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EFEKTIVITAS METODE PROBLEM-BASED LEARNING PADA MATA KULIAH PSIKOLOGI KEPRIBADIAN I (REPLIKASI) Titik Kristiyani
Jurnal Cakrawala Pendidikan No 3 (2008): Cakrawala Pendidikan, November 2008, Th. XXVII, No. 3
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v3i3.328

Abstract

AbstractThis study aims to investigate (1) whether the problem-based learning (PBL)method is effective to teach a theoretical subject, namely Personality Psychology I,and (2) how effective the PBL is in comparison with the traditional one. This studywas a quasi-experimental study in which two Personality Psychology I classes(Classes A and C) employed the PBL method in the learning process, and the otherclass (Class B) employed the traditional method. The effectiveness was measuredby the outcome-oriented assessment through an achievement test and the processorientedassessment through a learning satisfaction scale and the amount of worktime in groups. The hypothesis was tested by the independent sample t-test. Thestudy shows the following results. (1) There is no significant difference in the scoreof the achievement test between the students in the PBL class and those in thetraditional class. (2) In the process-oriented assessment, there are significantdifferences between the students in the PBL class and those in the traditional class,especially in the learning pleasure, learning difficulties, learning anxiety,perception of the subject matter mastery, and perception of fairness.Keywords: problem-based learning (PBL), traditional learning, outcome-orientedassessment, process-oriented assessment
Efektivitas Metode Problem‐Based Learning dalam Pembelajaran Mata Kuliah Teori Psikologi Kepribadian II - Supratiknya; Titik Kristiyani
Jurnal Psikologi Vol 32, No 1 (2005)
Publisher : Faculty of Psychology, Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (340.504 KB) | DOI: 10.22146/jpsi.7958

Abstract

This study aims at uncovering: (1) whether the problem‐based learning (PBL) method is effective to teach a theoretical subject such as Personality Psychology II; (2) how effective is the PBL method compared to the traditional method to teach a theoretical subject such as Personality Psychology II; and (3) whether the teacherfactors affect the effectiveness of the PBL method to teach a theroretical subject such as Personality Psychology II. Three available classes of Subjects enrolling in Personality PsychologyII, two of which were taught with the PBL method by a senior‐male‐demanding teacher and a junior‐female‐easy‐going teacher respectively while the other one was taught with the traditional method by the senior‐male‐demanding teacher, participated in the study. Designed as a quasi‐experimental research, the results showed that the first two aims of the study were confirmed. Regarding the teacher factors effect, the study showed a direct and positive relation between the Subjects’ number of study hour andtheir achievement disregarding both the teaching method and the teacher factors as well as a complicated relation between the Subjects’ learning satisfaction and their achievement presum‐ably involving both the teaching method and the teacher factors with the various aspects of teacher competencies. A further study on the last matter seems to be needed.
Efektivitas Metode Problem-Based Learning dalam Pembelajaran Mata Kuliah Teori Psikologi Kepribadian II Kristiyani, Titik; Supratiknya, -
Jurnal Psikologi Vol 33, No 1 (2006)
Publisher : Fakultas Psikologi Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (446.566 KB)

Abstract

This study aims at uncovering: (1) whether the problem-based learning (PBL) method is effective to teach a theoretical subject such as Personality Psychology II; (2) how effective is the PBL method compared to the traditional method to teach a theoretical subject such as Personality Psychology II; and (3) whether the teacher factors affect the effectiveness of the PBL method to teach a theroretical subject such as Personality Psychology II. Three available classes of Subjects enrolling in Personality Psychology II, two of which were taught with the PBL method by a senior-male-demanding teacher and a junior-female-easy-going teacher respectively while the other one was taught with the traditional method by the senior-male-demanding teacher, participated in the study. Designed as a quasi-experimental research, the results showed that the first two aims of the study were confirmed. Regarding the teacher factors effect, the study showed a direct and positive relation between the Subjects’ number of study hour and their achievement disregarding both the teaching method and the teacher factors as well as a complicated relation between the Subjects’ learning satisfaction and their achievement presu¬mably involving both the teaching method and the teacher factors with the various aspects of teacher competencies. A further study on the last matter seems to be needed. Keywords: problem-based learning, out¬come-oriented assessment, pro¬cess-oriented self-directed learn¬ing, independent learning.
Efektivitas Metode Problem‐Based Learning dalam Pembelajaran Mata Kuliah Teori Psikologi Kepribadian II Kristiyani, Titik; Supratiknya, -
Jurnal Psikologi Vol 33, No 1 (2005)
Publisher : Fakultas Psikologi Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (340.504 KB)

Abstract

This study aims at uncovering: (1) whether the problem‐based learning (PBL) method is effective to teach a theoretical subject such as Personality Psychology II; (2) how effective is the PBL method compared to the traditional method to teach a theoretical subject such as Personality Psychology II; and (3) whether the teacherfactors affect the effectiveness of the PBL method to teach a theroretical subject such as Personality Psychology II. Three available classes of Subjects enrolling in Personality PsychologyII, two of which were taught with the PBL method by a senior‐male‐demanding teacher and a junior‐female‐easy‐going teacher respectively while the other one was taught with the traditional method by the senior‐male‐demanding teacher, participated in the study. Designed as a quasi‐experimental research, the results showed that the first two aims of the study were confirmed. Regarding the teacher factors effect, the study showed a direct and positive relation between the Subjects’ number of study hour andtheir achievement disregarding both the teaching method and the teacher factors as well as a complicated relation between the Subjects’ learning satisfaction and their achievement presum‐ably involving both the teaching method and the teacher factors with the various aspects of teacher competencies. A further study on the last matter seems to be needed.
Efektivitas Metode Problem-Based Learning dalam Pembelajaran Mata Kuliah Teori Psikologi Kepribadian II - Supratiknya; Titik Kristiyani
Jurnal Psikologi Vol 33, No 1 (2006)
Publisher : Faculty of Psychology, Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (446.566 KB) | DOI: 10.22146/jpsi.7083

Abstract

This study aims at uncovering: (1) whether the problem-based learning (PBL) method is effective to teach a theoretical subject such as Personality Psychology II; (2) how effective is the PBL method compared to the traditional method to teach a theoretical subject such as Personality Psychology II; and (3) whether the teacher factors affect the effectiveness of the PBL method to teach a theroretical subject such as Personality Psychology II. Three available classes of Subjects enrolling in Personality Psychology II, two of which were taught with the PBL method by a senior-male-demanding teacher and a junior-female-easy-going teacher respectively while the other one was taught with the traditional method by the senior-male-demanding teacher, participated in the study. Designed as a quasi-experimental research, the results showed that the first two aims of the study were confirmed. Regarding the teacher factors effect, the study showed a direct and positive relation between the Subjects’ number of study hour and their achievement disregarding both the teaching method and the teacher factors as well as a complicated relation between the Subjects’ learning satisfaction and their achievement presu¬mably involving both the teaching method and the teacher factors with the various aspects of teacher competencies. A further study on the last matter seems to be needed. Keywords: problem-based learning, out¬come-oriented assessment, pro¬cess-oriented self-directed learn¬ing, independent learning.
Efektivitas Metode Problem-Based Learning dalam Pembelajaran Mata Kuliah Teori Psikologi Kepribadian II Supratiknya, -; Kristiyani, Titik
Jurnal Psikologi Vol 33, No 1 (2006)
Publisher : Faculty of Psychology, Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (446.566 KB) | DOI: 10.22146/jpsi.7083

Abstract

This study aims at uncovering: (1) whether the problem-based learning (PBL) method is effective to teach a theoretical subject such as Personality Psychology II; (2) how effective is the PBL method compared to the traditional method to teach a theoretical subject such as Personality Psychology II; and (3) whether the teacher factors affect the effectiveness of the PBL method to teach a theroretical subject such as Personality Psychology II. Three available classes of Subjects enrolling in Personality Psychology II, two of which were taught with the PBL method by a senior-male-demanding teacher and a junior-female-easy-going teacher respectively while the other one was taught with the traditional method by the senior-male-demanding teacher, participated in the study. Designed as a quasi-experimental research, the results showed that the first two aims of the study were confirmed. Regarding the teacher factors effect, the study showed a direct and positive relation between the Subjects’ number of study hour and their achievement disregarding both the teaching method and the teacher factors as well as a complicated relation between the Subjects’ learning satisfaction and their achievement presu¬mably involving both the teaching method and the teacher factors with the various aspects of teacher competencies. A further study on the last matter seems to be needed. Keywords: problem-based learning, out¬come-oriented assessment, pro¬cess-oriented self-directed learn¬ing, independent learning.
Efektivitas Metode Problem‐Based Learning dalam Pembelajaran Mata Kuliah Teori Psikologi Kepribadian II Supratiknya, -; Kristiyani, Titik
Jurnal Psikologi Vol 32, No 1 (2005)
Publisher : Faculty of Psychology, Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (340.504 KB) | DOI: 10.22146/jpsi.7958

Abstract

This study aims at uncovering: (1) whether the problem‐based learning (PBL) method is effective to teach a theoretical subject such as Personality Psychology II; (2) how effective is the PBL method compared to the traditional method to teach a theoretical subject such as Personality Psychology II; and (3) whether the teacherfactors affect the effectiveness of the PBL method to teach a theroretical subject such as Personality Psychology II. Three available classes of Subjects enrolling in Personality PsychologyII, two of which were taught with the PBL method by a senior‐male‐demanding teacher and a junior‐female‐easy‐going teacher respectively while the other one was taught with the traditional method by the senior‐male‐demanding teacher, participated in the study. Designed as a quasi‐experimental research, the results showed that the first two aims of the study were confirmed. Regarding the teacher factors effect, the study showed a direct and positive relation between the Subjects’ number of study hour andtheir achievement disregarding both the teaching method and the teacher factors as well as a complicated relation between the Subjects’ learning satisfaction and their achievement presum‐ably involving both the teaching method and the teacher factors with the various aspects of teacher competencies. A further study on the last matter seems to be needed.
Eksplorasi perilaku belajar akademik: Studi pada mahasiswa di Yogyakarta Titik Kristiyani; Faturochman Faturochman
Jurnal Psikologi Ulayat: Indonesian Journal of Indigenous Psychology 2022: Online first
Publisher : Konsorsium Psikologi Ilmiah Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24854/jpu426

Abstract

This study aims to explore academic learning behavior of undergraduate students in Yogyakarta. Participants in this study were 509 undergraduate students in Yogyakarta, employed using purposive sampling. Design of this study was qualitative content analysis, which combined the use of open-ended questionnaire and interview. The result suggested five core elements of learning behavior: learning strategies, break activities, learning contents, learning preparation, and social element of learning. Among the elements of learning behavior in these findings, break activities were likely to be an interesting distinctive finding in the context of this study because they have different orientations with other elements. Such a finding can be used as a reference to improve the concept of learning that incorporates information technology in a way that it is not viewed as a distraction, but as an essential part of the break activities in the learning process.
Students’ Perspectives on Concepts, Factors, and Models Related to the Attainment of Achievement Titik Kristiyani; Faturochman Faturochman
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 (456.256 KB) | DOI: 10.24123/aipj.v34i1.2022

Abstract

This study aimed to explore concepts, factors affecting, and achievement models, from the perspective of tertiary students in Yogyakarta. Respondents (N = 533) were students of a private university in Yogyakarta. Data was collected through an open-ended questionnaire for all respondents, and in-depth interviews with 23 of these. Data were analyzed using content analysis techniques for responses to the answers provided. The results show that the concept of achievement, according to the perspective of the students, is differentiated between into definitions of achievement, and the criteria of what may to be considered to be achievements. The definition of achievement, according to the students, is something which is unique to this finding, with the emergence of non-academic achievement and excellence in competition with others. The criteria discovered, for a person to be considered to be an achiever, include compliance with goals (both personal and social) and the presence of the element of development. The presence of the suitability of social goals, is another unique thing found in this study. Factors which influence achievement include ‘input’ (personal capacities), and ‘process’ (the learning process)’. The external conditions which emerged in this finding took the form of other unique matters, found in the local culture. The dynamics of reaching achievement begin with ‘input’ (cognitive capacity, personal skills, motivation), and external conditions (which give rise to academic learning behaviors with the support of self-efficacy), for future learning achievements which are more optimal, with the attainment of personal and social goals.
Hubungan antara Kualitas Relasi dengan Saudara Kandung dan Kepuasan Hidup pada Dewasa Awal Nathasa Pravastha Sugianto; Titik Kristiyani
Suksma: Jurnal Psikologi Universitas Sanata Dharma Vol 2, No 1 (2021)
Publisher : Fakultas Psikologi Universitas Sanata Dharma

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (2511.722 KB) | DOI: 10.24071/suksma.v2i1.4468

Abstract

This study aimed to determine the relationship between quality of sibling relationship and life satisfaction in emerging adulthood. The hypothesis of this study there was a positive and significant relationship between quality of sibling relationship and life satisfaction. The subjects of this study were 296 emerging adulthood aged between 18 to 22 years and who have the status of college student. The data collected by online surveys or google form. The tool used for collecting data was The Life Satisfaction and Quality of Sibling Relationship scale which was arranged by the writer and distributed using Likert scale. The Life Satisfaction scale had a reliability coefficient of 0,918 and Quality of Sibling Relationship scale had a reliability coefficient of 0,875. The data analysis technique in this study used Spearman correlation’s test with SPSS version 23. The result of this study showed that there was a positive and significant relationship between quality of sibling relationship and life satisfaction (r = 0,377, p = 0,000).