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CHAPTER I

INTRODUCTION

1.1 BACKGROUND

Adolescence 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 have been a

normative shift of it occurring in preadolescence particularly in females (see early and

precocious puberty ).

!hysical 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 mar"er 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.

#ithin all of these perspectives, adolescence is viewed as a transitional period betweenchildhood and adulthood whose cultural purpose is the preparation of children for adult

roles.

The study of adolescent development often involves interdisciplinary

collaborations. For example, researchers in neuroscience or bio $ behavioral health might

focus on pubertal changes in brain structure and its effects on cognition or social relations.

%ociologists interested in adolescence might focus on the ac&uisition of social roles (e.g.,

wor"er or romantic partner) and how this varies across cultures or social conditions.

'evelopmental psychologists might focus on changes in relations with parents and peers as

a function of school structure and pubertal status. Adolescence also often associated with

myths and stereotypes about the irregularities and everything that is not reasonable.

. *esearch +uestion
http://en.wikipedia.org/wiki/Human_development_(biology)http://en.wikipedia.org/wiki/Human_development_(biology)http://en.wikipedia.org/wiki/Pubertyhttp://en.wikipedia.org/wiki/Adulthttp://en.wikipedia.org/wiki/Age_of_majorityhttp://en.wikipedia.org/wiki/Preadolescencehttp://en.wikipedia.org/wiki/Precocious_pubertyhttp://en.wikipedia.org/wiki/Precocious_pubertyhttp://en.wikipedia.org/wiki/Neurosciencehttp://en.wikipedia.org/wiki/Behavioral_medicinehttp://en.wikipedia.org/wiki/Sociologyhttp://en.wikipedia.org/wiki/Developmental_psychologyhttp://en.wikipedia.org/wiki/Human_development_(biology)http://en.wikipedia.org/wiki/Human_development_(biology)http://en.wikipedia.org/wiki/Pubertyhttp://en.wikipedia.org/wiki/Adulthttp://en.wikipedia.org/wiki/Age_of_majorityhttp://en.wikipedia.org/wiki/Preadolescencehttp://en.wikipedia.org/wiki/Precocious_pubertyhttp://en.wikipedia.org/wiki/Precocious_pubertyhttp://en.wikipedia.org/wiki/Neurosciencehttp://en.wikipedia.org/wiki/Behavioral_medicinehttp://en.wikipedia.org/wiki/Sociologyhttp://en.wikipedia.org/wiki/Developmental_psychology


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. . #hat is an adolescent

1.2.2 -ow the physical, psychological and social faced by adolescents

. . -ow does the influence that given by family, school and community to the

development of adolescent

. *esearch !urpose

. . To explain the definition of adolescents.

. . To explain how does the physical, psychological and social faced by adolescents.

. . To explain the influence that given by family, school and community to the

development of adolescent.

./ *ationalA practical benefit to be gained from the writing of this paper is to fulfill the courses

tas" of developmental of the learners and develop insight and also creativity as the writer as

well as to improve and create new brea"through or innovation in education.

CHAPTER II

MATERIAL AND METHOD


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. Types and %ources of 'ata

Type of the data obtained in the writing of the authors of this paper is the primary

of data as the result of several boo"s and browsing the 0nternet a review of the paper

that 0 made. #hile the source of the data derived from field data.

. 'ata 1ollection Techni&ues

'ata are needed in a research study to Achieve the expected goals and can have a

relevancy to the issues raised in the study. 0n writing this paper, the authors used data

collection techni&ues, one of which is2

. . 0nterview Techni&ues

0nterview method is a method used by the authors to 3btain data. 3ften

the interview method is called the method of interview. The interview is the

conversation in the form of oral &uestioning of two or more people physicallyconfront each other (directly) by using an interview guide.

For the purposes of data collection as the material of this paper, the

authors collected data by interviewing some of the teachers.

. 'ata Analysis Techni&ues

'ata analysis is the process of systematically searching and organi4es the

interview Transcripts, field notes, and other materials have been accumulated that to

ac&uire "nowledge about the data and 1ommunicate what has been found. 'escriptive

method is a way of processing the data to develop a systematic way so as to obtain the

5eneral 1onclusions. #hile the method of analysis is a method of data processing

method to examine and describe the data so as to !roduce a conclusion.

6ecause the data in this study intangible word, sentences, paragraphs are expressed in

narrative That That 0s descriptive form of &ualitative research is atypical 1arried out

&ualitative Analysis. Thus %pi"e, data analysis techni&ue used was a &ualitative

descriptive techni&ue.

CHAPTER III

DISCUSSION

. 'efinition of Adolescents


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Adolescence 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 have been a

normative shift of it occurring in preadolescence particularly in females (see early and

precocious puberty ).

!hysical growth, as distinct from puberty (particularly in males), and cognitive

development generally seen in adolescence, can also extend into the early twenties. 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. #ithin 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 nation7state 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 tas"s. %uch 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 drin"ing alcohol, voting, entering into contracts, completing certain levels

of education, and marrying. Adolescence is usually accompanied by an increased

independence allowed by the parents or legal guardians and less supervision, contrary to

the preadolescence stage. 0n popular culture, many adolescent characteristics are attributed

to physical changes and raging hormones. There is little evidence that this is the case,

however. 0n studying adolescent development, adolescence can be defined biologically, as

the physical transition mar"ed by the onset of puberty and the termination of physical

growth cognitively, as changes in the ability to thin" abstractly and multi $ dimensionally

or socially, as a period of preparation for adult roles. 8ajor pubertal and biological changes

include changes to the sex organs, height, weight, and muscle mass, as well as major

changes in brain structure and organi4ation.

/
http://en.wikipedia.org/wiki/Human_development_(biology)http://en.wikipedia.org/wiki/Human_development_(biology)http://en.wikipedia.org/wiki/Pubertyhttp://en.wikipedia.org/wiki/Adulthttp://en.wikipedia.org/wiki/Age_of_majorityhttp://en.wikipedia.org/wiki/Preadolescencehttp://en.wikipedia.org/wiki/Precocious_pubertyhttp://en.wikipedia.org/wiki/Precocious_pubertyhttp://en.wiktionary.org/wiki/milestonehttp://en.wikipedia.org/wiki/Sex_organhttp://en.wikipedia.org/wiki/Human_development_(biology)http://en.wikipedia.org/wiki/Human_development_(biology)http://en.wikipedia.org/wiki/Pubertyhttp://en.wikipedia.org/wiki/Adulthttp://en.wikipedia.org/wiki/Age_of_majorityhttp://en.wikipedia.org/wiki/Preadolescencehttp://en.wikipedia.org/wiki/Precocious_pubertyhttp://en.wikipedia.org/wiki/Precocious_pubertyhttp://en.wiktionary.org/wiki/milestonehttp://en.wikipedia.org/wiki/Sex_organ


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The study of adolescent development often involves interdisciplinary

collaborations. For example, researchers in neuroscience or bio $ behavioral health might

focus on pubertal changes in brain structure and its effects on cognition or social relations.

%ociologists interested in adolescence might focus on the ac&uisition of social roles (e.g.,

wor"er or romantic partner) and how this varies across cultures or social conditions.

'evelopmental psychologists might focus on changes in relations with parents and peers as

a function of school structure and pubertal status.

3.2 The !hysical, !sychological and %ocial that Faced by Adolescents

. . !hysical development of adolescents

Adolescence begins with puberty, which is the occurrence of physical changes

(including physical appearance such as body shape and body proportions) and physiological function (maturation of sexual organs). !hysical changes that occur

during puberty are the most important events, rapid, drastic, irregular and occur in

reproduction system. -ormones being produced and affecting the reproductive

organs to begin the reproductive cycle as well as the influence of changes in the

body.

A change in the body is accompanied by the gradual development of sexual

characteristics of primary and secondary sexual characteristics. !rimary sexual

characteristics include the development of reproductive organs, while the secondary

sexual characteristics include changes in body shape according to gender, for

example, in young women is mar"ed by menarche (first menstruation), growth of

pubic hair, enlarged breasts, hips, while the young men have pollutio (first wet

dream), enlargement of the voice, growth of pubic hair, grow hair on certain parts

li"e the chest, legs, mustaches and so on.

'uring adolescence, body changes will further achieve the balance of the

individual nature. 0n late adolescence, adolescent body si4e has reached its final

form and the reproductive system has reached physiological maturity, before

eventually decreasing function at the beginning of the elderly. As a result of this

process of maturation of the reproductive system, a teenager is able to perform the

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function procreation, meaning that was able to have offspring. :evertheless, this

does not mean that teens are able to physically reproduce safely.

3.2.2 !sychic 'evelopment of Teenagers

#hen entering puberty, every child has had a personality system is the

establishment of the development so far. 3utside the system such as the child;s

personality development and information science, mass media influence, family,

school, peers, culture, religion, values and norms of society cannot be ignored in the

process of personality formation. 0n adolescence, often in a variety of contributing

factors can be mutually supportive and conflicting value.

. . %ocial development of adolescents%ocial changes such as the tendency of children of pre7teens to behave as

shown teenagers ma"e the flow of contemporary adherents in the category they

enter adolescence. There is an increasing tendency of teenagers to attend school or

job training (internship). After graduating high school, ma"ing individuals aged years. There is also a limit teens between to years.

Thornburgh further divide adolescence into three groups, namely2

a. ?arly adolescence 2 between to years

b. 8id $ adolescence 2 between / to @ years

c. =ate adolescence 2 between to < years.

At that age, developmental tas"s that must be met are as follows2

. Achieve a new relationship and more mature with both same7sex peers and

opposite sex,

. Achieve the social role of masculine and feminine,

. *eceive physical condition and able to use it effectively

/. Achieving emotional independence from parents and other adults

9. Achieving certainty to be economically independent

@


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@. 1hoosing a job and prepare for wor"

. !repare to enter a marriage and family life

>. 'evelop the s"ills and intellectual concepts to achieve competence as a citi4en

TeenagersB !roblem

:ot all teens can fulfill these tas"s well. According to -urloc" ( < ) there

were some problems experienced by adolescents in fulfilling these tas"s, namely2

. !ersonal problems, i.e. problems related to the circumstances at home,

school, physical condition, appearance, emotional, social adjustment, tas"

and values.

. Typical adolescent problems, i.e. problems that arise due to the unclear

status in adolescents, such as achieving self7sufficiency issues,misconceptions or false judgments based on stereotypes, the rights of the

larger and fewer obligations imposed by the parents.

?l"ind and !ostman (in Fuhrman,


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c. 0nade&uate teacher welfare

d. =ocation of schools in vulnerable areas, and so forth.

. . !ole 1ommunity (%ocial ?nvironmental 1onditions)

%ocial environment factors that are not healthy or Evulnerable can be a factor

conducive to the child D youth to deviant behavior. The polar factors can be divided into two

parts, the first, the vulnerability factor and second factor7prone areas (security and order

problems). 1riteria of both factors, among others2

a. 1ommunity vulnerability factors (?nvironment)

b. 'istribution of alcohol, narcotics, other illegal drugs

c. Gnemployment

d. 1hildren out of school D street children

!sychosocial conditions and the third pole of the above, a factor conducive to the

occurrence of juvenile delin&uency.

CHAPTER IV

CLOSING

/. 1onclusion

Adolescence is a transitional stage of physical and psychological human development

generally occurring between puberty and legal adulthood (age of majority ). !hysical 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 mar"er of adolescence, and scholars have found it difficult to agree upon a precise

definition of adolescence.


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0n studying adolescent development, adolescence can be defined biologically, as the

physical transition mar"ed by the onset of puberty and the termination of physical growth

cognitively, as changes in the ability to thin" abstractly and multi $ dimensionally or

socially, as a period of preparation for adult roles. 8ajor pubertal and biological changes

include changes to the sex organs , height, weight, and muscle mass, as well as major changes

in brain structure and organi4ation.

4.2 *ecommendation

%uggestion that the author can give are2

1. 1are of parents and teachers to be more effective and teenagers they are expected to be

closer to them so that they are more open and easy to navigate.2. !arent and teachers communicate with each other about the development of teenage in

and outside school.

. !arents and teachers update on the development of technology and information.

C
http://en.wikipedia.org/wiki/Sex_organhttp://en.wikipedia.org/wiki/Sex_organ

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