Wardiansah, Irlan (2015) PERBEDAAN DIMENSI NON-KOGNITIF KEMATANGAN KARIR PESERTA DIDIK PADA SEKOLAH YANG MENERAPKAN DAN TIDAK MENERAPKAN PROGRAM PEMINATAN KURIKULUM 2013. S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Perubahan kurikulum saat ini mengamanatkan adanya program peminatan. Salah satu tujuannya agar peserta didik mampu memahami dan mempersiapkan diri mencapai kemandirian yang didasarkan pada kematangan pemenuhan potensi dasar, bakat, minat, dan keterampilan pekerjaan/karir. Super mengungkapkan bahwa dimensi kematangan karir mencakup kognitif dan non-kognitif. Penelitian ini dibatasi pada dimensi non-kognitif, meliputi: 1) perencanaan karir, 2) eksplorasi karir, dan 3) realisme keputusan karir. Penelitian ini bertujuan untuk mengetahui perbedaan dimensi non-kognitif kematangan karir peserta didik pada sekolah yang menerapkan dan tidak menerapkan program peminatan Kurikulum 2013. Metode yang digunakan metode deskriptif komparatif. Populasi dalam penelitian ini yaitu SMA Negeri Kota Tasikmalaya Tahun Pelajaran 2014/2015. Teknik pengambilan sampel menggunakan teknik sample random proporsional sebanyak 319 orang. Untuk menjawab pertanyaan penelitian dilakukan uji t menggunakan software SPSS version 20.0 for windows. Berdasarkan hasil uji perbandingan dua rata-rata independent samples test, diketahui bahwa dimensi non-kognitif kematangan karir peserta didik pada sekolah yang menerapkan program peminatan Kurikulum 2013 lebih tinggi dibandingkan dengan peserta didik yang berada pada sekolah yang tidak menerapkan program peminatan. Hal tersebut ditunjukkan dengan perbedaan signifikan p < 0,05 pada aspek perencanaan karir. Program bimbingan karir direkomendasikan untuk dipertimbangkan sebagai salah satu layanan dalam meningkatkan dimensi non-kognitif kematangan karir peserta didik di SMA. A change in the current curriculum mandates the specialization program. One of the aims is that learners are able to understand and prepare achieving self-reliance based on the maturity of the fulfillment of the basic potential, talents, interests, and skills of job/career. Super reveals that career maturity dimensions include the cognitive and non-cognitive. This study is limited only to the non-cognitive dimension, includes: 1) career planning, 2) career exploration, and 3) realism career decisions. This study aims to determine differences in non-cognitive dimensions career maturity of students in schools that apply and do not apply the program specialization in Curriculum 2013. The method used is descriptive comparative method. The population is SMA Negeri Tasikmalaya academic year 2014/2015. While the techniques used in sampling using random sample proportional to the total sample of 319 people. To answer the research question t test using SPSS software version 20.0 for Windows. Based on the test result comparison of two averages independent samples test, it is known that the dimensions of non-cognitive career maturity of students who are at schools with a program specialization in Curriculum 2013 was higher than those in schools that did not implement the program specialization. This is indicated by a significant difference p <0.05 in aspects of career planning. Career guidance program is recommended to be considered as one of the service content in the increase of non-cognitive dimensions of career maturity in high school students
| Item Type: | Thesis (S2) |
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| Additional Information: | No. Panggil : T BP WAR p-2015; Pembimbing : Cece Rakhmat |
| Uncontrolled Keywords: | Dimensi Non-Kognitif Kematangan Karir, Program Peminatan Kurikulum 2013, Sekolah Menengah Atas |
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology L Education > L Education (General) |
| Divisions: | Sekolah Pasca Sarjana > Bimbingan dan Konseling S-2 |
| Depositing User: | Staff DAM |
| Date Deposited: | 04 Nov 2015 03:09 |
| Last Modified: | 04 Nov 2015 03:09 |
| URI: | http://repository.upi.edu/id/eprint/18705 |
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