Judul: Influence of parenting style on students’ creativity in progressive and conventional elementary schools in Depok City
Abstrak: Creativity was very important. Family environment, such as parenting style, and school environment were predicted influencing creativity. Parenting style consists of authoritarian, authoritative, and permissive. Authoritative parenting style was predicted produce creative children. Likewise with the school environment, progressive school was also predicted produce creative students. Based on the statements above, the general purpose of this research was to analyze the influence of mothers’ parenting style on students’ creativity in progressive and conventional elementary schools in Depok City. The specific aims of this research were (1) to identify family and child characteristics, history of mothers’ parenting style, mothers’ parenting style, stimulation, mothers’ perception of the progressiveness, and students’ creativity level in the two types of schools, (2) to analyze the relationship between family and child characteristics, history of the mothers’ parenting style, mothers’ parenting styles, stimulation, mothers’ perception of the progressiveness, and students’ creativity, (3) to analyze the factors that affect creativity. It was a cross sectional study design which was conducted in two types of elementary schools in Depok City, progressive schools (3 schools) and conventional schools (2 schools). Schools were selected purposively and based on the Head of Education Office of Depok recommendation. This study was held in May and June 2012. Respondents were 4th and 5th grade students that were selected randomly from each school. The total sample was 150 students. Data was collected using questionnaires. History of mothers’ parenting styles and mothers’ parenting styles questionnaires were the same questionnaires that were modified from Parenting Practices Questionnaire (Robinson et al. 1995) and the Parental Authority Questionnaire (Bury 1991). Questionnaire of history of mothers’ parenting styles was filled by mothers, whereas questionnaire of mothers’ parenting style was filled by students. Creativity data was obtained by using the Figural Creativity Test (Munandar 2012a) and Verbal Creativity Test (Munandar 2012b). Data was analyzed by using t-test, Anova, Chi-Square, Pearson and Spearman, and also Ancova. Characteristics of the families of this study were two-thirds of mothers at early adulthood age in both types of schools. Based on Chi-Square test, there was significant relationship between mothers’ education level and types of schools. The average of total family income from progressive schools are higher than conventional schools and there was significant difference. Based on the number of children, families from progressive schools had more children than families from conventional schools and there was significant difference. The average age of students from progressive and conventional schools was 10.12 years old and 10.13 years old. More than half students of progressive schools were girls and more than half students of conventional schools were boys. Based on the results of the study, the majority of mothers from both types of schools apply the authoritative parenting style. Similarly, as seen from their parenting style, it turns out that the majority of the history of mothers’ parenting styles was authoritative too. Stimulation obtained by children through facilities at home and activities (extracurricular/course). Stimulation through facilities consisted of books, VCDs, many kinds of toys, sports, musical, and electronic equipment, and a map/atlas/globe. Results showed half of the students from progressive schools
Keyword: parenting style, creativity, conventional school, progressive school

Judul: Family environment, schools and children's creativity in conventional and progressive primary school in Depok
Abstrak: Rapid changes in the flow of information and technology is a challenge that must be faced by a nation to survive and compete with other nations. To face these challenges qualified human resources are required, which must be able to adapt, and be able to solve the problems of life with a variety of creative ways so that each individual can survive in this globalization era. Naturally, each individual have a creative attitude and behavior which were influenced by both the family environment and school environment. Education is one of the factors that can affect the development of one's creativity in family environment and school environment. Family environment is first and foremost a place for the education of children with regard to parenting, interaction, support, independence, task orientation, success orientation, religion and culture, and commitment to common rules. While the school is a place where children learn to socialize, discover and gain knowledge and experience. Schools need to create a fun learning environment that can build a child 's curiosity to keep learning and to directly find meaningful knowledge. This study aimed to analyze the differences between family environment, school environment and creativity, as well as to analyze the influence of family environment and school environment to the creativity of children in progressive and conventional primary school. This study uses cross-sectional design study conducted in four schools in Depok, one prominent state schools and three private schools. The schools were purposively selected (purposive sampling), the sample schools were then separated into two types of schools, namely conventional schools and progressive school. The population of samples in this study were students in the fourth and fifth grade and then from each school as many as 30 children were randomly selected, bringing a total sample of 120 children. Primary data were collected in the form of children characteristics, family characteristics and school characteristics data. Primary data were collected using a questionnaire that had been tested, with Cronbach alpha values ranged from 0.67 to 0.85 for the instruments used. Secondary data obtained from the schools and the Education Department of Depok consisting of student and general school data. The data were presented in tables and analyzed descriptively. For the difference testing analysis, independent t test was used, Spearman correlation test was used for testing correlation. To see the factors that affect the creativity ANCOVA was used, while to determine the sample’s level of creativity figural and verbal creativity tests were directly conducted by professional psychologist using reliable and valid standardized testing tools. The results showed that the samples are in the range of 9 to 11 years of age, there are more girls than boys and nearly half of the samples are 10 years old. For the sample’s fathers, the average age was 42.49 years and for the sample’s mothers the average age was 39.31 years. For the educational background of parents in the progressive school, almost half are graduate/postgraduate level. Total family income is higher for the progressive school than the conventional school. While school facilities such as libraries, bathrooms, sports fields, basic medical
Keyword: figural and verbal creativity, family and school environment

Judul: Ornithonyssus Bursa (Berlese, 1888) Famili Macronyssidae yang Menyerang Unggas Dan Penaggulangannnya
Abstrak: Ornithonyssus bursa adalah tungau penghisap darah pada unggas di daerah tropis dan subtropis. Tungau ini relatif kecil, dengan panjang tubuh antara 700-1000 mikron dan lebarnya 250-490 mikron. Tubuhnya bulat berwarna coklat kekuningan sebelum menghisap darh dan berwarna merah setelah menghisap darah dari induk semangnya.
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