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INDONESIA
Journal of Psychology and Instructions
Published by Universitas Pendidikan Ganesha
ISSN : -     EISSN : 25494589     DOI : -
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Environmental Science
Journal of Psychology and Instruction (JPAI), is an open access international journal which has been established for the dissemination of knowledge in the field of educational psychology and instructions. JPAI is currently accepting manuscripts for publication. In the interest of regional variations and wider impact, quality submissions from non-Indonesian authors are highly welcome.
Arjuna Subject : -
Articles 5 Documents
 1 
Search results for , issue "Vol. 7 No. 1 (2023): April" : 5 Documents clear
Big Book “Aku Anak Indonesia” to Stimulate Religious Moderation in Early Childhood Ni Luh Drajati Ekaningtyas; Ni Nyoman Sinar Widia Swari
Journal of Psychology and Instruction Vol. 7 No. 1 (2023): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpai.v7i1.59412

Abstract

Cases of violence and discrimination in Indonesia are still dominated by religion-based conflicts, so it is important to internalize religious moderation from an early age. Stimulation in early childhood requires special learning media that suit their characteristics and developmental needs, one of which is a big book with attractive and colorful pictures. However, there is no big book that has been specifically developed to stimulate religious moderation for early childhood. Therefore, this study aims to develop a a valid and appropriate big book with entitled "Aku Anak Indonesia" to stimulate religious moderation in early childhood. This study used Borg&Gall's research and development method which consisted of 10 research procedures. The subjects in this study were 90 students and 7 teachers in Kindergarten. Data collection was carried out using questionnaires, interviews, observation, and documentation. Data analysis was carried out qualitatively and quantitatively. The results of the data analysis illustrate that the developed big book "Aku Anak Indonesia" is very valid (98%) and feasible (94.05%) to stimulate religious moderation in early childhood. Early childhood increasingly understands concepts and is able to apply religious moderation in daily life after stimulation with big books.
Toxic Positivity in Adolescents: An Attitude of Always Being Positive in Every Situation Rahman Pranovri Putra; Auliya Ramadhanti; Anindhita Sasanti; Ahmad Fadil; Nabila Salsyabila
Journal of Psychology and Instruction Vol. 7 No. 1 (2023): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpai.v7i1.60616

Abstract

Toxic Positivity is known as the concept of over-promotion of happiness. This concept believes that staying positive by ignoring negative emotions is the right solution in dealing with problems. This misconception about the concept of staying positive is certainly not by the fact that negative emotions are unavoidable in human life. The aims of this study is to analyze more deeply the meaning of the concept of toxic positivity, in terms of what those who experience toxic positivity think and feel, especially in the context of relationships. This qualitative research with a phenomenological approach focuses on the experiences of individuals with toxic positivity in their social relationship life, starting from what responses, feelings, and impacts arise when getting toxic positivity. Data collection in this study was conducted through interviews. The data obtained were then processed and categorized into the following themes. The findings show that toxic positivity is perceived as an inappropriate motivational response. The toxic positivity response elicits feelings of not being understood, anger, and disappointment, with negative impacts not only physically but also psychologically. The perpetrators are considered to come from individuals who have never experienced similar problems before and lack empathy. In addition, toxic positivity was also found in verbal abuse.
PAIKEM-Based Positive Reinforcement Shaping Technique Against Separation Anxiety in Early Childhood Kadek Mahadevi; Didith Pramunditya Ambara
Journal of Psychology and Instruction Vol. 7 No. 1 (2023): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpai.v7i1.64875

Abstract

Education in Indonesia still has problems that occur, especially the behavior of separation anxiety from attachment figures, this was found from observations by researchers, which are influenced by self and environmental factors. This study aims to analyze the effect of the PAIKEM-based Shaping technique with Positive Reinforcement on separation anxiety in early childhood. This type of research was a single case experimental design which was carried out in three phases, namely the baseline phase (A1), the intervention phase (B) and the baseline phase (A2). The subject in this study was one child in group A. Collecting research data on children's separation anxiety behavior used observation and interview methods with an observation checklist sheet instrument. The research data were analyzed using descriptive statistical analysis methods and the data presented visually (visual inspection) in graphical form. The results of data analysis showed that there was a decrease in the frequency of separation anxiety and an increase in the frequency of children's anxiety from the baseline phase (A1) with an average of 6 to 14.18 in the intervention phase (B) and an increase in the frequency of children's independence during the PAIKEM-based positive reinforcement technique intervention. prohibited (A2) with an average of 18.7. Based on the results of this study it can be interpreted that the PAIKEM-based positive reinforcement technique has had an effect on reducing children's separation anxiety.
The ABA Method Assisted by Picture Card Media to Improve the Speaking Ability of Group B Children with Autism A'isyah Nirna Wati; Luh Ayu Tirtayani
Journal of Psychology and Instruction Vol. 7 No. 1 (2023): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpai.v7i1.65333

Abstract

Treatment options for ASD include Applied Behavior Analysis (ABA) based on learning theory and operant conditioning. Picture cards are an effective medium for object identification for autistic children. This study aims to analyze the effect of the Application of the ABA Method assisted by Picture Card Media on the speaking abilities of students with autism. This type of research is a single-case experimental design which was carried out in three phases, namely the baseline phase (A1), the intervention phase (B) and the baseline phase (A2). The subjects in this study were two children of group B. The collection of research data on the speaking ability of students with autism used observation and interview methods with an observation checklist sheet instrument. Research data were analyzed using descriptive statistical analysis methods and data presentation was presented visually (visual inspection) in graphical form. The results of data analysis showed that there was a decrease in the frequency of speaking ability and an increase in the frequency of speaking ability from the baseline phase (A1) with an average of 6 to 14.18 in the intervention phase (B) and an increase in the frequency of speaking skills of students with autism during the ABA approach intervention with the help of media picture cards in learning stopped (A2) with an average of 18.7. Based on the results of this study it can be concluded that the ABA method approach with the help of picture card media in learning the speaking skills of students with autism Group B.
Student Facilitator Learning Model and Concept Map-Assisted Explanation on Interests and Learning Outcomes of Elementary School Students Putu Ayu Diah Anggraini; I Made Ardana; I Made Gunamantha
Journal of Psychology and Instruction Vol. 7 No. 1 (2023): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpai.v7i1.65981

Abstract

Teachers have not used innovative learning models and learning is still focused on teachers. The learning provided by the previous teacher was only from parables which made students less understanding of the material given by the teacher. This study aims to analyze the effect of the concept map-assisted SFAE learning model on the interest and learning outcomes of science in grade V students. The total population of this study was 175 students, the sample was 63 students. Learning interest data was collected by questionnaires, while science learning outcomes data were collected by tests. The results of the analysis show: 1) The first hypothesis with Fcount is 173.029 (p < 0.05). 2) The second hypothesis with a Fcalculate of 22.496 (p<0.05). And 3) The third hypothesis with a Fcalculate of 90.955(p<0.05). Based on these results, it can be concluded that there are significant differences in interest and science learning outcomes between groups of students who are taught with the Student Facilitator And Explaining learning model assisted by concept maps and groups of students who are not taught with the Student Facilitator And Explaining learning model assisted by concept maps in grade V elementary school students.

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