SELF-REGULATION LEARNING IN ADOLESCENT TUNALARAS”
4. Adolescence Tunalaras
Adolescence is a unique figure with diverse patterns and behavior of existing and raised. Almost all adolescents experience a period of changes both physical and emotional. According to Erickson adolescence is a time of identity crisis or the search for identity. Erickson idea is corroborated by James Marcia who found that there were four status identity in adolescence is identity diffusion / confussion, moratorium, foreclosure, and identity Achieved (Santrock, 2003, Papalia, et al, 2001, Monks, et al, 2000, Muss, 1988 ). According to Piaget (Desmita, 2009) that cognitive development adolescence adolescenceager that thought has reached the stage of formal operational thinking (formal operational thought), which is a stage of cognitive development that began at the age of about 11 or 12 years old and continued until the juvenile reaches past quiet or adult. In the review theory development, adolescence is a period of time of rapid changes, including fundamental changes in cognitive, emotional, social and attainment (Fagan, 2006). Most adolescents are able to cope with this transition well, but some adolescences may suffer a decline in the condition of psychological, physiological, and social. It can be concluded that the development of adolescents both emotionally, physically and cognitively will continue to proceed in accordance with the age and development of the search for identity in order to achieve a better maturity. Taken together the role of family, especially parents, educators, school, and community to be a part of that follow their progress and continue to instill moral values so that they do not fall into the generation that failed.
Research Marita P. McCabe and Lina A.Ricciardell (2004), the results obtained in this study is the importance of having pegetahuan in the role of the development stages of puberty in adopting a great body to change behavior among adolescents. Today many parents and educators are very concerned about adolescent development relating to morals and values of life are beginning to shift. While the adolescences themselves are also often faced with moral dilemmas that adolescents feel confused about the moral decisions that must be taken. Supervision of behavior by adults has been difficult for adolescenceagers because adolescenceagers have very spacious environment.
Even with their learning conditions in schools. For adolescenceagers tunalaras very far from how they could have a good study plan in accordance with the rules at school. If we look at the strategy of self- regualted which become an integral component of the formative learning function. This function is a learning culture that encourages learners to train learning strategies of self-regulation when it took part in an activity or when studying or doing homework. Self-regualted is a set of plans that can be used learners in order to achieve the goal.
According Pintrich, Marx, and Boyle (1993) that motivation is a variable that affects the cognitive, behavioral and contextual factors on self-regulation and there is a changing concept. As for juvenile tuna barrel, they do not have a goal in the study because they were emotionally and impaired cognition. As in Mangunsong (2011) limits tunalaras according to the National Mental Health and Special Education Coalition that emotional disorders found in tunalaras is characterized by the inability of emotional response and behavior at school were very different in terms of age, culture or norms of conduct which should, thus affecting the academic, social, vocational and personal abilities. Tunalaras is part of a child's special needs and require more attention. Tunalaras often referred to as social misfits, because his behavior shows opposition to the social norms of society. In other words, his behavior complicate the environment and society. In harmony with the above discourse, children tunalaras according Kemendikbud RI (1977) is as follows: "tunalaras Kids between the ages of 6-17 years with the characteristics that the child has a disorder or emotional barriers and behavioral disabilities that are less able to adapt well to family, school and society ". According to Kauffman (2006) defines the boundaries of the children who have behavioral disorders "as a child who is real and chronic respond to the environment without any personal satisfaction, but they can be taught behaviors that can be accepted by the public and can satisfy his personal".
The National Mental Health and Special Education Coalition latest imposes limits on the understanding tunalaras, namely:
a. Emotional and behavioral disorders are characterized by the inability of emotional response and behavior in school are very different in terms of age, culture or norms of conduct which should, thus affecting academic achievement. Academic achievement in question is the ability of academic, social, vocational and personal abilities.
Inability question is :
not temporary nature, which only occurs in depressed condition only.
Consistently comes in two different contexts, at least one of which appeared in the school.
Do not have an immediate response to the intervention of public education or the child's condition does not allow children to receive general education intervention.b. Emotional and behavioral disorders can be present in other disorders.
c. This category includes children or adolescents with schizophrenia disorders, affective disorders, anxiety disorders, or other disorders that can affect educational achievement as stated in number (1) above. (In Mangunsong, 2011).
It can be concluded that the child tunalaras a child with emotional and behavioral disorders,
require special attention so that they can be kids who have the ability to adapt well in accordance with its development well with families, neighborhoods, schools and communities. For tunalaras criteria that are part of the crew, it is not easy to make them be children / adolescents who are able to quickly control the emotions and perliakunya changed drastically. This requires a strategy that can make them proceed slowly changing and being able to control your emotions well. As for the strategy through a strategy of self- regualted learning (SRL). SRL is a set of plans that can be used learners in order to achieve the goal.
These action plans based on the phases, processes, and sub-processes of self-regulation learners. The use of self-regualted learning strategies reduce anxiety and increase self-efficacy, which is directly related to the achievement of goals and academic achievement. Regualted related self-learning strategies above, especially for adolescenceagers tunalaras be interesting if teachers, parents and the environment in order to participate to motivate them (tunalaras) can reduce anxiety, control emotions, behavior and learning activities that aim.
According to McCullough & Brian L.B.
Willoughby (2009) that self-regulated as a process by which a system using state-related information now to change things for the better. In addition to the above ways, self-regulated learning also has components that can help adolescences tuna barrel changed little by little related to her condition. The components were done by parents, schools (teachers), and the community. Such as self- observation, meaning that in addition to adolescenceagers tunalaras sees itself as part of special needs children who have emotional and behavioral disorders interfere receive supervision from all sides.
Assessment here that adolescences tunalaras able to compare, assess and conduct themselves according to the rules (such as norms, rules to learn, hours of study). The other component is a response of self, adolescence tunalaras once able to compare herself with the applicable rules, they are also able to provide a response in return himself to himself.
Such conditions should continue to get assistance and guidance so that they can control his emotions and no change through the mentoring process. For teachers at school always perform strategic monitoring by observation and dialogue with parents, students and the environment to be able to find a picture of learners who tunalaras. Teachers need to understand the character of the learners who tunalaras to follow the teaching in schools in accordance with the rules and standards specified in the school, such as the intensive tutoring in accordance with the terms and conditions tunalaras, hold extra curricular activities related to the physical (sport) so that they are motivated and
happy to be at school and gradually able to control emotions.
5. Conclusion
Tunalaras should get the attention of all parties, in addition to being part of the crew, they also need to learn how interesting, can be motivated to learn so having self-learning regualted good.
Because self-regulated learning is a blend of skills and desire. If tunalaras get guidance from all parties will have and be learners who are able to play their roles well (be able to plan, control and evaluate the cognitive, motivational / affective, behavioral and contextual processes). Self-regulated learning requires setting up, management, control over all the resources, ability and effort by the individual concerned to achieve certain goals or achievements that increase. Feature learners who organize themselves to learning is motivation and control over their emotions. Therefore, the third criterion tunalaras must have self-regulated learning process to achieve as learners and can change behavior for the better of them: self-observation, self-assessment and self-response, Through the support and guidance of parents, teachers (school) and community continually and give attention to adolescents tunalaras to be learners who are able to control emotions and motivated to learn in achieving the expected along with a variety of interesting learning model that they enjoy and comfortable in learning, the learner tunalaras great possibility would be motivated and able to achieve the learning objectives.
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