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STUDENTS DEVELOPMENT
Article of Adolescent Problems At School
COMPILED BY :
Maria Priscillya Pasaribu
IDN : 4103312018
BILINGUAL MATHEMATICS 2012
STATE UNIVERSITY OF MEDAN
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STUDENTS DEVELOPMENT BILINGUAL MATHEMATICSEDUCATION
I. FOREWORDS
Praise the author prayed the presence of Almighty God for His grace, so the writer can complete the preparation of article entitled “ Adolescent Problems at School ”.
Writing this article is a task of Student Development course. In writing this article, the
author feels there are still many shortcomings, lacked both technical writing and the
material, remember the capability of the author. In writing this article the author
would like to thank to our Student Development lecturer and all my friends in
completing this article.
Hopefully this article can provide greater insight to the reader. This has excess and
weakness, advice and criticism is very helpful for author. Thank you.
Medan, December 16th 2012
Author
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STUDENTS DEVELOPMENT BILINGUAL MATHEMATICSEDUCATION
Maria Priscillya Pasaribu
IDN. 4103312018
II. CONTENTS
I. FOREWORD.................................................................................................1
II. CONTENTS...................................................................................................2
III. PRELIMINARY............................................................................................3
IV. DISCUSSION................................................................................................4
V. CONCLUSION..............................................................................................7
VI. APPENDIX I ................................................................................................8
VII. APPENDIX II ...............................................................................................11
VIII. REFERENCES .............................................................................................12
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STUDENTS DEVELOPMENT BILINGUAL MATHEMATICSEDUCATION
III.PRELIMINARY
Adolescence (from Latin: adolescere meaning "to grow up") is a transitional
stage of physical and psychological human development generally occurring between
puberty and legal adulthood (age of majority). The period of adolescence is most closely
associated with the teenage years, although its physical, psychological and cultural
expressions can begin earlier and end later. For example, although puberty has been
historically associated with the onset of adolescent development, it now typically begins
prior to the teenage years and there has been a normative shift of it occurring in
preadolescence, particularly in females (see early and precocious puberty). Physical
growth, as distinct from puberty (particularly in males), and cognitive development
generally seen in adolescence, can also extend into the early twenties. Thus
chronological age provides only a rough marker of adolescence, and scholars have foundit difficult to agree upon a precise definition of adolescence. A thorough understanding
of adolescence in society depends on information from various perspectives, most
importantly from the areas of psychology, biology, history, sociology, education, and
anthropology. Within all of these perspectives, adolescence is viewed as a transitional
period between childhood and adulthood whose cultural purpose is the preparation of
children for adult roles.
The end of adolescence and the beginning of adulthood varies by country and by
function, and furthermore even within a single nation state or culture there can bedifferent ages at which an individual is considered to be (chronologically and legally)
mature enough to be entrusted by society with certain responsibilities. Such milestones
include, but are not limited to, driving a vehicle, having legal sexual relations, serving in
the armed forces or on a jury, purchasing and drinking alcohol, voting, entering into
contracts, finishing certain levels of education, and marriage. Adolescence is usually
accompanied by an increased independence allowed by the parents or legal guardians
and less supervision as compared to preadolescence.
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STUDENTS DEVELOPMENT BILINGUAL MATHEMATICSEDUCATION
IV.DISSCUSSION
ADOLESCENT PROBLEMS AT SCHOOL
Adolescence is a period in human life and the role that the age limit is often not very clear.
Puberty formerly regarded as an early sign of adolescentfulness apparently no longer valid as
a benchmark or restrictions for teen categorization puberty because the former occurs in the
late teens (15-18) are now in the early teens even before the age of 11 years.
A 10-year-old boy might have been (or are being) hit puberty yet does not mean it has to be
said as a teenager and was ready to face the adult world. He was not ready to face the real
world of adults, although at the same time it is also not a child anymore. Unlike toddlers
whose development is clearly measurable, adolescents barely have a definite pattern of
development. In development are often confused because they are sometimes treated as
children but at other times they are required to be independent and mature.
Indeed, a lot of changes in a person as a sign of adolescentfulness, but often the change is
merely a sign of physical and not as endorsement would adolescentfulness someone. But one
thing is for sure, the conflict faced by adolescents increasingly complex due to changes in the
various dimensions of life within them. To be able to Understand the teens, it needs to beseen by the changes in those dimensions.
By the time a child enters puberty marked the first menstruation in girls or voice change in
boys, biologically she experienced tremendous change. Puberty makes a child suddenly has
the ability to air-reproduction.
Cognitive Dimension
Adolescent cognitive development, in view of Jean Piaget (an expert on cognitive
development) is the last period and the highest in the growth stage of formal operations
(period of formal operations). In this period, ideally teens already have their own mindset in
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STUDENTS DEVELOPMENT BILINGUAL MATHEMATICSEDUCATION
solving business problems are complex and abstract. Developing the ability to think the
adolescent so that they can easily imagine many alternative solutions to the problem and its
possible consequences or results. The capacity to think logically and abstract them so that
they are capable of developing multi-dimensional thinking like scientists.
The teens are no longer receiving the information for what it is, but they will process
information and adapt it to their own thinking. They are also able to integrate the experience
of the past and present to be transformed into a conclusion, forecast, and plan for the future.
With this formal operational capability, the teens were able to adapt to the environment
around them.
In fact, in developing countries (including Indonesia) is still very much teenagers (and even
adults) who have not been able to fully achieve formal operational stage of cognitive
development is. Some still remain in the development stage earlier, concrete operational, with
the mindset that used to be very simple and yet able to see the problem from multipledimensions. This could be due to the education system in Indonesia is not a lot of teaching
and learning using a one-way (lecture) and the lack of attention to the development of the
way children think.
Other causes can also be caused by parenting parents tend to still treat teenagers as children,
so the children do not have keleluasan in fulfilling developmental tasks appropriate to their
age and mental. Supposedly, a teenager had to be able to reach the stage of abstract thinking,
so that when they graduate high school, are accustomed to think critically and be able to
analyze problems and find the best solution.
Moral Dimension
Adolescence is a period in which one begins to wonder about the various phenomena that
occur in the environment as a basis for the formation of their self-worth. Elliot Turiel (1978)
stated that the adolescent began to make its own judgment in the face of popular issues
relating to their environment, such as: politics, humanity, war, social conditions, etc.. Teens
no longer accept the ideas of a rigid, simple, and absolutely given them through the years
without objection. Teens begin to question the validity of the idea that there are more
alternatives and other considerations.
Critically, teens will do more observations out and compare it with the things that have been
taught and instilled him. Most of the teens began to see the "reality" of the others out who is
known and trusted. He will see that there are many aspects to look at life and various other
types of thinking. For him the world becomes more extensive and often confusing, especially
if he is used to be educated in a specific environment during childhood.
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STUDENTS DEVELOPMENT BILINGUAL MATHEMATICSEDUCATION
Kohlberg theorized based on Piaget's theory of moral development, namely organismic
approach (through the stages of development that have definite sequence and universally
applicable). Besides Kohlberg also investigate the structure of the thought processes that
underlie moral behavior (moral behavior).
http://www.google.co.id/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&cad=rja&ved=0CD4QFjAC&url=http%3A
%2F%2Fasrorirukem.files.wordpress.com%2F2010%2F08%2Fperk
According to Piaget and Kohlberg's moral development correlates with the development of
individual intelligence, that intelligence should when growth has reached maturity, the moral
development should also be reaching maturity.
The ability to think in a moral dimension (moral reasoning) in adolescents thrive as they
begin to see the awkwardness and the imbalance between their beliefs before the reality
around him. They then feel the need to question and reconstruct the mindset of the "reality"of the new. Change is often the underlying attitude of "rebellion" against the rule or authority
teenager who had been accepted at face value. For example, if as a child in a child apply a
moral value that corruption was not good. In adolescence he would question why the world
around them that allow corruption to flourish even probable corruption was rated as good in a
certain condition. This of course will lead to a conflict of values for the adolescent.
The role of parents and educators is very great in providing an alternative answer to the
things that question by teenage sons and daughters. Wise parents will provide more than one
answer and that alternative teenager could think further and choose the best.
Parents who are not able to explain it wisely and being rigid will make her more confused
teenagers. Teens will be looking for answers outside the circle of parents and the values
espoused. This could be dangerous if the "new environment" unwanted answer or contrary to
that given by the parents. Conflict with parents might begin to sharpen.
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In outline, causes of learning problems in adolescents can be grouped into two categories:
1. Internal factors (factors that are at the student's own), among others:
• Physical disorders, such as insufficiency sense organs, speech synthesizers,
sensory disturbance, disability, and disease resist (allergies, asthma, etc.).
• Mental imbalance (disturbance in mental function), pertimenampakkan lack
mental capacity, intelligence level tends to be less.
• Emotional weakness, such as insecure, less able to adjust to (maladjustment),
gripped by fear, hatred, and resentment and emotional immaturity.
•
Weakness caused by wrong habits and attitudes such as lack of attention andinterest in school subjects, lazy in learning, and are often absent or not attend.
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STUDENTS DEVELOPMENT BILINGUAL MATHEMATICSEDUCATION
2. External factors (factors arising from outside the individual), namely:
a. Schools, among others:
• The nature of the curriculum is less flexible
• Too heavy burden of learning (students) and or teaching (teacher)
• Inadequate teaching methods
• Lack of tools and resources for learning
b. Family (home), among others:
Family not intact or less harmonious.
The attitude of parents who do not pay attention to their children's education
State of the economy.
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V. CONCLUSION
Based on the observation that i did, i got the problems of adolescents as follows :
No. Problems Male Fema
le
1 Problem with Mathematics
subject
1 2
2 Problem with Physics subject 1 3
3 Problem with classmates 2 2
4 Teaching method of teacher isbad
5 2
5 Can not solve the homework 1 0
6 Can not manage the time 0 1
So, we can conclude that there are 2 factors that adolescent problems in learning in schools,
those are:
• Internal factors of student learning, including the attitudes of students in learning,
student motivation, students 'concentration, learning how to process, students' self-
confidence, study habits, and aspirations of students.
• External factors of student learning, including learning student teachers as guidances,
facilities and infrastructure, the students in the school and the school curriculum.
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STUDENTS DEVELOPMENT BILINGUAL MATHEMATICSEDUCATION
VI. APPENDIX I
1. Students’ Problem
Female :
1. Merry Dian
She does not like physics subject .
2. Yunni Lestari
How to manage her time in her
busy time in school, in home, and
tutoring institute.
3. Ratna Perangin-nangin
She has problem with her
classmates.
4. Lorenza Sitepu
She has problem with her teacher
who says something rude with her
students.
5. Christina Sinaga
She does not like the physics
subject.
6. Suci Dwi
She does not understand about
physics lesson.
7. Ice Purba
She has problem with her best
friend.
8. Elida
She does not like mathematics
subject because her mathematics
teacher taught by orally.
9. Duma
She does not like mathematics
subject because mathematics is
difficult especially in gradient
matter.
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10. Rina
She likes english subject, but the
teacher’s method in teaching
makes her bored.
Male :
1) David Jackson Saragih
He has problem with mathematics.
2) Julfan Herdy
Methods, techniques, and strategyof teaching of a teacher make him
bored.
3) Yopi Sitepu
He has problem with his friends.
4) Yunus Sembiring
He can’t solve his homework.
5) Firman
He doesn’t like the way of teaching
of his teacher.
6) Nanda
He had problem with his
classmates
7) Wesli
He doesn’t like physics.
8) Fernando
He doesn’t like fussiness of his
teacher. It makes him
uncomfortable.
9) Welly
He doesn’t like teacher who are not
educating.
10) Jaya
He does not like with his teacher
who do not care with his students.
2. Student behave while they have
problems
Female :
1. Merry Dian
She do not care to the lesson.
2. Yunni Lestari
She can not control herself
3. Ratna Perangin-nangin
She faced her problem in adult.
4. Lorenza Sitepu
She felt uncomfortable with her
teacher’s behaviour.
5. Christina Sinaga
She complained if the lesson of
physics will be begun. She has no
confidence to face it.
6. Suci Dwi
She tried to approach her friends
who are mastering physics.
7. Ice Purba
She upset with her bestfriend’s
attitude.
8. Elida
She just resigned and if any task,
she cheated her friend’s work.
9. Duma
She learns mathematics forcibly.
10. Rina
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STUDENTS DEVELOPMENT BILINGUAL MATHEMATICSEDUCATION
She tried to be comfortable with
the teacher.
Male :
1) David Jackson
He hate himself since he didn’t
know about the lesson.
2) Julfan Herdy
He resigned and keep learning.
3) Yopi Sitepu
He did not care with his problem,
just enjoyed it.
4) Yunus Sembiring
He just faced his problem.
5) Firman
He did not care with the teacher.
6) Nanda
He did not care with his
classmates.
7) Wesli
He tried to be understood with the
subject .
8) Fernando
He just followed his teacher explanation although he can not
understand.
9) Welly
Be patient with his teacher’s
behaviour.
10) Jaya
He did not care.
3. How the students (male and female)
try to solve their problems
Female :
1. Merry Dian
She avoid the lesson and ask her
friends to do the tasks of that
lesson.
2. Yuni Lestari
She managed her time in her busy
time and pray to the God.
3. Ratna Peranging-nangin
She tried to find what is the cause
of that problem .
4. Lorenza Sitepu
She rebuke the teacher slowly.
5. Christina Sinaga
She tried to think positive and
supposed that physics is easy.
6. Suci Dwi
Discuss with her classmates or
with tutor.
7. Ice Purba
Let it flow .
8. Elida
She asked her friends who
mastered mathematics.
9. Duma
Disscuss with her friend .
10. Rina
Change the english teacher in
order that she can enjoy english
with better teacher.
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STUDENTS DEVELOPMENT BILINGUAL MATHEMATICSEDUCATION
Male :
1. David Jackson
He disscussed with his friend that
mastered the subject or withteacher.
2. Julfan Herdy
He established communication
with the teacher by questioning in
class.
3. Yopi Suranta
He accomplished his problem
carefully if it can’t, he don’t care.
4. Yunus Sembiring
He tried to find another exercise in
another subject.
5. Firman
If he can’t solve his task, he cheat
his friend’s work.
6. Nanda
Just enjoyed his problem.
7. Wesli
He asked his friend to teach him
about physics.
8. Fernando
He cheated when he has task from
that teacher.
9. Welly
He tried to be nice with the teacher
and positive thinking.
10. Jaya
He tried to learn by himself.
VII. APPENDIX II
This is the resume of students’ problem in school from my observation
No. Problems Male Fema
le
1 Problem with Mathematicssubject
1 2
2 Problem with Physics subject 1 3
3 Problem with classmates 2 2
4 Teaching method of teacher isbad
5 2
5 Can not solve the homework 1 0
6 Can not manage the time 0 1
The graph :
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STUDENTS DEVELOPMENT BILINGUAL MATHEMATICSEDUCATION
VIII. REFERENCES
http://delsajoesafira.blogspot.com/2010/05/beberapa-permasalahan-remaja.html
http://www.google.co.id/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=3&cad=rja&ved=0CD4QFjAC&url=http%3A
%2F%2Fasrorirukem.files.wordpress.com%2F2010%2F08%2Fperkembangan-moral-kuliah-
pp1-
0509.ppt&ei=gCi7UPGTMYGJrAf4jYHgBQ&usg=AFQjCNGGDdbKrkyaXClhQk9tWztQ
Qyz_Rw
http://moeyanti.blogspot.com/2011/03/makalh-masalah-belajar-siswa.html
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