Browsing by Author "Rozali, Yuli Asmi"

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    ADVERSITY INTELLIGENCE VIEWED FROM HIGH-LOW SOCIAL SUPPORT IN DAAR EL-QOLAM JAYANTI ISLAMIC BOARDING SCHOOL STUDENTS, TANGERANG, INDONESIA
    (International Journal of Psychosocial Rehabilitation, Vol. 24, Issue 1, 2020) Rozali, Yuli Asmi; Sya'Bana, M. Fahad; Safitri; Faritzal, Adam
    New students in boarding school feel the differences between their home school environment and conditions environment. These make the student must be able to adapt with the new environment and academic demands. Students are required to quickly adapt to the new environment, managing their time between studying, playing and subject memorizing. Adversity intelligence is something that students need when facing and dealing with their problems. One of the factor affecting adversity intelligence is the social support. The purpose of this research is to determine the effect of social support on adversity intelligence in students of Daar el-Qolam Islamic Boarding School. The design of this research is comparative causal with a simple random sampling technique with 219 sample students of Daar el Qolam Boarding School. Social support measurements are using scale of social support with a magnitude of reliability (α) = 0.936 with 52 valid items. Adversity intelligence measurement is using the item scale of adversity intelligence with reliability (α) = 0.886 with 36 valid items. Based on the results of the chi square test, this research earned sig score (p) = 0.045; ((p) <0 , 05 ), which is, there is the effect of social support for adversity intelligence, it means the hypothesis in this research is accepted. It is known that all students who are educated at Daar el-Qolam Boarding School have high social support as much as 53.0% and most of all have adversity intelligence climbers 38,9 %. Sex and birth orders of children in family have no effect on adversity intelligence.
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    DESCRIPTION OF COPING STRESS S IN TEACHERS WHO TEACH SPECIAL NEEDS IN SDS WOODLANDS MONTESSORI
    (International Journal of Psychosocial Rehabilitation, Vol.24, Issue 01, 2020) Poespitarini, Farida; Natalia; Rozali, Yuli Asmi; Z. Supri, Ida
    Children with special needs who attend SDS Woodlands Montessori are a source of stress for their teachers. In addition, the high demands of work from the school and parents of students can add to the feeling of stress on teachers of children with special needs. To deal with stress, the ability to overcome it is needed, which is called Coping Stress. This study aims to see Coping Stress in teachers who teach children with special needs at SDS Woodlands Montessori. The design of this study is quantitative descriptive, which uses saturated sampling techniques. With a total sample of 25 teachers at SDS Woodlands Montessori. The reliability level of the Coping Stress data analysis tool is (α) = 0.920 with 28 valid items. From the results of statistical tests, it was found that out of 25 SDS Woodlands Montessori teachers, more were using Coping Emotion-focused coping stresses were 52%, compared to teachers who had problem-focused coping by 48%. In this study there was no association between stress coping with education, age and gender. Other findings in this study showed that teachers in early adulthood used more emotion-focused coping while teachers in middle adulthood all used problem-focused coping.