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All Journal Journal of Educational, Health and Community Psychology Jurnal Ilmu Perilaku Provitae: Jurnal Psikologi Pendidikan
Erna Susiati
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Why am I Doing My Thesis? An Explorative Study on Factors of Undergraduate Thesis Performance in Indonesia Surya Cahyadi; Miryam Wedyaswari; Erna Susiati; Rasni Adha Yuanita
Journal of Educational, Health and Community Psychology Vol 10 No 2 June 2021
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jehcp.v10i2.19912

Abstract

Writing an undergraduate thesis is a formidable task, especially in Indonesia where writing is not engrained in its culture. Therefore, this study aims to explore the internal and external factors in writing an undergraduate thesis. A qualitative research design was used. Phase 1 used an online questionnaire (n= 143) to find encouraging and obstructing factors. Phase 2 used an in-depth interview (n = 48) to validate findings from Phase 1. A general inductive approach was used to analyze data. Phase 1’s findings were students’ perceptions about undergraduate thesis and categories of encouraging and obstructing factors in writing a thesis. Writing undergraduate thesis was more driven by external factors (e.g.deadlines, others' expectations) than by internal factors. Neglect of writing the thesis, however, was caused more by internal factors (e.g. lack of knowledge and skills, doing other activities). Phase 2’s findings validated phase 1’s findings which consist of 11 encouraging and 8 obstructing factors.Keywords: Undergraduate thesis performance, undergraduate research,   writing a thesis, university students, qualitative exploratory study
Gambaran Perilaku Autonomy Support pada Guru di Sekolah MTs X Jatinangor Laras Yuliansyah; Surya Cahyadi; Erna Susiati
Provitae: Jurnal Psikologi Pendidikan Vol 13, No 2 (2020): Provitae: Jurnal Psikologi Pendidikan
Publisher : Fakultas Psikologi Universitas Tarumanagara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24912/provitae.v13i2.9646

Abstract

A teacher’s motivating style toward students is an important educational construct. Teacher-provided autonomy support benefits students and teachers themselves. Students who receive autonomy support from their teachers experience greater autonomus motivation and classroom engagement. For teachers, they experience greater teaching efficacy and vitality during teaching. Autonomy support is the interpersonal sentiment and behavior the teachers provide to identify, nurture, and develop students’ inner motivational resources. The purspose of this study is to obtain an overview of autonomy support in teachers of Madrasah Tsanawiyah (MTs) X Jatinangor. The design of this study is explanatory sequential mixed method. The quantitative data were obtained from 37 teachers of MTs X Jatinangor who completed The Problems in School Questionnaire (PIS) to explain teacher’s orientation toward motivating students. The sampling methods in quantitative approach is saturated sampling. The qualitative data were obtained from interview with 6 teachers of MTs X Jatinangor regarding teacher’s motivating style and the causes influence teacher’s controlling style during learning activities. The sampling methods in qualitative approach is purposive sampling. The results showed that 36 teachers (97,3%) have moderately autonomy supportive orientation and 1 teacher (3,7%) has highly autonomy supportive orientation. Therefore, most of the teachers in school MTs X Jatinangor implement autonomy support and controlling motivating style during class. The causes of the teacher’s controlling style are that teachers harbor the dual burdens of responsibility and occupy an inherently powerful social role.
Pemenuhan Kebutuhan Dasar Psikologis dan Engagement Siswa Pada Pelajaran Matematika Putri Sukma Deri; Surya Cahyadi; Erna Susiati
Jurnal Ilmu Perilaku Vol 3 No 1 (2019): Jurnal Ilmu Perilaku
Publisher : Universitas Andalas

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (756.703 KB) | DOI: 10.25077/jip.3.1.32-47.2019

Abstract

Abstract. Engagement in learning activities is important to get the knowledge and skills provided at school. Previous studies on engagement prove that engagement is a predictor of student learning, learning outcomes, student retention and graduation. Therefore, to be able to make students more engaged with learning activities, it is necessary to know the factors that can influence the engagement. In this study, we will examine the effect of fulfilling need for autonomy, competence and relatedness on behavioral and emotional engagement. Measurements were made by distributing questionnaires in the form of self-reports to respondents. Respondents from this study were 291 students of class VII and VIII MTs Jatinangor. The data analysis technique used is PLS-SEM, path analysis. The results showed that behavioral and emotional engagement were positively and significantly influenced by meeting the needs of competence and relatedness. Then it was also found that this engagement was influenced negatively and significantly by autonomy needs.
Co-Authors Laras Yuliansyah Miryam Wedyaswari Putri Sukma Deri Rasni Adha Yuanita Surya Cahyadi