Dewasa ini, banyak berkembangnya Bimbingan Belajar atau sering disingkat dengan nama BimBel. Tujuan dari siswa-siswi mengikuti BimbBel untuk mengembangkan dan merubah prestasi belajarnya ke arah yang lebih baik. Di sisi lain, ada sebagian besar siswa yang berusaha untuk mengembangkan dan merubah prestasinya tanpa mengikuti BimBel. Penelitian ini dilakukan untuk mengetahui motivasi dan tujuan siswa-siswi generasi Millenial ini untuk mengikuti maupun tidak mengikuti BimBel, kemauan untuk belajar mandiri, dan sejauh mana orang tua berperan menjadi motivasi siswa-siswi tersebut. Penelitian ini menggunakan metode kuantitatif dengan teknik pengumpulan data melalui pengisian survei terbuka dengan menggunakan google form maupun pengisian langsung. Responden terdiri dari remaja yang berusia 17 tahun dengan jumlah 12 orang. Hasil penelitian menunjukkan bahwa secara keseluruhan, motivasi siswa untuk mengikuti BimBel yaitu untuk lebih membantu memahami materi pembelajaran. Motivasi lainnya yaitu membantu agar dapat diterima di universitas yang diidamkan serta adanya dorongan dari orang tua.Kata Kunci : Motivasi, Bimbingan Belajar, Siswa.

Mindset berpengaruh pada keyakinan siswa tentang kapasitas dan kemampuan yang dimiliki, termasuk dalam strategi dan prestasi akademik siswa di sekolah. Siswa dengan growth mindset percaya bahwa kemampuan mereka bisa berubah. Ketika menghadapi kesulitan akademik, mereka akan berusaha lebih keras, menetapkan strategi yang baru, dan meningkatkan performa belajarnya. Penelitian ini bertujuan untuk mengetahui efektifitas pelatihan growth mindset pada siswa SMA. Sebanyak dua puluh siswa SMA kelas XII dipilih secara acak berpartisipasi dalam penelitian ini. Penelitian ini menggunakan pendekatan kuantitatif. Pengumpulan data dilakukan dengan mindset scale (α = 0,804) lalu dianalisis dengan teknik paired sample t-test. Hasil penelitian ini menunjukkan bahwa pelatihan growth mindset efektif untuk meningkatkan growth mindset siswa. Peserta pun termotivasi untuk berubah menjadi lebih baik dibanding kondisi saat ini dan mulai merencanakan tujuan hidupnya di masa mendatang agar lebih terarah dan tertata.

Education in Indonesia, especially higher education institutions, has a role to build interaction between religious adherents. How is this experience of tolerance in religiously based higher education institutions where the majority of students and staff are religious according to the institution. One of the largest religious-based higher education networks in Indonesia is the Muhammadiyah Universities or Perguruan Tinggi Muhammadiyah (PTM) network. Muhammadiyah as one of the largest Islamic organizations in Indonesia which has a network of higher education spread across various parts of Indonesia where students studying have diverse religious backgrounds. This study aimed to examine the dynamics of social identity in the experience of non-Moslem students at Muhammadiyah College. This research uses qualitative research methods using Interpretative Phenomenological Analysis (IPA). Six participants, Christian, Catholic, Hindu, and Buddhist from four Muhammadiyah College in the province of Central Java - Indonesia, were interviewed and analyzed to obtain core themes. The results of this study produced five superordinate themes, namely the influence of the environment, personal characteristics, perceptions of the religion adopted, experience as a Muhammadiyah College Student, and perceptions of Islam and Muhammadiyah. The conclusion of this study shows the psychological dynamics of non-Muslim students shape the perception of Islam itself as a religion, also Muhammadiyah as an Islamic organization.

The quality of students is reflected in the quality of education. As a result, teachers must be persistent in achieving good and appropriate educational goals. This study aimed to determine the role of a growth mindset on grit in high school teachers in Purwokerto, Indonesia. This research is a quantitative study using a simple random sample sampling technique, which obtained 174 samples of high school teachers in Purwokerto. Data collection in this study used a growth mindset and a grit scale with a reliability coefficient of 0.895 for a growth mindset and 0.913 for grit. The analysis technique in this study uses simple linear analysis. The results showed that the value of F-test = 162.434 and T-test = 12.745 with a significance value (p) = 0.000 (p<005). The hypothesis in the study was accepted, namely that there was an influence between the growth mindset variable on grit. This study obtained a determinant coefficient or Rsquare of 0.486, implying that the influence of the growth mindset variable on the grit variable has an effective contribution of 48.6%. It can interpret as this influence that the perspective or belief held by the teacher will affect the persistence of effort and the consistency of interest held by the teacher. Further research can replicate the model on different populations of subjects with similar subject characteristics, such as kindergarten, elementary, junior high, or special education teachers who handle students.

Today, many students use the term homesick to describe their situation when they miss their family, are sick, or feel uncomfortable with the situation in their new environment. One emergence of homesickness is a poor adaptation of the student in the new environment. A good adaptation will help the individual create a sense of comfort and happiness in his new environment. This study aims to examine the relationship between adaptation and homesickness in rantau students. The subjects in this study selected by the criteria were rantau students from Faculty of Psychology, Universitas Muhammadiyah Purwokerto, living in boarding houses around campus and not having relatives in Purwokerto with total 35 respondents. This research used quantitative method and for collecting the data using adaptations scales of Archer et al.'s Homesickness Questionnaire and Behavioral Adaptation owned by Umdatun Watsiqoh. The results of the correlation test of the two variables, it shows that there is no correlation between adaptation and homesickness. The correlation of adaptation and homesickness has a negative relationship or inversely related to the correlation coefficient value of -0.086, but the relationship was not proven significant because the significance value obtained (p > 0,05).