Pada anak usia kanak-kanak madya anak mengalami perubahan di beberapa aspek kehidupannya. Hal tersebut menjadi tantangan tersendiri bagi orangtua untuk menjalankan proses pengasuhan yang positif. Pengasuhan yang dilakukan orangtua terhadap anak akan memengaruhi perilaku anak. Penelitian ini bertujuan untuk melihat pengaruh persepsi keterlibatan orangtua (ayah dan ibu) dan strategi pengasuhan secara bersama-sama terhadap parenting self-efficacy. Pengukuran persepsi keterlibatan orangtua menggunakan alat ukur Reported Father Involvement Scales (Finley & Schwartz, 2004) dan Reported Mother Involvement Scales (Finley, Mira, & Schwartz, 2008), sedangkan pengukuran strategi pengasuhan menggunakan alat ukur Parenting Strategies Questionnaire (Laforce, 2004). Pengukuran parenting self-efficacy menggunakan alat ukur Self-Efficacy for Parenting Task Index (Coleman & Karraker, 2000). Partisipan dalam penelitian ini adalah 270 orangtua (ayah atau ibu, boleh tidak berpasangan) yang berusia pada rentang 25-45 tahun dan memiliki anak yang usianya kanak-kanak madya (5-12 tahun). Hasil penelitian menunjukkan adanya pengaruh persepsi keterlibatan ayah dan strategi pengasuhan secara bersama-sama secara signifikan terhadap parenting self-efficacy F (2, 267) = 13,805, p<0,01. Hasil penelitian menunjukkan adanya pengaruh persepsi keterlibatan ibu dan strategi pengasuhan secara bersama-sama secara signifikan terhadap parenting self-efficacy F (2, 267) = 11,021, p<0,01. Pada penelitian ini parenting self-efficacy dapat diprediksi oleh persepsi keterlibatan orangtua di masa lalu dan strategi pengasuhan.

This research aimed to see the relationship between mathematics belief and the use of metacognitive strategy in 3rd-grade elementary students tasked with completing arithmetics word problem. Based on a phenomenon that Indonesian students' performance is still lower than the other countries, this study was also based on the theory that metacognitive strategy and mathematics belief had an impact on arithmetics word problem completion. Ninety-six 3rd-grade elementary school students in Depok, West Java, participated in this study. Knowledge Monitoring Assessment (KMA) was used as an instrument to measure mathematics belief and the Think-Aloud technique was used to measure metacognitive strategy. Pearson-correlation statistical analysis was used to see a relationship between mathematics belief and metacognitive strategy. The result showed that there was a positive and significant relationship between mathematics belief and metacognitive strategy (r = 0,30, p > 0,01, one-tailed). This meant that students who had a better belief in their competence in mathematics would more likely use better metacognitive strategy.

Purpose This study aims to examine teachers’ efficacy to use iPad for teaching, their perceived impact of 1:1 iPad implementation in the classroom and the role of both variables in predicting teachers’ adoption of the iPad. Design/methodology/approach This paper opted for multiple linear regression analysis of the data from a total of 91 teachers (44 male and 47 female). All participating teachers are from upper-middle-class private schools who have been using iPad in their classrooms for at least three months. All three variables being studied are measured using instruments developed by the researcher and self-rated by participating teachers: iPad-Teaching Efficacy (iTE), Perceived Impact of iPad in the Classroom (iPI) and iPad Actual Use for Teaching (iAU). All three instruments have good internal reliability and validity, with an alpha coefficient of 0.97, 0.92 and 0.93 respectively. Findings The paper provides empirical insights about factors contributing to teachers’ technology adoption (specifically iPad) in the classroom. It suggests that teachers’ efficacy significantly predicts their actual use of the iPad for teaching, but teachers’ perceived impact of the implementation does not. Practical implications These research findings play an important role in designing a program for technology adoption in schools, especially in Indonesia.

One of the fundamental sciences to be learned is mathematics. In Indonesia, students learn mathematics even from preschool up to higher education. Nevertheless, based on the international studies, the Programme for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMMS) in 2015, mathematics achievement of Indonesian students are still ranked at the bottom. Mathematics achievement is closely related to the cognitive domain, which not only requires cognition but also involves metacognition. This research aimed to further examine the relationship between the use of metacognitive strategy on completion of mathematics word problems and mathematics achievement among 3 rd-grade elementary students. Participants in this research amounted to 94 students from two elementary schools (one public school and one private school). The results of this research indicated that there was a significant positive relationship between the use of metacognitive strategy and mathematics achievement among 3 rd-grade elementary students (r = 0.35, p < 0.01, 1-tailed). Therefore, students who used metacognitive strategy in mathematics learning showed good mathematics achievement as well.

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