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"Skripsi ini membahas tentang hubungan persepsi keterlibatan ayah dan orientasi tujuan pada siswa SMP di Depok. Tujuan penelitian ini adalah untuk memahami persepsi keterlibatan ayah dan orientasi tujuan siswa SMP. Dengan mengetahui hal tersebut dapat membuat guru di sekolah meningkatkan keterlibatan ayah pada pendidikan anak. Penelitian ini adalah penelitian kuantitatif dengan desain korelasional. Partisipan penelitian berjumlah 91 orang siswa SMP di Depok. Data dikumpulkan dengan menggunakan kuesioner. Hasil penelitian menyatakan bahwa terdapat hubungan yang positif dan signifikan antara persepsi keterlibatan ayah dan orientasi tujuan mastery dan orientasi tujuan performance approach. Namun, persepsi keterlibatan ayah berhubungan positif dan tidak signifikan dengan orientasi tujuan performance avoidance. Hasil penelitian menyarankan bahwa ayah perlu terlibat secara aktif dalam pendidikan anak sehingga anak dapat memiliki orientasi tujuan mastery dan orientasi tujuan performance approach. Dengan memiliki orientasi tujuan mastery dan orientasi tujuan performance approach siswa dapat menguasai materi pelajaran sehingga meningkatkan pencapaian akademis serta tidak melakukan kecurangan saat ujian berlangsung. Selain itu siswa memiliki sifat kompetitif untuk meningkatkan prestasi akademis dibandingkan teman-temannya. Peneliti menyarankan guru di sekolah perlu meningkatkan kampanye tentang pentingnya keterlibatan ayah dalam pendidikan anak dan memberikan informasi mengenai orientasi tujuan kepada orang tua.

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The focus of this study is the relationship between perception of father involvement and goal orientation among junior high school students. The purpose of this study is to understand the perception of father involvement and goal orientation of junior high school students. By having this understanding, the teachers could encourage father involvement in students’ education. The type of this research is quantitative research with correlational design. The data were collected by questionnaire distributed to 91 participants who are junior high school students in Depok. The research result suggests that there is a positive and significant relationship between the perception of father involvement and the mastery goal orientation and performance approach goal orientation. However, the perception of father involvement has a positive but not significant relationship towards performance avoidance goal orientation. The research result suggests that fathers have to be actively involved in children’s education so that the children will be able to attain mastery and performance approach goal orientations. By attaining these two types of goal orientations the students will be able to master the subjects and hence will increase their academic achievements and avoid them from cheating during exams. Aside from that, the students will be more competitive to improve their academic achievements over their schoolmates. The researcher suggests the teachers to promote about the importance of father involvement in children’s education and to supply the parent with adequate information regarding the goal orientations"

"ABSTRAKPemerintah Indonesia menerapkan Kurikulum 2013 dalam memfasilitasi pembentukan karakter siswa yang mandiri dan berorientasi pada proses pembelajaran. Salah satu aspek psikologis yang penting bagi mahasiswa dalam mendukung program adalah orientasi tujuan penguasaan. Keterlibatan ayah merupakan salah satu aspek yang berkaitan dengan orientasi tujuan secara umum. Penelitian ini bertujuan untuk melihat hubungan keterlibatan ayah dengan orientasi tujuan ketuntasan pada siswa SMA di Jabodetabek. Pengukuran menggunakan instrumen skala penguasaan Nurturing Fathering Scale, Reported Father Involvement Scale, dan Achievement Goal Questionnaire-Revised. Hasil analisis statistik korelasi menunjukkan bahwa keterlibatan ayah tidak memiliki hubungan yang signifikan dengan orientasi tujuan penguasaan. Analisis data demografi dilakukan untuk membantu pembahasan hasil penelitian.ABSTRACTThe Indonesian government implements the 2013 Curriculum in facilitating the character building of students who are independent and oriented towards the learning process. One of the psychological aspects that is important for students in supporting the program is the orientation of mastery goals. Father involvement is one aspect related to goal orientation in general. This study aims to see the relationship between father's involvement and goal orientation of completeness of high school students in Jabodetabek. Measurements used the Nurturing Fathering Scale, Reported Father Involvement Scale, and Achievement Goal Questionnaire-Revised instrument. The result of correlation statistical analysis shows that father involvement has no significant relationship with goal orientation of mastery. Demographic data analysis was conducted to assist the discussion of research results."

"Penelitian ini dilakukan untuk mengetahui hubungan antara keterlibatan ayah dan motivasi berprestasi remaja. Pengukuran keterlibatan ayah dilakukan dengan menggunakan alat ukur Father Involvement Reported Scale yang dibuat oleh Finley dan Schwartz (2004), sedangkan pengukuran motivasi berprestasi dilakukan dengan menggunakan alat ukur motivasi berprestasi yang dibuat oleh Widyasari (2005). Partisipan pada penelitian ini adalah 266 remaja kelas 2 SMP di Jakarta Timur dan Jakarta Selatan, berusia 13-15 tahun, dan memiliki ayah. Hasil penghitungan Pearson Correlation menunjukkan terdapat hubungan yang positif dan signifikan antara keterlibatan ayah dan motivasi berprestasi remaja kelas 2 SMP, sehingga semakin tinggi keterlibatan ayah maka akan semakin tinggi pula motivasi berprestasi remaja kelas 2 SMP.

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The purpose of this research is to examine the relationship between father involvement and achievement motivation in adolescents. Father involvement was measured using Father Involvement Reported Scale (Finley & Schwartz, 2004), whereas the achievement motivation was measured using Achievement Motivation Scale (Widyasari, 2005). The participants of this research were 266 adolescents currently attending 2nd grade junior high school in East Jakarta and South Jakarta, with the age of 13-15 years old, and has a father. The Pearson Correlation obtained shows that there is a positive and significant relationship between father involvement and achievement motivation among 2nd grade junior high school adolescents. Thus, higher father involvement would indicate a higher achievement motivation among 2nd grade junior high school adolescents."

"Penelitian ini dilakukan untuk mengetahui hubungan antara prestasi akademik dan keterlibatan ayah pada remaja Sekolah Menengah Pertama. Prestasi akademik diukur melalui nilai rapor semester I yang diperoleh responden dari sekolah, sedangkan pengukuran keterlibatan ayah dilakukan melalui the Father Involvement Scale (Reported) yang disusun oleh Finley dan Schwartz (2004). Responden pada penelitian ini berjumlah 263 remaja kelas VIII Sekolah Menengah Pertama yang berusia 13 hingga 15 tahun dan memiliki sosok ayah. Hasil penelitian ini menunjukkan bahwa tidak ada hubungan yang signifikan antara prestasi akademik dan keterlibatan ayah pada remaja Sekolah Menengah Pertama (r = -.026; n = 263; p > 0,05, two-tailed). Walau hasil penelitian tidak menunjukkan hubungan yang signifikan antara prestasi akademik dan keterlibatan ayah, namun tidak berarti ayah tidak memiliki peran pada prestasi akademik anak remaja. Di masa tersebut remaja masih memerlukan keterlibatan ayah guna mendukung pencapaian prestasi akademik yang optimal di sekolah.

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This study examined the relationship between academic achievement and father involvement among junior high school students. Academic achievement was measured by students’ official school records, whereas the father involvement was measured by the Father Involvement Scale (Reported) (Finley & Schwartz, 2004). The participants of this study were 263 8th grade junior high school students who have a father and encompassing the age between 13 and 15 years old.

The result of this study indicates that there is no significant relationship between academic achievement and father involvement among junior high school students (r = -.026; n = 263; p > 0,05, two-tailed). Furthermore, although the result of the study indicates no significant relationship between father involvement and academic achievement among junior high school students, but it does not mean that father does not have any role at all in student’s academic achievement, because during that period, adolescents still need father involvement in order to support the optimum academic achievement in their school."

"Penelitian ini dilakukan untuk mendapatkan gambaran mengenai hubungan antara persepsi siswa terhadap orientasi tujuan guru matematika dan academic selfhandicapping pada siswa SMP kelas 7. Pengukuran persepsi siswa terhadap orientasi tujuan guru matematika dan academic self-handicapping menggunakan alat ukur Patterns of Adaptive Learning Scale (PALS) yang dikembangkan oleh Midgley dkk. (2000). Responden berjumlah 151 siswa SMP kelas 7 yang berasal dari tiga sekolah berbeda.Hasil penelitian ini menunjukkan terdapat hubungan yang positif dan signifikan antara persepsi siswa terhadap orientasi tujuan guru performance dan academic self-handicapping. Di lain sisi, tidak terdapat hubungan yang signifikan antara persepsi siswa terhadap orientasi tujuan guru mastery dan academic selfhandicapping. Hasil belum sejalan dengan teori orientasi tujuan karenaorientasi tujuan mastery dianggap dapat mengarahkan siswa untuk menerapkan cara belajar yang adaptif, sehingga dibutuhkan penelitian lebih lanjut.This research aimed to examine the correlation between student?s perception of mathematics teacher goal orientation and academic self-handicapping on middle school student grade 7th . Student?s perception of mathematics teacher goal orientation and academic self-handicapping were measured by Patterns of Adaptive Learning Scales (PALS) which developed by Midgley etc. (2000). The respondents were 151 middle school students in 7th grade from three different schools.

The result of this research showed that there is a positive and significant correlation between student?s perception of mathematics teacher performance?s goal and academic selfhandicapping. On the other hand, there is no significant correlation between student?s perception of mathematics teacher and academic self-handicapping. This result is not consistent with goal orientation theory that proposed mastery as a predictor of adaptive learning style, so further research is needed."

"Penelitian ini dilakukan untuk mengetahui hubungan antara keterlibatan ayah dan self-esteem remaja, dilihat dari persepsi ayah dan anak. Responden pada penelitian ini adalah 133 siswa kelas X SMA dan ayah mereka. Keterlibatan ayah diukur dengan alat ukur Seven-Item Father Involvement Scale yang disusun oleh Carlson (2006), sedangkan self-esteem diukur dengan alat ukur Self-Liking/Self-Competence Scale-Revised (SLCS-R) yang disusun oleh Tafarodi dan Swann (2001). Hasil penelitian ini menunjukkan bahwa terdapat hubungan yang signifikan antara keterlibatan ayah yang dipersepsi oleh remaja dengan kedua dimensi self-esteem remaja, yaitu self-liking (r = .295; n = 133; p < 0,01 twotailed) dan self-competence (r = .262; n = 133; p < 0,01 two-tailed). Namun, tidak ditemukan hubungan yang signifikan antara keterlibatan ayah yang dipersepsi oleh ayah dengan kedua dimensi self-esteem remaja, yaitu self-liking (r = .143; n= 133; p > 0,01 two-tailed) dan self-competence (r = .151; n = 133; p > 0,01 twotailed). Hasil tersebut mengimplikasikan bahwa keterlibatan ayah yang dipersepsi oleh remaja berhubungan dengan self-esteem remaja. Maka, semakin tinggi keterlibatan ayah berdasarkan persepsi remaja, tingkat self-esteem remaja pun semakin tinggi.

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The goal of this study was to examine the relationship between father involvement and adolescent self-esteem, with regards to father and adolescent perception. Respondents were 133 10th grade students and their father. Father involvement was measured by Seven-Item Father Involvement Scale (Carlson, 2006), whereas self-esteem was measured by Self-Liking/Self-Competence Scale-Revised (SLCSR) (Tafarodi & Swann, 2001). The result of this study shows that father involvement perceived by adolescent related with both dimensions of adolescent self-esteem, there are self-liking (r = .295; n = 133; p < 0,01 two-tailed) and selfcompetence (r = .262; n = 133; p < 0,01 two-tailed). But, father involvement perceived by father did not related with both dimensions of adolescent selfesteem, there are self-liking (r = .143; n = 133; p > 0,01 two-tailed) and selfcompetence (r = .151; n = 133; p > 0,01 two-tailed). The result implied that father involvement perceived by adolescent related with adolescent self-esteem. Therefore, the higher father involvement perceived by adolescent, the higher adolescent self-esteem will be."

"Penelitian ini bertujuan untuk mengetahui hubungan antara persepsi terhadap keterlibatan ayah dalam domain afektif dan domain perilaku dengan penerapan self-regulated learning pada mahasiswa. Variabel keterlibatan ayah diukur dengan menggunakan The Father Involvement and Nurturant Fathering Scales: Retrospective Measures for Adolescent and Adult Children yang dikembangkan oleh Finley dan Schwartz (2004), sedangkan variabel self-regulated learning diukur menggunakan alat ukur Self-Regulated Learning yang disusun oleh Hariseno (2012). Penelitian melibatkan 283 mahasiswa tahun pertama berusia 18 hingga 21 tahun yang berasal dari berbagai perguruan tinggi. Hasil penelitian ini menunjukkan hubungan yang positif dan signifikan antara persepsi terhadap keterlibatan ayah dalam domain afektif dan domain perilaku dengan penerapan SRL pada mahasiswa (r = 0.193, p<0.01, two-tailed; r = 0.247, p<0.01, two-tailed). Hasil tersebut menunjukkan bahwa peran ayah dalam pengasuhan perlu diperhatikan karena berhubungan dengan perkembangan anak dalam aspek akademik.

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This study examined the relationship between perception of father involvement, consists of father nurturance and reported father involvement, and implementation of self-regulated learning on university students. Father involvement was measured using The Father Involvement and Nurturant Fathering Scales: Retrospective Measures for Adolescent and Adult Children by Finley and Schwartz (2004) and self-regulated learning was measured using Self-Regulated Learning scale by Hariseno (2012). This study involved 283 first-year students aged 18 to 21 years old from various universities.

The result indicated that there is a positively significant relationship between both domains of father involvement (father nurturance and reported father involvement) with implementation of self-regulated learning on university students (r=0.193, p<0.01, two-tailed; r=0.247, p<0.01, two-tailed). This result showed that father involvement should get more attention because it has a correlation with children?s development on academic aspect."

"Penelitian ini bertujuan untuk mengetahui hubungan antara keterlibatan ayah dan penyesuaian akademis remaja. Dalam penelitian ini, keterlibatan ayah diukur dari remaja sebagai anak dan ayah. Sampel yang digunakan dalam penelitian ini adalah siswa SMA kelas sepuluh sejumlah 403 orang dan ayah sejumlah 133 orang. Keterlibatan ayah diukur menggunakan skala keterlibatan ayah yang terdiri dari tiga komponen keterlibatan ayah yaitu: engagement, accessibility, dan responsibility. Penyesuaian akademis diukur melalui dua indikator utama yaitu: dukungan sosial dan performa akademis. Dukungan sosial terdiri dari empat sumber yaitu, ayah, ibu, guru, dan teman. Performa akademis diukur melalui nilai rapor siswa. Hasil penelitian menunjukkan bahwa tidak terdapat hubungan yang signifikan antara keterlibatan ayah dan penyesuaian akademis.

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This study aims to determine the relationship between father involvement and adolescent academic adjustment. In this study, measured father involvement of adolescents as a child and the father. The sample used in this study is 403 tenth grade high school students and 133 fathers. Father involvement is measured using a scale consisting of father involvement father involvement three components namely: engagement, accessibility, and responsibility. Academic adjustment was measured through two main indicators, namely: social support and academic performance. Social support consists of four sources, namely, father, mother, teacher, and friend. Academic performance is measured through student grades. The results showed that there are no significant relationship between father involvement and academic adjustment."

"ABSTRAKPenggunaan strategi self-regulated learning berperan penting dalam pencapaianakademik siswa. Dalam perkembangannya, keterampilan penggunaan strategiself-regulated learning dibentuk oleh peran orang tua di rumah. Ayah didugamenjadi agen yang penting dalam perkembangan keterampilan self-regulatedlearning berdasarkan faktor personal. Tujuan penelitian ini adalah untuk melihathubungan antara keterlibatan ayah dengan penggunaan strategi self-regulatedlearning pada siswa sekolah menengah atas. Penelitian ini menggunakan alatukur Father Involvement Scale untuk mengukur persepsi anak terhadapketerlibatan ayahnya, dan alat ukur Self-Regulated Strategies Inventory-SelfReport untuk mengukur penggunaan strategi self-regulated learning.Berdasarkan penelitian yang dilakukan, terdapat korelasi yang signifikan antaraketerlibatan ayah dengan penggunaan strategi self-regulated learning (p = .007).

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ABSTRACTresult shows a significant correlation between father involvement and selfregulatedlearning strategies usage (p = .007)."

"Banyaknya permasalahan perilaku pada siswa jenjang menengah memicu munculnya program pendidikan karakter di berbagai negara, termasuk Indonesia. Pembentukan karakter dapat dilakukan melalui keterlibatan siswa di dalam kelas, sehingga persepsi siswa terhadap iklim kelasnya menjadi penting untuk dilihat pada penelitian ini. Sebagai upaya menjelaskan perilaku siswa jenjang menengah yang terkait dengan pendidikan karakter, penelitian ini hadir untuk melihat hubungan antara classroom climate sebagai faktor lingkungan dan performance goal orientation sebagai faktor diri pada siswa Sekolah Menengah Atas (SMA). Classroom climate diukur menggunakan Individualized Classroom Environment Questionnaire (ICEQ) short version (Fisher & Fraser, 1985), sedangkan performance goal orientation diukur menggunakan Goal Orientation And Learning Strategies Survey (GOALS-S) (Dowson & McInerney, 1997). Teknik analisis yang digunakan adalah multiple correlation dengan R menunjukkan besaran koefisien korelasi yang didapatkan. Hasil penelitian terhadap 149 siswa kelas XI yang berasal dari jurusan Ilmu Pengetahuan Alam dan Ilmu Pengetahuan Sosial menunjukkan bahwa terdapat hubungan yang signifikan antara classroom climate dan performance goal orientation (R = 0,332, p<0,01). Selanjutnya ditemukan pula hubungan yang signifikan antara classroom climate dan mastery goal orientation, namun tidak terbuktikan adanya hubungan antara classroom climate dan work avoidance goal orientation, serta social goal orientations.

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Many behavioral problems at secondary level students cause the character education program in many countries, including Indonesia. Character building can be done by involving students in the classroom. Therefore, students perception of classroom climate becomes essential to be analyzed in this study. As an attempt to explain secondary level students behavior which is related to character education, this study presents to investigate the correlation between classroom climate as environmental factor and performance goal orientation as person factor among senior high school students. Classroom climate variable is measured using the Individualized Classroom Environment Questionnaire (ICEQ) short version (Fisher & Fraser, 1985), while the performance goal orientation is measured using Goal Orientation And Learning Strategies Survey (GOALS-S) (Dowson & McInerney, 1997). Multiple correlation is used for the analysis technique with R shows the amount of correlation coefficient earned. The results from 149 students class of XI majoring in science and social science indicates that there is a significant correlation between classroom climate and performance goal orientation (R = 0.332, p<0.01). Furthermore, research also found a significant correlation between classroom climate and mastery goal orientation, but it does not prove the existence of the correlations between classroom climate and work avoidance goal orientation, as well as the social goal orientations."