkonsultasi dengan Psikolog ataupun tokoh agama untuk mampu mengelola emosi dengan mengontrol emosi negatif, dan berkomunikasi positif secara verbal dan non verbal. "},"translated_abstract":"Abstrak— Regulasi emosi merupakan individu yang dapat mengekspresikan emosinya. Penelitian ini bertujuan untuk memberikan gambaran regulasi emosi orang tua dengan anak temper tantrum dan mengetahui faktor-faktor pembentukan regulasi emosi pada orang tua dengan anak temper tantrum. Penelitian ini menggunakan pendektan kualitatif dengan desain fenomenologi. Teknik pengumpulan data menggunakan wawancara dan teknik analisis menggunakan fenomenologi interpretatif. Partisipan dalam peneltian ini adalah ibu berusia dibawah 35 tahun dengan anak temper tantrum di Surabaya. Hasil penelitian menunjukkan bahwa subjek mengalami regulasi emosi dengan cara beragam, yaitu 1) Perasaan jengkel akibat perilaku anak, 2) Ibu merasa malu dengan guru di sekolah, 3) Ibu merasa iba dengan kondisi anak yang tidak dapat mengontrol emosi, 4) Ibu merasa sedih ketika kedua anaknya bertengkar dan mengeluarkan kata-kata kasar, 5) Subjek keluar rumah untuk menenangkan diri. 6) Subjek menceritakan permasalahan kepada suami. Sedangkan faktor pembentukan regulasi emosi pada orang tua dengan anak temper tantrum, yaitu 1) ibu ingin memiliki kepribadian yang lembut dan penuh kasih sayang, 2) ibu berkewajiban menasehati anak yang bermasalah, 3) Ketika ibu bahagia maka dapat memperlancar komunikasi antara ibu dan anak. Dari hasil penelitian diatas dapat disimpulkan bahwa orang tua dengan anak temper tantrum tidak mampu mengelola emosi dengan baik, seperti timbulnya emosi negatif yang disebabkan oleh ketidakmampuan orang tua dalam berpikir jernih. Saran untuk orang tua sebaiknya mengelola emosi dengan lebih sabar, berkonsultasi dengan Psikolog ataupun tokoh agama untuk mampu mengelola emosi dengan mengontrol emosi negatif, dan berkomunikasi positif secara verbal dan non verbal. 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Penelitian ini bertujuan untuk memberikan gambaran regulasi emosi orang tua dengan anak temper tantrum dan mengetahui faktor-faktor pembentukan regulasi emosi pada orang tua dengan anak temper tantrum. Penelitian ini menggunakan pendektan kualitatif dengan desain fenomenologi. Teknik pengumpulan data menggunakan wawancara dan teknik analisis menggunakan fenomenologi interpretatif. Partisipan dalam peneltian ini adalah ibu berusia dibawah 35 tahun dengan anak temper tantrum di Surabaya. Hasil penelitian menunjukkan bahwa subjek mengalami regulasi emosi dengan cara beragam, yaitu 1) Perasaan jengkel akibat perilaku anak, 2) Ibu merasa malu dengan guru di sekolah, 3) Ibu merasa iba dengan kondisi anak yang tidak dapat mengontrol emosi, 4) Ibu merasa sedih ketika kedua anaknya bertengkar dan mengeluarkan kata-kata kasar, 5) Subjek keluar rumah untuk menenangkan diri. 6) Subjek menceritakan permasalahan kepada suami. Sedangkan faktor pembentukan regulasi emosi pada orang tua dengan anak temper tantrum, yaitu 1) ibu ingin memiliki kepribadian yang lembut dan penuh kasih sayang, 2) ibu berkewajiban menasehati anak yang bermasalah, 3) Ketika ibu bahagia maka dapat memperlancar komunikasi antara ibu dan anak. Dari hasil penelitian diatas dapat disimpulkan bahwa orang tua dengan anak temper tantrum tidak mampu mengelola emosi dengan baik, seperti timbulnya emosi negatif yang disebabkan oleh ketidakmampuan orang tua dalam berpikir jernih. Saran untuk orang tua sebaiknya mengelola emosi dengan lebih sabar, berkonsultasi dengan Psikolog ataupun tokoh agama untuk mampu mengelola emosi dengan mengontrol emosi negatif, dan berkomunikasi positif secara verbal dan non verbal. 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Metode penelitian yang digunakan adalah penelitian kualitatif dengan metode deskriptif dan metode analisis data menggunakan (content analysis). dalam kelima film tersebut jelas terdapat unsur islamophobia yang menunujkkan bahwa islam adalah agama yang penuh kekerasan tanpa adanya sisi kemanusiaan. Setelah mengetahui bahwa terdapat bias islamophobia dalam film hollywood, peneliti menyarankan untuk para peonton untuk tidak mudah terpengaruh dan memiliki stetrotip yang negatif terhadap islam, bahwa sebenarnya setiap agama pun memiliki ajaran yang baik khususnya agama islam. Pendahuluan Film adalah salah satu hiburan yang paling digemari banyak orang, dari kalangan anak-anak hingaa orang tua. Film dapat dinikmati dimanapun seseorang ingin menontonnya, dengan media seperti televisi, personal computer atau PC bahkan semakin canggihnya teknologi, media komunikasi seperti handphone sudah dapat menonton film dengan kualitas baik yang semakin memanjakan penikmatnya. Industri perdapuran film yang sering memproduksi film dengan rating tinggi salah satunya adalah Hollywood, film yang dibuatnya selalu mendapat animo penonton yang banyak. Beberapa film yang diproduksinya juga selalu mendapat nominasi film terbaik setiap tahunnya, tetapi terdapat sesuatu yang janggal dalam beberapa film yang diproduksinya akhir-akhir ini. Beberapa film menampilkan sekelompok orang islam sebagai tokoh antagonis dengan alur cerita teratur dan kompleks sehingga membuat film tersebut seperti nyata. Peristiwa aktual tentang konflik yang terjadi antara beberapa kelompok seperti perang antara Amerika dengan sekelompok orang islam yang dianggap sebagai teroris menjadi salah satu sasaran pembuatan film yang menarik.Hal ini berkaitan erat dengan isu islamophobia, islamophobia sendiri dalam journal berjudul " What is Islamophobia and How Much is There? Theorizing and Measuring and Emerging Comparative Concept " yang dibuat oleh Erick Bleich (2011), merupakan konsep perbandingan yang muncul dalam ilmu sosial. Namun tidak ada definisi yang diterima secara luas dari Islamophobia yang memungkinkan analisis komparatif dan kausal sistematis. Tetapi mengacu pada penelitian tentang pembentukan konsep, prasangka, dan bentuk analog dari hierarki status menawarkan definisi ilmiah yang dapat digunakan sosial Islamophobia sebagai sikap negatif sembarangan atau emosi yang diarahkan pada Islam atau Muslim.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="fa7ec4c13bfee21ed027dc0f3baed7f3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57403024,"asset_id":37436860,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57403024/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37436860"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37436860"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37436860; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37436860]").text(description); $(".js-view-count[data-work-id=37436860]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37436860; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37436860']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "fa7ec4c13bfee21ed027dc0f3baed7f3" } } $('.js-work-strip[data-work-id=37436860]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37436860,"title":"Islamophobia dalam Bias Film Hollywood","translated_title":"","metadata":{"abstract":" Penelitian ini membahas tentang islamophobia dalam media perfilman Hollywood .Pada berkembangnyan film hollywwod semakin marak melakukan pembuatan film yang menunjukkan unsur islamophobia, dimana film adalah sarana hiburan oleh masyarakat akan tetapi dibalik pembuatan film Taken 1, Taken 2, Dracula Untold, Java Heat dan Boys of Abu Ghraib menimbulkan respon negatif bagi masyarakat yang menimbulkan perilaku agresif. Metode penelitian yang digunakan adalah penelitian kualitatif dengan metode deskriptif dan metode analisis data menggunakan (content analysis). dalam kelima film tersebut jelas terdapat unsur islamophobia yang menunujkkan bahwa islam adalah agama yang penuh kekerasan tanpa adanya sisi kemanusiaan. Setelah mengetahui bahwa terdapat bias islamophobia dalam film hollywood, peneliti menyarankan untuk para peonton untuk tidak mudah terpengaruh dan memiliki stetrotip yang negatif terhadap islam, bahwa sebenarnya setiap agama pun memiliki ajaran yang baik khususnya agama islam. Pendahuluan Film adalah salah satu hiburan yang paling digemari banyak orang, dari kalangan anak-anak hingaa orang tua. Film dapat dinikmati dimanapun seseorang ingin menontonnya, dengan media seperti televisi, personal computer atau PC bahkan semakin canggihnya teknologi, media komunikasi seperti handphone sudah dapat menonton film dengan kualitas baik yang semakin memanjakan penikmatnya. Industri perdapuran film yang sering memproduksi film dengan rating tinggi salah satunya adalah Hollywood, film yang dibuatnya selalu mendapat animo penonton yang banyak. Beberapa film yang diproduksinya juga selalu mendapat nominasi film terbaik setiap tahunnya, tetapi terdapat sesuatu yang janggal dalam beberapa film yang diproduksinya akhir-akhir ini. Beberapa film menampilkan sekelompok orang islam sebagai tokoh antagonis dengan alur cerita teratur dan kompleks sehingga membuat film tersebut seperti nyata. Peristiwa aktual tentang konflik yang terjadi antara beberapa kelompok seperti perang antara Amerika dengan sekelompok orang islam yang dianggap sebagai teroris menjadi salah satu sasaran pembuatan film yang menarik.Hal ini berkaitan erat dengan isu islamophobia, islamophobia sendiri dalam journal berjudul \" What is Islamophobia and How Much is There? Theorizing and Measuring and Emerging Comparative Concept \" yang dibuat oleh Erick Bleich (2011), merupakan konsep perbandingan yang muncul dalam ilmu sosial. Namun tidak ada definisi yang diterima secara luas dari Islamophobia yang memungkinkan analisis komparatif dan kausal sistematis. Tetapi mengacu pada penelitian tentang pembentukan konsep, prasangka, dan bentuk analog dari hierarki status menawarkan definisi ilmiah yang dapat digunakan sosial Islamophobia sebagai sikap negatif sembarangan atau emosi yang diarahkan pada Islam atau Muslim."},"translated_abstract":" Penelitian ini membahas tentang islamophobia dalam media perfilman Hollywood .Pada berkembangnyan film hollywwod semakin marak melakukan pembuatan film yang menunjukkan unsur islamophobia, dimana film adalah sarana hiburan oleh masyarakat akan tetapi dibalik pembuatan film Taken 1, Taken 2, Dracula Untold, Java Heat dan Boys of Abu Ghraib menimbulkan respon negatif bagi masyarakat yang menimbulkan perilaku agresif. Metode penelitian yang digunakan adalah penelitian kualitatif dengan metode deskriptif dan metode analisis data menggunakan (content analysis). dalam kelima film tersebut jelas terdapat unsur islamophobia yang menunujkkan bahwa islam adalah agama yang penuh kekerasan tanpa adanya sisi kemanusiaan. Setelah mengetahui bahwa terdapat bias islamophobia dalam film hollywood, peneliti menyarankan untuk para peonton untuk tidak mudah terpengaruh dan memiliki stetrotip yang negatif terhadap islam, bahwa sebenarnya setiap agama pun memiliki ajaran yang baik khususnya agama islam. Pendahuluan Film adalah salah satu hiburan yang paling digemari banyak orang, dari kalangan anak-anak hingaa orang tua. Film dapat dinikmati dimanapun seseorang ingin menontonnya, dengan media seperti televisi, personal computer atau PC bahkan semakin canggihnya teknologi, media komunikasi seperti handphone sudah dapat menonton film dengan kualitas baik yang semakin memanjakan penikmatnya. 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Industri perdapuran film yang sering memproduksi film dengan rating tinggi salah satunya adalah Hollywood, film yang dibuatnya selalu mendapat animo penonton yang banyak. Beberapa film yang diproduksinya juga selalu mendapat nominasi film terbaik setiap tahunnya, tetapi terdapat sesuatu yang janggal dalam beberapa film yang diproduksinya akhir-akhir ini. Beberapa film menampilkan sekelompok orang islam sebagai tokoh antagonis dengan alur cerita teratur dan kompleks sehingga membuat film tersebut seperti nyata. Peristiwa aktual tentang konflik yang terjadi antara beberapa kelompok seperti perang antara Amerika dengan sekelompok orang islam yang dianggap sebagai teroris menjadi salah satu sasaran pembuatan film yang menarik.Hal ini berkaitan erat dengan isu islamophobia, islamophobia sendiri dalam journal berjudul \" What is Islamophobia and How Much is There? Theorizing and Measuring and Emerging Comparative Concept \" yang dibuat oleh Erick Bleich (2011), merupakan konsep perbandingan yang muncul dalam ilmu sosial. Namun tidak ada definisi yang diterima secara luas dari Islamophobia yang memungkinkan analisis komparatif dan kausal sistematis. Tetapi mengacu pada penelitian tentang pembentukan konsep, prasangka, dan bentuk analog dari hierarki status menawarkan definisi ilmiah yang dapat digunakan sosial Islamophobia sebagai sikap negatif sembarangan atau emosi yang diarahkan pada Islam atau Muslim.","owner":{"id":89033585,"first_name":"mas ian","middle_initials":null,"last_name":"rifati","page_name":"masianrifati","domain_name":"unair","created_at":"2018-08-22T21:31:44.636-07:00","display_name":"mas ian rifati","url":"https://unair.academia.edu/masianrifati"},"attachments":[{"id":57403024,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/57403024/thumbnails/1.jpg","file_name":"Islamophobia_dalam_Bias_Film_Hollywood_baru.pdf","download_url":"https://www.academia.edu/attachments/57403024/download_file","bulk_download_file_name":"Islamophobia_dalam_Bias_Film_Hollywood.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/57403024/Islamophobia_dalam_Bias_Film_Hollywood_baru-libre.pdf?1537277971=\u0026response-content-disposition=attachment%3B+filename%3DIslamophobia_dalam_Bias_Film_Hollywood.pdf\u0026Expires=1743663823\u0026Signature=eCL3bdw40GSdOYumgt24Wr2KGRQtOExmfMv3bdrA-7mu6ZHs81F39duzAiwUkuEXxwy~eOLbYGiQlVeGZe1zNbknNbcnIYOr93gM5VNzta7G2ou7h2o5HfHLK8yy7NxOCMpG4YxoK8G-i~rZarQlMyYfw89HDTCKvg5I-8WAGHSIFRMq6SIwF-ScLoEm9mRr-IOXNKJznfQ1Y0G1LOlyt5xyex~UlLTgZTXtdEPZWaYvLvagc1dIV5ex27Z2ja4LEoVHomrGq7~6VP8QnG3csiqvdqvM3AVGqaca-Vci3JBSATQsZp2b4KKCOJ8WrtLA2WYS1qXmVdPwOq2kZitL0g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":17501,"name":"Islamophobia","url":"https://www.academia.edu/Documents/in/Islamophobia"},{"id":166370,"name":"Islamophobia and Media","url":"https://www.academia.edu/Documents/in/Islamophobia_and_Media"},{"id":499140,"name":"Psikologi Sosial","url":"https://www.academia.edu/Documents/in/Psikologi_Sosial"},{"id":1008054,"name":"Islamophobia In Europe","url":"https://www.academia.edu/Documents/in/Islamophobia_In_Europe"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-37436860-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="37401555"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37401555/Ancaman_Media_Terhadap_Perilaku_Islamofobia_Pada_Anak"><img alt="Research paper thumbnail of Ancaman Media Terhadap Perilaku Islamofobia Pada Anak" class="work-thumbnail" src="https://attachments.academia-assets.com/57365141/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37401555/Ancaman_Media_Terhadap_Perilaku_Islamofobia_Pada_Anak">Ancaman Media Terhadap Perilaku Islamofobia Pada Anak</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://unair.academia.edu/masianrifati">mas ian rifati</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/AkbarIlman">Akbar Ilman</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Abstrak Media begitu bebas dalam menyampaikan informasi, baik itu secara fakta maupun rekayasa, m...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Abstrak Media begitu bebas dalam menyampaikan informasi, baik itu secara fakta maupun rekayasa, media berpengaruh dalam membentuk perilaku masyarakat terutama anak-anak. Media yang populer di masyarakat dalam hal ini youtube banyak menyumbang informasi yang akan berpengaruh terhadap perilaku anak. Untuk itu perlu adanya antisipasai dalam menanggapi wacana ini. Dalam penelitian ini akan menganalisis media yang menggambarkan pandangan negative terhadap agama islam. Penelitian ini menggunakan analisis wacana dengan hasil, media akan mengancam terjadinya islamofobia terhadap anak, karna munculnya film anak yang memojokkan agama islam. Berdasarkan kasus yang terjadi sebelumnya menunjukkan hal ini Bukan Sesuatu Yang Tidak Mungkin terjadi. Karna film ini akan mengancam terhadap pandangan negatif anak tentang agama islam. Pendahuluan Media massa, yang sangat popular adalah internet telah memasyarakat. Menurut KBBI (2008) internet adalah adalah jaringan komunikasi elektronik yang menghubungkan jaringan computer dan fasilitas komputeryang terorganisir diseluruh dunia melalui telepon atau satelit. Di Indonesia, seperti negara berkembang dimana akses Internet dan penetrasi PC sudah cukup tinggi dengan di dukungnya Internet murah dan netbook murah, hanya saja di Indonesia operator kurang fair dalam menentukan harga dan bahkan ada salah satu operator yang sengaja membuat " perangkap jebakan " agar supaya si pengguna Internet bayar lebih mahal sampai ber juta-juta rupiah, lainnya sekitar 42% dari akses Internet melalui fasilitas Public Internet akses seperti warnet (warung internet), cybercafe, hotspot dll. Tempat umum lainnya yang sering dipakai</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="bdc0a22c8f15f7ff2d11eb24720fb0ac" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57365141,"asset_id":37401555,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57365141/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37401555"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37401555"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37401555; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37401555]").text(description); $(".js-view-count[data-work-id=37401555]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37401555; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37401555']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "bdc0a22c8f15f7ff2d11eb24720fb0ac" } } $('.js-work-strip[data-work-id=37401555]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37401555,"title":"Ancaman Media Terhadap Perilaku Islamofobia Pada Anak","translated_title":"","metadata":{"abstract":"Abstrak Media begitu bebas dalam menyampaikan informasi, baik itu secara fakta maupun rekayasa, media berpengaruh dalam membentuk perilaku masyarakat terutama anak-anak. Media yang populer di masyarakat dalam hal ini youtube banyak menyumbang informasi yang akan berpengaruh terhadap perilaku anak. Untuk itu perlu adanya antisipasai dalam menanggapi wacana ini. Dalam penelitian ini akan menganalisis media yang menggambarkan pandangan negative terhadap agama islam. Penelitian ini menggunakan analisis wacana dengan hasil, media akan mengancam terjadinya islamofobia terhadap anak, karna munculnya film anak yang memojokkan agama islam. Berdasarkan kasus yang terjadi sebelumnya menunjukkan hal ini Bukan Sesuatu Yang Tidak Mungkin terjadi. Karna film ini akan mengancam terhadap pandangan negatif anak tentang agama islam. Pendahuluan Media massa, yang sangat popular adalah internet telah memasyarakat. Menurut KBBI (2008) internet adalah adalah jaringan komunikasi elektronik yang menghubungkan jaringan computer dan fasilitas komputeryang terorganisir diseluruh dunia melalui telepon atau satelit. 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Dalam penelitian ini akan menganalisis media yang menggambarkan pandangan negative terhadap agama islam. Penelitian ini menggunakan analisis wacana dengan hasil, media akan mengancam terjadinya islamofobia terhadap anak, karna munculnya film anak yang memojokkan agama islam. Berdasarkan kasus yang terjadi sebelumnya menunjukkan hal ini Bukan Sesuatu Yang Tidak Mungkin terjadi. Karna film ini akan mengancam terhadap pandangan negatif anak tentang agama islam. Pendahuluan Media massa, yang sangat popular adalah internet telah memasyarakat. Menurut KBBI (2008) internet adalah adalah jaringan komunikasi elektronik yang menghubungkan jaringan computer dan fasilitas komputeryang terorganisir diseluruh dunia melalui telepon atau satelit. Di Indonesia, seperti negara berkembang dimana akses Internet dan penetrasi PC sudah cukup tinggi dengan di dukungnya Internet murah dan netbook murah, hanya saja di Indonesia operator kurang fair dalam menentukan harga dan bahkan ada salah satu operator yang sengaja membuat \" perangkap jebakan \" agar supaya si pengguna Internet bayar lebih mahal sampai ber juta-juta rupiah, lainnya sekitar 42% dari akses Internet melalui fasilitas Public Internet akses seperti warnet (warung internet), cybercafe, hotspot dll. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (false) { Aedu.setUpFigureCarousel('profile-work-37436713-figures'); } }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="8610977" id="drafts"><div class="js-work-strip profile--work_container" data-work-id="37475044"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37475044/AKU_MEMPUNYAI_KESEMPATAN_SEKOLAH"><img alt="Research paper thumbnail of AKU MEMPUNYAI KESEMPATAN SEKOLAH" class="work-thumbnail" src="https://attachments.academia-assets.com/57443851/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37475044/AKU_MEMPUNYAI_KESEMPATAN_SEKOLAH">AKU MEMPUNYAI KESEMPATAN SEKOLAH</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://fajarwidodo.academia.edu/AzizahArumsari">Azizah Arumsari</a>, <a class="" data-click-track="profile-work-strip-authors" href="https://manfaatalam.academia.edu/VirginSuciyantiMaghfiroh">Virgin Suciyanti Maghfiroh</a>, and <a class="" data-click-track="profile-work-strip-authors" href="https://unair.academia.edu/masianrifati">mas ian rifati</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Undang-Undang Dasar Republik Indonesia nomor 20 tahun 2003 mengenai sistem pendidikan nasional ba...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Undang-Undang Dasar Republik Indonesia nomor 20 tahun 2003 mengenai sistem pendidikan nasional bahwa sistem pendidikan nasional harus mampu menjamin pemerataan kesempatan pendidikan, peningkatan mutu serta relevansi dan efesiensi manajemen pendidikan untuk menghadapi tantangan sesuai dengan tuntutan perubahan kehidupan lokal, nasional, dan lobal sehingga perlu dilakukan pembaharuan pendidikan secara terencana, terara, dan berkesinambungan. Dalam hal ini pemerataan pendidikan harus menyeluruh dan di dapatkan oleh seluruh masyarakat Indonesia dari berbagai lapisan. Salahsatu langgkah pemerintah dalam mewujudkan pemerataan pendidikan bagi masyarakat Indonesia dengan membuat program pendidikan Inklusif. Pemerintah membuat peraturan pendidikan nasional nomor 70 tahun 2009 tentang pendidikan inklusif bagi peserta didik yang memiliki kelainan dan memiliki potensi kecerdasan dan atau bakat istimewa. peraturan ini adalah dukungan pemerintah dalam pemerolehan pendidikan bagi peserta didik yang memeiliki keistimewaan dalam dirinya, sehingga nantinya pada peserta didik mendapatkan pendidikan yang layak dan sesuai perkembangannya dan sesuai dengan keistimewaan yang dimiliki, dan bertujuan agar ilmu yang telah diperoleh akan membantu perkembangan, mampu menghadapi permasalahan yang terjadi dan mengoptimalkan kemampuan yang dimiliki untuk proses kehidupan yang lebih baik. Selama beberapa dekade yang lalu, kita tela menalami banyak perubahan dalam pendidikan bagi anak berkebutuhan kusus (Mangungsong: 2009) perubahan-perubahan ini termasuk perubahan dalam kesadaran dan sikap, keadaan, metode pendekatan masalah, penggunaan konsep-konsep terkait dan sebagainya. Menurut (Jonsen& Skjorten,2004) dalam Mangungsong 2009, menjelaskan bahwa perubahan-perubahan ini tidak hanya relevan bagi kepentingan anak berkebutuhan kusus, tetapi juga bai semua yang terlibat, yaitu dengan anak-anak (dengan atau tanpa berkebutuhan khusus), keluaranya, guru-guru, kepala sekolanya, komunitas sekolanya dan mungkin masyarakat secara keseluruhan. Hal ini menjelaskan bahwa Indonesia sudah menunjukkan perubahan pendidikan, hal ini adalah salah satu bentuk pemerintah dalam berjuang melaksanakan pemerataan pendidikan di Indonesia. Dalam hal ini tidak hanya pemerintah saja yang harus berjuang dalam proses pemerataan pendidikan di</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="f51ef3c3707e446ae4dc7d6965bb1a91" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57443851,"asset_id":37475044,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57443851/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37475044"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37475044"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37475044; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37475044]").text(description); $(".js-view-count[data-work-id=37475044]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37475044; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37475044']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "f51ef3c3707e446ae4dc7d6965bb1a91" } } $('.js-work-strip[data-work-id=37475044]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37475044,"title":"AKU MEMPUNYAI KESEMPATAN SEKOLAH","translated_title":"","metadata":{"abstract":"Undang-Undang Dasar Republik Indonesia nomor 20 tahun 2003 mengenai sistem pendidikan nasional bahwa sistem pendidikan nasional harus mampu menjamin pemerataan kesempatan pendidikan, peningkatan mutu serta relevansi dan efesiensi manajemen pendidikan untuk menghadapi tantangan sesuai dengan tuntutan perubahan kehidupan lokal, nasional, dan lobal sehingga perlu dilakukan pembaharuan pendidikan secara terencana, terara, dan berkesinambungan. Dalam hal ini pemerataan pendidikan harus menyeluruh dan di dapatkan oleh seluruh masyarakat Indonesia dari berbagai lapisan. Salahsatu langgkah pemerintah dalam mewujudkan pemerataan pendidikan bagi masyarakat Indonesia dengan membuat program pendidikan Inklusif. Pemerintah membuat peraturan pendidikan nasional nomor 70 tahun 2009 tentang pendidikan inklusif bagi peserta didik yang memiliki kelainan dan memiliki potensi kecerdasan dan atau bakat istimewa. peraturan ini adalah dukungan pemerintah dalam pemerolehan pendidikan bagi peserta didik yang memeiliki keistimewaan dalam dirinya, sehingga nantinya pada peserta didik mendapatkan pendidikan yang layak dan sesuai perkembangannya dan sesuai dengan keistimewaan yang dimiliki, dan bertujuan agar ilmu yang telah diperoleh akan membantu perkembangan, mampu menghadapi permasalahan yang terjadi dan mengoptimalkan kemampuan yang dimiliki untuk proses kehidupan yang lebih baik. Selama beberapa dekade yang lalu, kita tela menalami banyak perubahan dalam pendidikan bagi anak berkebutuhan kusus (Mangungsong: 2009) perubahan-perubahan ini termasuk perubahan dalam kesadaran dan sikap, keadaan, metode pendekatan masalah, penggunaan konsep-konsep terkait dan sebagainya. Menurut (Jonsen\u0026 Skjorten,2004) dalam Mangungsong 2009, menjelaskan bahwa perubahan-perubahan ini tidak hanya relevan bagi kepentingan anak berkebutuhan kusus, tetapi juga bai semua yang terlibat, yaitu dengan anak-anak (dengan atau tanpa berkebutuhan khusus), keluaranya, guru-guru, kepala sekolanya, komunitas sekolanya dan mungkin masyarakat secara keseluruhan. Hal ini menjelaskan bahwa Indonesia sudah menunjukkan perubahan pendidikan, hal ini adalah salah satu bentuk pemerintah dalam berjuang melaksanakan pemerataan pendidikan di Indonesia. 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Dalam hal ini pemerataan pendidikan harus menyeluruh dan di dapatkan oleh seluruh masyarakat Indonesia dari berbagai lapisan. Salahsatu langgkah pemerintah dalam mewujudkan pemerataan pendidikan bagi masyarakat Indonesia dengan membuat program pendidikan Inklusif. Pemerintah membuat peraturan pendidikan nasional nomor 70 tahun 2009 tentang pendidikan inklusif bagi peserta didik yang memiliki kelainan dan memiliki potensi kecerdasan dan atau bakat istimewa. peraturan ini adalah dukungan pemerintah dalam pemerolehan pendidikan bagi peserta didik yang memeiliki keistimewaan dalam dirinya, sehingga nantinya pada peserta didik mendapatkan pendidikan yang layak dan sesuai perkembangannya dan sesuai dengan keistimewaan yang dimiliki, dan bertujuan agar ilmu yang telah diperoleh akan membantu perkembangan, mampu menghadapi permasalahan yang terjadi dan mengoptimalkan kemampuan yang dimiliki untuk proses kehidupan yang lebih baik. Selama beberapa dekade yang lalu, kita tela menalami banyak perubahan dalam pendidikan bagi anak berkebutuhan kusus (Mangungsong: 2009) perubahan-perubahan ini termasuk perubahan dalam kesadaran dan sikap, keadaan, metode pendekatan masalah, penggunaan konsep-konsep terkait dan sebagainya. Menurut (Jonsen\u0026 Skjorten,2004) dalam Mangungsong 2009, menjelaskan bahwa perubahan-perubahan ini tidak hanya relevan bagi kepentingan anak berkebutuhan kusus, tetapi juga bai semua yang terlibat, yaitu dengan anak-anak (dengan atau tanpa berkebutuhan khusus), keluaranya, guru-guru, kepala sekolanya, komunitas sekolanya dan mungkin masyarakat secara keseluruhan. Hal ini menjelaskan bahwa Indonesia sudah menunjukkan perubahan pendidikan, hal ini adalah salah satu bentuk pemerintah dalam berjuang melaksanakan pemerataan pendidikan di Indonesia. 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Perubahan yang didapatkan tentu bukan hanya perubahan dari fisik namun perubahan jiwa yang lebih penting, sebab dengan adanya perubahan jiwa maka berpengaruh pada perubahan fisik atau perubahan jasmani. Perubahan sebagai hasil dari proses belajar adalah perubahan yang berpengaruh terhadap tingkah laku seseorang. Belajar merupakan suatu kegiatan yang melibatkan proses fisik dan pikologis. Pada setiap individu memiliki pola belajar yang sesuai dengan karakteristik individu itu sendiri. Namun dalam proses belajar ada beberapa anak yang memiliki kesulitan dalam belajar. Kesulitan belajar menurut (Abdurrahman: 2003) menjelaskan bahwa kesulitan belajar merupakan terjemahan dari istilah bahasa inggris learning disability. Terjemahan tersebut sesungguhnya kurang tepat karena learning artinya belajar dan disability artinya ketidakmampuan, sehingga terjemahan yang benar seharusnya adalah ketidakmampuan belajar. Istilah kesulitan belajar digunakan dalam pembahasan ini karena dirasakan lebih optimistik. Untuk membuat klasifikasi anak mengalami kesulitan belajar tidak mudah karena kesulitan belajar merupakan kelompok kesulitan yang heterogen. Tidak seperti tunanetra, tunarungu, ataupun tunagrahita yan bersifat homogen. Secara garis besar menurut (Abdurrahman: 2003) kesulitan belajar dapat di klasifikasikan ke dalam dua kelompok, (1) kesulitan belajar yang berhubungan dengan perkembangan (developmental learning disabilities) dan (2) kesulitan belajar akademik (academic learning disabilities). Kesulitan belajar yang berhubungan dengan perkembangan mencakup gangguan motorik dan persepsi, kesulitan belajar bahasa dan komunikasi, dan kesulitan belajar dalam penyesuaian perilaku sosial. Kesulitan belajar akademik menunjuk pada adanya kegagalan-kegagalan pencapaian prestasi akademik yang sesuai denan kapasitas yang diharapkan. Kegagalan-keagalan tersebut mencakup penguasaan ketrampilan dalam membaca, menulis, dan atau matematika. Pada pembahasan kali ini akan menjabarkan mengenai kesulitan belajar akademik, kesulitan belajar anak ini bisa diketahui langsung oleh tenaa pendidik maupun orang tua yang membimbin anak dalam proses belajar ketika mereka agal dalam menerjakan suatu tugas, seperti kesulitan dalam menulis, ada faktor internal dan faktor eksternal yang membuat anak menjadi kesulitan dalam belajar. Faktor internal dapat terjadi karena adanya disfungsi fisiologis sedangkan faktor eksternal bisa terjadi karena linkungan yang kurang mendukung pembelajaran dan pemahaman anak dalam mengerjakan tugas. Lovitt dalam (Abdurrahman: 2003) menjelaskan bahwa pelajaran menulis mencakup (1) menulis dengan tangan,(2) mengeja, dan (3) menullis ekspresif.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="383c61f807e96989cc845c98588e28fe" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57443885,"asset_id":37475087,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57443885/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37475087"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37475087"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37475087; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37475087]").text(description); $(".js-view-count[data-work-id=37475087]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37475087; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37475087']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "383c61f807e96989cc845c98588e28fe" } } $('.js-work-strip[data-work-id=37475087]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37475087,"title":"AKU BISA BELAJAR MENULIS","translated_title":"","metadata":{"abstract":"Menurut (Djamarah: 2002), Belajar bisa diartikan sebagai suatu kegiatan dengan melibatkan dua unsur yaitu jiwa dan raga ketika melakukannya, gerak tubuh harus terlihat sejalan dengan proses jiwa agar bisa mendapatkan dan melihat adanya perubahan. 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Kesulitan belajar yang berhubungan dengan perkembangan mencakup gangguan motorik dan persepsi, kesulitan belajar bahasa dan komunikasi, dan kesulitan belajar dalam penyesuaian perilaku sosial. Kesulitan belajar akademik menunjuk pada adanya kegagalan-kegagalan pencapaian prestasi akademik yang sesuai denan kapasitas yang diharapkan. Kegagalan-keagalan tersebut mencakup penguasaan ketrampilan dalam membaca, menulis, dan atau matematika. Pada pembahasan kali ini akan menjabarkan mengenai kesulitan belajar akademik, kesulitan belajar anak ini bisa diketahui langsung oleh tenaa pendidik maupun orang tua yang membimbin anak dalam proses belajar ketika mereka agal dalam menerjakan suatu tugas, seperti kesulitan dalam menulis, ada faktor internal dan faktor eksternal yang membuat anak menjadi kesulitan dalam belajar. Faktor internal dapat terjadi karena adanya disfungsi fisiologis sedangkan faktor eksternal bisa terjadi karena linkungan yang kurang mendukung pembelajaran dan pemahaman anak dalam mengerjakan tugas. Lovitt dalam (Abdurrahman: 2003) menjelaskan bahwa pelajaran menulis mencakup (1) menulis dengan tangan,(2) mengeja, dan (3) menullis ekspresif.","internal_url":"https://www.academia.edu/37475087/AKU_BISA_BELAJAR_MENULIS","translated_internal_url":"","created_at":"2018-09-25T01:59:23.233-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":89038860,"coauthors_can_edit":true,"document_type":"draft","co_author_tags":[{"id":31903405,"work_id":37475087,"tagging_user_id":89038860,"tagged_user_id":88785252,"co_author_invite_id":null,"email":"r***4@gmail.com","affiliation":"Universitas Airlangga Surabaya","display_order":1,"name":"A. Fathan Abidi","title":"AKU BISA BELAJAR MENULIS"},{"id":31903406,"work_id":37475087,"tagging_user_id":89038860,"tagged_user_id":89038780,"co_author_invite_id":null,"email":"v***8@psikologi.unair.ac.id","affiliation":"Airlangga University","display_order":2,"name":"Virgin Suciyanti Maghfiroh","title":"AKU BISA BELAJAR MENULIS"},{"id":31903407,"work_id":37475087,"tagging_user_id":89038860,"tagged_user_id":89033585,"co_author_invite_id":null,"email":"m***8@psikologi.unair.ac.id","affiliation":"Universitas Airlangga","display_order":3,"name":"mas ian rifati","title":"AKU BISA BELAJAR MENULIS"},{"id":31903408,"work_id":37475087,"tagging_user_id":89038860,"tagged_user_id":88790717,"co_author_invite_id":null,"email":"n***8@psikologi.unair.ac.id","affiliation":"Universitas Airlangga Surabaya","display_order":4,"name":"nurul fajriani","title":"AKU BISA BELAJAR MENULIS"}],"downloadable_attachments":[{"id":57443885,"title":"","file_type":"docx","scribd_thumbnail_url":"https://attachments.academia-assets.com/57443885/thumbnails/1.jpg","file_name":"AKU_BISA_BELAJAR_MENULIS.docx","download_url":"https://www.academia.edu/attachments/57443885/download_file","bulk_download_file_name":"AKU_BISA_BELAJAR_MENULIS.docx","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/57443885/AKU_BISA_BELAJAR_MENULIS.docx?1738377710=\u0026response-content-disposition=attachment%3B+filename%3DAKU_BISA_BELAJAR_MENULIS.docx\u0026Expires=1743663823\u0026Signature=VOStx55MuHneRohJ00Cjp8fJIF7wqoAo0Qfgc3U5JtH0MWjTwDTxARVmF2kzMO6ToPwWexZ5yBvTJNnNoo5jCa2ztsYIV7Pq7y0but2zItzO4-2VJ-yGlN-Z81sX18Ie22HdGH2CbPBg7Edu1HHUWhZzYxQ3SoE4BCwsHP~LSBtSIbEVBSOSHTzIzuTip6F5Ql410nXZLKvWIGa8vMhC52MT280r6oE40fsHmT-V2oBlWguHhCYfp34019V97AWBgAJ~K0uxBCTEXc3r0oI5MRlvPxj0t4cZzgDGAQRgON6akyQhlvdwmRuPjVTwaH3M8zWTm4kyJbDKPXMPQcCRdg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"AKU_BISA_BELAJAR_MENULIS","translated_slug":"","page_count":3,"language":"id","content_type":"Work","summary":"Menurut (Djamarah: 2002), Belajar bisa diartikan sebagai suatu kegiatan dengan melibatkan dua unsur yaitu jiwa dan raga ketika melakukannya, gerak tubuh harus terlihat sejalan dengan proses jiwa agar bisa mendapatkan dan melihat adanya perubahan. Perubahan yang didapatkan tentu bukan hanya perubahan dari fisik namun perubahan jiwa yang lebih penting, sebab dengan adanya perubahan jiwa maka berpengaruh pada perubahan fisik atau perubahan jasmani. Perubahan sebagai hasil dari proses belajar adalah perubahan yang berpengaruh terhadap tingkah laku seseorang. Belajar merupakan suatu kegiatan yang melibatkan proses fisik dan pikologis. Pada setiap individu memiliki pola belajar yang sesuai dengan karakteristik individu itu sendiri. Namun dalam proses belajar ada beberapa anak yang memiliki kesulitan dalam belajar. Kesulitan belajar menurut (Abdurrahman: 2003) menjelaskan bahwa kesulitan belajar merupakan terjemahan dari istilah bahasa inggris learning disability. Terjemahan tersebut sesungguhnya kurang tepat karena learning artinya belajar dan disability artinya ketidakmampuan, sehingga terjemahan yang benar seharusnya adalah ketidakmampuan belajar. Istilah kesulitan belajar digunakan dalam pembahasan ini karena dirasakan lebih optimistik. Untuk membuat klasifikasi anak mengalami kesulitan belajar tidak mudah karena kesulitan belajar merupakan kelompok kesulitan yang heterogen. Tidak seperti tunanetra, tunarungu, ataupun tunagrahita yan bersifat homogen. Secara garis besar menurut (Abdurrahman: 2003) kesulitan belajar dapat di klasifikasikan ke dalam dua kelompok, (1) kesulitan belajar yang berhubungan dengan perkembangan (developmental learning disabilities) dan (2) kesulitan belajar akademik (academic learning disabilities). Kesulitan belajar yang berhubungan dengan perkembangan mencakup gangguan motorik dan persepsi, kesulitan belajar bahasa dan komunikasi, dan kesulitan belajar dalam penyesuaian perilaku sosial. Kesulitan belajar akademik menunjuk pada adanya kegagalan-kegagalan pencapaian prestasi akademik yang sesuai denan kapasitas yang diharapkan. Kegagalan-keagalan tersebut mencakup penguasaan ketrampilan dalam membaca, menulis, dan atau matematika. Pada pembahasan kali ini akan menjabarkan mengenai kesulitan belajar akademik, kesulitan belajar anak ini bisa diketahui langsung oleh tenaa pendidik maupun orang tua yang membimbin anak dalam proses belajar ketika mereka agal dalam menerjakan suatu tugas, seperti kesulitan dalam menulis, ada faktor internal dan faktor eksternal yang membuat anak menjadi kesulitan dalam belajar. Faktor internal dapat terjadi karena adanya disfungsi fisiologis sedangkan faktor eksternal bisa terjadi karena linkungan yang kurang mendukung pembelajaran dan pemahaman anak dalam mengerjakan tugas. 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