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Provitae: Jurnal Psikologi Pendidikan
Published by Universitas Tarumanagara
ISSN : 02164485     EISSN : 2716019X     DOI : -
Core Subject : Humanities, Education,
Humanities Education Other
Focus and Scope Provitae: Jurnal Psikologi Pendidikan, berasal dari sebuah gagasan “filsafat pendidikan”, berbunyi “Non scholae sed vitae discimus” (kita belajar, bukan demi sertifikat/sekolah melainkan demi hidup, pro vitae). Provitae: Jurnal Psikologi Pendidikan, adalah peer-reviewed journal, bertujuan untuk diseminasi atau menyebarluaskan temuan-temuan ilmiah di bidang Psikologi Pendidikan. Provitae: Jurnal Psikologi Pendidikan, memuat artikel hasil penelitian yang terkait dengan bidang ilmu Psikologi Pendidikan.
Arjuna Subject : Psikologi - Psikologi Pendidikan dan perkembangan
Articles 7 Documents
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Search results for , issue "Vol. 15 No. 2 (2022): Provitae: Jurnal Psikologi Pendidikan" : 7 Documents clear
Peranan Information Overload terhadap Konsentrasi pada Proses Belajar Daring Peserta Didik di SMAN 1 Kotabaru Mutiara Hikmah; Rusdi Rusli; Marina Dwi Mayangsari
Provitae: Jurnal Psikologi Pendidikan Vol. 15 No. 2 (2022): Provitae: Jurnal Psikologi Pendidikan
Publisher : Fakultas Psikologi Universitas Tarumanagara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24912/provitae.v15i2.20748

Abstract

The COVID-19 pandemic brings new challenges to the teaching and learning process through online learning. Online learning that is carried out efficiently will have positive effects. In fact, online learning in Indonesia does not run efficiently and has various impacts on several aspects, one of which is concentration. Online learning activities require high concentration and a supportive environment. Inefficient online learning results in an excess of information from the environment, thus affecting the level of concentration of students during learning activities. This fact underlines the purpose of this study, namely to investigate the role of information overload on concentration during the online learning process in students of SMAN (Public Senior High School) 1 Kotabaru. This study is quantitative research using the information overload adaptation scale and concentration scale. The sampling was carried out using the cluster random sampling technique. The subjects were students of SMAN 1 Kotabaru as many as 249 students. Data were analyzed using the simple linear regression with the results showing that the information overload had a significant negative role in predicting concentration. It means that the higher the individual experienced information overload, the lower the concentration the individual had. Meanwhile, the information overload was not the only factor that affected concentration. There were other factors affecting concentration but were not investigated in this study.
Keterlibatan Orangtua Siswa Berkebutuhan Khusus Di Masa Pandemi Covid-19: Studi di Sekolah Inklusi Hana Talita Margijanto; Weny Savitry Sembiring Pandia
Provitae: Jurnal Psikologi Pendidikan Vol. 15 No. 2 (2022): Provitae: Jurnal Psikologi Pendidikan
Publisher : Fakultas Psikologi Universitas Tarumanagara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24912/provitae.v15i2.20826

Abstract

The role of parental involvement in the development and outcome of students with special needs is instrumental, especially during the remote learning period. However, parents are not always involved in children's learning activities at home on a regular basis, especially if they feel the students have been helped at school. This study aims to look at the involvement of parents of students with special needs at inclusive elementary school level during the remote learning period due to the COVID-19 pandemic. This quantitative study utilized a questionnaire based on the Hoover-Dempsey and Sandler parental involvement model on parents of students with special needs in Greater Jakarta. The data were interpreted using the hypothetical categorization method. The results showed that parental involvement was high, especially at home. In addition, parental role construction and perception of involvement invitation from school were high. These results show that despite the alarming pandemic condition, parental involvement remains high. This is presumably because parents still have to support their children even if they have to sacrifice their time. Suggestions are discussed to maintain the level of parental involvement and to address less ideal motivating factors.
Hubungan antara Gaya Humor dengan Persepsi Mahasiswa terhadap Efektivitas Mengajar Dosen dalam Pembelajaran Jarak Jauh Desmiyati Desmiyati; Erik Wijaya; Kurniati W. Andani
Provitae: Jurnal Psikologi Pendidikan Vol. 15 No. 2 (2022): Provitae: Jurnal Psikologi Pendidikan
Publisher : Fakultas Psikologi Universitas Tarumanagara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24912/provitae.v15i2.20880

Abstract

During COVID-19 pandemic, learning activities were carried out online at home using online media. According to the college student's point of view, distance learning is considered less effective and boring so that using humor in the teaching and learning process is considered to increase the teaching effectiveness of lecturers in the classroom. Therefore, this study aims to determine the relationship between humor style and collage student’s perceptions of the teaching effectiveness of lecturers in distance learning. This research is quantitative research using non-probability sampling techniques, namely convenience sampling and snowball sampling. Participants in this study were 396 college students with age range of 18-25 years old. The measuring instrument used in this research were Humor Styles Questionnaire (HSQ) from Martin et al. (2003) which has been adapted into Indonesian by Laia (2014) and Teaching Effectiveness Scale (TES) from Calaguas (2013). The results of this study indicated that there was a positive and significant relationship between humor style on the self-enhancing humor dimension and teaching effectiveness in terms of the college student’s perceptions with a value of r = .287, p = .000 < .05. Other results show that the self-enhancing humor dimension has a positive and significant relationship with variables of teaching effectiveness on the dimensions of personality, subject matter expertise, relational competence with students, professional competence, teaching style, and classroom management style. This means, the higher the lecturer's self-enhancing humor, the higher teaching effectiveness of lecturer.
Peranan Stres Akademik Terhadap Subjective Well-Being dengan Perceived Social Support sebagai Moderator pada Mahasiswa Magang Atau Bekerja Barirahma Martinasia Islahuddiny; Fransisca Iriani Roesmala Dewi; Meylisa Permata Sari
Provitae: Jurnal Psikologi Pendidikan Vol. 15 No. 2 (2022): Provitae: Jurnal Psikologi Pendidikan
Publisher : Fakultas Psikologi Universitas Tarumanagara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24912/provitae.v15i2.20894

Abstract

In this era of rapid growth on technology literacy, students as a bridge between the world of school and work hold great responsibilities and are required to work in a fast-paced environment, more complex than their predecessors. As students who are doing internships or working, they have two responsibilities, namely academic and professional at the same time. This can cause students to experience poor learning patterns due to lack of time management skills and tend to multi-task. Those who have many academic and other demands but are unable to cope with them will experience academic stress. In addition, time management is closely related to the work-life balance phenomenon. This can affect the low subjective well-being. Thus, academic stress can affect the decline of subjective well-being in students who are doing internships or working. This study aims to examine the relationship between academic stress and subjective well-being moderated by perceived social support. Data was collected by distributing questionnaires using the Perceived Academic Stress Scale (PAS), Satisfaction With Life Scale (SWLS), Scale of Positive and Negative Experience (SPANE), and Multidimensional Scale of Perceived Social Support (MSPSS) with 387 participants using linear regression quantitative research design. The result shows that p < 0.05 for regression and p > 0.05 for moderation analysis. Thus, show that there is an influence between academic stress and subjective well-being and social support cannot strengthen the effect of academic stress and subjective well-being.
Pengaruh Kecerdasan Emosional terhadap Kecemasan Akademik: Studi pada Mahasiswa Universitas X di Jakarta Gabriella Anniza Suhendro; Agustina Agustina
Provitae: Jurnal Psikologi Pendidikan Vol. 15 No. 2 (2022): Provitae: Jurnal Psikologi Pendidikan
Publisher : Fakultas Psikologi Universitas Tarumanagara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24912/provitae.v15i2.20895

Abstract

The Covid-19 pandemic has changed the learning system in Indonesia, which was originally a face-to-face system to a distance learning system. This turned out to have a psychological impact on students, one of which was anxiety from the academic side. In a study conducted by Christianto et al. (2020) showed that as many as 50.4% of students who underwent online learning experienced moderate levels of anxiety. According to interviews conducted, students of the 2020/2021 class feel anxious when presenting online because they are worried that the internet network will have problems. With all the problems that arise during distance learning, emotional intelligence is needed to control any anxiety or difficulties encountered (Agus, 2019). The purpose of this study was to determine how much influence emotional intelligence has on academic anxiety in students of the 2020/2021 class during distance learning. This type of research is quantitative. This study involved 110 respondents using convenience sampling technique. For the emotional intelligence variable, the researcher used a measuring instrument that developed Daniel Goleman's theory (2014) and for the academic anxiety variable, the researcher used a measuring instrument that developed Holmes's theory (2010). Linear regression results show that R2 is 0.220 which means that there is an influence of emotional intelligence on academic anxiety by 22% and the other 78% is influenced by other factors.
Hubungan Autonomy-Supportive Teaching dengan Prokrastinasi Akademik Siswa SMA Jakarta yang menjalani Pembelajaran Jarak Jauh Cita Aliviani; Niken Widi Astuti
Provitae: Jurnal Psikologi Pendidikan Vol. 15 No. 2 (2022): Provitae: Jurnal Psikologi Pendidikan
Publisher : Fakultas Psikologi Universitas Tarumanagara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24912/provitae.v15i2.20897

Abstract

This study aims to determine the relationship between autonomy-supportive teaching and the academic procrastination of Jakarta high school students undergoing distance learning. Autonomy-Supportive Teaching is one of the learning methods in which the teacher understands the student's point of view by showing a desire to listen to students' opinions, providing opportunities for students to be able to choose and decide something related to activities in the classroom, and provide rational reasons when delivering material, giving assignments, or in setting a rule (Rohinsa et al., 2019). Meanwhile, academic procrastination is a tendency to delay school-related activities and behaviors (McCloskey & Scielzo, 2015). This research is a type of quantitative research using non-probability sampling techniques, namely purposive sampling and snowball sampling in online sampling. Participants in this study amounted to 169 high school students (SMA) Jakarta with an age range of 15-18 years. The measuring instruments used in this study were the Learning Climates Questionnaire (LCQ) to measure autonomy-supportive teaching and the Academic Procrastination Scale (APS) to measure academic procrastination. The results of this study indicate that autonomy-supportive teaching has a negative relationship with academic procrastination with a value of r = -.187 and p = .015. This means that the higher the autonomy-supportive teaching applied, the lower the academic procrastination carried out.
Daftar Isi Provitae Vol 15 (2) Bianca Marella
Provitae: Jurnal Psikologi Pendidikan Vol. 15 No. 2 (2022): Provitae: Jurnal Psikologi Pendidikan
Publisher : Fakultas Psikologi Universitas Tarumanagara

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Daftar Isi Provitae Vol 15 (2)

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