GAMBARAN ACADEMIC SELF-HANDICAPPING PESERTA DIDIK SMA NEGERI DI KECAMATAN DUREN SAWIT, JAKARTA TIMUR

HASNA ATIKAH, . (2025) GAMBARAN ACADEMIC SELF-HANDICAPPING PESERTA DIDIK SMA NEGERI DI KECAMATAN DUREN SAWIT, JAKARTA TIMUR. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Peserta didik yang merasakan kecemasan dalam akademik cenderung memilih untuk melindungi dirinya dengan menunda atau menghindar dari mengerjakan tugas dengan strategi academic self-handicapping. Penelitian ini bertujuan untuk memperoleh gambaran mengenai academic self-handicapping pada peserta didik di salah satu SMA Negeri Kecamatan Duren Sawit, Jakarta Timur. 92 orang diambil sebagai sampel menggunakan incidental sampling. Pengukuran dalam penelitian ini menggunakan 12 aspek Academic Self-Handicapping Scale (ASHS) yang dikembangkan oleh Midgley dan Urdan (1995) dengan 27 pernyataan (α=0,917). Analisis data dilakukan dengan analisis kuantitatif deskriptif. Hasil penelitian menunjukkan bahwa mayoritas peserta didik berada dalam kategori sedang yang ditandai dengan peserta didik sudah memiliki kepercayaan diri yang cukup dalam kemampuan akademiknya, meskipun masih ada kondisi tertentu yang membuat mereka bersikap ragu-ragu atau membutuhkan dukungan tambahan. Berdasarkan hasil per kategori sebanyak 45% peserta didik berada dalam kategori sedang, 24% dalam kategori rendah, 16% dalam kategori tinggi, 9% dalam kategori sangat tinggi, dan 7% dalam kategori sangat rendah. Berdasarkan hasil penelitian, guru bimbingan dan konseling disarankan memberikan layanan dasar pada peserta didik dengan kecenderungan academic self-handicapping kategori sedang hingga sangat rendah. Sementara itu, layanan responsif disarankan kepada peserta didik dengan kecenderungan academic self-handicapping kategori sedang hingga sangat tinggi. Kata kunci: Academic Self-Handicapping, Peserta Didik SMA, Bimbingan dan Konseling ***** Students who experience academic anxiety tend to protect themselves by postponing or avoiding tasks through academic self-handicapping strategies. This study aims to provide an overview of academic self-handicapping among students at a public senior high school in Duren Sawit District, East Jakarta. A total of 92 students were selected as the sample using incidental sampling. The measurement in this study employed the 12 aspects of the Academic Self-Handicapping Scale (ASHS) developed by Midgley and Urdan (1995), consisting of 27 statements (α = 0.917). Data analysis was conducted using descriptive quantitative analysis. The findings indicate that the majority of students fall within the moderate category, characterized by a sufficient level of confidence in their academic abilities, although certain conditions still lead to hesitation or the need for additional support. Specifically, 45% of students were classified as moderate, 24% as low, 16% as high, 9% as very high, and 7% as very low in academic self-handicapping tendencies. Based on these findings, guidance and counseling teachers are advised to provide basic services to students with moderate to very low academic self-handicapping tendencies. Meanwhile, responsive services are recommended for students with moderate to very high academic self-handicapping tendencies. Keywords: Academic Self-Handicapping, High School Students, Guidance and Counseling

Item Type:	Thesis (Sarjana)
Additional Information:	1). Dr. Wirda Hanim, M.Psi. ; 2). Dr. Herdi, M.Pd.
Subjects:	Pendidikan > Bimbingan dan Konseling Pendidikan > Psikologi Pendidikan
Divisions:	FIP > S1 Bimbingan Dan Konseling
Depositing User:	Hasna Atikah .
Date Deposited:	12 Mar 2025 06:02
Last Modified:	12 Mar 2025 06:02
URI:	http://repository.unj.ac.id/id/eprint/55490

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