Iklim Sekolah dan Dukungan Sosial Guru Matematika sebagai Prediktor Keberhasilan Prestasi Belajar Matematika Siswa SMA
Abstract
Keywords
DOI: 10.22146/gamajop.8809
References
Aboutalebi, F. (2010). A surveion relation between the type and the resources of social support with mental well-being and academic achievement among the female senior high school student in Birjand. (Disertasi tidak di publikasikan). Birjand University, Iran.
Aldrige, J.,& Ala’i, K. (2013). Assessing student views of school climate; developing and validating the what's happening in this school (WHITS) ques-tionare. Improving School, 16(1). 47-66.
Bokhorst, C.L., Sumter,S.R.,& Westenberg, P.M. (2010). Social support from parents,friends, classmates, and teacher in children and adolescents age 9 to 18 years: who Is perceived as most suppor-tive? Social Development, 19 (2),418-426.
Brew, L. (2011). Mathematical activities and classroom-based factors that support senior high school students' mathematical performance.British Journal of Art and Social Sciences, 2(1), 11-20.
Brown, K.M., Anfara, V.A., & Roney, K. (2004). Student achievement in high performing, suburban middle schools and low performing urban middle schools–plausible explanations for the differences. Education and Urban Society, 36(4), 428–456.
Chen, J.J. (2005). Relation of academic support from a parent, teacher, and peer to Hongkong adolescent’ academic achievement: The mediating role of academic engagement.Genetic, Social, and General Psychology Monographs, 13(2),77-127.
Cohen, S., & Syme, S.L.(1985). Social support and health. Florida: Academic Press, Inc. Coleman, J.C. (1980). The nature of adolescence.New York: Pergamon.
Fezer, M. (2008). Adolescent social network: Student academic success it relates to the source and type of support received. Dissertation. USA: ProQuest LLC. BACHRIA & ALSA 138 E-JURNAL GAMA JOP
Field, A. (2005). Discovering statistics using SPSS for windows. London: Sage Publications. Fraser, B.J.,& Fisher, D.L.(1986). Using a short form of classroom climate instrument to assess and improve the psychosocial environment. Journal of Research and Science Teaching, 23, 387-413.
Hoy, W. K., Hannum, J., & Tschannen-Moran, M. (1998). Organizational climate and student achievement: A parsimonious and longitudinal view. Journal of School Leadership, 8,336-359.
Hurlock, E. (1980). Psikologi perkembangan, suatu pendekatan sepanjang rentang kehidupan, edisi Kelima. Jakarta: Penerbit
Erlangga. Jangizehi, H. (2003). Determining the relation between social support with academid achievement and depression among the male teenager student in Zahedan. Medical University of Zahe dan (Persian archive of doctoral dissertations) K
oesoema, D. (2013). Indo-nesia Paling Bahagia. Diunduh dari: http://edukasi. kompas.com/read/2013/12/11/1110124/Indonesia.Paling.Bahagia. tanggal 27 Juni 2014.
Konu, A. I., Rimpela, M. K. (2002). Well-being in school a conceptual model. Health Promotion International,17(1) 79-87.
Kozina, A., Rozman, M., Vrsnik, T.P., & Rutar, T.L. (2008). The school climate as a predictor of the achievement in TIMSS advance study: A student’s, teacher’s and principals’ perspective. The proceeding of IRC.
Lazarides, R., & Ittel, A. (2012). Mathematics interest and achievement: What role do perceived parent and teacher support play? a longitudinal analysis. International Journal of Gender, Science and Technology, 5(3),207-231. Lehr, C.A. (2010). School climate, encyclopedia of school psychology, Sage Publications:http://www.sage.
Lubienski, S.T., Lubienski, C.,& Crane, C.C (2008). Achievement differences and school type: The role of school climate, teacher certification and instruction. American Journal of Education, 115, 97-138.
Ma, X., & Wilkins, J.L.. (2002). The development of science achievement in middle and high school–individual differences and school effects. EvaluationReview, 26 (4), 395-417.
Malecki, C. K.,& Demaray. (2002). Measuring perceived social support: Development of the child and adolescent social support scale (CASS). Journal of Psychology in the school, 39(1),1-18.
Martin, M.O., Mullis, I.V.S., & Foy, P. (2008). TIMSS 2007 International Science Report: Findings from IEA’s Trends in International Mathematics and Science Study at the Fourth and Eighth Grades. Ches tnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
Martin, M.O., Mullis, I.V.S., Gonzalez, E.J., & Chrostowski, S.J. (2004). TIMSS 2003 International Science Report: Findings From IEA’s Trends in International Mathematics and Science Study at the Fourth and Eighth Grades. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
Mattison, E., & Aber, M. (2007). Closing the achievement gap: the association of racial climate with achievement and behavioral outcomes. American Journal of Community Psychology, 40. 1-12. IKLIM SEKOLAH, DUKUNGAN SOSIAL, MATEMATIKAE-JURNAL GAMA JOP 139
McCoy, D. C., Roy, A. L & Sirkman, G. M. (2013). Neighborhood crime and school climate as a predictor of the elementary school academic quality; A cross-lagged panel analysis. American Journal Community Psychology, 5(2), 128-140. Mensah,
J.K., Okyere,M.,& Kuranchie.(2013). Student attitude towards mathematics and performance: does the teacher attitude matter?.Journal of Education and Practice, 4(3),132-139.
Mönks, F. J.(2004). Psikologi perkembangan: Pengantar dalam berbagai bagiannya. Yogyakarta: Gadjah Mada University Press.
Moos, R. H. (1979). Evaluating educational environments: procedures, measures, findings, and policy implication. San Francisco: Jossey- Bass.
Morris, I. (2009). Learning to ride elephants; teaching happiness and well-being in schools. New York: Continuum international publishing group. Mullis, I.V.S.,
Martin, M.O., & Foy, P.(2008). TIMSS 2007 International Mathematics Report: Findings from IEA’s Trends in International Mathematics and Science Study at the Fourth and Eighth Grades. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
Mullis, I.V.S., Martin, M.O., Gonzalez, E.J., & Chrostowski, S.J. (2004). TIMSS 2003 International Mathematics Report: Findings From IEA’s Trends in International Mathematics and Science Study at the Fourth and Eighth Grades. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
Peter, D.O. (2013). School variables and senior secondary students achievement in mathematics in river state Nigeria. Mediterranean Journal of Social Sciences,4(2),709-718.
Rogers, C.R. (1961). On becoming a person: A therapist views of psychotherapy. Boston: Houghton Mifflin. Rogers, C.R. (1978). The formative-tendency. Journal of Humanistic psychology, 18 (1), 23-26.
Rogers, C.R. (1980). A Way of Being.Boston: Houghton Mifflin. Santrock, J. W. (2003). Adolescence, perkembangan remaja. Jakarta: Penerbit Erlangga.
Sanusi, U. (2013). Pembelajaran dengan pendekatan humanis. Jurnal Pendidikan Agama Islam-Ta’lim, 11, 123-142.
Sivandani, A., Koohbanani, S. E.,& Vahidi,T. (2013). The relation between social support and self-efficacy with academic achievement and school satisfaction among female junior high school in brand. Journal of Social and Behavior Sciences. 84,668-673.
Tim PISA Indonesia. (2011). Survei Inter-national PISA.Diunduh dari: http://litbang.kemdikbud.go.id/index.php/survei-internasional-pisa
Wentzel, K. R., Battle, A., Russel, S. L., &Looney, L.B. (2010). Social support from teacher and peer as a predictor of academic and social motivation.Journal of Contemporary Educational Psychology,35, 193-202.
Widhiarso, W. (2010).Uji linieritas hubungan. Manuskrip tidak dipublikasikan ). Fakultas Psikologi. Universitas Gadjah Mada.
Wikansari, R. (2013).Keterikatan siswa pada sekolah sebagai mediator hubungan persepsi siswa pada lingkungan sekolah dengan kesuksesan akademik. (Tesis tidak dipublikasikan). Fakultas Psikologi Universitas Gadjah Mada, Yog yakarta
Refbacks
- There are currently no refbacks.
Copyright (c) 2015 Gadjah Mada Journal of Psychology
* Corresponding Author
