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All Journal Journal On Teacher Education (Jote) Indonesian Journal of Islamic Psychology
Revo, Axvelgion
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Self dalam Psikologi Sosial: Teori, Persepsi, dan Aplikasinya dalam Kehidupan Revo, Axvelgion; S, Neviyarni
Journal on Teacher Education Vol. 6 No. 2 (2024): Journal on Teacher Education
Publisher : Universitas Pahlawan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jote.v6i2.40403

Abstract

Self merupakan aspek inti dalam psikologi sosial yang memengaruhi cara individu memahami diri sendiri, berinteraksi dengan orang lain, dan menghadapi lingkungan sosial. Artikel ini membahas konsep self dengan menyoroti citra tubuh, harga diri, dan konsep diri, serta menganalisis teori-teori utama, termasuk teori Cermin Sosial (Charles Horton Cooley), teori Konsep Diri (Carl Rogers), dan teori Identitas Sosial (Henri Tajfel dan John Turner). Penelitian ini menggunakan metode studi literatur dengan mengumpulkan dan menganalisis literatur dari berbagai sumber, seperti artikel jurnal dan buku referensi. Hasil pembahasan menunjukkan bahwa persepsi diri memainkan peran penting dalam kesehatan mental, hubungan sosial, dan kesuksesan profesional. Persepsi diri yang positif mendukung kesejahteraan dan pencapaian, sedangkan persepsi negatif sering kali berhubungan dengan kecemasan, depresi, dan hambatan karier. Pemahaman mendalam tentang teori-teori ini serta aplikasinya membantu mengungkap bagaimana self memengaruhi perilaku individu dalam berbagai situasi sosial, sekaligus menawarkan wawasan untuk meningkatkan kualitas hidup secara keseluruhan.
Psychological Effects of Visual and Animated Media on Reading Fluency in Early Elementary Students Revo, Axvelgion; Rahmi , Tuti
IJIP : Indonesian Journal of Islamic Psychology Vol. 8 No. 2 (2026)
Publisher : Da'wa Faculty of Islamic State University Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/ijip.v8i2.6630

Abstract

This study examines the psychological effects of visual images and animated videos on reading fluency among first-grade elementary school students, focusing on cognitive processing. Reading fluency involves not only academic ability but also attention, information processing, and memory integration. The study used an experimental design with the non-parametric Kruskal-Wallis H test to compare three groups: visual image media (Group A), animated video media (Group B), and a control group (Group C). Thirty first-grade students were randomly assigned to the groups. Reading fluency was measured using standardized pretest and posttest assessments. The findings revealed that both visual images and animated videos significantly improved reading fluency compared to the control group (p < 0.001). Group A showed the greatest improvement, followed by Group B, while the control group demonstrated minimal change. Psychologically, visual images may support more effective cognitive processing by reducing cognitive load and strengthening dual coding mechanisms, which enhance reading performance. Animated videos, although engaging, may increase cognitive demands at early developmental stages. These findings indicate that the effectiveness of instructional media is closely related to children’s cognitive development and information processing capacity in supporting early reading fluency.
Co-Authors Neviyarni, Neviyarni Rahmi , Tuti