Sari, Ela Nurlaela (2012) BIMBINGAN MEREDUKSI KECEMASAN AKADEMIK PESERTA DIDIK MELALUI TEKNIK SELF AFFIRMATION. S1 thesis, Universitas Pendidikan Indonesia.
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Abstract
Peserta didik yang mengalami kecemasan akademik memiliki pola pikir yang tidak logis. Pola pikir tersebut berpengaruh sangat kuat pada emosi yang akhirnya menghasilkan perilaku yang maladaptif. Tujuan penelitian mengetahui efektivitas teknik self affirmation dalam mereduksi kecemasan akademik. Penelitian menggunakan metode pra-eksperimen dengan one group pretest-posttest design. Analisis data statistik yang digunakan adalah Wilcoxon Match Pairs Test. Populasi penelitian adalah peserta didik kelas X SMA Lab-School UPI Bandung Tahun Ajaran 2011/2012 dengan sampel delapan peserta didik pada kategori kecemasan akademik tinggi. Instrumenyang digunakan dalam penelitian adalah angket yang dikembangkan dari karakteristik kecemasan akademik Alan J. Ottens. Hasil penelitian: (1) kecemasan akademik peserta didik sebagian besar termasuk kategori sedang; (2) rancangan intervensi berfokus pada reduksi indikator kecemasan akademik; (3) teknik self affirmation efektif mereduksi kecemasan akademik. Kata kunci: kecemasan akademik; bimbingan belajar; teknik self affirmation; modifikasi pola pikir dan perilaku yang negatif; peserta didik. Students who experience academic anxiety have an illogical mindset. This mindset is a powerful influence one motions that ultimately result in maladaptive behavior. The purpose of research examines the effectiveness of self affirmation technique in reducing academic anxiety. The study used a pre-experimental method with one group pretest-posttest design. Analysis of data used was Wilcoxon Match Pairs Test. The study population were high school students of class 10th Lab-School UPI Bandung in Academic Year 2011/2012 with a sample ofeight studentsin thecategory ofhighacademicanxiety. The instruments usedin the study was a questionnaire that was developed from the characteristics of academic anxiety Alan J.Ottens. The results: (1) students’academic anxiety most include moderate category, (2) the design of interventions focused on the reduction of academic anxiety indicators, (3) self-affirmation technique effectively reduce academic anxiety. Keywords: academic anxiety; learning guidance; self-affirmation technique; modification patterns of thought and behavior that negatively; students.
| Item Type: | Thesis (S1) |
|---|---|
| Uncontrolled Keywords: | Teknik Self Affirmation, Psikologi Anak |
| Subjects: | ?? 150 ?? Universitas Pendidikan Indonesia > Fakultas Ilmu Pendidikan > Pendidikan Psikologi dan Bimbingan |
| Divisions: | Fakultas Ilmu Pendidikan > Pendidikan Psikologi dan Bimbingan |
| Depositing User: | DAM STAF Editor |
| Date Deposited: | 22 Jan 2014 06:49 |
| Last Modified: | 22 Jan 2014 06:49 |
| URI: | http://repository.upi.edu/id/eprint/5598 |
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