slot gacor slot gacor hari ini slot gacor 2025 demo slot pg slot gacor slot gacor
DAMPAK PELATIHAN REGULASI EMOSI ANAK (REMONA) TERHADAP PERILAKU DISRUPTIF PADA SISWA KELAS I SD KY AGENG GIRI MRANGGEN KABUPATEN DEMAK | AMALIA | Jurnal EMPATI

DOI: https://doi.org/10.14710/empati.2017.20069

DAMPAK PELATIHAN REGULASI EMOSI ANAK (REMONA) TERHADAP PERILAKU DISRUPTIF PADA SISWA KELAS I SD KY AGENG GIRI MRANGGEN KABUPATEN DEMAK

Fakultas Psikologi, Universitas Diponegoro, Indonesia

Received: 23 Mar 2018; Published: 26 Mar 2018.

Citation Format:
Abstract

This study aims to determine the impact of training "REMONA" regulation of emotion of children against disruptive behavior in class I elementary school Ky Ageng Giri. This research method uses pre-experimental design of the one group prestest posttest design that is research using one group of research sample and conducted measurement or observation (pre and posttest design) before and after given treatment. Subjects in this study that is all students class I SD Ky Ageng Giri as many as 32 children. Sampling technique in this research is saturated sampling, the entire population is sampled. Data analysis on the research using Paired Sample T-test The results showed that "REMONA" training was significantly effective in reducing disruptive behavior in grade I students of elementary school Ky Ageng Giri with disruptive behavior score score score before "REMONA" training (Mpretest = 18,78 ; SDpretest = 14,397) and after training (MposttestI = 10.31; SDposttestI = 7,168) with p <0.001. Even evaluated after one week, training "REMONA" remained effective in reducing disruptive behavior (MposttestII = 10.03; SDposttestII = 6,684).

 

 

 

Fulltext View|Download
Keywords: Disruptive Behavior, Training "REMONA", Primary School Children

Article Metrics:

Article Info
Section: Research Articles
Language : ID
Recent articles
HUBUNGAN EFIKASI DIRI AKADEMIK DENGAN STUDENT ENGAGEMENT PADA MAHASISWA FSM UNDIP YANG BEKERJA PARUH WAKTU HUBUNGAN ANTARA HARDINESS DENGAN STRES AKADEMIK PADA TARUNA TINGKAT II POLITEKNIK ILMU PELAYARAN SEMARANG HUBUNGAN ANTARA KONFORMITAS TEMAN SEBAYA DENGAN PERILAKU KONSUMTIF MEMBELI PAKAIAN PADA MAHASISWI ANGKATAN 2016 FAKULTAS PSIKOLOGI UNIVERSITAS DIPONEGORO More recent articles
  1. Arbuckle & Little. (2004). Teachers perception and management of disruptive classroom behaviour during the midlle years (years five to nine). Australian Journal of Educational & Developmetal Psychology, 4, 59-70
  2. Campbell. A., Rodrigues, B. J., & dkk. (2013). Effects of a tier 2 on classroom disruptive behavior and academic engagement. Journal of curriculum and instruction (JOICI), 7, 35-54
  3. Darwis, A. (2006). Pengubahan perilaku menyimpang murid sekolah dasar. Jakarta: Departemen Pendidikan Nasional Direktorat Jendral Pendidikan Tinggi Direktorat Ketenagaan
  4. Feldman, S. R. (2012). Pengantar psikologi. Jakarta: Salemba Humanika
  5. Flicker, E. S., & Hoffman, J. A. (2006). Guiding children’s behavior. New York and London: Teacher College Press
  6. Grainger, J. D. (2003). Nerva and the roman succession crisis of AD 96-99. London: Routledge. ISBN 0-415-28917-3
  7. Graziano, P. A., Reavis, R. D., Keane, S. P. & Calkins, S. D. (2007). The role of regulation emotion in childresn’s early academic success. Journal of School Psychology. 45, 3-9. Doi: 10.1016/j.jsp.2006.09.002
  8. Hurlock, E. B. (2008) Psikologi perkembangan suatu pendekatan sepanjang rentang kehidupan. Jakarta: Erlangga
  9. Papalia, D. E., Old, S. W & Feldman, R. D. (2009). Human development. perkembangan manusia. Jakarta: Salemba Humanika
  10. Shaffer, D. R. (2005). Social and personality development. USA: Thomson
  11. Sutaryani, N. P. C., Suadnyana, I. N., & Tirtayani, L. A. (2016). Pengaruh teknik token economy terhadap perilaku disruptif pada anak di tk ganesha denpasar. e-Journal Pendidikan Anak Usia Dini, 4(2)
  12. Tirtayani, L. A., & Wisjnu, M. (2012). Penerapan program ‘kereta anak tertib’ di taman kanak-kanak. Jurnal Psikologi, 8(1), 21-28
  13. Todras, P. (2007). Teachers perspective of disruptive behaviour in the classroom. Faculty of the Chicago School of Professional Psychology

Last update:

No citation recorded.

Last update:

No citation recorded.