Journal of Psychology and Instructions
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.
Articles
239 Documents
<![CDATA[The Analysis of Creative Thingking Ability in Science Subject Matter of the Fourth Grade Students in SD N. 2 Pemaron Buleleng Sub-Distric ]]>
<![CDATA[Desak Ketut Sarining Sekar]]>
<![CDATA[ Journal of Psychology and Instruction Vol. 1 No. 1 (2017): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpai.v1i1.9627
<![CDATA[This study aimed to describe the creative thinking abilities of students in science lessons, describe the obstacles faced by teachers in improving the thinking skills of fourth grade in elementary school No. 2 Pemaron Buleleng and describe the efforts of teachers in improving the thinking skills of fourth grade in elementary school No. 2 Pemaron Buleleng. This type of research is qualitative descriptive. The subjects were students of class IV and science teachers, while the object of this study is the ability to think creatively IPA on students. Results of this study are as much as 46.45% of students scored below average including medium category. Results of the indicator analysis shows that original thinking is an indicator with the highest percentage of the total percentage of 84.17% of the indicators of current thinking, thinking elaborative and indicators to think flexibly. Constraints faced in the ability to think creatively is the interest of students is still low, inadequate facilities, lack of utilization of the environment as a source of learning, learning methods that are less attractive and less parental supervision of their children's learning activities. Efforts are being made to improve the ability to think creatively IPA, among others, teachers use a more varied learning methods and implement learning activities more interesting and fun as more invites students to conduct experiments in the classroom or outside the classroom. ]]>
<![CDATA[The Analysis of Concepts Comprehension in Scie nce Subject Matter of the Fourth Grade Students in Group II Banjar Sub- district ]]>
<![CDATA[Ni Putu Widiawati]]>
<![CDATA[ Journal of Psychology and Instruction Vol. 1 No. 1 (2017): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpai.v1i1.9628
<![CDATA[This study was aimed at describing students’ concept knowledge in science. Three elementary schools around cluster II in Banjar subdistrict such as SD Negeri 1 Temukus, SD Negeri 4 Temukus, and SD Negeri 5 Temukus were used as the sites of this study. The subject of this study was fourth grade students and elementary teachers in each school, while the object was students’ concept knowledge in science, the activities conducted to improve their comprehension, and the obstacles faced by students. The data of students’ science concept knowledge were collected through tests and interview. The result of this study showed that 10.81% of students got the average scores from the test, around 45.95% of students got low scores, and around 43.24% of students got high scores. Meanwhile, the result of indicator analysis pointed on the highest category (around 88.92%) from indicator of giving example and the lowest category from indicator of explaining (60.81%). Based on the result of interview, it was known that the activities conducted to improve students’ concept knowledge in science were by doing learning activities which students were interested with such as group discussion, project, observation, and experiment. It was also known that the students faced some obstacles in comprehending the concept such as low motivation of students, inadequate of learning facilities, and less interesting learning methods used. ]]>
<![CDATA[The Analysis of Students’ Ability of Decimal Numeral Multiplication of the Fifth Grade Students ]]>
<![CDATA[Made Suwariyasa]]>
<![CDATA[ Journal of Psychology and Instruction Vol. 1 No. 1 (2017): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpai.v1i1.9629
<![CDATA[This study aimed to (1) describing Learning multiplication of decimal fractions in V grade,(2) The students' ability in completing the multiplication of decimal fractions, (3) The constraints which were faced by students in completing the multiplication of decimal fractions and the solutions to overcome those obstacles. The type of this study was descriptive quantitative and qualitative research. The subjects of this study were the fifth grade students of SD Negeri 2 Penarukan, consisted of 20 students and teachers in V class. The object of this study were (1) Learning multiplication decimal fraction in V grade, (2) The students' ability in completing the multiplication of decimal fractions, (3) The constraints which were faced by students in completing the multiplication of decimal fractions and the solutions to overcome those obstacles. The observation, test, interview, and documentation were used to collect the data. The data were analyzed using descriptive quantitative and qualitative approach. The results showed (1) Learning multiplication decimal fractions was categorized good with a value of 84 , (2) the average test results in classical 59.9 with low category with the highest indicators is to solve everyday problems which involves multiplication of various fractions 55.25% and the lowest indicator is determining the results of multiplication operations of various fractional 88.5 %, (3) The constraints faced by students are: forget the concept of decimal fractions multiplication operations, forget to put coma at the end of the answer and students are still confusein completing the essay task. The solution to overcome those constraints aregiving students a lot of exercises regarding the multiplication of decimal fractions. So that students are better trained and familiar with the particular multiplication exercises. ]]>
<![CDATA[The Implementation of Local Culture-based Project In a Balinese Project Classroom ]]>
<![CDATA[I Dewa Gede Rat Dwiyana Putra]]>
<![CDATA[ Journal of Psychology and Instruction Vol. 1 No. 1 (2017): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpai.v1i1.9637
<![CDATA[This article was made based on an observation on the application of a Local Culture-Based Project in Balinese Language and Religious Literature Study Program of Denpasar State Hindu Dharma Institute. The basic reason for the application of this Project-Based Learning method is that, students were less motivated in following the EFL course. Students found that English would give a very minimum support for Balinese language and culture. English as a foreign language seems to be a threat for Balinese language sustainability. Therefore, the writer would show the students their actual connection in which English as a world dominant language could empower the existence of local culture including the language itself. (Regmi, 2013) stated that people should consider that the present existed local language that is used to pass the local context and culture on from generation to generation will die. Therefore, its integration to English as a world dominant language is one of the effective ways to preserve the local culture. Writer then designed project task which deal with local Balinese Culture. Students were asked to make a „Multilingual Pictured Folklore Book‟ during EFL course. Methodological triangulation (e.g. survey, interview and observation) were applied to confirm the students‟ respond toward the application of the Project. The result shows that PBL approach implemented in the present study was proven effective in improving the students‟ interest in learning English. Besides, the students gave a positive response toward the application of the Project. ]]>
<![CDATA[The Implementation of Project Based Learning in Translation/Interpreting I Course ]]>
<![CDATA[Pande Agus Adiwijaya]]>
<![CDATA[ Journal of Psychology and Instruction Vol. 1 No. 1 (2017): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpai.v1i1.9639
<![CDATA[The change of paradigm of university education level in Indonesia has demanded changes in its curriculum. More skill-based curriculum is demanded as the result of global competition. As the paradigm change, the teaching method is should be changed as well. Translation/Interpreting I course in English Education Department of STKIP Suar Bangli has been changed to be more skill-based course as before it was emphasized on theory only. This course was taught by using Project Based Learning approach in order to give more practices to the students rather than teaching theories. This approach was conducted in 1 semester consisting of 16 meetings. It was done in fifth semester students of English Education Department of STKIP Suar Bangli. It was qualitative descriptive study which aiming at describing how was the implementation of Problem Based Learning in this course. Some instruments were utilized such as documentation, observation sheet, questionnaire and evaluation rubric. The data were analysed quantitatively and qualitatively. Based on the finding it was found that the students were having probem in the beginning of this implementation but finally they realized that this approach is much more helping them in learning translation/interpreting I. ]]>
<![CDATA[Developing Guessing Game for Teaching Vocabulary to the Fifth Grade Students of SD Negeri 5 Kubutambahan ]]>
<![CDATA[Komang Gede Suardiyasa]]>
<![CDATA[ Journal of Psychology and Instruction Vol. 1 No. 2 (2017): July ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpai.v1i2.10361
<![CDATA[This present study was a research and development (R&D) which concerned in; identifying the kinds of vocabulary were appropriate to be developed as Guessing Game (GG) for teaching vocabulary to the fifth grade of students of SD Negeri 5 Kubutambahan, analyzing the quality of the developed Guessing Game (GG) for teaching vocabulary to the fifth grade of students of SD Negeri 5 Kubutambahan. This study followed the R&D design proposed by Dick and Carey (2005). This design involves: need analysis, instructional analysis, learner and learning environment, performance objectives, assessment rubric, story board, design and develop, formative evaluation, revision and final product. The subjects of the study were students of fifth grade and the teacher of SD Negeri 5 Kubutambahan. the data were collected through observation, questionnaire, interview, document review and expert judgment. The result of the study shows that: (1) there were four guessing games have been developed with four different themes which were aimed to be used as a media for teaching vocabulary to the first semester of 5th grade students. Those guessing game were designed based on the criteria of English syllabus of school based curriculum for the first semester of 5th grade students and also based on criteria of educational app by Lee & Cherner (2015). The final of the guessing game were presented into CD and a manual guide book for teacher. (2) the overall quality of the developed guessing game from the judgment of experts was categorized as excellent (2.73). ]]>
<![CDATA[Developing Flashcards and the Manual Book for Teaching English Vocabulary for Young Learners in Singaraja ]]>
<![CDATA[Gusti Ayu Putu Taharyanti]]>
<![CDATA[ Journal of Psychology and Instruction Vol. 1 No. 2 (2017): July ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpai.v1i2.10362
<![CDATA[This was a Research and Development study which intended to develop flashcards and manual book as teaching media for teaching English vocabulary for young learner in Singaraja. The subjects of this study were five English teachers in Singaraja. They were SDN 1 Baktiseraga, SDN 1 Banjar Bali, SDN 2 Banyuasri, SDN 2 Pemaron, and SDN 3 Kampung Baru. This study used design model proposed by Hannafin and Peck (1988). The instruments used in this study were interview guide, questionnaires for teachers and students, and the evaluation sheet. The data gathered was analyzed qualitatively and quantitatively. The result showed that teachers actually did not have any representative flashcards. The flashcards developed in this study covered 11 topics of noun and they were provided by manual book to support the implementation of the develop flashcards. The quality of the flashcards and the manual book got score almost 5 (highest score) from experts, which categorized to the excellent category. From the aforementioned result, it can be concluded that the teachers did not have any representative flashcards, therefore the development of flashcards which contained 11 topics of noun was conducted, and was supported by manual book in which their qualities were excellent. ]]>
<![CDATA[The Effect of Using Blended Learning Strategy toward the 8 Grade Students’ Writing Competency ]]>
<![CDATA[Yoga Gede Permana]]>
<![CDATA[ Journal of Psychology and Instruction Vol. 1 No. 2 (2017): July ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpai.v1i2.10363
<![CDATA[This study was aimed at investigating whether or not there was significant difference in writing competency between students who were taught by using blended learningand those who were taught by using conventional strategy. The research design used in this study was Post-test Only Control Group Design. The population in this study was eight grade students of SMP Negeri1Singaraja andthe samples of study were selected by using Cluster Random Sampling. Class VIII A8was assigned as the experimental group which was taught by using “blended learning” and class VIII A7 as the control group which was taught by using “conventional strategy”. The result of the data analysis showed that students in the experimental group performed better than the students in the control group. It was proven by the result of the descriptive statistics that showed the mean scoreof the experimental group was 84.75while the mean score of the control group was 76.75. The result of the t-test also showed that the value of the tob was higher than the tcv. The value of the tob was-6.379, while the value of the tcv was1.6736(α = 0.5). It means that there was a significant difference on writing competency between the students who were taught by using blended learningstrategy and those who were taught by using conventional strategy. ]]>
<![CDATA[The Effect of Directed Reading Thinking Activity In Cooperative Learning Setting Toward Students’ Reading Comprehension Of The Eleventh Grade Students ]]>
<![CDATA[S. A. Kompyang Arisetyawati]]>
<![CDATA[ Journal of Psychology and Instruction Vol. 1 No. 2 (2017): July ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpai.v1i2.10364
<![CDATA[This research was aimed at investigating whether there was a significant effect on reading comprehension of the eleventh grade students who were taught by using Directed Reading Thinking Activity in Cooperative Learning Setting and who were taught by using Directed Reading Thinking Activity only. The research was an experimental research with Post-Test Only Control Group Design. The research was conducted at SMA N 3 Singaraja. The population of this research was the eleventh grade students in academic year 2016/2017 with the samples of 65 students who were selected through random sampling technique. The data were collected by using reading comprehension test. The obtained data were analyzed by using t-test assisted with SPSS 22.0. The result of the research showed that there was a significant effect on reading comprehension of the eleventh grade students in which the students who were taught by using Directed Reading Thinking Activity in Cooperative Learning Setting achieved better reading comprehension than who were taught by using Directed Reading Thinking Activity only (tobs = 4.056, p < 0.05). ]]>
<![CDATA[The Analysis of Classroom Character Education in English Lessons Based on the 2013 Curriculum ]]>
<![CDATA[I. A. M. Ratih]]>
<![CDATA[ Journal of Psychology and Instruction Vol. 1 No. 2 (2017): July ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpai.v1i2.10365
<![CDATA[The study attempted to analyze the implementation of character education in the English lessons at SMP Negeri 1 Banjar. The subjects of the research were the eighth grade students and the English teacher. The researcher analyzed the lesson plans and the implementation to investigate how character education was inserted in the teaching of the four basic skills in English which has been integrated in the process of teaching and learning in 2013 curriculum. The instruments in this study consisted of interview guide, recorder, lesson plan analysis checklist, and observation checklist. Result of the analysis indicates that the teacher inserts the character values in indicators, learning materials, learning steps, and assessment instrument in lesson plans. In teaching and learning activities, character values are also implemented. However, the character values which are inserted in learning activities are different from one with another. It depends on the topic and indicators that will be achieved. In the evaluation, the strategies which were used by the teacher were in the form of advice and scoring rubric to assess character education in the process of teaching and learning. ]]>
