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"Abstract: "Why do some people succeed and others fail? Sharing new insights from her landmark research on grit, MacArthur genius grant recipient Angela Duckworth explains why talent is hardly a guarantor of success. Rather, other factors can be even more crucial, such as identifying our passions and following through on our commitments. Drawing on her own story as the daughter of a scientist who frequently bemoaned her lack of smarts, Duckworth describes her winding path through teaching, business consulting, and neuroscience, which led to the hypothesis that what really drives success is not "genius" but a special blend of passion and long-term perseverance. As a professor at the University of Pennsylvania, Duckworth created her own "character lab" and set out to test her theory. Here, she takes readers into the field to visit teachers working in some of the toughest schools, cadets struggling through their first days at West Point, and young finalists in the National Spelling Bee. Finally, she shares what she's learned from interviewing dozens of high achievers--from JP Morgan CEO Jamie Dimon to Bob Mankoff, cartoon editor of The New Yorker, to Seattle Seahawks Coach Pete Carroll. Grit is a book about what goes through your head when you fall down, and how that--not talent or luck--makes all the difference"--"

"Nilai merupakan variabel fundamental yang melandasi kehidupan manusia. Nilai yang diyakini oleh seseorang akan menjadi panduan bagi dirinya dalam menentukan perilaku yang ia tampilkan. Dalam lingkup pendidikan, orientasi terhadap nilai prestasi dapat mengarahkan mahasiswa untuk menampilkan perilaku yang sesuai dan dibutuhkan untuk mencapai sebuah prestasi akademik. Penelitian ini dilakukan untuk mengetahui bagaimana peran nilai prestasi sebagai moderator kegigihan dalam memprediksi prestasi akademik. Data diperoleh melalui survei online pada 363 mahasiswa S1 Universitas Indonesia. Pengukuran kegigihan dilakukan menggunakan alat ukur Grit Scale for Children and Adult GCSA yang dikembangkan oleh Sturman & Zappala-Piemme 2017 dan diadaptasi oleh Bintamur 2018. Nilai prestasi diukur menggunakan The Portrait Value Questionaire PVQ yang dikembangkan oleh Schwartz 2003 dan diadaptasi oleh Halim 2008, sedangkan prestasi akademik diukur menggunakan Indeks Prestasi Kumulatif IPK. Hasil analisis data menunjukkan bahwa nilai prestasi merupakan moderator hubungan kegigihan dengan prestasi akademik. Mahasiswa yang memiliki penghayatan yang lebih besar pada nilai prestasi menunjukkan kegigihan dalam menyelesaikan studi serta usaha yang lebih besar dalam menghadapi tantangan di perguruan tinggi. Semakin besar kegigihan yang ditunjukkan mahasiswa dalam menjalani masa studi, semakin tinggi prestasi akademik yang ia raih.

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Value is a fundamental variable that underlies human life. Value serve as a guidance for someone to take an actions. In the field of education, achievement value orientation could guide a students to act accordingly in order to gain academic achievements. The aim of the study was to find out how achievement value serve as a moderator bewtween grit and academic achievement. Data was obtained through online surveys on 363 students of University of Indonesia. Grit was measured by Grit Scale for Children and Adult GCSA test developed by Sturman & Zappala-Piemme 2017 and modified by Bintamur 2018. The Portrait Value Questionaire PVQ, developed by Schwartz 2003 and modified by Halim 2008 was used to measure Achievement Value, meanwhile academic achievement was measured by students IPK. The results show that achievement value is a moderator of the relationship between grit and academic achievement. Students who believe in a greater achievement value shows grittier behavior in the context of study and greater effort in facing challenges in college. The grittier the students, the higher the academic achievement achieved."

"Latar Belakang: Pandemi COVID-19 yang masih berlangsung di Indonesia sejak awal tahun 2020 telah mengubah banyak sistem di negara ini, salah satunya adalah sistem pendidikan. Kegiatan belajar mengajar yang semula dilakukan secara tatap muka/luring, kini mau tidak mau dilakukan secara daring. Perubahan yang terjadi memaksa para pelajar untuk ikut beradaptasi dengan cepat. Hal ini tentunya berdampak secara tidak langsung kepada prestasi yang diraihnya. Pelajar/mahasiswa yang memiliki kegigihan dan ketahanan diri yang baik akan dapat lebih mudah beradaptasi dengan keadaan, sehingga perubahan yang terjadi tidak seharusnya menjadi hambatan yang berarti untuk tetap berprestasi.Tujuan: Untuk mengetahui hubungan antara kegigihan dan ketahanan diri mahasiswa Fakultas Kedokteran Gigi UI dalam belajar, keadaan sosioekonomi, dan sosiodemografinya terhadap prestasi yang diraih selama masa pandemi.Metode: Studi cross-sectional berupa kuesioner online pada mahasiswa Preklinik Fakultas Kedokteran Gigi Universitas Indonesia tahun 2021 dengan pengambilan sampel berupa total population sampling berjumlah 372 mahasiswa pada bulan Juli hingga Agustus 2021. Kuesioner terdiri dari 14 pertanyaan. Digunakan uji korelasi bivariat melalui uji Kendall’s Tau dan uji beda rerata dengan melihat nilai p-value dan r (koefisien korelasi) untuk analisis statistik.Hasil: Berdasarkan uji korelasi Kendall’s Tau, terdapat perbedaan hubungan yang signifikan (p<0,05) antara kegigihan mahasiswa terhadap Prestasi yang dinilai melalui Indeks Prestasi Mahasiswa serta terdapat hubungan antara ketahanan diri terhadap prestasi yang dinilai melalui keikutsertaan lomba selama pandemi. Untuk beberapa faktor sosiodemografi dan sosioekonomi lainnya juga memiliki hubungan yang signifikan terhadap prestasi yang diraih selama pandemi.Kesimpulan: Kegigihan dan ketahanan diri mahasiswa dalam belajar memiliki korelasi positif dengan prestasi yang diraihnya. Namun kenyataannya, selama pandemi masih banyak mahasiswa yang memiliki kegigihan dan ketahanan diri yang rendah. Oleh karena itu, faktor sosiodemografi dan sosioekonomi diharapkan dapat memberi dukungan supaya kegigihan dan ketahanan diri dapat meningkat.

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Introduction: COVID-19 pandemic in Indonesia has changed many systems in this country, including the education system. Teaching and learning activities that were originally carried out physically, are now being held online. This adaptation has an indirect impact on their achievements. Students who have good grit and resilience will be able to adapt to the situation easier, so that changes that occur should not be a significant obstacle to keep achieving good grades.

Objective: To find out the relationship between the grit and resilience of preclinical dental students in Universitas Indonesia with different sociodemographic factors and socioeconomic conditions, with the academic achievements during the pandemic.

Methods: Cross-sectional study in the form of online questionnaires for Preclinical Dental Students with total population sampling of 372 students collected from July to August 2021. The questionnaire consists of 14 questions. The mean difference and correlation test is used to determine the relationship of all variables and by looking at the p-value and correlation coefficient for statistical analysis.

Results: Based on the correlation test, there’s a significant difference in the relationship between student Grit and GPA scores. There’s also a relationship between resilience and academic achievement assessed through participation in competitions during the pandemic. Some other sociodemographic and socioeconomic factors also contribute to the academic achievements achieved during the pandemic.

Conclusion: Preclinical dental students who display higher grit and resilience scores, achieve higher GPA and more participation in competitions during pandemic. Therefore, it is crucial for dental students to consider these values and the impact that they might have on their overall progress. "

"Kinerja tugas guru di Indonesia menjadi salah satu faktor penting dalam suksesnya proses pendidikan di Satuan Pendidikan. Namun kondisi yang terjadi masih perlu mendapatkan perhatian yakni kinerja tugas guru di provinsi Lampung masih perlu ditingkatkan. Berdasarkan literatur review peneliti melihat dalam studi pendahuluan yang sudah dilakukan di temukan bahwa kreativitas guru SMA Negeri XYZ sebesar 72,2 % sehingga kreativitas guru masih harus ditingkatkan karena hal ini yang disampaikan kepala sekolah bahwa ada sebagian guru yang terkadang masih selalu menggunakan metode-metode lama karena menganggap bahwa metode dan teknologi yang terbaru dianggap menyulitkan jadi guru masih suka menggunakan metode lama. Penelitian ini bertujuan untuk meneliti keterhubungan variabel kreativitas, Kegigihan, dan kinerja tugas pada guru SMA di Bandar Lampung (studi 1), yang hasil analisis di studi 1 menjadi acuan untuk melakukan intervensi berupa training bagi guru di studi 2. Pengukuran kinerja tugas ( Task Performance)dilakukan dengan mengadaptasi alat ukur Individual Work Performance Questionnaire (IWPQ) Versi Bahasa Indonesia (Koopmans, 2011, dalam Widyastuti & Hidayat, 2018). Pengukuran kreativitas dilakukan dengan mengadaptasi alat ukur Runco Ideational Behavior Scale (RIBS) Versi Bahasa Indonesia (Plucker dkk., 2006). Pengukuran kegigihan (Grit) dilakukan dengan mengadaptasi alat ukur The Short Grit Scale (Duckworth & Quinn, 2009, dalam Aprilolita, 2020). Partisipan penelitian adalah 215 orang guru SMA di Bandar Lampung. Hasil membuktikan bahwa terdapat pengaruh positif dan signifikan antara kreativitas dan Kegigihan (grit) terhadap kinerja tugas, semakin tinggi kreativitas dan kegigihan (grit) guru SMA di Bandar Lampung, maka semakin meningkatkan kinerja tugas guru SMA di Bandar Lampung. Program intervensi training kreativitas efektif dalam meningkatkan kinerja tugas guru SMA di Bandar Lampung (Skor Wilcoxon Asymp. Sig (2-tailed) 0,000 < 0,05) dengan kenaikan skor rata-rata pretest dan posttest sebesar 5,38. Dengan demikian training kreativitas perlu diterapkan bagi guru SMA di Bandar Lampung guna meningkatkan kinerja tugas.

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Teacher of task performance in Indonesia is an important factor in the success of the educational process in educational units. However, the conditions that occur still need attention, namely the task performance of teachers in Lampung province still needs to be improved. Based on the literature review, the researcher saw that in the preliminary study that had been carried out, it was found that the creativity of teachers at SMA Negeri because they think that the latest methods and technology are considered difficult, so teachers still like to use old methods. This study aims to examine the relationship between the variables creativity, grit, and task performance in high school teachers in Bandar Lampung (study 1), the results of the analysis in study 1 become a reference for carrying out interventions in the form of training for teachers in study 2. Measurement of Task Performance is carried out by adapting the Indonesian version of the Individual Work Performance Questionnaire (IWPQ) measuring tool (Koopmans, 2011, in Widyastuti & Hidayat, 2018). Creativity was measured by adapting the Indonesian version of the Runco Ideational Behavior Scale (RIBS) measuring instrument (Plucker et al., 2006). Grit measurement was carried out by adapting the Short Grit Scale measuring tool (Duckworth & Quinn, 2009, in Aprilolita, 2020). The research participants were 215 high school teachers in Bandar Lampung. The results prove that there is a positive and significant influence between creativity and grit on task performance, the higher the creativity and grit of high school teachers in Bandar Lampung, the greater the task performance of high school teachers in Bandar Lampung. The creativity and grit training intervention program was effective in improving the task performance of high school teachers in Bandar Lampung (Wilcoxon Asymp. Sig score (2-tailed) 0.000 < 0.05) with an increase in the average pretest and posttest score of 5.38. Thus, grit training needs to be implemented for high school teachers in Bandar Lampung to improve the task performance."

"ABSTRAKPenelitian ini bertujuan untuk mencari tahu faktor mana diantara inteligensi, metakognisi, dan kegigihan yang paling berperan untuk memprediksi prestasi akademik di tingkat pendidikan tinggi. Menggunakan desain korelasional dengan teknik statistik regresi berganda, penelitian ini menggunakan sampel mahasiswa Universitas Indonesia tingkat Sarjana yang sedang menempuh semester 4 hingga 10 N = 138. Menggunakan instrumen Culture Fair Intelligence Test CFIT Skala 3A, Metacognitive Awareness Inventory MAI-Revised, Grit Scale for Children and Adult GSCA dan Indeks Prestasi Kumulatif IPK, didapatkan bahwa kegigihan menjadi prediktor yang paling baik dengan B = 0,005, t 134 = 1,732.

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ABSTRACTThis study aims to find out which factors among intelligence, metacognition, and grit play the most role to predict academic achievement in higher education. Using correlational design with multiple regression statistics, this study used a sample of Universitas Indonesia undergraduate students who are taking semesters 4 to 10 N 138. Using Culture Fair Intelligence Test CFIT Scale 3A, Metacognitive Awareness Inventory MAI Revised, Grit Scale for Children and Adult GSCA and Grade Point Average GPA, found out that grit became the best predictor with B 0.005, t 134 1.732."

"Pada masa remaja awal, siswa SMP menghadapi fase krusial dalam membentuk keterampilan akademik. Pendekatan belajar, khususnya deep, berperan dalam mendukung performa akademik. Penelitian ini menguji peran keterampilan metakognisi dan kegigihan secara simultan dalam memprediksi pendekatan belajar deep dan surface pada siswa SMP usia 12–16 tahun (N = 196; M = 13,41). Pendekatan belajar diukur menggunakan The Revised Two Factor Study Process Questionnaire (R-SPQ-2F), keterampilan metakognisi dengan Metacognitive Skills Scale (MSS), dan kegigihan dengan Grit Scale for Children and Adult (GSCA). Analisis regresi berganda menggunakan SPSS Statistics menunjukkan bahwa keterampilan metakognisi dan kegigihan secara simultan memprediksi pendekatan deep, namun tidak memprediksi pendekatan surface (p < 0.001, R² = 0.386; p = 0.220, R² = 0.016). Keterampilan metakognisi berhubungan positif dengan pendekatan deep dan negatif dengan surface, sementara kegigihan hanya berhubungan positif dengan deep. Oleh karena itu, siswa, orang tua, dan guru disarankan untuk berkolaborasi dalam meningkatkan metakognisi dan kegigihan guna mendukung pembelajaran yang optimal.

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During early adolescence, junior high school students face a critical phase in developing academic skills. Learning approaches, particularly deep learning, play a significant role in supporting academic performance. This study examines the simultaneous role of metacognitive skills and grit in predicting deep and surface learning approaches among junior high school students aged 12–16 years (N = 196; M = 13,41). Learning approaches were measured using the Revised Two Factor Study Process Questionnaire (R-SPQ-2F), metacognitive skills using the Metacognitive Skills Scale (MSS), and grit using the Grit Scale for Children and Adults (GSCA). Multiple regression analysis using SPSS Statistics revealed that metacognitive skills and grit simultaneously predicted deep learning approaches but not surface approaches (p < 0.001, R² = 0.386; p = 0.220, R² = 0.016). Metacognitive skills were positively associated with deep approaches and negatively with surface approaches, while grit was positively associated only with deep approaches. Therefore, students, parents, and teachers are encouraged to collaborate in enhancing metacognitive skills and grit to support optimal learning outcomes."

"Pendidikan inklusif di tingkat sekolah dasar merupakan salah satu usaha untuk mendukung pendidikan formal yang merata bagi setiap anak. Namun, pada implementasinya tidak terlepas dari berbagai tantangan, sehingga penting bagi guru untuk memiliki karakter yang bersemangat dan berkomitmen terhadap pekerjaannya dalam jangka panjang terlepas dari tantangan yang dihadapi melalui kegigihan. Penelitian ini merupakan penelitian kuantitatif untuk mengetahui hubungan antar variabel yang melibatkan 111 partisipan. Karakteristik partisipan dalam penelitian ini terdiri dari: guru aktif di tingkat sekolah dasar (SD) atau madrasah ibtidaiyah (MI) inklusif, pernah atau sedang mengajar minimal 1 anak berkebutuhan khusus (ABK) di dalam kelas, berdomisili di Indonesia, dan telah mengajar selama minimal 1 semester (6 bulan). Dalam penelitian ini, peneliti menggunakan alat ukur 12-Item Grit Scale (Duckworth dkk., 2007) dan alat ukur Teachers’ Subjective Well-being Questionnaire bahasa Indonesia (Saleh, dkk., n.d). Hasil uji korelasi menggunakan Spearman correlation menemukan bahwa kegigihan dan kesejahteraan subjektif guru memiliki korelasi positif yang signifikan dengan r=0.41**, p<0,01. Hasil penelitian juga menemukan bahwa komponen dalam kegigihan, yaitu: consistency of interest dan perseverance of effort memiliki korelasi positif dan signifikan dengan kesejahteraan subjektif guru di sekolah dasar (SD) inklusif.

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Inclusive education at the primary school is one of the efforts to support equality in formal education for every child. However, the implementation cannot be separated from various challenges, such as: increasing teacher assignments, stress due to the diversity of students in the classroom, and lack of competence to deal with special education needs students which can affect the level of teachers' subjective well-being. To face it, teachers need to have passion and consistent character towards their work in the long term regardless of the challenges through grit. This study is a quantitative study to determine the relationship between variables involving 111 participants. The characteristics of the participants in this study consisted of: teachers at the primary inclusive school or madrasah ibtidaiyah (MI), had or was teaching at least 1 special education needs student in the classroom, domiciled in Indonesia, and being a teacher for at least 1 semester (6 months). In this study, researcher used 12-item Grit Scale (Duckworth, et.al., 2007) and Teachers’ Subjective Well-being Questionnaire Indonesian Version (Saleh, et.al, n.d). The results of Spearman correlation found that grit and teachers' subjective well-being had a significant positive correlation with r=0.41**, p<0.01. This research also finds positive correlation between components of grit (consistency of interest and perseverance of effort with teachers’ subjective well-being on inclusive primary school’s teachers."