Processor 1 GHz Intel Pentium processor or later Hard Disc Space 16 GB of free space required Method: • Download The setup from given links below. Minimum System Requirements Memory[RAM] 1 GB of RAM required. • After that, you need to move your important data to a safe place. Full version.

Discipline is a compulsary subject in school because without the discipline, the process of teaching-learning will not be optimal. Student discipline can be achieved by increasing students' learning discipline in class. Discipline Training is expected to increase the discipline of students in the learning process in class. This research using untreated control group design with dependent pre-test and post-test sample method. Data taken using a scale of students' learning discipline.Participantsofthis study are 30 students in junior high school, aged 13 - 15 years. 15 subjects were the control group and 15 subjects were the experimental group. Data analysis using anava mixed design.

Karena itu kedisiplinan pada siswa penting untuk dipersiapkan dan dibina semenjak dini. Untuk itu diperlukan kerjasama antar orang tua dengan sekolah karena adanya faktor-faktor dalam kedisiplinan yang perlu mendapat perhatian bersama. No information is available for this page.Learn why.

Results showed increased significant in the experimental group, before and after training given. The presence of interaction indicates that there is changes in pre to post scores in both groups (experimental - control) was significantly different, F = 4,756(p. Teachers’ perception on the effectiveness of physical punishment as a disciplinary measure in selected secondary schools in Ile-Ife, Osun StateJournal of Social Sciences, 16, 275-294. Akin-Little, K. A., Little, G., &Laniti, M. (2007).teachers’ use of classroom management procedures in the United States and Greece: a cross-cultural comparison.

School Psychology International, 28, 53-62. (1999).Improving student performance using assertive discipline.Improving School.16-19. (2003).Classroom management.creating a successful learning community. New York: John Wiley & Sons, Inc. F & Clark, L. (1982).Teaching in the middle and secondary school.2nd edition.

New York: Mac Millan Publishing. Carpenter, S., & McKee-Higgins, E. Behavior management in inclusive classroom.Journal Remedial and Special Education, 17, 195-203. Recent research on classroom management: implication for teacher preparation.

Journal of Teacher Education, 36, 33-35. S., & Hoffman, J.

(2006).Guiding children’s behavior: developmental discipline in the classroom. New York: Teachers College Press. School delinquency and the school social bond.Journal of Research in Crime and Delinquency, 34, 337-367. & Jones, L.S. (1998).Comprehensiveclassroommanagement:creating communities of support and solving problems. San Francisco: Allyn& Bacon.

Lewis, P., Romi, S., Katz.Y. (2008).Studentsreaction to classroom discipline in Australia, Israel, and China. Teaching and Teacher Education. An International Journal of Research and Studies, 4, 715-724.

Teachers coping with the stress of classroom discipline. Journal Social Psychology of Education, 3, 155-171.

MacNaughton, R. (1991).Developing a successful school wide discipline programin-services for teacher. NASSP Bulletin, 75, 47-57.

Mayasari, F., & Hadjam, M. Perilaku seksual remaja dalam ditinjau dari harga diri berdasakan jenis kelamin. Jurnal Psikologi. Taking another look at behavior modification and assertive discipline.NASSP Bulletin, 80, 66-70. D., Hinson, S. L., &Sardo-Brown, D. (2001).Educational psychology.a practitioner research model of teaching. Universe sandbox serial key crack full.

Singapore: Wadsworth, Thompson Learning. P., &Dolgin, K., G.

The adolescent.development, relationship, and culture. Boston: Pearson Education, Inc. Rosemberg, F.

K., Lapco, A., &Llorens, M. (1999).The teacher’s role in the application of an assertive discipline program for students in a Venezuelan primary school.

School Psychology International, 11, 143-146. D & Campbell, D. Experimental and quasi-experimental design for generalized causal inference. Boston: Houghton Mifflin Company. New York: McGraw-Hill. Silberman, M. (1998).Active training: a handbook of techniques, design, case examples, and tips.

San Fransisco: Jossey-Bass Pfeiffer. Belajardanfaktor-faktor yang mempengaruhinya. PT: RinekaCipta.

M., Harland, P., & Van der Laan, P. (2007).Misbehavior at school and delinquency elsewhere. Criminal Justice Review, 32, 358-379.