Intern
ati
o
n
a
l
Jo
urn
a
l
o
f
E
v
al
ua
ti
o
n
and
Rese
arch in
Education (I
JE
RE)
V
o
l.5
,
No
.2
,
Jun
e
2
016
, pp
. 12
6
~
13
4
I
S
SN
: 225
2-8
8
2
2
1
26
Jo
urn
a
l
h
o
me
pa
ge
: h
ttp
://iaesjo
u
r
na
l.com/
o
n
lin
e/ind
e
x.ph
p
/
IJERE
The Family Parenting Influenced Adolescent Brawls Behavior
Heni Nurh
aen
i
1
, Din
a
rti
2
,
Dwi
Priha
r
t
i
1
1
Department of Nursing,
Mi
nistr
y
of Health
Polytechn
i
c Jak
a
rta I
,
Indonesia
2
Department of Dental
Nursi
ng,
Ministr
y
of Health Poly
technic J
a
karta
I
,
Indon
esia
Article Info
A
B
STRAC
T
Article histo
r
y:
Received
May 9, 2016
Rev
i
sed
May 23
, 20
16
Accepted
May 30, 2016
There ar
e four
ty
pes o
f
par
e
ntin
g: de
m
o
cra
tic
,
a
u
thorita
rian
, p
e
r
m
issive, and
ignore
d
, whic
h
would a
ffec
t
the
c
h
a
r
ac
te
r of the
c
h
ild.
Howeve
r fa
mily
upbringing itself
influenced education
,
nor
ms/cultural, env
i
r
onmental, social,
economic and
belongs to the
family
members. Quasi-e
xper
i
mental stud
y
through questio
nnaires, observation, d
eep
inter
v
iew, and
inter
v
entions
to
high school students, p
eers, couns
eling
t
each
ers (BK), and the
i
r
parents/f
a
mily
h
a
ve been condu
ct
ed through a random sampli
ng of 108
respondents in f
our high school set. The
r
e
sult met the test paired T test
statisti
cal signif
i
canc
e
leve
l 0 and T te
st result of 0.05 shows t
h
at the two
variab
les p-valu
e of p
= 0.0000
0. Corre
lation
tests showed that there
is a
relationship between two var
i
ab
les at -
0616
. Th
is sign (-) means that th
e test
res
u
lts
are
nega
t
i
ve corr
el
ation
.
Can be s
e
en if
t
h
e corr
ela
tion b
e
tween
the
two variables is
quite high b
e
tween 0.50
to 1
.
0 can b
e
conclu
ded that th
e
direction of th
e relationship between
th
e two variab
les is neg
a
tiv
e. Th
ese
results can be d
i
splay
e
d from "if the fa
mily
prov
ides a strict upbr
inging will
influen
ce b
e
havior in high schoo
l brawls
in
adol
escents wil
l
ten
d
to be lo
w
and vice versa". Supported q
u
alitativ
e r
e
sults which stated
that
th
e
expectations of parents rev
i
ew their ch
ild to be g
i
ven hope, and activities th
at
support positiv
e.
Keyword:
Ad
ol
esce
nt
be
havi
or
Brawls
Family
Paren
tin
g
Copyright ©
201
6 Institut
e
o
f
Ad
vanced
Engin
eer
ing and S
c
i
e
nce.
All rights re
se
rve
d
.
Co
rresp
ond
i
ng
Autho
r
:
Heni
N
u
r
h
ae
ni
,
Depa
rt
m
e
nt
of
N
u
rsi
n
g
,
Depa
rt
m
e
nt
of
N
u
rsi
n
g
,
M
i
ni
st
ry
o
f
Heal
t
h
Pol
y
t
echni
c
Ja
kart
a
I,
W
i
j
a
ya K
u
su
m
a
Raya
No
. 47
Cilan
d
a
k-
So
u
t
h
Jak
a
r
t
a 12
430
, In
don
esia.
Em
a
il: h
n
u
rh
aen
i
@yahoo
.co
m
.sg
1.
INTRODUCTION
Adolesce
nts are one
of the
largest c
o
m
p
one
n
ts in In
donesi
a. Data
in
2007 s
h
owe
d
t
h
at
the num
b
er
of a
dol
esce
nt
s
aged
10
-
24
y
ears t
o
reac
h
64 m
i
ll
i
on o
r
2
8
.
6
% o
f
t
h
e t
o
t
a
l
pop
ul
a
t
i
on o
f
2
2
2
m
i
ll
i
on
Indonesia.
In
years of 2013
the researc
h
of basic h
ealth,
m
e
t at age 12 -18 years (a
dult) inc
r
ease
d
by an
avera
g
e 4.
2
3
%
wi
t
h
pe
rcent
a
ge
i
n
t
h
e ra
nge
o
f
16
.2
9
5
% -2
3.
59
8%
o
f
t
h
e
po
p
u
l
a
t
i
on [
1
]
.
B
e
havi
ors ca
n
be sai
d
ad
ol
e
s
cent
s
’ r
e
fl
ect
i
on
of
pare
nt
i
n
g w
ho i
s
a r
o
l
e
m
odel
resul
t
s as wel
l
t
h
e
form
at
io
n
of ch
aracter
with
t
h
e ab
ility to
ad
op
t ch
ild
ren
'
s h
e
r
d
e
fen
s
e mech
an
ism
.
Acco
rd
ing
to
Baum
rin
d
,
[2
], t
h
ere is a
p
a
ttern of
p
a
ren
tin
g,
n
a
m
e
ly
d
e
m
o
cratic, auth
oritarian
, p
e
rmissif an
d
n
e
glected
th
at
will affect
the form
ation of the cha
r
act
er of a
ch
ild
ev
en
thou
gh
paren
ting
itself stro
ng
ly in
fluen
ced
b
y
ed
u
c
atio
n
,
no
rm
s/
cul
t
u
ral
,
en
vi
r
onm
ent
a
l
,
so
ci
al
t
h
e ec
o
nom
y
and t
h
e
num
ber
of
fam
i
l
y
m
e
m
b
ers o
w
ne
d.
Th
is issu
e
r
a
ised
in
t
h
is study is w
h
eth
e
r
t
h
e f
a
m
ily
i
m
p
acted
in
f
l
u
e
n
c
i
n
g
i
n
ado
l
escen
t
s br
aw
ls
b
e
h
a
v
i
or
?
Thro
ugh
th
is
study, r
e
sear
ch
er
s
w
a
n
t
ed
to know
w
h
at
f
actor
s cou
l
d
en
co
ur
ag
e ad
o
l
escen
t
b
r
aw
ls,
pare
nt
i
n
g i
n
fl
u
e
nce c
oul
d ef
f
ect
t
o
ad
ol
esc
e
nt
b
r
awl
s
, an
d be
ha
vi
o
r
c
h
ange
i
n
pare
nt
i
ng a
f
t
e
r t
h
e
heal
t
h
pr
om
ot
i
on pare
nt
i
n
g
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
Th
e
Family Paren
ting
In
flu
enced
t
o
th
e Ad
olescen
t Bra
w
ls
Beha
vio
r
(
H
eni Nu
rha
e
n
i
)
12
7
2.
R
E
SEARC
H M
ETHOD
Design
is a
q
u
asi-exp
e
rim
e
n
t
al stu
d
y
with a m
i
x
o
f
research
(qu
a
n
titativ
e an
d qu
alitativ
e research as
an
am
p
lifier).
Th
e
p
opu
latio
n in
th
is stud
y
were
1
st
, 2
nd
, and
3
rd
grade
st
ude
nt
s;
Tot
a
l
sam
p
l
e
was t
a
ken
by
random
sam
p
ling am
ounte
d
108 people.
This study wa
s conducted
over eight
m
onths. Activities
after
o
b
t
ain
i
n
g
p
e
rmissio
n
fro
m
t
h
e Min
i
stry
of Edu
cation
a
nd Cu
lture in Jakarta and Depok
will tak
e
t
w
o
sen
i
or
high sc
hools
(SMA) all
o
we
d in the J
a
ka
rta area (a
s th
e i
n
t
e
r
v
ent
i
o
n
gr
ou
p
)
an
d
De
p
o
k
,
West
Java
(as t
h
e
n
on-in
terv
en
ti
o
n
g
r
ou
p). As
Dr. Max
w
ell Maltz, th
is st
udy use
d
the m
e
asurem
ent w
ith the questionnaire and
t
h
e be
ha
vi
o
r
i
s
obs
er
ved
f
o
r
2
1
day
s
t
o
t
w
o
m
ont
hs [
3
]
.
Fro
m
th
e
b
e
g
i
n
n
i
n
g
, th
e research team
co
n
t
racts w
ith fou
r
h
i
gh
schoo
ls to
ex
p
l
ain th
e activ
ities an
d
i
n
t
h
e i
n
t
e
rve
n
t
i
on g
r
ou
p o
f
hi
gh sc
h
ool
(SM
AN "
A
") an
d i
n
hi
g
h
sc
ho
ol
(
S
M
K
"X"
)
. Su
harsi
m
i
(199
8:
11
7)
is p
a
rtially o
r
rep
r
esen
tativ
e
of th
e pop
u
l
ation
st
u
d
i
ed
.
In t
h
is study, s
a
m
p
les were ta
ken usi
n
g a ra
ndom
sa
m
p
le with a lottery s
y
ste
m
given
by the teache
r
BK with the intention
that each class has an equal
opportunity to be s
a
m
p
led in
this study. Therefore this
research was
collaboration with coun
seling teachers
(BK) to select pote
ntial respondents
with the sa
m
e
cri
t
e
ri
a.
W
e
h
a
ve gi
ven a
q
u
est
i
o
nnai
r
e a
nd ca
rri
e
d
coa
c
hi
n
g
rel
a
t
i
o
ns
hi
p
of "t
r
u
st
" i
s
cont
i
n
ued i
n
t
h
e
i
n
t
e
rve
n
t
i
o
n g
r
ou
p (
h
eal
t
h
c
o
uns
el
i
n
g
,
wat
c
h vi
deos a
b
out
the m
o
tivation of a
dolese
n
ce,
BK and their
parents
and e
n
ded
wi
t
h
p
o
st
-t
est
whi
l
e hom
e vi
si
t
s
fo
r pa
re
nt
s an
d
t
eens, t
h
e
gr
o
up
o
f
n
o
n
-i
nt
e
r
vent
i
o
n , i
n
o
r
der t
o
anticipate Hawthrone e
ffects [4], the
effects cause
d by the
cont
rol group s
t
u
d
i
ed
wh
en
t
h
e in
terv
en
tion
in
the
i
n
t
e
rve
n
t
i
o
n gr
ou
p, t
h
e res
ear
chers i
m
pl
em
ent
e
d a basi
c he
al
t
h
educat
i
o
n i
n
t
e
rve
n
t
i
o
n b
y
showi
ng t
h
e
vi
de
o
in
th
e non
-
i
n
t
er
v
e
n
tion
gr
oup o
f
sen
i
or
h
i
gh
sch
o
o
l
(
S
M
A
N
"B")
and
v
i
sited
ho
m
e
i
n
h
i
g
h
schoo
l (
S
M
K
"Y").
3.
R
E
SU
LTS AN
D ANA
LY
SIS
Data g
e
neral co
nd
itio
ns for group
in
terv
en
ti
o
n
SM
AN "A" b
y
th
e n
u
m
b
e
r o
f
stud
en
ts in
1
080
h
a
s a
cou
n
sel
i
n
g t
e
a
c
hers
(B
K
)
as
m
a
ny
as 8 pe
o
p
l
e
, SM
K
N
"
X
" Jakart
a
wi
t
h
st
ude
nt
s 9
8
4
p
e
opl
e
have
Te
acher
BK 3 Pe
ople d'
s Group
Non Intervention SMAN "B" wit
h
432 ha
ving s
t
ude
nts by the
teacher BK
2
People
and SMK "Y"
with a
num
b
er
of
112 stude
n
ts
and teachers B
K
3.
1.
Paren
ting of
Family
3.
1.
1.
Qua
n
tit
a
tive
Tab
l
e
1
s
how
s t
h
at it is kno
wn o
f
to
tal
o
f
10
8 r
e
sp
ond
en
ts fo
und
7
6
p
e
op
le (7
0.37
%)
ar
e bo
y and
32
(2
9.
6
3
%) a
r
e g
i
rl
. Of t
h
e f
o
ur
l
o
cat
i
ons a
r
e
kn
o
w
n t
o
t
h
e
r
e
sp
on
de
nt
s f
o
u
nd t
h
e p
r
op
ort
i
on
o
f
res
p
on
de
nt
s i
n
th
e stu
d
y
w
e
r
e
h
i
g
h
e
st at ag
e 1
5
-
<1
7
years o
f
being
in
SMK
N
"X
" Jakar
t
a as th
e in
ter
v
en
tion
gr
oup o
f
15
males (55.56%
)
, the l
o
we
st at age
15
- <
17
years an
d
tho
s
e ag
ed
> 20
year
s in
SMK
“Y
” D
e
po
k and SMAN
"B" r
e
sp
ectiv
ely D
e
pok
is a bo
y (0
.09
%
) as t
h
e
n
on-
in
terv
en
tio
n gro
u
p
Tabl
e
1.
Di
st
ri
but
i
o
n
o
f
t
h
e
n
u
m
b
er o
f
resp
o
nde
nt
s
by
se
x i
n
SM
AN
"A"
J
a
kart
a a
n
d SM
KN"
X" Ja
ka
rt
a an
d
SMA
N
"B" D
e
p
o
k
and
SM
K
"Y
" D
e
pok
, O
c
to
b
e
r
2
015
N
Man
Fe
m
a
le
(f
) %
(f
)
%
SMAN
"A"J
AKAR
TA
15 -
<17 th
4
17.
4
0
0
4
17-
20 th
19
82.
6
0
0
19
T
o
tal 23
100
0
0
23
SMKN
"X"J
AKAR
TA
15 -
<17 th
15
60.
0
0
0
15
17-
20 th
10
40.
0
0
0
10
T
o
tal 25
100
0
0
25
SMK "Y"
D
E
POK
15 -
<17 th
1
2.
77
5
13.
89
6
17-
20 th
15
41.
67
15
41.
67
30
T
o
tal 16
44.
44
20
55.
56
36
SMAN
"B"
DE
PO
K
15 -
<17 y
e
ar
s
10
41.
68
12
50
22
17-
20 y
ear
s
1
4:16
0
0
1
> 20 y
e
ar
s
1
4:16
0
0
1
T
o
tal 12
50
12
50
24
T
h
e final nu
m
b
er
76
70.
37
32
29.
63
108
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
IJER
E
V
o
l
.
5,
No
. 2,
Ju
ne
2
0
1
6
:
12
6 – 1
3
4
12
8
3.
1.
2.
Qua
lita
t
i
v
e
Tab
l
e 2
are the resu
lts of the in
terv
iew and
or fam
ilies
o
n
ro
le
o
f
famil
y
/p
aren
t to su
ppo
rt th
e
adolesce
nt be
s
u
ccess
f
ul.
Tabl
e
2.
Fu
nct
i
o
n
o
f
pare
nt
s t
o
t
h
e
s
u
ccess
o
f
a
dul
t
have
f
o
un
d;
Item
Known
Jakarta
....
Provide the faci
lities needed
“
....
monitor every d
a
y "
....
educating towa
rds the good a
nd tr
ue "
....
educate,
protect from harm "
....
happy for contr
o
lling children
"
....
happy and very proud
"
....
very happy to view his works "
....
as a supporter,
savior "
.... very proud and supportive"
....
supports the wishes of children, prohibitin
g negative
things "
....
support an
d su
pport them "
....
pride and supp
ort the "
....
support while it is good "
....
Happy Situatio
n in home"
....
succeeded once better than none
"
....
very good every
he give them repo
rt"
Depok
….Th
ey
mu
st b
e
ca
re"
….
I enrolled into private les "
....
always pray for her "
....
very good and very supportive "
....
very good "enc
ourages u
s
to be better"
.... Felt
proud "
.... Proud if succes
sful"
....
proud of our su
ccess "
.... Happy if see his
son succeed"
.... happy and pr
oud "
....
Learn to study diligently"
....
giving the view
that we succeed "
....
motivating her son "
....
strictly in
th
e
stu
d
y
"
....
mo
tiva
t
ed
in
a
n
y
ca
se "
.... Always struggling to pay for school"
....
Alwa
ys mo
tiva
t
e "
.... happy, roud"
3.
2.
Adolescent and Friends
3.
2.
1.
Quatitati
v
e
Th
e pr
ed
ispo
si
tio
n
br
aw
l in
t
een
ag
er
s, can
b
e
stud
ied
f
r
om a h
i
sto
r
y o
f
f
i
gh
ts and
or
dif
f
e
r
e
n
ces in
p
e
rcep
tion
,
th
e o
r
ig
in
at
o
r
of th
e b
r
awl, or ev
en
as a t
eena
g
er wa
nts to preve
n
t the
b
r
awls itself. Bel
o
w is an
o
v
e
rv
iew
t
h
e
beh
a
v
i
o
r
of
ad
o
l
escen
ts an
d p
e
rcep
tio
n tow
a
rds pr
ed
ispo
sing
yo
un
g p
e
op
le th
em
selv
es.
Tabl
e
3
be c
o
n
c
l
udes
t
h
at
t
h
e
be
havi
or
bra
w
l
ad
ol
esce
nt
s
i
n
t
h
e i
n
t
e
rve
n
t
i
o
n
g
r
ou
p
ha
d t
h
e
hi
g
h
est
risk
,
wh
ich
h
a
s a h
i
sto
r
y
o
f
b
r
awls h
i
g
h
e
st
en
coun
tered
91
.3
%, sup
p
o
r
ted
b
y
th
e
p
o
sitiv
e p
e
rcep
tio
n
o
f
th
e
bra
w
l
s
9
-
1
8
p
e
opl
e (
3
6 t
o
7
8
.
3
%)
bal
a
nce
wi
t
h
a ne
gat
i
v
e pe
rce
p
t
i
on
of
fi
g
h
t
s
t
h
at
16
-
17
peo
p
l
e
(6
4 t
o
73
.9
%). T
h
i
s
con
d
i
t
i
on i
s
su
p
p
o
r
t
e
d by
pee
r
s as t
h
e t
op ri
sk t
r
i
g
g
e
ri
n
g
b
r
awl
s
as
m
a
ny
as 11
-1
6 pe
o
p
l
e
(44 t
o
6
9
.6%)
and
how
to
pr
ev
en
t clash
e
s in
th
e yo
ung
r
e
sp
ond
en
ts r
a
ng
ed
f
r
om 2
-
17
p
e
o
p
l
e (
8
to
73
.9
%)
.
W
h
ile
t
h
e no
n
-
i
n
t
e
r
v
e
n
t
i
on
gr
o
up ha
d l
o
we
r t
h
an i
n
t
e
rve
n
t
i
on
gr
o
up at
hi
g
h
est
ri
sk, w
h
i
c
h
has a
hi
st
ory
of
bra
w
l
s
6-
1
2
(25
to
33
.3%) m
e
t th
e h
i
g
h
e
st, supp
orted b
y
th
e p
o
s
itiv
e p
e
rcep
tio
n
o
f
th
e b
r
awls
7
-
31
p
e
o
p
l
e (2
9.2
to
8
6
,
1%)
t
h
at
i
s
n
o
t
bal
a
nce
d
by
a ne
gat
i
v
e
per
cept
i
o
n
o
f
fi
g
h
t
s
t
h
at
2
2
-
3
0
pe
opl
e
(f
r
o
m
83
.3
t
o
9
1
.
7
%
)
. T
h
i
s
co
nd
itio
n is su
ppo
rted
b
y
peers as t
h
e top
risk
tri
g
g
e
ri
n
g
brawls as
man
y
as 14
-16
p
e
op
le (from
4
4
.
4
t
o
58
.3
%) a
n
d
ho
w t
o
p
r
e
v
ent
cl
ashes i
n
t
h
e
y
o
u
n
g
res
p
o
n
d
ent
s
ra
nge
d
fr
om
15
-
2
1
pe
o
p
l
e
(
f
r
o
m
58.
3 t
o
6
2
.
5
%)
.
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I
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225
2-8
8
2
2
Th
e
Family Paren
ting
In
flu
enced
t
o
th
e Ad
olescen
t Bra
w
ls
Beha
vio
r
(
H
eni Nu
rha
e
n
i
)
12
9
Tabl
e
3.
A
dol
e
s
cent
B
e
ha
vi
or
b
r
awl
s
o
v
er
vi
ew
of
t
h
e
res
p
o
nde
nt
s i
n
SM
A
N
"
A
" Ja
kart
a
and
SM
K
N
"
X
"
Jak
a
r
t
a and
SMA
N
"B" D
e
po
k and
SMK
"Y
"
D
e
pok
,
O
c
t
o
b
e
r
20
15
N
Risk lowest
Risk highest
F %
f
%
Int
ervent
i
on group
SMAN
"A
" Jak
a
rt
a
Fighting histor
y
Per
ceptions of posi
tive br
awls
Negative per
ceptio
ns about br
awls
T
r
igger
br
awls
How to prevent br
awls
2
5
6
7
6
8.
7
21.
7
26.
1
30.
4
26.
1
21
18
17
16
17
91.
3
78.
3
3.
9
69.
6
73.
9
23
SMKN
"X
" Jak
a
rt
a
Fighting histor
y
Per
ceptions of posi
tive br
awls
Negative per
ceptio
ns about br
awls
T
r
igger
br
awls
How to prevent br
awls
7
16
9
14
23
28
64
36
56
92
18
9
16
11
2
72
36
64
44
8
25
Non-interven
tion group
SM
AN "
B
" Depok
Fighting histor
y
Per
ceptions of posi
tive br
awls
Negative per
ceptio
ns about br
awls
T
r
igger
br
awls
How to prevent br
awls
18
17
2
10
9
75
70.
8
8.
3
41.
7
37.
5
6
7
22
14
15
25
29.
2
91.
7
58.
3
62.
5
24
SMK "Y"
Fighting histor
y
Per
ceptions of posi
tive br
awls
Negative per
ceptio
ns about br
awls
T
r
igger
br
awls
How to prevent br
awls
24
5
6
20
15
66.
7
13.
9
16.
7
55.
6
41.
7
12
31
30
16
21
33.
3
86.
1
83.
3
44.
4
58.
3
36
Total
109
40.
8
319
59.
2
108
Ad
ol
esce
nt
be
havi
or t
o
b
r
a
w
l
s
can
be i
n
fl
ue
nced
by
b
o
t
h
i
n
t
e
rnal
a
nd e
x
t
e
r
n
al
t
eenage
r
s.
The
fol
l
o
wi
n
g
desc
ri
pt
i
o
n i
n
fo
rm
s of
t
h
e
bi
g
g
est
i
n
fl
ue
nce
o
n
t
een
beha
vi
o
r
.
Fr
om
Tabl
e 4, i
t
can
be see
n
t
h
a
t
t
h
e
perce
p
t
i
o
n o
f
adol
esce
nt
s t
o
t
h
e hi
g
h
est
pa
r
e
nt
i
ng t
h
at
i
n
fl
uence a
dol
esce
nt
bra
w
l
s
t
h
at
i
s
t
h
e hi
ghest
i
n
4
-
6
peo
p
l
e
(f
rom
1
6
t
o
26
.1%
)
,
A
dol
esce
nt
s t
h
i
n
k a
b
o
u
t
pee
r
i
n
fl
ue
nce
bra
w
l
s
i
n
t
h
e
hi
ghe
st
r
a
nge
of
7
-
2
1
p
e
opl
e
( 30.4
to 84%)
.
Tabl
e
4.
Th
e
b
i
ggest
i
n
fl
u
e
nc
e o
n
beha
vi
o
r
of
ad
ol
escent
s
i
n
SM
A
N
"
A
"
Jakart
a a
n
d S
M
KN "
X
" J
a
k
a
rt
a an
d
SMA
N
"B" D
e
p
o
k
and
SM
K
"Y
" D
e
pok
, O
c
to
b
e
r
2
015
T
op L
o
west
F %
f
%
Int
ervent
i
on group
SMAN
"A
" Jak
a
rt
a
Par
e
nting
Peer adolescent
6
7
26.
1
30.
4
17
16
73.
9
69.
6
23
SMKN
"X
" Jak
a
rt
a
Par
e
nting
Peer adolescent
4
21
16
84
21
4
84
16
25
Non-interven
tion group
SM
AN "
B
" Depok
Par
e
nting
Peer adolescent
24
23
100
95.
8
0
1
0
4.
2
24
SM
K "
Y
"
Depok
Par
e
nting
Peer adolescent
29
17
80.
6
47.
2
7
19
19.
4
52.
8
36
Total
131
60
88
40
108
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I
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252
-88
22
IJER
E
V
o
l
.
5,
No
. 2,
Ju
ne
2
0
1
6
:
12
6 – 1
3
4
13
0
Wh
ile in
th
e
no
n-in
terv
en
tion
group
m
e
t
to
reflect th
e p
e
rcep
tio
ns of
adoles
cent
s
t
o
t
h
e
hi
g
h
est
pa
rent
i
ng t
h
at
i
n
fl
ue
nce a
dol
escent
b
r
a
w
l
s
t
h
at
i
s
hi
g
h
est
i
n
t
h
e
24
-
2
9
(8
0.
6 t
o
1
0
0
%
),
Ad
ol
esce
n
t
s t
h
i
nk a
b
out
pee
r
i
n
fl
ue
nce
br
aw
l
s
i
n
t
h
e
hi
ghes
t
ran
g
e
of
1
7
-
2
3
peo
p
l
e
(4
7.
2
t
o
9
5
.
8
%
)
.
3.
2.
2.
Qua
lita
t
i
v
e
Du
ri
n
g
t
h
e pr
ocess o
f
i
n
t
e
r
act
i
on bet
w
ee
n
a
dol
esce
nt
s wi
t
h
peers
,
se
veral
fact
o
r
s
i
n
fl
uence
t
h
e
beha
vi
o
r
o
f
ad
ol
escent
s
. T
h
i
s
form
s t
h
e o
r
ig
in
ator of th
e b
r
awl. Tab
l
e 5 is th
e resu
lt o
f
in
-d
ep
t
h
in
terv
iew
ab
ou
t
h
o
w, precip
itatin
g
an
d th
e am
p
lifier brawl.
Tab
l
e
5
.
Ho
w to
ad
o
l
escen
t
s t
o
in
ter
act about b
r
aw
ls
w
ith
f
r
ien
d
s
I
t
em
Known
T
o
tal of 108 r
e
spo
ndents f
oun
d 76 M
e
n
(
70.
37%)
and 32 W
o
m
e
n
(
29.
63%)
,
Adolescents I
ndivi
duals :
….
Have
the perce
p
tion of the influence of role of Pe
er”
I
n
the inter
v
ention gr
oup
m
e
t all
r
e
spondens
want to use of daily
language
m
e
t….
… more easier for
communication ea
ch other and except others… ha aa aa
”
I
n
I
n
ter
v
ention gr
oup :
as well as
the inf
l
uence of
peers in the range
of 76-
1
00%
I
n
the gr
oup of No
n-
I
n
ter
v
ention encounter
ed fr
o
m
80.6 to 87% and the influence
of peer
s in the r
a
n
g
e of 62.
5 to 86.
1
%
.
Majorit
y
:
Supported with each other of A
dolescents after the proc
ess of buildi
ng
trust
me
t
all of r
e
spondens
People which tr
igger
s
br
awl
....
Bro
t
h
e
r cla
sses”
....
th
e in
flu
en
ce o
f
o
t
h
e
rs"
....
p
l
a
y
ma
te
"
....
ch
ild
ren
h
o
m
e”
...
.
there is also a class
"
....
there are school children there is
also a god
a
bi
g al
ready,
"
....
the one we kno
w
"
….
anyone can
"
.... other schools”
....
gangs
who wa
n
t
s to say “champion",
.
.
.
feel hostility
must fight"
....
people who like to complain
"
....
the closest"
....
just one of the gang
"
Predispotition of
brawl
M
e
t
m
a
tching 16 respondent
s answer
ed,
am
ong other
s
:
I
n
tervention grou
p
s
:
....
Commencement
”
.... hmm
... hangout
...
..
en
viro
n
m
en
t "
...
.
prevent possible but ... kongkow/h
ango
ut
"
.... opposed after s
c
hool other school
s began…
"
....
disagreement,
let cool "
.... reveange betwe
e
n schools
"
I
n
tervention grou
p
s
:
....
virility contest
"
No
n I
n
terv
ent
i
o
n
gr
ou
p
s
:
.... hanging out "
....
little angry bec
ause ridiculed seni
ors
"
....
teasing and do
not accept "
.... power and taunted each other"
....
d
i
sa
g
r
eemen
t, l
e
t co
o
l
"
....
teasing and fals
e association
"
....
sta
r
t fro
m
p
a
s
t… b
e
fo
re b
eco
me t
o
th
e wo
rd
"
.... quarrels, offended
..
...
surroun
din
g
s "
.... opponents from
other schools
"
.... to protect the n
a
me of school/gang
,
don’
t y
ou?
”
Pr
o
m
ote other
Adolescents beco
m
e
friends so
positive and health behavior. Total of the 24
r
e
spondents only
1
(
4
.
2
%)
of people who said
it could not be a pr
o
m
oter
of healthy
behavior
,
while 23 (
25.
8%)
said
"
... yes .
..we
co
u
l
d
...
in
sh
a
lla
h"
How beco
m
e
to
pr
o
m
ote other Ad
olescents
beco
m
e
fr
iends so positi
ve and health
behavior
?
R
e
spondents were
1,
3,
7,
8,
10,
12,
17,
24
....
Beco
m
e
to a
go
od rolemodel "
....
A
d
vice and set a good example
"o
f"
....
tell to
o
t
h
e
rs
th
at
healthy behavio
r "
.... referral / positive feedback "
....
tell not to do negative things
"
....
invite friends doing something positive "
Som
e
brawls
events often occur
a
f
ter school;
the
r
efore the
role
of t
h
e
teacher is
ve
ry strongly
i
n
fl
ue
nce
t
h
e pat
t
e
rn
o
f
psy
c
hol
ogi
cal
def
e
nse
i
n
t
h
e
t
eens deci
de
d bra
w
l
s
. Her
e
i
s
an ove
r
v
i
e
w of
Evaluation Warning : The document was created with Spire.PDF for Python.
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2-8
8
2
2
Th
e
Family Paren
ting
In
flu
enced
t
o
th
e Ad
olescen
t Bra
w
ls
Beha
vio
r
(
H
eni Nu
rha
e
n
i
)
13
1
assessm
en
t resu
lts of in
terv
i
e
ws
o
n
sev
e
ral co
un
selling
g
u
i
d
e
(
Bimb
ing
a
n
K
o
nselin
g,
BK) teache
r
s to
fun
c
tion
to prev
en
t t
h
e
b
r
awl, as Tab
l
e 6.
Tab
l
e 6
.
Fun
c
tio
n
of
Schoo
ls
to
p
r
ev
en
t
th
e brawls,
fou
n
d
Ite
m
K
n
ow
n
Int
ervent
i
on group
....
providing motivation to learn
"
....
sometimes do n
o
t like… this stude
nt… I want…iii
"
....
Some do not like our success "(
laughs)
....
I
monitor the student's u
n
til with teacher pupil moving
"
....
brought the pol
ice "
....
in counseling from the police,
given the sanctions
"
....
tightening sanct
i
ons for the perpet
rators brawl
"
....
prohibit promis
cuity "
Non Interven
tion
group
.... So my m
e
ans to achieve goals as a motivator, as a good role model "
....
so
b
e
tter so
rely
la
ckin
g
"
.... provide activiti
es and achievements "
.
....
ca
n
g
u
i
d
e
sma
r
t is very i
m
p
o
r
ta
n
t
th
a
t
"
.... increase knowledge and want to have a big role friend "
....
open the extrac
u
rricular activities”
.... be the best from
other schools ther
e is one student to be a spy"
....
b
e
b
e
st b
e
p
i
o
u
s
...
d
o
n
o
t
a
l
wa
ys lo
o
k
in
g
fo
r trou
b
l
e "
.... make a successf
ul and so fasilisat
or..can do counseling, seminars"
....
g
o
t
so
meth
in
g
usefu
l
"
....
h
o
w
to
b
e
?
At
less,
schools often fights "
.... increase knowledge, know the situa
tion outsi
de, neither organize extra
study
"
3.
3.
T test result
Th
e resu
lts
of paire
d
s
a
mple T tes
t
the
correlation
b
e
tween th
e test
resu
lts wit
h
t
h
e
b
e
h
a
v
i
or
p
a
r
e
n
ting
to
adu
lt o
f
b
r
aw
l sho
w
ed
th
at bo
th v
a
r
i
ab
les
p
-
v
a
lu
e o
f
p
= .0000
0. Based
o
n
t
h
e b
a
sis
o
f
d
e
cisio
n
m
a
ki
ng c
o
r
r
el
a
t
i
on t
e
st
i
t
can
be co
ncl
ude
d t
h
at
t
h
ere i
s
a
r
e
l
a
t
i
onshi
p bet
w
een t
h
ese t
w
o va
ri
abl
e
s at
-
0
6
1
6
,
meaning sign (-) m
eans that the test
results are ne
gative correlation. Ca
n b
e
seen
if th
e co
rrelation
b
e
tween
t
h
e t
w
o va
ri
abl
e
s i
s
qui
t
e
hi
gh
am
ong 0
.
5
0
t
o
1.0 [
5
]
,
i
t
can be co
ncl
u
ded t
h
at
t
h
e di
rect
i
o
n of t
h
e rel
a
t
i
o
nshi
p
bet
w
ee
n t
h
e
t
w
o
va
ri
abl
e
s i
s
ne
gat
i
v
e.
Fr
om
t
h
e anal
y
s
i
s
o
f
t
h
e
dat
a
i
s
m
eani
ngl
ess
i
f
i
n
fl
uence
pa
rent
i
n
g
b
r
awl
h
i
gh
er t
h
en
th
e b
e
h
a
v
i
or will tend
t
o
be lo
wer i
n
h
i
gh schoo
l and
v
i
ce v
e
rsa.
From
t
h
e resu
l
t
s
of post
t
e
st
t
h
ro
ug
h h
o
m
e vi
si
t
s
t
o
som
e
of t
h
e hom
es of t
h
e resp
on
de
nt
s
encountere
d:
What a
r
e t
h
e
expectatio
ns
fr
om
parent
s t
o
t
h
ei
r c
h
i
l
d
re
n
i
f
k
n
o
w
n
part
i
c
i
p
at
e b
r
awl
o
r
ot
her
mis
c
h
i
ef?
M
a
jo
ri
t
y
fam
ily
sai
d
(a
ns
wer
)
:
“...
I do not agree with children br
awl, s
m
oking and
hanging out on the street .. That
’s m
u
st be go
home
"... Re
ducing the time
a child's
play
course
"
... Exe
m
plifying exe
mplary behavior "... Giving
c
o
nfidence
in
ch
il
d
r
en to so
si
a
lita
tio
n
with
frien
d
s
bu
t wa
tch
i
ng
the ch
ild and
p
r
o
v
id
e
ru
les tha
t
ha
ve b
e
en
a
g
r
eed
bet
w
een t
h
e c
h
i
l
d
re
n
an
d
p
a
re
nt
s:
...
Assi
st
i
ng t
h
e
pre
p
arat
i
o
n
of
c
h
i
l
d
re
n f
o
r
ex
am
s a
n
d
gra
d
uat
i
on
..
.
.Increasing of
supervision, ei
ther with
friends or with the
nor
ms
of religi
on
"...
I will be a lot of talking with
ch
ild
ren"
...
Loo
k
ing
for
p
o
s
itive a
c
tivities "
... .Loo
ki
ng
for co
un
ter let
p
o
s
it
ive a
n
d
a
cha
llen
g
e
ch
ild
"
4.
DIS
C
USSI
ON
From
t
a
bl
e 1 a
t
o
t
a
l
of
1
0
8
res
p
o
n
d
ent
s
f
o
u
n
d
76
b
o
y
(
7
0.
3
7
%)
an
d
3
2
gi
r
l
(2
9.
63
%).
F
r
om
4 t
o
not
e
t
h
e l
o
cat
i
o
n o
f
t
h
e res
p
on
de
nt
s fo
u
n
d
t
h
e
pr
o
p
o
r
t
i
o
n o
f
r
e
sp
on
de
nt
s i
n
t
h
e
st
udy
were
hi
g
h
est
i
n
t
h
e age
15 t
o
< 17
years of
b
e
ing
in SMKN "X" Jak
a
rta
as th
e in
terv
entio
n
g
r
ou
p
of
15
m
a
les (
5
5.56%)
,
t
h
e low
e
st
at ag
e
1
5
to
< 17
year
s an
d ag
e >
20
year
s at SM
K
"Y
" Depok
an
d SMAN
"B
" D
e
p
o
k
r
e
sp
ectiv
ely 1
m
a
le
(
0
.09
%
)
as
th
e no
n-in
terv
en
tion
g
r
o
up.
From
t
a
bl
e 1st
and
2
n
d
dat
a
as a su
p
p
o
r
t
e
r o
f
dem
o
crac
y
fo
un
d t
h
at
t
h
e pat
t
e
r
n
of t
h
e fam
i
l
y
or
pare
nt
s w
h
o d
e
m
o
craci
es ha
ve an i
m
pact
. Som
e
st
udi
es
sh
ow that, ind
eed, th
ere is
stron
g
ev
id
en
ce th
at
di
st
i
n
g
u
i
s
h
ag
gressi
ve
beha
v
i
or
bet
w
ee
n m
e
n a
nd
w
o
m
e
n, b
o
t
h
i
n
t
e
rm
s of
i
n
t
e
nsi
t
y
,
di
rect
i
o
n, a
n
d
ot
he
r
form
s o
f
agg
r
essio
n
raised. It
is also
in
lin
e with
th
e case
s
of st
udent
brawls th
at occ
u
rre
d alm
o
st entirely
do
ne by
a
dul
t
.
There
are s
o
me things that
ne
ed
to
b
e
u
n
d
e
rlin
ed
fro
m
th
e
ab
ov
e resu
lts, na
m
e
ly
:
"u
nd
erstan
d
i
ng
" of
h
o
w a
Ad
o
l
escen
t is exp
e
rien
cing
wh
en
search
i
n
g
fo
r i
d
en
tity, ten
d
to
b
e
very easily u
n
s
tab
l
e.
And
th
is is
wh
at
fin
a
lly instab
ility b
r
awl
s
b
e
tween
ado
l
escen
t o
c
curs.
T
he
re are
seve
ral factors
that
cause
fights be
tween
gr
o
u
p
o
r
a
b
r
a
w
l
s
, a
n
d fact
or
s are
di
vi
ded
into
in
tern
al an
d
ex
tern
al fact
o
r
s [6
].
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
IJER
E
V
o
l
.
5,
No
. 2,
Ju
ne
2
0
1
6
:
12
6 – 1
3
4
13
2
One teacher BK of the interv
ention gr
ou
p s
a
id that
the ad
u
lt alw
a
ys m
a
k
e
th
eir
p
a
r
e
n
t
s and
teach
er
have
hea
d
ac
he.
The a
d
ul
t
al
w
a
y
s
curi
ous
an
d t
h
ey
wa
nt
de
eper
. T
h
i
s
i
s
sa
m
e
as jo
b a
n
d
descri
pt
i
o
n
o
f
no
rm
al
o
f
a
d
u
l
t
d
e
v
e
l
o
p
m
e
n
t
.
Ther
efore l
ook
at t
h
e result
s of
t
a
b
l
e
3, t
h
e averag
e i
n
t
h
e i
n
terven
ti
on
grou
p
was
73.46% -77.33%
i
ndicat
e
s
a h
i
gh
i
n
fl
u
e
nce of
peers on adult which have
i
n
co
m
m
on
t
h
e d
e
si
re
t
h
e u
s
e of
daily
language i
n
force i
n
t
h
e t
e
ens and ty
pe
of t
h
e
sam
e
m
a
g
a
zi
ne.
B
u
t
cont
r
a
ry t
o
the
non-i
n
t
e
rven
t
i
on
group
m
e
t
t
h
e av
erag
e of 22.37
t
o
34.23% i
ndicates
l
o
wer
t
h
an
t
h
e
i
n
terven
ti
on group
of peer
i
n
fl
u
e
n
c
e.
Th
e cond
i
t
i
on
r
e
su
lt
s
t
a
b
l
e
3
corroborat
ed
b
y
t
h
e resu
lt
s of
t
h
e peer
group
i
n
t
e
rv
i
e
w
16
respondents (69.57%)
wh
i
c
h
st
ates
t
h
at
"b
eg
i
n
s w
i
t
h
kongko
w
/
hangout
... t
h
er
e's ol
der
si
st
er ...
w
o
rd
s ...
wo
rds o
f
p
r
oving
mascu
l
in
ity
..."
Thus t
h
e
bra
w
l
s
i
s
o
f
t
e
n d
o
n
e o
n
a
gr
ou
p
of a
d
ol
escent
s
m
a
i
n
l
y
by hi
g
h
sch
ool
st
u
d
e
n
t
s
, w
h
i
c
h l
a
t
e
l
y
i
s
no l
o
nge
r a
forei
g
n ne
ws
and t
a
l
k
a
g
ai
n.
Vi
ol
ence
by
way
bra
w
l
has
been
reg
a
rd
ed
as a h
i
gh
ly effective p
r
ob
lem
so
lv
ers co
mmitted
b
y
ad
o
l
escen
t
s. It see
m
s
to
b
e
clear ev
id
en
ce th
at
an educated
pe
rson wa
s free t
o
do th
ings tha
t
are anarc
h
ic,
prem
anis, an
d ri
m
b
ani
s
. Of c
o
u
r
se,
bad
be
h
a
vi
o
r
i
s
not
onl
y
det
r
i
m
ent
a
l t
o
t
h
e peo
p
l
e
i
n
v
o
l
v
ed i
n
a fi
g
h
t
o
r
bra
w
l
s
i
t
s
el
f but
al
so
harm
ot
he
r pe
opl
e w
ho a
r
e
n
o
t
d
i
rectly in
vo
lv
ed
. Th
e ro
le o
f
p
eers, th
e sa
m
e
as t
hose describe
d in the
journal of rese
arch
on t
h
e effect of
ed
u
cation
a
l lev
e
l o
f
p
a
ren
t
s to
ward
s th
e b
r
awls b
y
Awik
Hid
a
yati, 20
04
, fou
n
d
that th
ere is a
p
o
s
itive
cor
r
el
at
i
on a
n
d
si
gni
fi
cant
co
r
r
el
at
i
on bet
w
e
e
n pa
rent
al
ed
u
cat
i
on an
d pa
re
nt
i
ng
pare
nt
s t
oget
h
er
wi
t
h
st
ude
nt
ach
iev
e
m
e
n
t
, th
is m
ean
s th
at th
e h
i
g
h
e
r
th
e ed
u
c
atio
n
level o
f
p
a
r
e
n
t
s an
d
m
o
r
e
g
ood p
a
r
e
n
ting
is ru
n
b
y
pare
nt
s, t
h
e
hi
ghe
r t
h
e st
u
d
e
n
t
achi
e
vem
e
nt
. H
o
weve
r,
so
m
e
sources
note that the
pe
e
r
factor greatly affect
s
th
e d
e
v
e
lop
m
e
n
t of th
e m
a
tu
rity o
f
a teen
ag
er in
im
p
l
e
m
en
tin
g
activ
ities an
d respo
n
d
s
t
o
th
em
selv
es an
d th
eir
sur
r
o
u
ndi
n
g
s i
n
cl
u
d
i
n
g a "cal
l
t
o
b
r
a
w
l
s
" i
n
t
h
e f
r
am
ewor
k
of
t
h
e act
ual
i
zat
i
on
of
t
h
e y
out
h.
[
7
]
Co
nflicts b
r
awl th
at o
ccu
rred in
th
e cap
ital city
are especially caused by
the learne
rs e
xpe
rienci
ng
co
nflict th
em
s
e
lv
es. C
o
nflict in
self-learn
e
rs is
b
ecau
s
e
adolesce
nce is
being la
bile s
t
ance. T
h
ey
becom
e
pers
onally aggressive
, like
di
sturbing
the
pe
ace of
others,
are
not m
u
tually
respect am
ong pee
r
s, es
pe
cially
wh
en
ad
o
l
escen
t
s who
wan
t
to
search
for iden
tity h
a
s no
t h
a
d
b
a
sic
self p
e
rson
ality
which
shou
ld
b
e
b
u
ilt
in
t
h
e
f
a
m
i
l
y
.
Dem
o
crat
i
c
s i
s
h
a
bi
t
o
f
p
a
re
nt
by
r
u
l
e
a
n
d
gi
ve a
n
y
c
h
a
n
ce o
f
a
d
ul
t
f
o
r e
x
pl
o
r
e t
h
ei
r
i
d
ea
.
Par
e
n
t
i
ng wh
i
c
h d
e
vel
o
p
of h
a
b
i
t
u
al of
adu
l
t
m
a
k
e
exp
l
or
ed of
adu
lt
t
o
d
e
pend
en
t
and
self
conf
i
d
en
ce.
Parent
i
ng fam
ily
shows
real
con
d
i
t
i
ons i
n
t
h
e i
n
t
e
rvent
i
on
gro
u
p
were
onl
y
aroun
d
16 t
o
26.
1% st
at
ed
t
h
at
t
h
e hi
gh i
n
fl
uence o
f
fa
m
i
l
y
upbri
ngi
n
g
of t
h
e
perso
n
al
i
t
y
of adul
t
.
B
u
t
on t
h
e co
nt
rary
t
h
e i
n
t
e
rvent
i
o
n
gro
up
fo
un
d t
h
at
y
oung
has
a hi
gh i
m
pact on fam
i
l
y
upbri
ngi
n
g
enc
o
u
n
t
e
red i
s
bet
w
een 80.
6 t
o
1
0
0
% o
f
adolescents.
Qu
alitat
i
v
e
resu
lts su
p
p
o
r
t th
e in
terp
retatio
n
tab
l
e 6
,
en
co
un
tered
20
Ad
ult (8
3
.
3
%
) statin
g
th
at th
e
fam
i
l
y
'
s
rol
e
i
s
very
si
gni
fi
cant
i
n
part
i
c
ul
ar
parent
s st
at
ed:
"very supportive ... sometimes
invited refreshing ...
given les continues ... many ... ... w
anted his son to succeed monitored ..
not until fight
again ... after
school,
They must
go
home
"
Th
is is sh
own
th
at ch
i
l
d
r
en
with
fam
ily p
a
ren
ting
de
m
o
cratic (it h
a
s a p
a
ttern
o
f
o
p
e
n
co
mm
u
n
i
catio
n
,
d
e
lib
eration
b
e
tween
fam
i
l
y
m
e
m
b
ers,
u
p
h
o
l
d
s
will tog
e
th
ern
e
ss, and
create m
u
tu
al tru
s
t fo
r
h
a
pp
in
ess within
th
e fam
i
l
y
) t
o
m
o
tiv
ate th
ei
r ch
ildren
to
be in
d
e
p
e
nd
en
t an
d
o
p
e
n
to
k
e
ep
th
ink
i
ng
positiv
e
so
th
at it h
a
s th
e ab
ility to
re
m
a
in
b
e
h
a
v
e
p
o
s
itiv
e [8
]. Th
is is si
m
i
lar t
o
th
e cond
itio
n
of An
n
a
IT. 2
0
1
1
,
sh
ows a sign
ifi
can
t influ
e
n
ce
o
f
p
a
ren
ting
again
s
t prosk
a
tinasi [9
].
A sy
st
em
of r
e
ven
g
e
he
redi
t
a
ry
an
d
pres
er
ved
f
o
r
t
h
e
ne
xt
ge
ne
rat
i
o
n
i
n
t
h
e
sch
o
o
l
e
nvi
ro
nm
ent
seen
b
y
youn
g
an
d h
i
s gr
oup
,
mak
i
n
g
t
h
em
clash
for
th
e call o
f
th
e sou
l
and
o
f
so
lid
ar
ity w
ith
h
i
s fr
iend who
h
a
d
b
een
p
e
rsecu
ted
.
B
r
awl
o
ccurred
m
a
in
ly cau
sed
b
y
triv
ial th
in
gs,
wh
ich
in
fact
it is n
o
t
to
b
e
a b
i
g
problem
.
Therefore, t
h
e abso
lu
te to
leran
ce
v
a
lu
e
for th
e need
to
b
e
im
p
a
rted
to th
e st
u
d
en
ts, esp
ecially th
o
s
e
in
vo
lv
ed
i
n
th
e brawl. To
p
a
ren
tin
g
o
f
adu
lt, th
eir
p
a
re
nt
s
h
o
u
l
d
be ca
n c
o
m
m
uni
cat
i
on
t
o
t
h
ei
r
a
dul
t
,
ei
t
h
e
r
th
e f
act, id
eas, and
n
o
t
on
ly k
now
ledg
e.
An
d also
, Riyanto
,
T. 200
2 sai
d
th
ei
r
par
e
n
t
can
h
e
lp
suppo
r
t
f
o
r
in
creasing th
e
d
e
v
e
l
o
p
m
en
t of ad
u
lt.
Th
is is sam
e
as
“Human
istik
Th
eory”, th
at it is
fo
cused to
st
uden
t
for
learn
i
ng
. Th
us th
e h
i
g
h
e
r the d
e
m
o
cratic
p
a
ren
ting
ad
ap
ted
to
th
e stag
e o
f
d
e
v
e
l
o
p
m
en
t o
f
p
e
rso
n
a
lity
ad
o
l
escen
t
s m
a
k
e
m
o
re reliab
l
e and
b
e
h
a
v
e
Po
sitiv
e for refusin
g
so
lid
arity with
th
e brawls [1
0
]
.
5.
CO
NCL
USI
O
N
Vari
ousi
t
y
of
p
a
rent
i
n
g by
par
e
nt
s pre
d
i
s
p
o
s
e
ad
ol
escent
s
t
o
bra
w
l
ca
n
be
found s
p
ecific
a
lly
th
at the
i
n
t
e
rve
n
t
i
o
n gr
ou
p ha
d
t
h
e hi
ghe
st
ri
s
k
of
2
1
.
5
%
a
n
d
t
h
e l
o
west
was
7
8
.
9
5
%.
Wh
ile t
h
e
n
on-in
terv
en
tion
gr
o
up m
e
t
t
h
e hi
g
h
est
w
a
s 9
0
.
3
% a
nd t
h
e
l
o
west
was
9.
7%.
Th
us
refe
rrin
g
t
o
the T
test is
a test f
o
und
a
cor
r
el
at
i
on bet
w
een t
h
e be
ha
vi
o
r
pare
nt
i
n
g t
o
adul
t
of b
r
a
w
l
s
sho
w
e
d
t
h
at
i
f
Infl
ue
nce Pare
nt
i
ng hi
gh
er t
h
e
n
th
e b
e
h
a
v
i
or
o
f
th
e youn
g m
e
n
n
e
v
e
r i
n
vo
lved
b
r
aw
l at SM
U
w
ill ten
d
t
o
b
e
low
and
v
i
ce v
e
rsa.
The e
n
d res
u
lt of this
research
note t
h
at the factor
s that
encourage
teens to fi
ght t
h
e
influence
of
p
eers. Th
is co
nd
itio
n
can b
e
an
ticip
ated
b
y
t
h
e
fam
i
lie
s an
d
co
un
seling
teach
ers as a po
sitiv
e sup
p
o
r
t
.
During
Evaluation Warning : The document was created with Spire.PDF for Python.
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J
ERE
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S
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:
225
2-8
8
2
2
Th
e
Family Paren
ting
In
flu
enced
t
o
th
e Ad
olescen
t Bra
w
ls
Beha
vio
r
(
H
eni Nu
rha
e
n
i
)
13
3
t
h
e p
r
oce
ss
of
i
nde
pt
h i
n
t
e
r
v
i
e
ws o
n
h
o
m
e
vi
si
t
s
f
o
u
n
d
t
h
at
pa
rent
s
rea
l
i
ze t
h
e im
port
a
nce
of
g
o
o
d
f
a
m
i
ly
up
b
r
i
n
gi
n
g
i
n
dem
o
cracy
i
n
or
der
t
o
i
n
fl
ue
nce a
dul
t
c
h
ara
c
t
e
rs.
ACKNOWLE
DGE
M
ENTS
The a
u
t
h
or
s
w
oul
d l
i
k
e t
o
t
h
a
n
k
t
o
:
1.
Ch
airm
an
o
f
Health
PPSDM
Mo
H R
I
, wh
ich
h
a
s
p
r
ov
id
ed th
e
o
ppo
rt
u
n
i
t
y
an
d p
e
rm
it th
e i
m
p
l
e
m
en
tati
on
of
R
I
SB
I
N
AK
ES
20
1
5
at
t
h
e
Pol
y
t
echni
c
o
f
t
h
e M
i
ni
st
ry
of
Heal
t
h
.
2.
The
Director of the Ministry
of
H
ealth
Po
lytech
n
i
c Jak
a
rta I,
An
i
Nuraen
i,BSN., MPH. alo
n
g
with
st
aff
wh
o ha
ve gi
ve
n pe
rm
i
ssi
on and
op
p
o
rt
uni
t
y
t
o
carry
out
r
e
search a
dva
n
c
em
ent
R
I
SB
INA
K
ES M
o
H
R
I
2
015
.
3.
The C
h
ai
rm
an
of t
h
e
Depa
rt
m
e
nt
of n
u
r
s
i
n
g p
o
l
y
t
echni
c
M
o
H R
I
Ja
kar
t
a I, Tar
w
ot
o,
B
S
N., M
N
. al
on
g
with
co
lleagu
e
s wh
o h
a
v
e
d
e
i
g
n
e
d
t
o
m
o
tiv
ate an
d facilitatio
n so as t
o
reso
lv
e t
h
is RISBINAKES
report.
4.
The O
ffi
ce
of t
h
e M
i
ni
st
ry
o
f
Ed
ucat
i
on a
n
d
C
u
l
t
u
re,
st
u
d
y
of sec
o
nda
ry
educat
i
o
n a
nd
o
n
e st
o
p
ser
v
i
c
e
s
agency
,
t
h
e ci
t
y
go
ve
rnm
e
nt
, whi
c
h has gi
ve
n perm
i
ssi
on o
u
r
resea
r
ch
5.
Dep
o
k
C
i
t
y
G
o
ver
n
m
e
nt
Depa
rt
m
e
nt
of E
duc
at
i
on,
w
h
i
c
h
ha
s gi
ven
pe
rm
i
s
si
on
o
u
r
resea
r
ch
6.
Princi
pals, teachers
,
students
and thei
r pa
re
nts, incl
uding
staff from
the SMU 78
Ja
kart
a, SMK 1 Ja
ka
rta,
SM
U an
d SM
K Ya
pan
1
0
Dep
o
k
, w
h
i
c
h
has pa
rt
i
c
i
p
at
ed
actively and play a role in a whole series
of
researc
h
7.
Th
e sup
port tea
m
th
at h
a
s
b
e
en
tog
e
th
er com
p
le
men
t
ary to
co
m
p
letin
g
th
is stud
y.
REFERE
NC
ES
[1]
Agenc
y
for
Hea
l
th Res
e
arch
and
Developm
ent M
i
nis
t
r
y
of He
al
th
RI, “
B
as
ic
Hea
l
t
h
Res
ear
ch,
”
vo
l
.
12
,
2013
.
[2]
A.
I.
Yusron,
“E
ffect of career g
u
idance counseling and parentin
g
Parents against
student indep
e
nd
ence in choosin
g
a c
a
re
er,
”
Publis
hed
skripsi,
Yog
y
ak
arta State University
, 2012
.
[3]
Notoatmodjo, “
E
ducation
and H
ealth Beh
a
vior
,”
Pict
. Vol/issue:
2(1), 2003
.
[4]
K. Cherr
y
, “What Is th
e Hawthor
ne Effect?
”
2015. Retrieved
from
http://ps
y
cholog
y
.
about.com/
od/hindex/g/d
e
f_hawthorn.htm.
[5]
Moore D.
& McCabe G., “Introd
u
ction
to
the Practice of
Statistics,” Th
ir
d
Edition
,
Section
6, pp. 4
,
2009
.
[6]
K. Kartono
, “Patologi Sosial 2,”
Raja
Grafindo
Persada, Jakar
t
a,
2002.
[7]
H.
Awik,
“
Eff
e
ct of Edu
c
ation
and Parenting
P
a
r
e
nts
on L
earn
i
n
g
Achiev
em
ent,
”
Published journal
of educa
tion
,
vol/issue: 13(3), 2004.
[8]
J. E. Ormrod, “
H
uman learning,” (5th
ed
.), U
pper Saddle Riv
e
r,
NJ: Me
rrill/Pren
tice Hall, 2008.
[9]
Nurul A. I
.
T., “I
nfluence Par
e
nting Parents
to
Self Regulated
Lear
ning to
Procrastination
,
”
2011.
[10]
T. Riy
a
nto
,
“Personal Guidance
As a learn
i
ng pr
ocess. In
Patter
n foster par
e
nts
in guiding
child
r
en'
s
b
e
hav
i
or,”
Oedzilla N
.
, Jak
a
rta, Gramedia
Widiasarana Ind
onesia, 2011.
BIOGRAP
HI
ES
OF AUTH
ORS
Heni Nurhaeni,
BSN,
MPH.
He
ni is Lecturer
in
the Depar
t
ment
of Nursing - Health Poly
technic
of Jakarta since 2001. She h
a
s gr
aduated from
the Academ
y
of
Nursing in 198
8, Bachelor
of
Nursing Faculty
-UI in 1999, and Master of P
ublic Health
, Univer
sity
Professor HAMKA 2010.
As the main researchers hav
e
con
ducted sever
a
l
studies, among others; The
effect
of deep breath
on heart rate and
coronar
y
ang
i
og
ram radial pain
during Internatio
nal Nursing Con
f
erence (INC)
complementar
y
"Complementary
Nursing Issu
es and Updates in
2015" ISBN 978
-602-72856-0-
6. Author of th
e book as a team in Indonesia
Nursing Diploma Curricu
lum Publications b
y
AIPDiKI. ISB
N
: 978-602-71949-0-8 and Co
mmunity
Men
t
al Health Nursing (Basic and
Intermediate Co
urse CMHN), Pub
lisher
EGC, IS
BN 978-979-044-063-0.
Email: hnurhaen
i@
y
a
hoo.com.sg
Dinarti
,
BSN, MAP. Dinarti is
Lec
t
urer
in the
Department of
Nursing -
Healt
h
P
o
l
y
t
echni
c of
Jakarta since 20
01. She has gr
aduated f
r
om the Academ
y
of N
u
rsing in 1984, Bachelor of
Nursing Faculty -UI, and M
a
ster
Adm
i
nistration
Public of
LAN.
As the m
a
in r
e
searchers h
a
ve
conducted sever
a
l studies,
among ot
hers;
Mix
method resear
ch
: Exper
i
en
ce
clients who have
bod
y
im
age
extr
em
it
y
fr
ac
tures
l
a
ying down with
ex
tern
al fix
a
tors
in Fatm
awati Ja
karta (Journa
l
of Public Health
Vol.8, No.6, Januar
y
2014)
and
Community
Mental H
ealth Nursing (Basic and
Intermediate Co
urse CMHN), Pub
lisher
EGC, IS
BN 978-979-044-063-0.
Email :
din_rh
@
y
a
hoo
.co
.
id
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I
S
SN
:
2
252
-88
22
IJER
E
V
o
l
.
5,
No
. 2,
Ju
ne
2
0
1
6
:
12
6 – 1
3
4
13
4
Drg.
Dwi Prih
arti,
MPH.
Dw
i is Lecturer in
the Departm
e
nt of Dental Nursing-Health
Poly
technic of
Jakarta I
.
She h
a
s graduated
from
Faculty
o
f
Dentistr
y
-
UI
in 1985
and Facu
lty
o
f
Public Health-UI, 2003. As the
main research
ers have conducted
several studies,
among others;
Relationships between Brushing
Beha
vior W
ith
Dental C
a
ries
S
t
atus
in S
i
xth Gr
ade E
l
em
enta
r
y
Students in
Region Leb
a
k Bu
lus
Cilandak
,
South
Jakarta, Vol.2
No. 3
.
2013
.
Em
ail:
prihar
tid
@
y
ahoo
.co
.
id
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