Studying in college, students start thinking about the future, going to work after graduation, thinking of the desired job. Students learn about the various jobs that can be occupied according to the current education. Career development is very important all along. This study examines the psychometric behavior of career adaptation (CAAS) in Indonesia. CAAS consists of four subscales, each with six items to measure concern, control, curiosity and confidence. Participants in this study were students at one university in Surabaya, Indonesia (N = 281). This study analyzes the goodness of fit conceptual model on the students, validity and reliability of instrument discriminant. Test validity using Confirmatory Factor Analysis (CFA), and test reliability using Alpha Cronbach. The results provide strong psychometric support for CAAS-Indonesian Forms with a student subject as a valid measure to analyze their career adaptability. The factor structure of the CAAS-Indonesia is similar to the hierarchical four-factor model of the CAAS-International.

Abstract. Late adolescence or by the age of 20, adolescence enter during the transition to early adulthood. One of the developmental tasks experienced by individuals during this period is the establishment of career identities. In an effort to meet the establishment of identity is required career adaptability. Career adaptability is a psychosocial construct that shows individual resources to overcome and anticipate tasks, transitions, traumas in job roles, to some degree large or small, that alter the social integration of individuals. Based on the theory of career construction, the authors conducted a literature review of 16 journals on empirical studies of factors that cause career adaptability and its influence in the educational context. The results show that career adaptability is associated with multiple demographic factors (age, gender), career adaptivity (conscientiousness, positive emotional disposition, belief in ability, future orientation, hope, optimism, adversity quotient and self-regulation), and external factors (social support parents, family support, school environment). The success of career adaptability in the educational context is associated with life satisfaction, sense of power, career management, career certainty, classroom involvement, academic achievement and academic fatigue. The main findings are career adaptability influenced by demographic factors, career readiness: internal factors (personality) and individual external factors. Career adaptability leads to positive and negative effects on the individual in the educational context.

Hearing impaired students generally study with other students who have the same special need in special schools called Sekolah Luar Biasa B (SLB B). However, inclusive education which enables students with special need to study in the same classes with normal students has been developing rapidly in recent years in Indonesia. This study aimed at investigating the social adjustment of hearing impaired students who study with normal students in a general school. A qualitative approach with case study method was employed. Participants of the study were three hearing impaired students and three significant others of each student who were their parents, teachers dan close friends. Data were analysed using a thematic analysis. This study found that participants socially adjusted in effective ways during their studies with normal students in the general school. Abstrak: Siswa tuna rungu pada umumnya belajar dengan siswa lain yang memiliki kebutuhan khusus serupa di sekolah-sekolah khusus yang disebut Sekolah Luar Biasa B (SLB B). Namun pendidikan inklusif yang memungkinkan siswa dengan kebutuhan khusus untuk belajar di kelas yang sama dengan siswa normal telah berkembang pesat dalam beberapa tahun terakhir di Indonesia. Penelitian ini bertujuan untuk mengkaji penyesuaian sosial siswa tuna rungu yang belajar dengan siswa normal di sekolah umum. Pendekatan kualitatif dengan metode studi kasus digunakan dalam penelitian ini. Partisipan penelitian adalah tiga siswa tuna rungu dan tiga orang lain yang signifikan bagi setiap siswa, yakni orang tua mereka, guru dan teman dekat mereka. Data dianalisis menggunakan analisis tematik. Studi ini menemukan bahwa partisipan menyesuaikan diri dengan cara-cara yang efektif selama masa studi mereka dengan siswa normal di sekolah umum.

Scale adaptation in different cultures is needed to ensure that the scale measures the intended target. The Multidimensional Scale of Perceived Social Support (MSPSS) has been adopted in several countries, but no Indonesian language adaptation has been made so far. This study aims to test the construct validity of the Indonesian MSPSS that measures one’s level of social support. Rasch analysis was used to examine the psychometric properties of the scale. The subject in this study was 495 Indonesian marine cadets with an average age of 19.32 (41% Engineering, 52.7% Nautical, and 5.5% Electro). In terms of gender, 94.3% were male and 5.7% female. Findings from the Rasch analysis support the one-dimensionality of the 12-items MSPSS in measuring marine cadets’ level of social support. This finding differs from similar MSPSS studies that show the scale’s structure to be multidimensional. The 12-items MSPSS showed excellent internal consistency (person-item interaction index = .85) and fulfilled all the Rasch model requirements. No item misfit was detected from the MNSQ score (.5 < MNSQ < 1.5). Also, there was no item bias based on gender was detected from the scale (.0949 - .9687) > .05. Future studies are advised to test the scale with different samples to further confirm this study’s findings.

The purpose of this study is to examine the differences in dimensions of moral values based on gender. The study is cross-sectional research and using 96 kindergarten students in Surabaya, Indonesia as the subjects. They are consisting of 40 male students and 56 female students. The scale used in this study is the scale of moral values according to the theory by Borba. The result shows that the moral values of empathy, conscience, self-control, respect, kindness, tolerance and fairness do not show significant differences between male and female students. This research shows that male and female students in general do not have any differences about the moral values. Further research still needs to be developed, for example related to the method of moral values education for early childhood, and the influence of family and school on the development of moral values of children.