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All Journal Jurnal Ilmiah Psikologi Terapan JKI (Jurnal Konseling Indonesia) Jurnal Pendidikan Progresif
Siti Fatimah
Fakultas Psikologi, Universitas Muhammadiyah Malang
Arts Humanities Education Social Sciences

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Self-Regulated Learning and Prestasi Akademik Siswa Program Akselerasi Berdasarkan Jenis Kelamin Siti Fatimah
JKI (Jurnal Konseling Indonesia) Vol. 4 No. 2 (2019): Jurnal Konseling Indonesia
Publisher : Universitas Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (598.989 KB) | DOI: 10.21067/jki.v4i2.3243

Abstract

The study aimed to examine the correlation between self-regulated learning (SRL) and academic achievement; examine the correlation between cognitive, motivational, and behavioral regulations on academic achievement; and examine the difference of SRL level and academic achievement on male and female students of accelerated program in Senior High School of Malang. To analyze the data correlation of Pearson, multiple regression and t-test were applied. The findings revealed that 1) there was a significant positive correlation between SRL and academic achievement (r=.777); 2) there was a significant correlation between motivational and behavioral regulations and academic achievement, and 3) there was no significant difference between SRL level and academic achievement on male and female students on an accelerated program.
Enhancing academic engagement: Growth mindset and academic buoyancy in emerging adulthood Fatimah, Siti; Suharsono, Yudi
Jurnal Ilmiah Psikologi Terapan Vol. 13 No. 1 (2025): January
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jipt.v13i1.36391

Abstract

Academic engagement is key for students' academic success, life satisfaction, and overall student well-being. Emerging adult students often face various pressures that significantly influence their AE. This study aims to explore the mediating role of AB in the influence of a GM on AE among emerging adults. The study engaged with 314 students selected through convenience sampling. The instruments used were the GM Inventory, AB Scale, and Ultra-Short Utrecht Work Engagement Scale for data collection. The data were analyzed through Structural Equation Modeling using AMOS software. The findings demonstrated a positive and significant correlation between a GM and both AB and engagement. Notably, AB was found to significantly influence AE and played a substantial mediating role in the relationship between a GM and AE. The implications of these findings indicate that institutions should implement support programs aimed to enhancing AB and fostering a GM among students, thereby improving their AE, considering the complexity of interactions among these factors.
Evaluating the Impact of Differentiated Instruction on English Language Proficiency in EFL Classrooms: A Meta-Analytic Perspective Mujiono, Mujiono; Fatimah, Siti
Jurnal Pendidikan Progresif Vol 15, No 4 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i4.pp2328-2347

Abstract

Evaluating the Impact of Differentiated Instruction on English Language Proficiency in EFL Classrooms: A Meta-Analytic Perspective. Objectives: The study analyzes the impact of Differentiated Instruction (DI) practice on enhancing English proficiency among EFL learners on various levels, concerning particular skills, objectives, and educational settings․ Methods: The meta-analysis followed the PRISMA guidelines and synthesized seven quantitative studies from 2020 to 2024, which applied DI in the EFL classroom and examined writing, speaking, reading, or general proficiency results. Random-effects models were calculated based on the pooled effect size, and moderator analyses were run by looking at skill type and learner educational level as moderators for the effect size․ Findings: The practice of DI has been reported to have a favorable and context-dependent impact on English proficiency, with a Standardized Mean Difference (SMD) of 1.41 [95% CI: 0.48, 2.34]; however, the presence of considerable variability (I² = 95%) in the results calls for careful interpretation. According to the subgroup analysis, the DI effects are more pronounced on productive skills, specifically speaking (SMD = 2.50) and writing (SMD = 1.68), than on general English proficiency (SMD = –0.05). In total, DI is a powerful method to facilitate EFL learning, provided that it is implemented with recognition of the context and appropriate pedagogical strategies. Conclusion: DI presents a sturdy, learner-centred approach to EFL teaching․ Therefore, programs developed for DI implementation should give teachers enough liberty of contextualization; teachers should undergo adequate training, and programs should be guaranteed institutional commitment․ DI can be strategically implemented by means of scaffolded tasks, flexible grouping, multimodal resources, and digital platforms to enhance the levels of engagement and achievement․ Future research should consider the long-term effects, expand evidence in different contexts, and adapt DI for the needs of higher education learners with modern technology in mind and a more collaborative approach․ Keywords: differentiated instruction, EFL, English proficiency,  learner-centered pedagogy.
Co-Authors Mujiono Yudi Suharsono