PERBEDAAN PENYESUAIAN SOSIAL PADA SISWA SEKOLAH DASAR YANG IKUT KELAS AKSELERASI DAN TIDAK IKUT KELAS AKSELERASI

Farikahn, Lilik (2006) PERBEDAAN PENYESUAIAN SOSIAL PADA SISWA SEKOLAH DASAR YANG IKUT KELAS AKSELERASI DAN TIDAK IKUT KELAS AKSELERASI. Other thesis, University of Muhammadiyah Malang.

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PERBEDAAN_PENYESUAIAN_SOSIAL_PADA_SISWA_SEKOLAH_DASAR_YANG_IKUT_KELAS_AKSELERASI_DAN_TIDAK_IKUT_KELAS_AKSELERASI.pdf

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Abstract

Gifted children are children identified as children who are able to achieve notable achievement because it has superior capabilities. These children require special education programs and different from the regular school program to develop the ability to optimally with potential intelligence. One of them is the operation-class system acceleration or acceleration. High level of intelligence which is something extra for children acceleration, but it also raises social and emotional problems for them. Acceleration program that also can cause problems of social adjustment, social adjustment means is the ability of children in menyesuaian themselves with their social environment. At the age of the school of social development is very important to them in which the happiness of children in the next stages is strongly influenced by social developments during this period. Therefore, researchers are very interested in doing research with the title "Social Adjustment Differences In The Elementary School Students Participate Grade Acceleration And What Not Participate Class Acceleration". This study uses a quantitative approach using Variables in Elementary School Students who join the class who did not participate acceleration and accelerated classes and Bound Variables: social adjustment. The purpose of this study is to investigate the differences of social adjustment in elementary school students who participate accelerated classes and which are not accelerated classes. The subject used as samples in this study were 60 students, 30 students accelerated classes and 30 students who did not join the class acceleration. The research instrument used in the form of social adjustment scale. Analysis data that are used were T-tests. From the results of research conducted there are known differences in social adjustment are highly significant (t: 3065: p: 0.004) at the elementary school students who participated did not join the class acceleration and accelerated classes, where children who do not participate accelerated classes have a higher social adjustment ( average: 30.7333) than children who participate accelerated classes (average: 26.5333)

Item Type: Thesis (Other)
Subjects: B Philosophy. Psychology. Religion > BF Psychology
Divisions: Faculty of Psychology > Department of Psychology
Depositing User: Rayi Tegar Pamungkas
Date Deposited: 05 Jul 2012 02:36
Last Modified: 05 Jul 2012 02:36
URI: http://eprints.umm.ac.id/id/eprint/11045

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