SMKN 3 BALIKPAPAN

Sejarah SMK Negeri 3

       SMK Negeri 3 yang dahulu bernama SMEA Negeri 2 didirikan di Balikpapan pada tanggal 1 Juli 1980 oleh Menteri Pendidikan dan Kebudayaan Republik Indonesia dengan no SK No 0209/0/1980 tanggal 31 Juli 1980.

      Pada awal berdirinya SMEA Negeri 2 memiliki 3 Jurusan, yaitu Tata Buku, Tata Usaha, dan Tata Niaga yang masing-masing Jurusan memiliki 3 kelas. SMEA Negeri 2 terletak di daerah Pasar baru, tepatnya di Jalan Bukit Niaga RT 13 No 11 Balikpapan. Pada bulan Juli 1989 SMEA Negeri 2 menambah lagi satu Jurusan yaitu Jurusan Usaha Jasa Pariwisata.

         Pada tahum pembelajaran 1996/1997 SMEA Negeri 2 Balikpapan berubah menjadi SMK Negeri 3 Balikpapan dan pada tahun 1996 SMEA Negeri 2 pindah ke lokasi yang baru tepatnya di Jalan Belibis Damai III RT 80 No 1 Kelurahan Gunung Bahagia Balikpapan. Lokal yang baru ini berdiri di atas tanah seluas 10.000 M2.

     Saat ini SMK Negeri 3 memiliki 6 Program Keahlian yaitu Program Keahlian Akuntansi, Sekertaris, Penjualan, Usaha Jasa Pariwisata, dan Program Keahlian Teknik Komputer dan Jaringan yang didirikan pada tahun 2004, dan Program Keahlian Persiapan Grafika yang berdiri pada tahun 2008.
SMK Negeri 3 Balikapan memiliki 40 rombongan belajar yang terbagi menjadi 14 rombongan belajar untuk tingkat I, 13 rombongan belajar untuk tingkat II dan 13 rombongan belajar untuk tingkat III.

         Pada tahun 2006 SMK Negeri 3 dipercaya oleh Dikmenjur Jakarta sebagai pusat pelatihan guru-guru untuk wilayah Kalimatan yang kemudian disebut sebagai ”Work Station Zona Balikpapan”. Pada tahun yang sama, SMK Negeri 3 juga mendapat kepercayaan dari PT Telkom Indonesia cabang Balikpapan untuk mendapatkan koneksi internet gratis (wave line dan speedy) dengan kompensasi SMK Negeri 3 harus mengadakan pelatihan internet gratis baik untuk guru ataupun siswa di lingkungan sekitar SMK Negeri 3 Balikpapan.

         Selain itu SMK Negeri 3 juga menjadi sekolah percontohan untuk sekolah yang berbasis Iman dan Taqwa terhadap Tuhan Yang Maha Esa.

            Pada tanggal 4 Februari 2009, SMK Negeri 3 Balikpapan telah meraih sertifikat ISO 9001:2000 sebagai bukti bahwa sekolah ini telah berstandar manajemen mutu.

Friendship Quality

(Berndt, 2002). -Children prize friendships that are high in prosocial behavior, intimacy, and other positive features. -Children are troubled by friendships that are high in conflicts, dominance, rivalry, and other negative features. -Friendships are high in quality when they have high levels of positive features and low levels of negative features. -High-quality friendships have often been assumed to have positive effects on many aspects of children’s social development. -The direct effects of friendship quality appear to be quite specific. -Having friendships high in positive features enhances children’s success in the social world of peers, but it apparently does not affect children’s general self-esteem. These findings are surprising because numerous studies with adults suggest that friendships and other supportive relationships enhance many aspects of adults’ physical and mental health, including their self-esteem -High-quality friendships may also have indirect effects on children’s social development. Most theories of social influence include some form of the hypothesis that children are more strongly influenced by their friends’ characteristics the higher the quality of those friendships.
Quality of FriendshipFriendship is “Life Enhancing” (Helm, 2012). By engaging in activities with friends, pleasure and happiness are intensified. The quality of friendships relates to happiness because friendship “provides a context where basic needs are satisfied” (Demir, 2010). By experiencing a good quality of friendship, the individual is led to feel more comfortable with who they are as a person. Ultimately, good quality friendships connect with the meaning of life satisfaction. Higher friendship quality directly contributes to self-esteem, self-confidence, and social development (Berndt, 2002).
Quality of Friendship: Two DimensionsFriendship has two dimensions (Demir, 2007). The two dimension include: quality and conflict. The quality of friendship is important for a persons well being and it contributes to the closeness of friends. Within the quality of friendship, it is important to have healthy and interesting interaction. This type of interaction leads to a higher quality of friendship. The second dimension is conflict, which connects with the quality of friendships. High quality friendships have great ways of resolving conflict which ultimately leads to a stronger and healthier relationship.
Friendship development through childhoodAt the early school age, friendships are based on the sharing of toys and objects and the enjoyment that is received from performing activities together. Friendships at this age are maintained through affection, sharing, and creative play time. Sharing is hard for children at this age level as they are very self-oriented. However, children are likely to share more with someone they consider to be a friend than with someone who is just a peer (Newman & Newman, 2012).
As a child moves from early school age to middle childhood, they face the developmental task of friendship. At this stage in life, children become less individualized and more aware of others. They begin to see their friends point of view and have fun playing in groups of peers who have the same interests as them. They also experience peer rejection as they move through the middle childhood years. It is important to teach a child that it is natural to sometimes be unaccepted by others but to remain positive about the friends they still have. Establishing good friendships at a young age helps a child to be better acclimated in society later on in their life (Newman & Newman, 2012).
In a 1974 study,^[21] Bigelow and La Gaipa, in one of the first studies conducted regarding children's friendships, found that expectations of a best friend become increasingly complex as a child gets older. The study investigated the criteria for "best friend" in a sample of 480 children between the ages of six and fourteen years of age.
Their findings highlighted three stages of the development of friendship expectations.

• First stage: emphasised shared activities and the importance of geographical closeness.

• Second stage: emphasised sharing, loyalty and commitment.

• Third stage: revealed growing importance of similar attitudes, values and interests.

Study of friendships in adolescent developmentA study was conducted by the National Longitudinal Study of Adolescent Health where 9,234 American adolescents were examined to determine how their engagement in problem behavior (stealing, fighting, sexual activity, truancy) was related to the kinds of friends they had and to the peer networks and schools in which these friendships were located. Findings revealed that adolescents were less likely to engage in problem behavior when their friends did well in school, participated in school activities, avoided drinking and had good mental health. Also, these positive characteristics are greater when done together within the social group. How adolescents are affected by friendships could be shaped by their location in their group. For example, the one who is most central to their peer networks were the most influenced by their friends. Results also found that adolescents have less problematic behavior when they attended schools with similar characteristics to their friends (friends who did well at school at an academically rigorous school). Ones that engaged in more problem behavior resulted from friends with opposing characteristics to the school (friends who drank at an academically rigorous school). Thus, whether adolescents were influenced by their friends to engage in problem behavior depended on how much they were exposed to these friends and whether they and their friendship groups "fit in" at school.^[22]Friendships in adulthoodFriendships in adulthood
Just like adolescents, relationships with friends are important to older adults. Friends contribute to our satisfaction, give us a sense of belonging, competence, and self-worth. Friendship involves:

• Enjoyment: spending time doing things together and sharing life experiences

• Trust: believing that our friends act on our behalf

• Respect and understanding: believing that our friends have the right to their own opinions

• Mutual assistance: helping and supporting our friends and having them help us

• Confiding: sharing confidential matters with our friends

It might be particularly hard to maintain meaningful friendships in the workplace. "The workplace can crackle with competition, so people learn to hide vulnerabilities and quirks from colleagues. Work friendships often take on a transactional feel; it is difficult to say where networking ends and real friendship begins" (Williams, 2012). Also, once you get a good friendship in the workplace, it can easily be taken away. Because, "a job provides financial security. If forced to choose between keeping your source of income and a friendship, most people would choose to keep their job" (Bryant, 2012).
^[23][24]Friends are people we know and trust, and who are special to us socially and emotionally. Friends are usually chosen among people who are considered the same as us. The people adults select as friends tend to be those who:

• have grown up together

• have similar occupations

• have children the same age

• have similar interests

• are the same general age and the same gender

The majority of adults have three or more close friends and more than half of adults have ten or more friends. Men and women have the same number of friends, however, women are likely to confide more in friendships than men. Men tend to enjoy activities or discuss and practice special skills. Adults also often make friends based on who their children are friends with. Many times, parents within a neighborhood are all friends because they are around each other so much because of their children. Parents will also often make friends with other parents on their children’s sports teams for the same reason. Not all adult associations will end up in the friendship stage, however, it is likely that some will share commonalities and form a deeper relationship (Newman & Newman, 2012).
The Evolutionary psychology approach led to the theory of "Dunbar's number" proposed by the British anthropologist Robin Dunbar. He theorized that there is a limit of approximately 150 people a human can maintain stable social relationships. the number includes the individuals a person can trust and have mutual commitment.^[25]With life events such as marriage, parenthood, and accelerated career development, young adulthood merges into middle adulthood. Following marriage, both women and men report having fewer cross-gender friends. This may be due to suspicion and jealousy, and spouses spend most of their free time together rather than separately in social situations that might lead to cross-sex friendship formation. Also, when people marry they generally become more dependent on spouses and less so on friends for meeting social needs (Friendships, 2012).
Types of friendships

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