The research objective is to restore students' self-confidence in learning process using peer mentoring strategies. The research design used is classroom action research by involving students who experience selfconfidence problems determined purposively (five participants). Data were collected using participant observation, in-depth interviews, and field notes. Data were analyzed quantitatively (frequence and percentage) and qualitatively using Creswell's model with seven segments of analysis, ranging from the process of collecting data to interpreting themes. The results prove that the efforts to restore students' self-confidence succeed in five strategies, including three initial strategies (cycle 1), forming limited and intimate group discussion, placing peers who inherit caring, supportive, and inspiring, attitude and providing clear or detailed assignments. While the next two strategies (cycle 2) are to give full trust to students to execute their duties in form of performance and to conduct evaluations based on improvement using students advantages. Consequently, the increase from the first cycle to the second cycle for each participant are P1 = 18.75%, P2 = 17.1875%, P3 = 23.4375%, P4 = 17.1875%, and P5 = 20.3125%. Peer mentoring is very helpful for educators to share roles in an effort to improve student learning performance, for instance improving self-confidence. In addition, peer mentoring can be used by educators to improve the quality of learning in other aspects such as learning outcomes, social intelligence, transformational leadership, and so forth.

Optimization of Social Support in Physical Education Learning to Strengthen Students' Social Self-Esteem. Objectives: This study aims to test the determination of teacher and classmate support for students' social self-esteem. Methods: The participants were 94 junior high school students grade 7 (M = 12.7660; SD = 0.53733). We collected the data using The Teacher and Classmate Support Scale and Social Self-Esteem Inventory. Data were analyzed descriptively and the t-test. Findings: The results of teacher and classmate support and students' social self-esteem variables show positive results, as well as proving that teacher and classmate support affects students' social self-esteem during physical education learning activities. Conclusion: The presence of teachers in the learning class is necessary to provide social, emotional, and cognitive support to students so that they become more confident in performing their abilities and also feel comfortable with every performance they produce in some learning experiences and expressive learning cultures.

Penelitian ini bertujuan untuk mengetahui Pengaruh Partisipasi Anggaran, Komitmen Organisasi, Kepuasan Kerja, Job Relevant Information, Budaya Organisasi dan Locus Of Control Terhadap Kinerja Pegawai Bagian Keuangan pada SKPD di Kabupaten Kupang. Populasi dalam penelitian ini adalah pegawai bagian keuangan pada SKPD di Kabupaten Kupang dan  sampel sebanyak 40 pegawai bagian keuangan. Pengambilan data pada penelitian ini dengan metode kuesioner. Hasil pengujian regresi linear berganda menunjukan bahwa Partisipasi Anggaran dan Job Relevant Information berpengaruh negatif dan tidak signifikan terhadap Kinerja Pegawai bagian keuangan, Komitmen Oganisasi, Budaya Organisasi dan Locus Of Control berpengaruh positif dan signifikan terhadap Kinerja Pegawai bagian keuangan, Kepuasan Kerja berpengaruh positif dan tidak signifikan terhadap Kinerja Pegawai bagian keuangan.

The purpose of this study was to find a causal relationship between Intellectual Capital and the growth of cooperatives in Kupang City. Intellectual capital in this study was measured using Value Added Intellectual Coefficient (VAIC) while the growth of cooperatives was measured using changes in the natural logarithm of the cooperative's total assets. The population in this research were all cooperatives registered with the Kupang Cooperative and SME Office. The sample selection uses purposive sampling, namely cooperatives that have issued cooperative financial statements from 2011-2017. The test model applied includes descriptive statistics, classic assumption tests, simple and multiple regression analysis. The results showed that Intellectual Capital (which is proxied by VAIC) had an effect on the growth of cooperatives in Kupang City. But among the 3 components that make up VAIC, namely CEE (Capital Employed Efficiency), HCE (Human Capital Efficiency), and SCE (Structural Capital Efficiency), only CEE has a significant effect on the growth of cooperatives in Kupang City. This can be interpreted that in general cooperatives in Kota Kupang focus more on the growth of their business through efficient use of physical capital compared to improving the quality of their human resources.