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Filma Alia Sari
Universitas Riau, Pekanbaru, Indonesia
Education

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IMPLEMENTASI PSIKOLOGI PENDIDIKAN DALAM MENINGKATKAN MOTIVASI DAN PRESTASI BELAJAR MAHASISWA DI STKIP PESISIR SELATAN: TINJAUAN LITERATUR Revi Handayani; Neviyarni S; Afdal Afdal; Filma Alia Sari; Sefrinal Sefrinal
Jurnal Manajemen Pendidikan Vol. 10 No. 4 (2025): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v10i4.990

Abstract

Low motivation can be seen in students' lack of active involvement in the learning process, their lack of initiative to access additional learning resources, and their difficulty managing time and developing independent learning strategies. However, educational psychology literature confirms that motivation plays a crucial role as a determining factor in learning success. Educational psychology plays an important role in understanding student learning, especially in relation to motivation and academic achievement. This article reviews the literature on how educational psychology principles enhance student motivation and learning outcomes at STKIP Pesisir Selatan. The review shows that intrinsic motivation, cognitive-based learning strategies, the lecturer’s role as facilitator, and a supportive learning environment significantly influence achievement. Practical applications of educational psychology through active learning, feedback, positive reinforcement, and effective classroom management can improve learning quality. This article aims to provide a conceptual foundation for further research and teaching practices in higher education.
FENOMENOLOGI PENGALAMAN GURU DALAM MENGIMPLEMENTASIKAN KURIKULUM MERDEKA DI SMAN 2 SUTERA Sefrinal Sefrinal; Zelhendri Zen; Jasrial Jasrial; Revi Handayani; Filma Alia Sari
Jurnal Manajemen Pendidikan Vol. 10 No. 4 (2025): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v10i4.1035

Abstract

This study aims to understand teachers’ experiences in implementing the Merdeka Curriculum at SMAN 2 Sutera through a phenomenological educational approach. The research focuses on the meaning of teachers’ lived experiences in responding to the paradigm shift from content-based instruction to the reinforcement of 21st-century competencies. Data were collected through in-depth interviews, classroom observations, and documentation involving eight teachers from various subject areas. Data analysis followed the stages of phenomenological reduction, essential meaning construction, and thematic interpretation. The findings reveal that the implementation of the Merdeka Curriculum at SMAN 2 Sutera is characterized by pedagogical adaptation dynamics, limitations in digital resources, and teachers’ reflective awareness of students’ learning autonomy. These findings highlight the importance of continuous professional development through contextual training and teacher learning communities to realize meaningful and independent learning.
Co-Authors Afdal Afdal Jasrial Jasrial Neviyarni S Revi Handayani Sefrinal Sefrinal Zelhendri Zen