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Journal of Psychology and Instructions
Published by Universitas Pendidikan Ganesha
ISSN : -     EISSN : 25494589     DOI : -
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Environmental Science
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.
Arjuna Subject : -
Articles 7 Documents
 1 
Search results for , issue "Vol. 1 No. 1 (2017): April" : 7 Documents clear
The Analysis of Instructional Process through Scientific Approach on Science Subject Matter and Its Effects toward Learning Achievement Ni Luh Putu Yanti Pratiwi
Journal of Psychology and Instruction Vol. 1 No. 1 (2017): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpai.v1i1.9625

Abstract

This study aim to describe the implementation of a scientific approach in the learning process and know the differences learning outcomes of science in terms of the levels scientific learning process in grade V at SD Negeri 1 Semarapura Tengah. This study was descriptive and inferential, the study population was a learning process in grade V SD Negeri 1 Semarapura Tengah. Samples were taken by eksidental sampling because researchers use science learning process ongoing research in class V SD Negeri 1 Semarapura Tengah is Theme 9 "Environment Our Friends". Data collection methods used were observation, test, and kuesioner. Data collected using an objective test instruments, questionnaires and guidelines for observation and then analyzed using descriptive statistical analysis and inferential statistics (t-test). The study found that the levels scientific learning process science of classr VB obtain an average score of 62 which included a high category and class VC obtain an average score of 47 which included medium category. There are differences in outcomes between students learn science class VB and VC classes. (T = 10.379 and p = 0.000). Because the p-value less than α = 0.05, which means that H0 is rejected can thus be interpreted that there are significant differences between students' learning outcomes science VB and VC classes are taught using a scientific approach. Of the average score obtained, VB class gained an average score of 151.62 which is at a very high category. While the average score obtained VC class is 126.72 which is at a high category.
The Identification of Teachers’ Ability of the Fourth Grade Students in Implementing Thematic Learning in Curriculum 2013 in SD N. 4 Banyuasri Kadek Ashadi Putra
Journal of Psychology and Instruction Vol. 1 No. 1 (2017): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpai.v1i1.9626

Abstract

This study was conducted to identify the ability of IV grade teacher of implementation of Curriculum 2013 in SD No. 4 Banyuasri in the academic year of 2013/2014 viewed from lesson planning, learning implementation, and learning assessment implementation. This study included as a qualitative descriptive study. The subjects of this study were thematic teachers at SD No. 4 Banyuasri, lesson planning, and assessment paper. The objects of this study were teacher’s ability of implementation of Curriculum 2013 in SD No. 4 Banyuasri viewed from lesson planning, learning implementation, and learning assessment implementation. The data collecting method of this study were observation, interview, and documentation. The obtained data were in the form of qualitative data (interview transcript and documentation) also of value variables of lesson planning, learning implementation, and learning assessment implementation. The data were analyzed by statistic descriptively. The result of analysis showed that the lesson planning who designing by IV grade Thematic teachers at SD No. 4 Banyuasri was qualified very good with an average value of 24 (of maximal total value 24). Learning implementation was qualified good with an average value of 51 (of maximal total value 68). The learning assessment implementation was qualified good with an average value of 11 (of maximal total value 16). 
The Analysis of Creative Thingking Ability in Science Subject Matter of the Fourth Grade Students in SD N. 2 Pemaron Buleleng Sub-Distric Desak Ketut Sarining Sekar
Journal of Psychology and Instruction Vol. 1 No. 1 (2017): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpai.v1i1.9627

Abstract

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. 
The Analysis of Concepts Comprehension in Scie nce Subject Matter of the Fourth Grade Students in Group II Banjar Sub- district Ni Putu Widiawati
Journal of Psychology and Instruction Vol. 1 No. 1 (2017): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpai.v1i1.9628

Abstract

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. 
The Analysis of Students’ Ability of Decimal Numeral Multiplication of the Fifth Grade Students Made Suwariyasa
Journal of Psychology and Instruction Vol. 1 No. 1 (2017): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpai.v1i1.9629

Abstract

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. 
The Implementation of Local Culture-based Project In a Balinese Project Classroom I Dewa Gede Rat Dwiyana Putra
Journal of Psychology and Instruction Vol. 1 No. 1 (2017): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpai.v1i1.9637

Abstract

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. 
The Implementation of Project Based Learning in Translation/Interpreting I Course Pande Agus Adiwijaya
Journal of Psychology and Instruction Vol. 1 No. 1 (2017): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpai.v1i1.9639

Abstract

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. 

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