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Article of Adolescent Problems At School


Maria Priscillya Pasaribu IDN : 4103312018





Praise the author prayed the presence of Almighty God for His grace, so the writer can complete the preparation of article entitled Adolescent Problems at School . Writing this article is a task of Student Development course. In writing this article, the author feels there are still many shortcomings, lacked both technical writing and the material, remember the capability of the author. In writing this article the author would like to thank to our Student Development lecturer and all my friends in completing this article. Hopefully this article can provide greater insight to the reader. This has excess and weakness, advice and criticism is very helpful for author. Thank you.

Medan, December 16th 2012 Author




Maria Priscillya Pasaribu IDN. 4103312018 II. CONTENTS


FOREWORD.................................................................................................1 CONTENTS...................................................................................................2 PRELIMINARY............................................................................................3 DISCUSSION................................................................................................4 CONCLUSION..............................................................................................7 APPENDIX I ................................................................................................8 APPENDIX II ...............................................................................................11 REFERENCES .............................................................................................12




III.PRELIMINARY Adolescence (from Latin: adolescere meaning "to grow up") is a transitional stage of physical and psychological human development generally occurring between puberty and legal adulthood (age of majority). The period of adolescence is most closely associated with the teenage years, although its physical, psychological and cultural expressions can begin earlier and end later. For example, although puberty has been historically associated with the onset of adolescent development, it now typically begins prior to the teenage years and there has been a normative shift of it occurring in preadolescence, particularly in females (see early and precocious puberty). Physical growth, as distinct from puberty (particularly in males), and cognitive development generally seen in adolescence, can also extend into the early twenties. Thus chronological age provides only a rough marker of adolescence, and scholars have found it difficult to agree upon a precise definition of adolescence. A thorough understanding of adolescence in society depends on information from various perspectives, most importantly from the areas of psychology, biology, history, sociology, education, and anthropology. Within all of these perspectives, adolescence is viewed as a transitional period between childhood and adulthood whose cultural purpose is the preparation of children for adult roles. The end of adolescence and the beginning of adulthood varies by country and by function, and furthermore even within a single nation state or culture there can be different ages at which an individual is considered to be (chronologically and legally) mature enough to be entrusted by society with certain responsibilities. Such milestones include, but are not limited to, driving a vehicle, having legal sexual relations, serving in the armed forces or on a jury, purchasing and drinking alcohol, voting, entering into contracts, finishing certain levels of education, and marriage. Adolescence is usually accompanied by an increased independence allowed by the parents or legal guardians and less supervision as compared to preadolescence.




IV. DISSCUSSION ADOLESCENT PROBLEMS AT SCHOOL Adolescence is a period in human life and the role that the age limit is often not very clear. Puberty formerly regarded as an early sign of adolescentfulness apparently no longer valid as a benchmark or restrictions for teen categorization puberty because the former occurs in the late teens (15-18) are now in the early teens even before the age of 11 years. A 10-year-old boy might have been (or are being) hit puberty yet does not mean it has to be said as a teenager and was ready to face the adult world. He was not ready to face the real world of adults, although at the same time it is also not a child anymore. Unlike toddlers whose development is clearly measurable, adolescents barely have a definite pattern of development. In development are often confused because they are sometimes treated as children but at other times they are required to be independent and mature. Indeed, a lot of changes in a person as a sign of adolescentfulness, but often the change is merely a sign of physical and not as endorsement would adolescentfulness someone. But one thing is for sure, the conflict faced by adolescents increasingly complex due to changes in the various dimensions of life within them. To be able to Understand the teens, it needs to be seen by the changes in those dimensions. By the time a child enters puberty marked the first menstruation in girls or voice change in boys, biologically she experienced tremendous change. Puberty makes a child suddenly has the ability to air-reproduction. Cognitive Dimension Adolescent cognitive development, in view of Jean Piaget (an expert on cognitive development) is the last period and the highest in the growth stage of formal operations (period of formal operations). In this period, ideally teens already have their own mindset in



solving business problems are complex and abstract. Developing the ability to think the adolescent so that they can easily imagine many alternative solutions to the problem and its possible consequences or results. The capacity to think logically and abstract them so that they are capable of developing multi-dimensional thinking like scientists. The teens are no longer receiving the information for what it is, but they will process information and adapt it to their own thinking. They are also able to integrate the experience of the past and present to be transformed into a conclusion, forecast, and plan for the future. With this formal operational capability, the teens were able to adapt to the environment around them. In fact, in developing countries (including Indonesia) is still very much teenagers (and even adults) who have not been able to fully achieve formal operational stage of cognitive development is. Some still remain in the development stage earlier, concrete operational, with the mindset that used to be very simple and yet able to see the problem from multiple dimensions. This could be due to the education system in Indonesia is not a lot of teaching and learning using a one-way (lecture) and the lack of attention to the development of the way children think. Other causes can also be caused by parenting parents tend to still treat teenagers as children, so the children do not have keleluasan in fulfilling developmental tasks appropriate to their age and mental. Supposedly, a teenager had to be able to reach the stage of abstract thinking, so that when they graduate high school, are accustomed to think critically and be able to analyze problems and find the best solution. Moral Dimension Adolescence is a period in which one begins to wonder about the various phenomena that occur in the environment as a basis for the formation of their self-worth. Elliot Turiel (1978) stated that the adolescent began to make its own judgment in the face of popular issues relating to their environment, such as: politics, humanity, war, social conditions, etc.. Teens no longer accept the ideas of a rigid, simple, and absolutely given them through the years without objection. Teens begin to question the validity of the idea that there are more alternatives and other considerations. Critically, teens will do more observations out and compare it with the things that have been taught and instilled him. Most of the teens began to see the "reality" of the others out who is known and trusted. He will see that there are many aspects to look at life and various other types of thinking. For him the world becomes more extensive and often confusing, especially if he is used to be educated in a specific environment during childhood.




Kohlberg theorized based on Piaget's theory of moral development, namely organismic approach (through the stages of development that have definite sequence and universally applicable). Besides Kohlberg also investigate the structure of the thought processes that underlie moral behavior (moral behavior). sa=t&rct=j&q=&esrc=s&source=web&cd=3&cad=rja&ved=0CD4QFjAC&url=http%3A According to Piaget and Kohlberg's moral development correlates with the development of individual intelligence, that intelligence should when growth has reached maturity, the moral development should also be reaching maturity. The ability to think in a moral dimension (moral reasoning) in adolescents thrive as they begin to see the awkwardness and the imbalance between their beliefs before the reality around him. They then feel the need to question and reconstruct the mindset of the "reality" of the new. Change is often the underlying attitude of "rebellion" against the rule or authority teenager who had been accepted at face value. For example, if as a child in a child apply a moral value that corruption was not good. In adolescence he would question why the world around them that allow corruption to flourish even probable corruption was rated as good in a certain condition. This of course will lead to a conflict of values for the adolescent. The role of parents and educators is very great in providing an alternative answer to the things that question by teenage sons and daughters. Wise parents will provide more than one answer and that alternative teenager could think further and choose the best. Parents who are not able to explain it wisely and being rigid will make her more confused teenagers. Teens will be looking for answers outside the circle of parents and the values espoused. This could be dangerous if the "new environment" unwanted answer or contrary to that given by the parents. Conflict with parents might begin to sharpen. In outline, causes of learning problems in adolescents can be grouped into two categories: 1. Internal factors (factors that are at the student's own), among others: Physical disorders, such as insufficiency sense organs, speech synthesizers, sensory disturbance, disability, and disease resist (allergies, asthma, etc.). Mental imbalance (disturbance in mental function), pertimenampakkan lack mental capacity, intelligence level tends to be less. Emotional weakness, such as insecure, less able to adjust to (maladjustment), gripped by fear, hatred, and resentment and emotional immaturity. Weakness caused by wrong habits and attitudes such as lack of attention and interest in school subjects, lazy in learning, and are often absent or not attend.



2. External factors (factors arising from outside the individual), namely: a. Schools, among others: The nature of the curriculum is less flexible Too heavy burden of learning (students) and or teaching (teacher) Inadequate teaching methods Lack of tools and resources for learning

b. Family (home), among others: Family not intact or less harmonious. The attitude of parents who do not pay attention to their children's education State of the economy. V. CONCLUSION Based on the observation that i did, i got the problems of adolescents as follows :
No. 1 2 3 4 5 6 Problems Problem with Mathematics subject Problem with Physics subject Problem with classmates Teaching method of teacher is bad Can not solve the homework Can not manage the time Male 1 1 2 5 1 0 Fema le 2 3 2 2 0 1

So, we can conclude that there are 2 factors that adolescent problems in learning in schools, those are: Internal factors of student learning, including the attitudes of students in learning, student motivation, students 'concentration, learning how to process, students' selfconfidence, study habits, and aspirations of students. External factors of student learning, including learning student teachers as guidances, facilities and infrastructure, the students in the school and the school curriculum.





1. Students Problem Female : 1. Merry Dian She does not like physics subject . 2. Yunni Lestari How to manage her time in her busy time in school, in home, and tutoring institute. 3. Ratna Perangin-nangin She has problem with her classmates. 4. Lorenza Sitepu She has problem with her teacher who says something rude with her students. 5. Christina Sinaga

She does not like the physics subject. 6. Suci Dwi She does not understand about physics lesson. 7. Ice Purba She has problem with her best friend. 8. Elida She does not like mathematics subject because her mathematics teacher taught by orally. 9. Duma She does not like mathematics subject because mathematics is difficult especially in gradient matter.


STUDENTS DEVELOPMENT EDUCATION 10. Rina She likes english subject, but the teachers method in teaching makes her bored.

BILINGUAL MATHEMATICS 10) Jaya He does not like with his teacher who do not care with his students.

2. Student behave while they have problems Male : 1) David Jackson Saragih He has problem with mathematics. 2) Julfan Herdy Female : 1. Merry Dian She do not care to the lesson. 2. Yunni Lestari She can not control herself 3. Ratna Perangin-nangin She faced her problem in adult. 4. Lorenza Sitepu She felt uncomfortable with her teachers behaviour. 5. Christina Sinaga She complained if the lesson of physics will be begun. She has no confidence to face it. 6. Suci Dwi She tried to approach her friends who are mastering physics. 7. Ice Purba She upset with her bestfriends attitude. 8. Elida She just resigned and if any task, she cheated her friends work. 9. Duma She learns mathematics forcibly. 10. Rina 9|Page

Methods, techniques, and strategy of teaching of a teacher make him bored. 3) Yopi Sitepu

He has problem with his friends. 4) Yunus Sembiring

He cant solve his homework. 5) Firman

He doesnt like the way of teaching of his teacher. 6) Nanda

He had problem with his classmates 7) Wesli

He doesnt like physics. 8) Fernando

He doesnt like fussiness of his teacher. It makes him uncomfortable. 9) Welly

He doesnt like teacher who are not educating.

STUDENTS DEVELOPMENT EDUCATION She tried to be comfortable with the teacher.

BILINGUAL MATHEMATICS 3. How the students (male and female) try to solve their problems Female :

Male : 1) David Jackson He hate himself since he didnt know about the lesson. 2) Julfan Herdy He resigned and keep learning. 3) Yopi Sitepu He did not care with his problem, just enjoyed it. 4) Yunus Sembiring He just faced his problem. 5) Firman He did not care with the teacher. 6) Nanda He did not care with his classmates. 7) Wesli He tried to be understood with the subject . 8) Fernando He just followed his teacher explanation although he can not understand. 9) Welly Be patient with his teachers behaviour. 10) Jaya He did not care.

1. Merry Dian She avoid the lesson and ask her friends to do the tasks of that lesson. 2. Yuni Lestari She managed her time in her busy time and pray to the God. 3. Ratna Peranging-nangin She tried to find what is the cause of that problem . 4. Lorenza Sitepu She rebuke the teacher slowly. 5. Christina Sinaga She tried to think positive and supposed that physics is easy. 6. Suci Dwi Discuss with her classmates or with tutor. 7. Ice Purba Let it flow . 8. Elida She asked her friends who mastered mathematics. 9. Duma Disscuss with her friend . 10. Rina Change the english teacher in order that she can enjoy english with better teacher. 10 | P a g e

STUDENTS DEVELOPMENT EDUCATION Male : 1. David Jackson He disscussed with his friend that mastered the subject or with teacher. 2. Julfan Herdy He established communication with the teacher by questioning in class. 3. Yopi Suranta He accomplished his problem carefully if it cant, he dont care. 4. Yunus Sembiring He tried to find another exercise in another subject. 5. Firman

BILINGUAL MATHEMATICS If he cant solve his task, he cheat his friends work. 6. Nanda Just enjoyed his problem. 7. Wesli He asked his friend to teach him about physics. 8. Fernando He cheated when he has task from that teacher. 9. Welly He tried to be nice with the teacher and positive thinking. 10. Jaya He tried to learn by himself.



This is the resume of students problem in school from my observation

No. 1 2 3 4 5 6 Problems Problem with Mathematics subject Problem with Physics subject Problem with classmates Teaching method of teacher is bad Can not solve the homework Can not manage the time Male 1 1 2 5 1 0 Fema le 2 3 2 2 0 1

The graph :

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VIII. REFERENCES sa=t&rct=j&q=&esrc=s&source=web&cd=3&cad=rja&ved=0CD4QFjAC&url=http%3A Qyz_Rw

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