Program intervensi individual Self-Awareness dan Self-Knowledge untuk meningkatkan konsep diri siswa tunadaksa underachievement = Individual intervention's program of self-awareness and self-knowledge in enhancing physical impairment underachievement students' self-concept
| Main Authors: | Hanindya Restiningtyas, author, Add author: Diennaryati Tjokrosuprihatono, supervisor, Add author: Dewi Maulina, supervisor, Add author: Gagan Hartana Tupah Brama, examiner, Add author: Wahyu Indianti, examiner |
|---|---|
| Format: | Masters Bachelors |
| Terbitan: |
, 2012
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| Subjects: | |
| Online Access: |
https://lib.ui.ac.id/detail?id=20315319 |
| ctrlnum |
20315319 |
|---|---|
| fullrecord |
<?xml version="1.0"?>
<dc schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/ http://www.openarchives.org/OAI/2.0/oai_dc.xsd"><type>Thesis:Masters</type><title>Program intervensi individual Self-Awareness dan Self-Knowledge untuk meningkatkan konsep diri siswa tunadaksa underachievement = Individual intervention's program of self-awareness and self-knowledge in enhancing physical impairment underachievement students' self-concept</title><creator>Hanindya Restiningtyas, author</creator><creator>Add author: Diennaryati Tjokrosuprihatono, supervisor</creator><creator>Add author: Dewi Maulina, supervisor</creator><creator>Add author: Gagan Hartana Tupah Brama, examiner</creator><creator>Add author: Wahyu Indianti, examiner</creator><publisher/><date>2012</date><subject>Self-perception in adolescence --Study and teaching</subject><description>[<b>ABSTRAK</b><br>
Tesis ini mengenai program intervensi individual pengenalan dan pengetahuan diri
untuk meningkatkan konsep diri pada siswa tunadaksa underachievement. Menurut
Jersild, Telford, dan Sawrey (1978) jika seorang anak memiliki pandangan yang negatif
terhadap dirinya, hal ini dipengaruhi oleh keterbatasan atau gangguan fisik. Butler-Por,
McCall, Evahn, dan Kratzer (dalam Adams, 1997) juga memperkuat bahwa salah satu
karakteristik kepribadian siswa underachiever adalah rendahnya konsep diri. Salah satu
cara untuk meningkatkan prestasi siswa underachiever adalah meningkatkan konsep diri
(Coyle, 2000, dalam Trevallion, 2008). Konsep diri yang positif dapat dimiliki oleh
remaja yang mampu menerima kemampuan dan keterbatasannya. Dengan menggunakan
single-case study design ABA, penelitian ini melibatkan seorang partisipan remaja lakilaki,
B, yang mengalami tunadaksa dan berprestasi kurang baik di sekolah. B belum
memiliki gambaran yang positif tentang dirinya. B mengikuti 8 sesi pertemuan intervensi
yang terdiri dari kegiatan pengenalan dan pengetahuan diri. Proses pengenalan dan
pengetahuan diri dilakukan dengan menerapkan prinsip-prinsip dalam teori manajemen
perubahan Lewin dimana seseorang harus melalui tahap freezing/unfreezing untuk
melakukan perubahan. Kegiatan intevensi ini meliputi kegiatan menceritakan
pengalaman-pengalaman positif, diskusi, permainan, serta studi kasus. Berdasarkan hasil
skala konsep diri dan deskripsi diri, penelitian ini terbukti efektif untuk meningkatkan
konsep diri menjadi lebih positif. Beberapa saran diberikan untuk penelitian selanjutnya
agar hasil yang diperoleh lebih efektif.;This thesis discusses about individual intervention?s program of self-awareness and selfknowledge
for enhancing self-concept in physical impairment underachievement?s
student. According to Jersild, Telford, and Sawrey (1978) a child with a negative view of
him, is affected by his disability or physical impairment. Butler-Por, McCall, Evahn, and
Kratzer (in Adams, 1997) also confirms that one of the underachievers? personality
characteristics is the low self-concept. One way to improve student achievement is
enhancing his self-concept (Coyle, 2000, in Trevallion, 2008). Positive self-concept can
be owned by a teenager who is capable of receiving capabilities and limitations. By using
single-case ABA design study, the study participants involved a teenage boy, B, who
suffered a physical impairment and perform less well in school. B does not have a
positive image of himself. B follows the 8 session intervention consisting of activities and
the introduction of self-knowledge. The process of self-awareness and self-knowledge is
done by applying the principles of the Lewin change management theory in which a
person must go through the stages of freezing / unfreezing for change. This intervention
includes activities to tell the positive experiences, discussions, games, and case studies.
Based on a scale of self concept and self-descriptions, this study proved effective for
improving self-concept became more positive. Some suggestions are given for further
research in order to obtain more effective results.;This thesis discusses about individual intervention?s program of self-awareness and selfknowledge
for enhancing self-concept in physical impairment underachievement?s
student. According to Jersild, Telford, and Sawrey (1978) a child with a negative view of
him, is affected by his disability or physical impairment. Butler-Por, McCall, Evahn, and
Kratzer (in Adams, 1997) also confirms that one of the underachievers? personality
characteristics is the low self-concept. One way to improve student achievement is
enhancing his self-concept (Coyle, 2000, in Trevallion, 2008). Positive self-concept can
be owned by a teenager who is capable of receiving capabilities and limitations. By using
single-case ABA design study, the study participants involved a teenage boy, B, who
suffered a physical impairment and perform less well in school. B does not have a
positive image of himself. B follows the 8 session intervention consisting of activities and
the introduction of self-knowledge. The process of self-awareness and self-knowledge is
done by applying the principles of the Lewin change management theory in which a
person must go through the stages of freezing / unfreezing for change. This intervention
includes activities to tell the positive experiences, discussions, games, and case studies.
Based on a scale of self concept and self-descriptions, this study proved effective for
improving self-concept became more positive. Some suggestions are given for further
research in order to obtain more effective results.;This thesis discusses about individual intervention?s program of self-awareness and selfknowledge
for enhancing self-concept in physical impairment underachievement?s
student. According to Jersild, Telford, and Sawrey (1978) a child with a negative view of
him, is affected by his disability or physical impairment. Butler-Por, McCall, Evahn, and
Kratzer (in Adams, 1997) also confirms that one of the underachievers? personality
characteristics is the low self-concept. One way to improve student achievement is
enhancing his self-concept (Coyle, 2000, in Trevallion, 2008). Positive self-concept can
be owned by a teenager who is capable of receiving capabilities and limitations. By using
single-case ABA design study, the study participants involved a teenage boy, B, who
suffered a physical impairment and perform less well in school. B does not have a
positive image of himself. B follows the 8 session intervention consisting of activities and
the introduction of self-knowledge. The process of self-awareness and self-knowledge is
done by applying the principles of the Lewin change management theory in which a
person must go through the stages of freezing / unfreezing for change. This intervention
includes activities to tell the positive experiences, discussions, games, and case studies.
Based on a scale of self concept and self-descriptions, this study proved effective for
improving self-concept became more positive. Some suggestions are given for further
research in order to obtain more effective results.;This thesis discusses about individual intervention?s program of self-awareness and selfknowledge
for enhancing self-concept in physical impairment underachievement?s
student. According to Jersild, Telford, and Sawrey (1978) a child with a negative view of
him, is affected by his disability or physical impairment. Butler-Por, McCall, Evahn, and
Kratzer (in Adams, 1997) also confirms that one of the underachievers? personality
characteristics is the low self-concept. One way to improve student achievement is
enhancing his self-concept (Coyle, 2000, in Trevallion, 2008). Positive self-concept can
be owned by a teenager who is capable of receiving capabilities and limitations. By using
single-case ABA design study, the study participants involved a teenage boy, B, who
suffered a physical impairment and perform less well in school. B does not have a
positive image of himself. B follows the 8 session intervention consisting of activities and
the introduction of self-knowledge. The process of self-awareness and self-knowledge is
done by applying the principles of the Lewin change management theory in which a
person must go through the stages of freezing / unfreezing for change. This intervention
includes activities to tell the positive experiences, discussions, games, and case studies.
Based on a scale of self concept and self-descriptions, this study proved effective for
improving self-concept became more positive. Some suggestions are given for further
research in order to obtain more effective results.;This thesis discusses about individual intervention?s program of self-awareness and selfknowledge
for enhancing self-concept in physical impairment underachievement?s
student. According to Jersild, Telford, and Sawrey (1978) a child with a negative view of
him, is affected by his disability or physical impairment. Butler-Por, McCall, Evahn, and
Kratzer (in Adams, 1997) also confirms that one of the underachievers? personality
characteristics is the low self-concept. One way to improve student achievement is
enhancing his self-concept (Coyle, 2000, in Trevallion, 2008). Positive self-concept can
be owned by a teenager who is capable of receiving capabilities and limitations. By using
single-case ABA design study, the study participants involved a teenage boy, B, who
suffered a physical impairment and perform less well in school. B does not have a
positive image of himself. B follows the 8 session intervention consisting of activities and
the introduction of self-knowledge. The process of self-awareness and self-knowledge is
done by applying the principles of the Lewin change management theory in which a
person must go through the stages of freezing / unfreezing for change. This intervention
includes activities to tell the positive experiences, discussions, games, and case studies.
Based on a scale of self concept and self-descriptions, this study proved effective for
improving self-concept became more positive. Some suggestions are given for further
research in order to obtain more effective results.;This thesis discusses about individual intervention?s program of self-awareness and selfknowledge
for enhancing self-concept in physical impairment underachievement?s
student. According to Jersild, Telford, and Sawrey (1978) a child with a negative view of
him, is affected by his disability or physical impairment. Butler-Por, McCall, Evahn, and
Kratzer (in Adams, 1997) also confirms that one of the underachievers? personality
characteristics is the low self-concept. One way to improve student achievement is
enhancing his self-concept (Coyle, 2000, in Trevallion, 2008). Positive self-concept can
be owned by a teenager who is capable of receiving capabilities and limitations. By using
single-case ABA design study, the study participants involved a teenage boy, B, who
suffered a physical impairment and perform less well in school. B does not have a
positive image of himself. B follows the 8 session intervention consisting of activities and
the introduction of self-knowledge. The process of self-awareness and self-knowledge is
done by applying the principles of the Lewin change management theory in which a
person must go through the stages of freezing / unfreezing for change. This intervention
includes activities to tell the positive experiences, discussions, games, and case studies.
Based on a scale of self concept and self-descriptions, this study proved effective for
improving self-concept became more positive. Some suggestions are given for further
research in order to obtain more effective results., This thesis discusses about individual intervention?s program of self-awareness and selfknowledge
for enhancing self-concept in physical impairment underachievement?s
student. According to Jersild, Telford, and Sawrey (1978) a child with a negative view of
him, is affected by his disability or physical impairment. Butler-Por, McCall, Evahn, and
Kratzer (in Adams, 1997) also confirms that one of the underachievers? personality
characteristics is the low self-concept. One way to improve student achievement is
enhancing his self-concept (Coyle, 2000, in Trevallion, 2008). Positive self-concept can
be owned by a teenager who is capable of receiving capabilities and limitations. By using
single-case ABA design study, the study participants involved a teenage boy, B, who
suffered a physical impairment and perform less well in school. B does not have a
positive image of himself. B follows the 8 session intervention consisting of activities and
the introduction of self-knowledge. The process of self-awareness and self-knowledge is
done by applying the principles of the Lewin change management theory in which a
person must go through the stages of freezing / unfreezing for change. This intervention
includes activities to tell the positive experiences, discussions, games, and case studies.
Based on a scale of self concept and self-descriptions, this study proved effective for
improving self-concept became more positive. Some suggestions are given for further
research in order to obtain more effective results.]</description><identifier>https://lib.ui.ac.id/detail?id=20315319</identifier><recordID>20315319</recordID></dc>
|
| format |
Thesis:Masters Thesis Thesis:Bachelors |
| author |
Hanindya Restiningtyas, author Add author: Diennaryati Tjokrosuprihatono, supervisor Add author: Dewi Maulina, supervisor Add author: Gagan Hartana Tupah Brama, examiner Add author: Wahyu Indianti, examiner |
| title |
Program intervensi individual Self-Awareness dan Self-Knowledge untuk meningkatkan konsep diri siswa tunadaksa underachievement = Individual intervention's program of self-awareness and self-knowledge in enhancing physical impairment underachievement students' self-concept |
| publishDate |
2012 |
| topic |
Self-perception in adolescence --Study and teaching |
| url |
https://lib.ui.ac.id/detail?id=20315319 |
| contents |
[<b>ABSTRAK</b><br>
Tesis ini mengenai program intervensi individual pengenalan dan pengetahuan diri
untuk meningkatkan konsep diri pada siswa tunadaksa underachievement. Menurut
Jersild, Telford, dan Sawrey (1978) jika seorang anak memiliki pandangan yang negatif
terhadap dirinya, hal ini dipengaruhi oleh keterbatasan atau gangguan fisik. Butler-Por,
McCall, Evahn, dan Kratzer (dalam Adams, 1997) juga memperkuat bahwa salah satu
karakteristik kepribadian siswa underachiever adalah rendahnya konsep diri. Salah satu
cara untuk meningkatkan prestasi siswa underachiever adalah meningkatkan konsep diri
(Coyle, 2000, dalam Trevallion, 2008). Konsep diri yang positif dapat dimiliki oleh
remaja yang mampu menerima kemampuan dan keterbatasannya. Dengan menggunakan
single-case study design ABA, penelitian ini melibatkan seorang partisipan remaja lakilaki,
B, yang mengalami tunadaksa dan berprestasi kurang baik di sekolah. B belum
memiliki gambaran yang positif tentang dirinya. B mengikuti 8 sesi pertemuan intervensi
yang terdiri dari kegiatan pengenalan dan pengetahuan diri. Proses pengenalan dan
pengetahuan diri dilakukan dengan menerapkan prinsip-prinsip dalam teori manajemen
perubahan Lewin dimana seseorang harus melalui tahap freezing/unfreezing untuk
melakukan perubahan. Kegiatan intevensi ini meliputi kegiatan menceritakan
pengalaman-pengalaman positif, diskusi, permainan, serta studi kasus. Berdasarkan hasil
skala konsep diri dan deskripsi diri, penelitian ini terbukti efektif untuk meningkatkan
konsep diri menjadi lebih positif. Beberapa saran diberikan untuk penelitian selanjutnya
agar hasil yang diperoleh lebih efektif.;This thesis discusses about individual intervention?s program of self-awareness and selfknowledge
for enhancing self-concept in physical impairment underachievement?s
student. According to Jersild, Telford, and Sawrey (1978) a child with a negative view of
him, is affected by his disability or physical impairment. Butler-Por, McCall, Evahn, and
Kratzer (in Adams, 1997) also confirms that one of the underachievers? personality
characteristics is the low self-concept. One way to improve student achievement is
enhancing his self-concept (Coyle, 2000, in Trevallion, 2008). Positive self-concept can
be owned by a teenager who is capable of receiving capabilities and limitations. By using
single-case ABA design study, the study participants involved a teenage boy, B, who
suffered a physical impairment and perform less well in school. B does not have a
positive image of himself. B follows the 8 session intervention consisting of activities and
the introduction of self-knowledge. The process of self-awareness and self-knowledge is
done by applying the principles of the Lewin change management theory in which a
person must go through the stages of freezing / unfreezing for change. This intervention
includes activities to tell the positive experiences, discussions, games, and case studies.
Based on a scale of self concept and self-descriptions, this study proved effective for
improving self-concept became more positive. Some suggestions are given for further
research in order to obtain more effective results.;This thesis discusses about individual intervention?s program of self-awareness and selfknowledge
for enhancing self-concept in physical impairment underachievement?s
student. According to Jersild, Telford, and Sawrey (1978) a child with a negative view of
him, is affected by his disability or physical impairment. Butler-Por, McCall, Evahn, and
Kratzer (in Adams, 1997) also confirms that one of the underachievers? personality
characteristics is the low self-concept. One way to improve student achievement is
enhancing his self-concept (Coyle, 2000, in Trevallion, 2008). Positive self-concept can
be owned by a teenager who is capable of receiving capabilities and limitations. By using
single-case ABA design study, the study participants involved a teenage boy, B, who
suffered a physical impairment and perform less well in school. B does not have a
positive image of himself. B follows the 8 session intervention consisting of activities and
the introduction of self-knowledge. The process of self-awareness and self-knowledge is
done by applying the principles of the Lewin change management theory in which a
person must go through the stages of freezing / unfreezing for change. This intervention
includes activities to tell the positive experiences, discussions, games, and case studies.
Based on a scale of self concept and self-descriptions, this study proved effective for
improving self-concept became more positive. Some suggestions are given for further
research in order to obtain more effective results.;This thesis discusses about individual intervention?s program of self-awareness and selfknowledge
for enhancing self-concept in physical impairment underachievement?s
student. According to Jersild, Telford, and Sawrey (1978) a child with a negative view of
him, is affected by his disability or physical impairment. Butler-Por, McCall, Evahn, and
Kratzer (in Adams, 1997) also confirms that one of the underachievers? personality
characteristics is the low self-concept. One way to improve student achievement is
enhancing his self-concept (Coyle, 2000, in Trevallion, 2008). Positive self-concept can
be owned by a teenager who is capable of receiving capabilities and limitations. By using
single-case ABA design study, the study participants involved a teenage boy, B, who
suffered a physical impairment and perform less well in school. B does not have a
positive image of himself. B follows the 8 session intervention consisting of activities and
the introduction of self-knowledge. The process of self-awareness and self-knowledge is
done by applying the principles of the Lewin change management theory in which a
person must go through the stages of freezing / unfreezing for change. This intervention
includes activities to tell the positive experiences, discussions, games, and case studies.
Based on a scale of self concept and self-descriptions, this study proved effective for
improving self-concept became more positive. Some suggestions are given for further
research in order to obtain more effective results.;This thesis discusses about individual intervention?s program of self-awareness and selfknowledge
for enhancing self-concept in physical impairment underachievement?s
student. According to Jersild, Telford, and Sawrey (1978) a child with a negative view of
him, is affected by his disability or physical impairment. Butler-Por, McCall, Evahn, and
Kratzer (in Adams, 1997) also confirms that one of the underachievers? personality
characteristics is the low self-concept. One way to improve student achievement is
enhancing his self-concept (Coyle, 2000, in Trevallion, 2008). Positive self-concept can
be owned by a teenager who is capable of receiving capabilities and limitations. By using
single-case ABA design study, the study participants involved a teenage boy, B, who
suffered a physical impairment and perform less well in school. B does not have a
positive image of himself. B follows the 8 session intervention consisting of activities and
the introduction of self-knowledge. The process of self-awareness and self-knowledge is
done by applying the principles of the Lewin change management theory in which a
person must go through the stages of freezing / unfreezing for change. This intervention
includes activities to tell the positive experiences, discussions, games, and case studies.
Based on a scale of self concept and self-descriptions, this study proved effective for
improving self-concept became more positive. Some suggestions are given for further
research in order to obtain more effective results.;This thesis discusses about individual intervention?s program of self-awareness and selfknowledge
for enhancing self-concept in physical impairment underachievement?s
student. According to Jersild, Telford, and Sawrey (1978) a child with a negative view of
him, is affected by his disability or physical impairment. Butler-Por, McCall, Evahn, and
Kratzer (in Adams, 1997) also confirms that one of the underachievers? personality
characteristics is the low self-concept. One way to improve student achievement is
enhancing his self-concept (Coyle, 2000, in Trevallion, 2008). Positive self-concept can
be owned by a teenager who is capable of receiving capabilities and limitations. By using
single-case ABA design study, the study participants involved a teenage boy, B, who
suffered a physical impairment and perform less well in school. B does not have a
positive image of himself. B follows the 8 session intervention consisting of activities and
the introduction of self-knowledge. The process of self-awareness and self-knowledge is
done by applying the principles of the Lewin change management theory in which a
person must go through the stages of freezing / unfreezing for change. This intervention
includes activities to tell the positive experiences, discussions, games, and case studies.
Based on a scale of self concept and self-descriptions, this study proved effective for
improving self-concept became more positive. Some suggestions are given for further
research in order to obtain more effective results.;This thesis discusses about individual intervention?s program of self-awareness and selfknowledge
for enhancing self-concept in physical impairment underachievement?s
student. According to Jersild, Telford, and Sawrey (1978) a child with a negative view of
him, is affected by his disability or physical impairment. Butler-Por, McCall, Evahn, and
Kratzer (in Adams, 1997) also confirms that one of the underachievers? personality
characteristics is the low self-concept. One way to improve student achievement is
enhancing his self-concept (Coyle, 2000, in Trevallion, 2008). Positive self-concept can
be owned by a teenager who is capable of receiving capabilities and limitations. By using
single-case ABA design study, the study participants involved a teenage boy, B, who
suffered a physical impairment and perform less well in school. B does not have a
positive image of himself. B follows the 8 session intervention consisting of activities and
the introduction of self-knowledge. The process of self-awareness and self-knowledge is
done by applying the principles of the Lewin change management theory in which a
person must go through the stages of freezing / unfreezing for change. This intervention
includes activities to tell the positive experiences, discussions, games, and case studies.
Based on a scale of self concept and self-descriptions, this study proved effective for
improving self-concept became more positive. Some suggestions are given for further
research in order to obtain more effective results., This thesis discusses about individual intervention?s program of self-awareness and selfknowledge
for enhancing self-concept in physical impairment underachievement?s
student. According to Jersild, Telford, and Sawrey (1978) a child with a negative view of
him, is affected by his disability or physical impairment. Butler-Por, McCall, Evahn, and
Kratzer (in Adams, 1997) also confirms that one of the underachievers? personality
characteristics is the low self-concept. One way to improve student achievement is
enhancing his self-concept (Coyle, 2000, in Trevallion, 2008). Positive self-concept can
be owned by a teenager who is capable of receiving capabilities and limitations. By using
single-case ABA design study, the study participants involved a teenage boy, B, who
suffered a physical impairment and perform less well in school. B does not have a
positive image of himself. B follows the 8 session intervention consisting of activities and
the introduction of self-knowledge. The process of self-awareness and self-knowledge is
done by applying the principles of the Lewin change management theory in which a
person must go through the stages of freezing / unfreezing for change. This intervention
includes activities to tell the positive experiences, discussions, games, and case studies.
Based on a scale of self concept and self-descriptions, this study proved effective for
improving self-concept became more positive. Some suggestions are given for further
research in order to obtain more effective results.] |
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