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All Journal Psikologi Prima Psikoborneo : Jurnal Ilmiah Psikologi JIVA: Journal of Behaviour and Mental Health
Endang Indayani
Fakultas Psikologi, Universitas Medan Area
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Neuroscience Physics Public Health Social Sciences Other

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PENGARUH MODEL PEMBELAJARAN STUDENT CENTRED LEARNING (SCL) DAN TEACHER CENTRED LEARNING (TCL) TERHADAP MOTIVASI BELAJAR SISWA MTs DITINJAU DARI JENIS KELAMIN Endang Indayani; Nefi Darmayanti; Khairina Siregar
JIVA: Journal of Behaviour and Mental Health Vol 4, No 1 (2023)
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jiva.v4i1.2531

Abstract

ABSTRACTThe purpose of this research was to determine the effect of student centered learning (SCL) and teacher centered learning (TCL) models on the learning motivation of MTs students in terms of jenis kelamin. The sample is 80 students of superior class. Collection method with Purposive Sampling technique. The researcher designed a self-designed learning motivation variable questionnaire based on the theoretical aspects of Chernis & Goleman (2001) there were 8 behavioral indicators with 44 items. There are 30 valid and valid items. TCL in the form of a conventional learning model. SCL with STAD type learning model. Data analysis using 2-way Anava. The results of the study concluded that there was a significant difference between the learning motivation of students taught by the SCL and TCL learning models, with a coefficient of F=16,766 with a value of p = 0.000 or p <0.05. There is no difference in learning motivation between female and male students with a coefficient of F = 2.007 with p = 0.161 or p > 0.05. There is no effect of the interaction of the learning model with the jenis kelamin of students on learning motivation with a coefficient of F=0.363 with p>0.05.Keywords: Student Centred Learning (SCL), Teacher Centred Learning (TCL), Learning Motivation, Jenis kelamin ABSTRAKTujuan penelitian ini dilakukan adalah untuk mengetahui pengaruh model pembelajaran student centred learning (SCL) dan teacher centred learning (TCL) terhadap motivasi belajar siswa MTs ditinjau dari jenis kelamin. Sampel berjumlah 80 siswa kelas unggulan. Metode pengumpulan dengan tekhnik Purpossive Sampling. Kuesioner variabel motivasi belajar peneliti rancang sendiri berdasarkan aspek teori Chernis & Goleman (2001) ada 8 indikator perilaku dengan 44 item. Item yang valid dan sahih ada 30 item. TCL dalam bentuk model pembelajaran konvensional. SCL dengan model pembelajaran tipe STAD. Analisa data menggunakan Anava 2 Jalur. Hasil penelitian menyimpulkan terdapat perbedaan yang signifikan antara motivasi belajar siswa yang diajarkan dengan model pembelajaran SCL dengan TCL, dengan koefisien F=16.766 bernilai p=0.000 atau p<0.05. Tidak terdapat perbedaan motivasi belajar antara siswa yang berjenis kelamin perempuan dengan laki-laki dengan koefisien F=2.007 dengan p = 0.161 atau p > 0.05. Tidak ada pengaruh interaksi model pembelajaran dengan jenis kelamin siswa terhadap motivasi belajar dengan koefisien F = 0.363 dengan p > 0.05.Kata Kunci : Model Pembelajaran Student Centred Learning (SCL), Teacher Centred Learning (TCL), Motivasi Belajar, Jenis Kelamin.
ANALISA MODEL PEMBELAJARAN STUDENT CENTRED LEARNING Indayani, Endang; Hartini, Sri
Psikologi Prima Vol. 7 No. 2 (2024): Psikologi Prima
Publisher : unprimdn.ac.id

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34012/psychoprima.v7i2.6273

Abstract

Student-Centered Learning (SCL) is a learning model that places students at the center of the learning process, encouraging them to be more active, independent, and responsible in understanding the material. In the Merdeka Curriculum, this model provides flexibility for educators to design more relevant learning experiences. Several methods within SCL include Student Team Achievement Division (STAD), Small Group Discussion, Discovery Learning, Cooperative Learning, and Project-Based Learning (PjBL). The STAD method is widely applied as it emphasizes teamwork in understanding the material while maintaining individual evaluation. This learning model has been proven to enhance students’ motivation, critical thinking skills, and social interaction. However, implementing SCL also comes with challenges, such as requiring more time and demanding teachers to take on a more active role as facilitators. With proper implementation, SCL can help students achieve better comprehension and develop essential skills for both academic and professional success.
Teachers' Work Stress in the Implementation of the Independent Curriculum: an Analysis of the Role of Self-Efficacy Airin, Evelyn; Hartini, Sri; Collin, Justine; Theransq, Kathaleeya; Indayani, Endang; Putrie Dimala, Cempaka
Psikoborneo: Jurnal Ilmiah Psikologi Vol 13, No 2 (2025): Volume 13, Issue 2, Juni 2025
Publisher : Program Studi Psikologi, Fakultas Ilmu Sosial dan Ilmu Politik, Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/psikoborneo.v13i2.19273

Abstract

Work stress was one of the factors that could affect the effectiveness of educators in carrying out their duties. Self-efficacy, as an individual's belief in their own abilities, was often considered to reduce the negative impact of work stress. However, the results of this study indicated that the relationship between self-efficacy and work stress was complex and not always protective. This study aimed to analyze the relationship between self-efficacy and work stress among educators at Global Prima. The method used in this study was a quantitative approach with partial correlation techniques to determine the relationship between variables after controlling for other influencing factors. The research instrument used a Likert scale consisting of a work stress scale and a self-efficacy scale. The results showed a positive relationship between self-efficacy and work stress. These findings indicated that educators with high self-efficacy levels actually experienced higher levels of work stress. Partial correlation analysis showed that aspects of work stress and self-efficacy had varying relationships. The implications of this study suggested that increasing self-efficacy should be accompanied by effective stress management strategies to avoid increasing the psychological burden on educators. Stres kerja merupakan salah satu faktor yang dapat memengaruhi efektivitas tenaga pendidik dalam menjalankan tugasnya. Self-efficacy sebagai keyakinan individu terhadap kemampuannya sendiri sering dianggap dapat mengurangi dampak negatif dari stres kerja. Namun, hasil penelitian ini menunjukkan bahwa hubungan antara self-efficacy dan stres kerja bersifat kompleks dan tidak selalu bersifat protektif. Penelitian ini bertujuan untuk menganalisis hubungan antara self-efficacy dan stres kerja pada tenaga pendidik di Global Prima. Metode yang digunakan dalam penelitian ini adalah pendekatan kuantitatif dengan teknik korelasi parsial untuk mengetahui hubungan antar variabel setelah mengontrol faktor lain yang berpengaruh. Instrumen penelitian menggunakan skala Likert yang terdiri dari skala stres kerja dan skala self-efficacy. Hasil penelitian menunjukkan bahwa terdapat hubungan positif antara self-efficacy dan stres kerja. Temuan ini mengindikasikan bahwa tenaga pendidik dengan tingkat self-efficacy yang tinggi justru mengalami tingkat stres kerja yang lebih tinggi. Analisis korelasi parsial menunjukkan bahwa aspek stres kerja dan self-efficacy memiliki hubungan yang bervariasi. Implikasi dari penelitian ini menunjukkan bahwa peningkatan self-efficacy harus disertai dengan strategi manajemen stres yang efektif agar tidak meningkatkan beban psikologis tenaga pendidik.
ANALISA MODEL PEMBELAJARAN STUDENT CENTRED LEARNING Indayani, Endang; Hartini, Sri
Psikologi Prima Vol. 7 No. 2 (2024): Psikologi Prima
Publisher : unprimdn.ac.id

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34012/psychoprima.v7i2.6273

Abstract

Student-Centered Learning (SCL) is a learning model that places students at the center of the learning process, encouraging them to be more active, independent, and responsible in understanding the material. In the Merdeka Curriculum, this model provides flexibility for educators to design more relevant learning experiences. Several methods within SCL include Student Team Achievement Division (STAD), Small Group Discussion, Discovery Learning, Cooperative Learning, and Project-Based Learning (PjBL). The STAD method is widely applied as it emphasizes teamwork in understanding the material while maintaining individual evaluation. This learning model has been proven to enhance students’ motivation, critical thinking skills, and social interaction. However, implementing SCL also comes with challenges, such as requiring more time and demanding teachers to take on a more active role as facilitators. With proper implementation, SCL can help students achieve better comprehension and develop essential skills for both academic and professional success.
Co-Authors Airin, Evelyn Collin, Justine Khairina Siregar Nefi Darmayanti Putrie Dimala, Cempaka Sri Hartini Theransq, Kathaleeya