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p-Index From 2019 - 2024
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All Journal Journal of Educational, Health and Community Psychology Journal of Visual Art and Design ANIMA Indonesian Psychological Journal
Miryam Wedyaswari
Universitas Padjadjaran
Arts Humanities Education Public Health Social Sciences

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Self-Regulated Learning for New Tertiary Students in the Bachelor of Psychology Degree Course Gianto Raymond Hia; Miryam Wedyaswari; Sarah Aurelia Saragih
ANIMA Indonesian Psychological Journal Vol. 34 No. 1 (2018): ANIMA Indonesian Psychological Journal (Vol. 34, No. 1, 2018)
Publisher : Laboratory of General Psychology, Faculty of Psychology, Universitas Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (282.026 KB) | DOI: 10.24123/aipj.v34i1.2024

Abstract

The transition from senior high-school to university is an important phase for new tertiary students to which they must adapt, particularly in academic matters. This study was conducted with new students (n = 95), commencing studies in 2017 at the Faculty of Psychology, Universitas Padjadjaran, Bandung, West Java, to obtain a picture of their abilities in self-regulated learning. The Bachelor of Psychology course, which is a Science subject, involves a great deal of social science, and so requires a unique study strategy, to enable new students to adapt in the academic field. This study utilized the Motivation Strategy Learning Questionnaire (MSLQ) measurement instrument scale, supplemented by a survey questionnaire regarding academic results. Some 70% of new tertiary students in the Bachelor of Psychology (BPsych) course organized their goals and regulated their motivation internally (internal goal motivation). The study strategy most used to regulate their cognition was elaboration, whilst there still tended to be a few who capitalized upon peer learning and critical thinking strategies in their learning processes (40%). The aspects of effort regulation and help seeking were found to be able somewhat to predict their Student Achievement Index (Indeks Prestasi Siswa–IPS). For this reason, the learning environment needs to be conditioned so that these two aspects are facilitated optimally.
Why am I Doing My Thesis? An Explorative Study on Factors of Undergraduate Thesis Performance in Indonesia Surya Cahyadi; Miryam Wedyaswari; Erna Susiati; Rasni Adha Yuanita
Journal of Educational, Health and Community Psychology Vol 10 No 2 June 2021
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jehcp.v10i2.19912

Abstract

Writing an undergraduate thesis is a formidable task, especially in Indonesia where writing is not engrained in its culture. Therefore, this study aims to explore the internal and external factors in writing an undergraduate thesis. A qualitative research design was used. Phase 1 used an online questionnaire (n= 143) to find encouraging and obstructing factors. Phase 2 used an in-depth interview (n = 48) to validate findings from Phase 1. A general inductive approach was used to analyze data. Phase 1’s findings were students’ perceptions about undergraduate thesis and categories of encouraging and obstructing factors in writing a thesis. Writing undergraduate thesis was more driven by external factors (e.g.deadlines, others' expectations) than by internal factors. Neglect of writing the thesis, however, was caused more by internal factors (e.g. lack of knowledge and skills, doing other activities). Phase 2’s findings validated phase 1’s findings which consist of 11 encouraging and 8 obstructing factors.Keywords: Undergraduate thesis performance, undergraduate research,   writing a thesis, university students, qualitative exploratory study
English: English Irma Damajanti; Ardhana Riswarie; Lulu Lusianti Fitri; RR Sri Wachyuni; Miryam Wedyaswari
Journal of Visual Art and Design Vol. 13 No. 2 (2021): Journal of Visual Art and Design
Publisher : ITB Journal Publisher, LPPM ITB

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5614/j.vad.2021.13.2.4

Abstract

Therapeutic uses of art have been acknowledged since even before the emergence of art therapy as a discipline and profession. Over the last couple of years, the Psychology of Art course managed under the Visual Art Study Program ITB has included discussion and therapeutic artmaking practice for students from all over the university. During the beginning of the Covid-19 pandemic, the delivery of therapeutic artmaking practice in the classroom had to be adjusted. Therefore, a video guide was created to help the students to follow the course activities. This paper describes the process and the theoretical background of making the video guide as well as discussing some of the students’ reports using the self-concept framework and the effectiveness of distance therapeutic artmaking activities. The preliminary study used a quasi-experimental approach, specifically a pre-experimental design, towards Psychology of Art students in 2020. The data used included verbal reports and images, which were analyzed qualitatively using codification and content analysis with two raters to discuss the findings. The results showed that the activity was impactful towards students’ self-concept. In some findings, the participants elaborated how the activity had impacted them positively. In the future, this model of distant therapeutic artmaking can be further developed and distributed to give benefits to a larger audience.
Co-Authors Ardhana Riswarie Erna Susiati Gianto Raymond Hia Irma Damajanti Lulu Lusianti Fitri Rasni Adha Yuanita RR Sri Wachyuni Sarah Aurelia Saragih Surya Cahyadi