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All Journal Persona: Jurnal Psikologi Indonesia Jurnal Paedagogy Psychological Research on Urban Society
Royanto, Lucia R.M.
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Arts Humanities Decision Sciences, Operations Research & Management Education Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Mindset dan task value: Dapatkah memprediksi kinerja siswa Sekolah Dasar (SD) pada bidang matematika? Pratiwi, Bellita Nusa; Royanto, Lucia R.M.
Persona:Jurnal Psikologi Indonesia Vol 9 No 1 (2020): Juni
Publisher : Faculty of Psychology Universitas 17 Agustus 1945 Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30996/persona.v9i1.2802

Abstract

AbstractThe mathematical ability of Indonesian students is still lacking, especially when working on problems that require reasoning. Task value (which consists of intrinsic and attainment/utility values) and growth mindset were considered as factors that can influence student performance in performing complex tasks such as mathematics. A hypothesis formulated based on the purpose of this study as there is an effect of intrinsic value, attainment/utility value, and mindset on elementary student performance in mathematics. The variables in this study were measured by: 1) Subjective Task Value scale (? intrinsic value = 0.87; ? attainment / utility value = 0.79); 2) Implicit Theories of Intelligence scale for mindset (? = 0.84), and 3) mathematical tests (? = 0.84). The subjects of this study were 371 5th grade students in five schools in Jakarta selected by convenience sampling technique. Data processed with Multiple Regression techniques using IBM SPSS 22 for Windows. The analysis showed that the mindset had a greater role than the intrinsic value in predicting mathematical abilities. Also, the attainment/utility value did not significantly predict the performance of 5th-grade students.Keywords: Elementary School Students; Mathematics; Mindset; Task Value. AbstrakTingkat kemampuan matematika para siswa Indonesia pada umumnya masih tergolong kurang, terutama saat mengerjakan soal yang membutuhkan penalaran. Task value (yang terdiri dari intrinsic dan attainment/utility value) dan growth mindset dipertimbangkan sebagai faktor-faktor yang dapat memengaruhi kinerja siswa dalam mengerjakan tugas rumit seperti matematika. Tujuan penelitian ini dituangkan dalam suatu hipotesis yaitu terdapat pengaruh skor intrinsic value, attainment/utility value, dan mindset terhadap kinerja siswa SD dalam matematika. Variabel-variabel dalam penelitian ini diukur dengan: 1) skala Subjective Task Value (? intrinsic value = 0,87;  ? attainment/utility value = 0,79); 2) skala Implicit Theories of Intelligence untuk mindset (?=0,84), dan 3) tes matematika (?=0,72). Subjek penelitian ini adalah 371 siswa kelas 5 SD pada lima sekolah di Jakarta yang dipilih dengan teknik convenience sampling. Data diolah dengan teknik Multiple Regression menggunakan IBM SPSS 22 for Windows. Hasil analisis menunjukkan bahwa mindset memiliki peranan yang lebih besar daripada intrinsic value dalam memprediksi kemampuan matematika. Selain itu, attainment/utility value tidak secara signifikan memprediksi kinerja siswa kelas 5 SD. Kata kunci:  Matematika; Mindset; Siswa SD; Task Value.
Digital literacy, attitudes toward e-learning, and task value roles in college students’ distance learning self-regulation Muasyaroh, Husnul; Royanto, Lucia R.M.
Psychological Research on Urban Society Vol. 7, No. 1
Publisher : UI Scholars Hub

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Abstract

The increased adoption of distance learning in higher education, which was especially evident in urban areas during the COVID-19 pandemic, underscores the crucial role of self-regulated learning (SRL) skills. Although previous research demonstrated positive correlations between learner factors and SRL in distance education, a research gap exists in understanding the mediating and moderating roles of specific factors. This study addresses this concern by examining the relationship between digital literacy and SRL as mediated by attitude toward e-learning with task value as a moderator. The study recruited 538 college students (aged 17–25 years) from 10 public universities. Digital literacy was measured using the Self-perceived Evaluations of Digital Literacy Competencies. We measured attitudes toward e-learning using the E-Learning Attitudes Questionnaire. This study also used the Subjective Task Value instrument to measure task value and the Self-Regulated Online Learning Scale to measure SRL. The results indicate that task value significantly strengthened the relationship between digital literacy and SRL through the mediating role of attitudes toward e-learning. Hence, digital literacy can support SRL through the mediation of attitudes toward e-learning and is strengthened by the task values of college students in distance learning.
Effective Reading Interventions for Slow Learners : Sight Word and Phonemic Awareness Approaches Purnomo, Jihan Salsabila; Royanto, Lucia R.M.
Jurnal Paedagogy Vol 12, No 1 (2025): Jurnal Paedagogy (January 2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v12i1.13250

Abstract

This study investigates the effectiveness of sight words and phonemic awareness learning, delivered through drilling method, in enhancing reading skills in a child identified as slow learner. The subject of this study is a 9-year and 10-month-old boy in the fourth grade of elementary school. The research method employed in this study is a single-case intervention design. The process involved various assessment stages, including detailed observations, structured interviews with teachers and parents, and comprehensive psychological tests to understand the unique challenges faced by the subject. To evaluate the effectiveness of these interventions, both pre-tests and post-tests were administered, which assessed the subject's reading skills in terms of accuracy and reading speed. The analysis of the results revealed significant progress in the subject's reading abilities following the interventions. Notably, improvements were observed in both the accuracy of reading sight words and the overall speed at which the subject could read. These positive findings underscore the effectiveness of focused teaching strategies, demonstrating that systematic and structured interventions can substantially enhance reading abilities in slow learners. The study highlights the importance of tailoring educational approaches to meet the specific needs of slow learners, in order to maximize their potential and improving their overall academic performance. Furthermore, these results suggest that educators can employ similar methods to support other students facing similar challenges in reading.
Effective Reading Interventions for Slow Learners : Sight Word and Phonemic Awareness Approaches Purnomo, Jihan Salsabila; Royanto, Lucia R.M.
Jurnal Paedagogy Vol. 12 No. 1 (2025): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v12i1.13250

Abstract

This study investigates the effectiveness of sight words and phonemic awareness learning, delivered through drilling method, in enhancing reading skills in a child identified as slow learner. The subject of this study is a 9-year and 10-month-old boy in the fourth grade of elementary school. The research method employed in this study is a single-case intervention design. The process involved various assessment stages, including detailed observations, structured interviews with teachers and parents, and comprehensive psychological tests to understand the unique challenges faced by the subject. To evaluate the effectiveness of these interventions, both pre-tests and post-tests were administered, which assessed the subject's reading skills in terms of accuracy and reading speed. The analysis of the results revealed significant progress in the subject's reading abilities following the interventions. Notably, improvements were observed in both the accuracy of reading sight words and the overall speed at which the subject could read. These positive findings underscore the effectiveness of focused teaching strategies, demonstrating that systematic and structured interventions can substantially enhance reading abilities in slow learners. The study highlights the importance of tailoring educational approaches to meet the specific needs of slow learners, in order to maximize their potential and improving their overall academic performance. Furthermore, these results suggest that educators can employ similar methods to support other students facing similar challenges in reading.
Co-Authors Muasyaroh, Husnul Pratiwi, Bellita Nusa Purnomo, Jihan Salsabila