Penerapan Kompetensi Psikologi Guru dalam Peningkatan Motivasi Belajar Siswa
DOI:
https://doi.org/10.31004/basicedu.v6i1.1900Keywords:
kompetensi psikologis guru, peningkatan motivasi, belajar siswaAbstract
Kompetensi psikologis bagi guru telah mengubah semangat pendidikan dan memberikan makna baru untuk belajar di kelas dan setiap anak memiliki kemampuan mental yang berbeda dan belajar dengan kecepatan yang berbeda. Penelitian ini bertujuan untuk mengkaji dan menganalisis penerapan psikologi pendidikan dalam meningkatkan motivasi belajar siswa. Penelitian ini menggunakan desain penelitian deskriptif kualitatif dengan pendekatan studi kasus. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah wawancara, observasi dan studi dokumentasi serta dianalisis secara interaktif. Hasil dari penelitian ini menunjukkan bahwa wujud kompetensi psikologi guru tercermin dalam kemampuan merumuskan tujuan pembelajaran secara tepat; kemampuan memilih strategi pembelajaran yang sesuai dan penciptaan iklim belajar yang kondusif; kemampuan berinteraksi secara tepat dan memberikan bimbingan dan konseling kepada siswa; kemampuan dalam memfasilitasi dan memotivasi belajar peserta didik; kemampuan menilai hasil belajar yang adil dan akurat. Penerapan dari beberapa kemampuan tersebut secara nyata akan meningkatkan motivasi belajar siswa.
References
Amusan, M. A. (2016). Cultivating Effective Pedagogical Skills In In-Service Teachers: The Role Of Some Teacher Variables. 20(1), 7.
B., O. O., & I., I. S. (2017). Teacher competence as a tool for effective and sustainable human capital development in the federal capital territory: Implications for career guidance. International Journal of Psychology and Counselling, 9(3), 17–22. https://doi.org/10.5897/IJPC2017.0474
Bardach, L., Klassen, R., & Perry, N. E. (2020). Teachers’ Psychological Characteristics, Teacher Effectiveness, and Within-Teacher Outcomes: An Integrative Review [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/g73nc
Brown, G. T. L. (2019). Is Assessment for Learning Really Assessment? Frontiers in Education, 4, 64. https://doi.org/10.3389/feduc.2019.00064
Chatterjee, D., & Corral, J. (n.d.). How to Write Well-Defined Learning Objectives. 4, 4.
Dmitrieva, P. (2020). Thanatological competence in the psychological education in Russia and abroad. E3S Web of Conferences, 210, 18082. https://doi.org/10.1051/e3sconf/202021018082
Duque, E., Gairal, R., Molina, S., & Roca, E. (2020). How the Psychology of Education Contributes to Research With a Social Impact on the Education of Students With Special Needs: The Case of Successful Educational Actions. Frontiers in Psychology, 11, 439. https://doi.org/10.3389/fpsyg.2020.00439
Fachri, M. (2018). Urgensi Evaluasi Pembelajaran Dalam Pendidikan. 2(1), 5.
Faulconer, E. K. (n.d.). Increasing Student Interactions With Learning Objectives. 8.
Granero-Gallegos, A., Ruiz-Montero, P. J., Baena-Extremera, A., & MartÃnez-Molina, M. (2019). Effects of Motivation, Basic Psychological Needs, and Teaching Competence on Disruptive Behaviours in Secondary School Physical Education Students. International Journal of Environmental Research and Public Health, 16(23), 4828. https://doi.org/10.3390/ijerph16234828
Gynnild, V. (2017). Which are the key principles of assessment? A case study of policy documents. 452–457. https://doi.org/10.21125/iceri.2017.0169
Hanushek, E. A., Rivkin, S. G., & Schiman, J. C. (2016). Dynamic effects of teacher turnover on the quality of instruction. Economics of Education Review, 55, 132–148. https://doi.org/10.1016/j.econedurev.2016.08.004
Kourkoutas, E., & Giovazolias, T. (2015). School-Based Counselling Work With Teachers: An Integrative Model. The European Journal of Counselling Psychology, 3(2), 137–158. https://doi.org/10.5964/ejcop.v3i2.58
Motevalli, S., Perveen, A., & Tresa Anak Michael, M. (2020). Motivating Students to Learn: An Overview of Literature in Educational Psychology. International Journal of Academic Research in Progressive Education and Development, 9(3), Pages 63-74. https://doi.org/10.6007/IJARPED/v9-i3/7779
Mustaghfiroh, M., Ariyanti, N. S., Adha, M. A., & Sultoni, S. (2020). Upaya Peningkatan Komitmen Kerja Guru Bidang Studi (Studi Kasus di SMK Riyadlul Quran Kabupaten Malang). Jurnal Dinamika Manajemen Pendidikan, 5(1), 22. https://doi.org/10.26740/jdmp.v5n1.p22-28
Nkechi, E. E., Ewomaoghene, E. E., & Egenti, N. (n.d.). The Role of Guidance and Counselling in Effective Teaching and Learning in Schools. 14.
Opan arifudin.pdf. (n.d.).
Prashanti, E., & Ramnarayan, K. (2020). Ten maxims for creating a safe learning environment. Advances in Physiology Education, 44(4), 550–553. https://doi.org/10.1152/advan.00085.2020
Salgong, V. K., Ngumi, D. O., & Chege, D. K. (2016). The Role of Guidance and Counseling in Enhancing Student Discipline in Secondary Schools in Koibatek District. Journal of Education and Practice, 10.
Sewagegn, A. A. (2020). Learning Objective and Assessment Linkage: Its Contribution to Meaningful Student Learning. Universal Journal of Educational Research, 8(11), 5044–5052. https://doi.org/10.13189/ujer.2020.081104
Suyitno, suyitno. (2018). Metode Penelitian Kualitatif: Konsep, Prinsip Dan Operasionalnya (1st ed., Vol. 1). Akademia Pustaka. https://www.researchgate.net/publication/326957100_Metode_Penelitian_Kualitatif_Konsep_Prinsip_dan_Operasionalnya
Widiarto, A. (2020). Analisis Kebijakan Pengelolaan Guru di Indonesia. Aspirasi: Jurnal Masalah-masalah Sosial, 11(1), 89–103. https://doi.org/10.46807/aspirasi.v11i1.1525
Yusuf, A., & Pattisahusiwa, E. (2020). Teacher’s Strategies To Create A Conducive Learning Environment In The Ron Clark Story Movie. Prosodi, 14(2), 87–98. https://doi.org/10.21107/prosodi.v14i2.8760
Zulfiqar Ali.et al. (2020) Creating Positive Classroom Environment For Learners' Motivation Towards Communicative Competence in The English Language. Journal of the Research Society of Pakistan Volume No. 57, Issue No. 1 (January – June, 2020).
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).