Abstract

Abstract.
Creativity is an important concept in education, yet in Indonesia this concept of creativity has been misinterpreted. Freedom to express the self has been considered as the part of creativity, yet people tend to use this opportunity to express their thoughts and feelings by using negative comments to others. Learning to criticize and encouraging self expression are parts of creativity, but critiquing others in negative ways is a form of defamation. Reducing rules at home and in the society may encourage people to develop creativity. However, educating the young generation with creativity without implementing moral education can turn the society to be chaotic. Delimitation of social rules and regulation without considering the impact of demoralization may cause anarchism in the society. This paper discusses some considerations of the importance of implementing moral education besides creativity in educational program in Indonesia.

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Abstract.
Educating, teaching, researching, and writing are the main tasks for a lecture/teacher. In Indonesia, every citizen has known the work of a teacher because they have been educated by a teacher. Almost every child whom is said what his/her choice of the future professional, they answered that they want to be a teacher, doctor, engineer, or economist. Although a teacher is one popular professional, but not all of children want to be a teacher because salary of a teacher don’t make a welfare of her/his life. Therefore they, whom want and plan to be a teacher, usually had known the life problem of a teacher/lecture. This article will describe about the planning and choice a career of teacher/lecture at young adulthood.
Key-terms: planning and choice a career, teacher or lecturer, young adulthood.

Artikel ini dapat diperoleh dalam bentuk file *.pdf (Rp.30.000/artikel) atau keseluruhan jurnal dalam bentuk hardcopy (Rp. 30.000/jurnal + ongkos kirim). Untuk pemesanan, kirim e-mail ke: . Pembayaran dapat ditransfer ke rekening BCA atas nama: F.Psi Untar, No. 001-3.02583.2; Bukti pembayaran faks ke: (021) 563 8356.

Abstract.
Learning experience and subject matter can shape learner’s individual learning style to belong to one of the four elementary forms of knowledge: divergent, assimilative, convergent, and accomodative knowledges. Responses from a group of students of psychology reveal that their learning style tends to be divergent.

Abstract.
Learning is a central focus of educational psychology. Schools are built to help children to learn. This article tries to understand what learning is and to explain a number of approaches of learning, especially the behavioral and the cognitive approaches. The learning process that we discuss in this article are called behavioral. Behaviorism is a concept that behavior should be explained by observable experiences, not by mental process. We discuss all the components of behavioral learning, and how we can apply in the praxis.

Abstract.
Career decision making in adolescents is an act to determine a choice from two or more the kinds of career choice. This action need by making a well thought and career planning, so the final choice will fall to career with the best values and influence the adolescents whole life. The purpose of this study is to know whether there is a correlation between perception of parental support with career decision making in adolescents. Datas were obtained from 98 adolescents of SMKN 17 and SMK TRI ARGA 1 Jakarta. The result of this study shows that there is a significant correlation between perception of parental support with career decision making in adolescents.

Abstract
Effective teaching has something to do with teaching students how to think. The goal of every education should be helping students to think better in dealing with problems not only in formal classroom environment but most importantly in encountering novel problems in daily life. To achieve that goal what teachers should do is helping them developing their strategic cognitivies. In doing so, the focus falls on 4 principal things in cognitive processes: attending and selective perception, encoding and storing information, retrieving, and problem solving. There are some practical things that teachers can apply concerning these. In developing cognitive strategies, the notion has to be taken to subject being taught and the characteristics of the student. The subject being taught, in accordance to cognitive domain, is discussed using Bloom’s taxonomy. Prior knowledge, study skills, and motivation are some of the characteristics of the student being taken into consideration.

Abstract.
One of the biggest impact of physical abuse by mothers to her children is the development of aggressive behavior among adolescents. Children learn by imitating their mothers, and the learning process continues until adolescence. This study aims at examining the relationship between physical abuse by mothers to her children and the development of aggressive behavior. Junior High Schools students in West Jakarta (N=439, age 12-15 years) who were and had been abused by their mothers participated in this research. Data were collected by using questionnaires and the results indicate a positive correlation (r = 0,414) between physical abuse by mothers to her children and the development of aggressive behavior.
Keywords: Physical Abuse, Aggressive Behaviour, Social Learning Theory, Adolescence

Abstrak.
This research is aimed at finding the role of parental and teacher support on social adjusted of gifted children. Twelve subjects of gifted children (age 6-11) participated in this research. Data were obtained by using Adjustment Social Scale, Parental Support Scale, Teachers’ Support Scale, observation and interview. Data were analyzed by Regression and SPS 2000 – Sutrisno Hadi version. Result indicates that 1) there is no correlation between parental support and social adjustment of gifted children (r=0.042, p>0.05); 2) there is no correlation between teachers’ support and social adjustment of gifted children (r=0.051, p>0.05). However individual analysis indicates that subjects’ social adjustment tends to be related to peer support, emotional sensitivity and coping ability.
Key words: gifted children, social adjustment, support.

Tentang Penulis
Monty P. Satiadarma, lulus dari Fakultas Psikologi UI tahun 1982 dan memperoleh gelar Master of Science di bidang Art Therapy dari Emporia State University, Kansas, Amerika Serikat. Memperdalam bidang terapi keluarga di College of Notre Dame. Memperoleh gelar Marriage Family and Child Counselor dan gelar-gelar lain dari berbagai Universitas di Amerika Serikat. Ia adalah seorang penulis produktif, menulis buku-buku psikologi kesehatan, klinis, psikoterapi dan olahraga. Pembawa berbagai makalah dalam pertemuan internasional dan aktif sebagai anggota pengurus ICP (International Congres of Psychology), sekarang sedang menyelesaikan studi S-3 di UI dan di Capella University, Minesotta, disamping jabatan utamanya sebagai Dekan Fakultas Psikologi Untar.

Tentang Penulis
Fidelis E. Waruwu, lahir di Nias, 28 Oktober 1964, memperoleh gelar Sarjana Filsafat di Fakultas Filsafat Unika St. Thomas Medan (1990). Meraih gelar bachelor dan kemudian Master of Science in Education pada tahun 1996 di Universitas Pontificia Salesiana, Roma, Italia. Sekarang menjabat sebagai Pudek III Fakultas Psikologi Untar, disamping kegiatan lain sebagai konsultan pendidikan di Yayasan St. Nicholas dan co-author buku Mendidik Kecerdasan (2003), bersama Monty P. Satyadarma.

Tentang Penulis
Yettie Wandansari adalah staf pengajar di Fakultas Psikologi, Universitas Katolik Widya Mandala Surabaya.

Tentang Penulis
Dali S. Naga, lahir di Tomini, Sulawesi Tengah, 22 Desember 1934. Mendapat gelar Sarjana Teknik dari ITB Bandung, 1960, kemudian Magister Manajemen Sistem Informasi dari STMIK Gunadarma, 1995 dan gelar Doktor Ilmu Pendidikan dari IKIP Jakarta, 1980. Melakukan banyak penelitian dan memberikan makalah serta seminar baik di tingkat nasional maupun internasional. Saat ini menjabat sebagai Rektor Universitas Tarumanagara.

Tentang Penulis
Agoes Daryo, lahir di Solo, 6 Juli 1968. Menyelesaikan pendidikan dasar dan menengahnya di Solo. Semula masuk Fakultas Ekonomi UGM, pindah dan menyelesaikan di Fakultas Psikologi UGM pada tahun 1997. Menulis banyak artikel di jurnal dan menaruh perhatian besar terhadap bidang psikologi perkembangan. Penulis buku Psikologi perkembangan dewasa muda. Ia juga dosen tetap Fakultas Psikologi Untar dan saat ini sedang menyelesaikan Program Pascasarjana di Fakultas Psikologi UI.

Tentang Penulis
Lina Marliyah, lahir di Jakarta, 31 Maret 1979 adalah alumus Fakultas Psikologi Universitas Tarumanagara.
Fransisca I.R. Dewi, lahir 7 April 1962, staf Pengajar Fakultas Psikologi Universitas Tarumanagara.
P. Tommy Y.S. Suyasa, lahir di Tanjung Karang pada tanggal 20 Maret 1974. Menyelesaikan pendidikan S1 di Fakultas Psikologi UI pada tahun 1997 dan pendidikan pascasarjana, program administrasi sumber daya manusia UI tahun 2000. Sekarang ia menjadi staf pengajar tetap di Fakultas Psikologi Universitas Tarumanagara.

Tentang Penulis
Sherly Hidayat, lahir di Jakarta, 3 September 1981 adalah alumnus Fakultas Psikologi Universitas Tarumanagara.

Tentang Penulis
Novita Widiawati Sutantoputri, lahir di Jakarta, 12 November 1976. Lulus Sarjana Psikologi Untar tahun 2001, ia adalah asisten dosen dan tenaga pengajar tetap Fakultas Psikologi Untar dan kini baru saja menyelesaikan program magister Pendidikan di UPH.