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Global Climate Change as Perceived by Elementary School Teachers in Yogyakarta , Indigenous Psychology Approach Arini, Aquilina Tanti; Ghazali, Ratna Juwita; Satiti, Arti; Mintarsih, Mintarsih; Yuniarti, Kwartarini W
Jurnal Psikologi Vol 44, No 3 (2017)
Publisher : Faculty of Psychology, Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (506.259 KB) | DOI: 10.22146/jpsi.26132

Abstract

This study aimed to describe how global climate change was perceived by teachers of elementary schools. The subjects were 111 teachers from 7 elementary schools in Yogyakarta City and Sleman district. The data were collected using open-ended questions (including perception about the weather, feeling evoked by global warming words and free responses related to global warming issues). The data were analyzed using the technique of qualitative and quantitative content analysis with Indigenous Psychology Approach. The result showed that only one teacher reported that there was no weather anomaly, while 110 teachers reported that they perceived weather anomaly. Of those who perceived weather anomaly mostly referred to natural conditions (including global climatic condition and environmental destruction) and human behavior as its causes. Responses about feeling as evoked by global warming word were classified into three categories, i.e. emotional, physical and irrelevant responses. Free responses about global warming were classified into four categories respectively from the highest frequency of responses: prevention (including the statement “must be prevented”, prevention behaviors and prevention efforts), states (including the weather states and feeling), causes (including technological advances and human behavior generally), and others. The research finding was discussed in the frame of environmental concern as a means of character education in elementary school.
Global Climate Change as Perceived by Elementary School Teachers in Yogyakarta , Indigenous Psychology Approach Aquilina Tanti Arini; Ratna Juwita Ghazali; Arti Satiti; Mintarsih Mintarsih; Kwartarini W Yuniarti
Jurnal Psikologi Vol 44, No 3 (2017)
Publisher : Faculty of Psychology, Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (506.259 KB) | DOI: 10.22146/jpsi.26132

Abstract

This study aimed to describe how global climate change was perceived by teachers of elementary schools. The subjects were 111 teachers from 7 elementary schools in Yogyakarta City and Sleman district. The data were collected using open-ended questions (including perception about the weather, feeling evoked by global warming words and free responses related to global warming issues). The data were analyzed using the technique of qualitative and quantitative content analysis with Indigenous Psychology Approach. The result showed that only one teacher reported that there was no weather anomaly, while 110 teachers reported that they perceived weather anomaly. Of those who perceived weather anomaly mostly referred to natural conditions (including global climatic condition and environmental destruction) and human behavior as its causes. Responses about feeling as evoked by global warming word were classified into three categories, i.e. emotional, physical and irrelevant responses. Free responses about global warming were classified into four categories respectively from the highest frequency of responses: prevention (including the statement “must be prevented”, prevention behaviors and prevention efforts), states (including the weather states and feeling), causes (including technological advances and human behavior generally), and others. The research finding was discussed in the frame of environmental concern as a means of character education in elementary school.
Teori Implisit dalam Proses Belajar, Relasi antar Pribadi dan antar Kelompok Aquilina Tanti Arini
Buletin Psikologi Vol 22, No 1 (2014)
Publisher : Faculty of Psychology Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (434.389 KB) | DOI: 10.22146/bpsi.12661

Abstract

Artikel ini memaparkan tentang teori implisit yang perkembangannya dipelopori oleh Carol S. Dweck dan kolega-koleganya. Teori implisit merupakan teori orang awam yang terdiri atas teori entitas dan inkremental. Teori entitas adalah pandangan yang dimiliki orang awam bahwa sifat bersifat permanen, sedangkan teori inkremental adalah pandangan orang awam bahwa sifat bersifat dinamis dan dapat dikembangkan. Pemaparan teori implisit didasarkan pada hasil-hasil penelitian pada berbagai isu belajar dan relasi-relasi sosial, meliputi penelitian-penelitian tentang peran teori implisit pada performansi dan proses-proses belajar yang mendasarinya, pada relasi antar pribadi dan relasi antar kelompok. Selain itu juga dipaparkan hasil penelitian tentang intervensi untuk mengubah teori implisit yang mendukung perubahan diri dan sosial yang konstruktif. Paparan tentang teori implisit diharapkan memberikan pemahaman tentang peran perbedaan individu dalam proses interaksi sosial.
Co-Authors Arti Satiti Arti Satiti, Arti Kwartarini W Yuniarti Kwartarini W Yuniarti, Kwartarini W Mintarsih Mintarsih Mintarsih Mintarsih, Mintarsih Ratna Juwita Ghazali Ratna Juwita Ghazali, Ratna Juwita