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All Journal Journal of Educational, Health and Community Psychology
ika febrian kristiana
Doctoral program of Airlangga University
Education Public Health

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How to make grounded the preferred approach to psychological research? A review ika febrian kristiana; suryanto suryanto; wiwin hendriani
Journal of Educational, Health and Community Psychology Vol 8 No 3 September 2019
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (380.077 KB) | DOI: 10.12928/jehcp.v8i3.11522

Abstract

Grounded theory has proven to be a very popular methodological choice for researchers in areas such as education, health, and social since 1960. This review aims to identify and describe the use of grounded theory in the field of psychology. The online database was used as a source including psycINFO, ScienceDirect, and Proquest. There are (N = 18) articles resolved through the screening process by setting exclusion or inclusion criteria. The results of the review on the application of grounded theory in psychology research can be grouped in several points including how to write the title of research, research objectives, to step-by-step grounded theory implementation, technically ranging from researcher attitude, role, and treatment to literature, data collection, its findings. Two grounded theory versions are identified (i.e, classic grounded theory and constructivist) and described in detail the technical applications that can be chosen by the researcher by considering the differences (strengths and weaknesses) between the two. Understanding and disciplined and consistent application of grounded theory will help contribute either in the building, developing, or filling the theoretical gaps that exist.Keywords: classic grounded theory, constructivist grounded theory, psychology 
Teachers’ self-efficacy in the implementation of inclusive education: Literature review ika febrian kristiana
Journal of Educational, Health and Community Psychology Vol 7 No 2 August 2018
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (125.998 KB) | DOI: 10.12928/jehcp.v7i2.8569

Abstract

Self-efficacy of teachers is a teacher's belief in self-competence that can be demonstrated in a given situation. Self-efficacy teachers have been extensively researched including in the context of inclusive education involving students with special needs. This study aims to conduct a literature review of the predictors and consequences of teacher self-efficacy in the setting of inclusive education involving S. Search literature using online database include ERIC, ProQuest, and Science Direct. The keywords used in the search was ("SEN" OR "inclusion) AND (" antecedent "OR" consequence ") AND" teacher self-efficacy. A total of 33 articles (N = 3472) were reviewed through a series of screening steps based on established inclusion and exclusion criteria. The findings show that the teacher's self-efficacy predictors come from internal (e.g. knowledge, personality profiles, experience interacting with disabled people, teaching experience, an experience of training) or external or situational (e.g. school climate). Teacher self-efficacy can have an impact on attitudes and behaviors on inclusion, work attitude (e.g. burnout, job satisfaction), collective self-efficacy, and student-related decision making (referral bias). There are contradictory research findings of and limited research on the impact of teacher self-efficacy on the development or achievement of students with special needs into findings that also become suggestions for further research, especially in Indonesia.Keywords: teachers’ self-efficacy, inclusion, Special Educational Needs (SEN), and review
Counting Blessing: The Effect of Gratitude Training on Prosocialness among Teachers in Inclusive School ika febrian kristiana; Erin Ratna Kustanti; Salma Salma
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.v10i2.20647

Abstract

Gratitude can motivate everyone to be pro-socially behaved, create a positive social relation, and build the sense of togetherness in the school community. This research examines to measure the effect of gratitude training on teacher’s prosocial behavior in inclusive school with special need student (SEN). This is the quasi experimental research. There were 120 subjects divided into two groups, control and experiment. The treatment given to the experiment group was gratitude training. Data collected by using the sixteen items of the prosocialness scale for adults by Caprara et.al (2005) that has an excellent reliability (ω=0.980, 95%CI=0.972,0988) and distributed twice on pre and post-test. Statistical analysis showed (rB=0.339, p=.001, Hodges’ g=-3.000, 95% CI=-5.00, -1.00) that is means gratitude training have had an effect that tends to be moderate to the teacher’s prosocialness. However, this research’s findings display that gratitude is one of important psychological strength to motivate teachers’ prosocialness in inclusive school. This finding can serve as recommendations for prosocialness improvement programs for inclusive teachers in Indonesia with all its realities.
Co-Authors Erin Ratna Kustanti Salma Salma Suryanto Suryanto Wiwin Hendriani