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INDONESIA
JURNAL PENELITIAN ILMU PENDIDIKAN
Published by Universitas Negeri Yogyakarta
ISSN : 19799594     EISSN : 25415492     DOI : 10.21831
Core Subject : Science, Education,
Decision Sciences, Operations Research & Management Education
Arjuna Subject : -
Articles 222 Documents
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General Intelligence Vs Multiple Intelligence: Social and Cognitive Development in Visual Arts Education Faizal Erlangga Makawi
Jurnal Penelitian Ilmu Pendidikan Vol 16, No 2 (2023): September
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpipfip.v16i2.60791

Abstract

This research discusses the implementation of general intelligence theory in the Visual Arts Education Department to improve students’ creativity from social and cognitive development. In visual arts education, there are two most relevant approaches namely general intelligence and multiple intelligence. And in this research, general intelligence theory is selected as the primary approach rather than multiple intelligence theory. Therefore, social development and cognitive development are discussed. The method of this research is a type of review of the literature, where the source came from journal articles and books. The finding of this research show; (1) there are five general intelligence and nine multiple intelligence approaches; (2) Social development shows two approaches; active learning which consists of analyzing, defining, creating, and evaluating, while critical thinking consists of reading, writing, interpreting, and testing;(3) Cognitive development shows four approaches; growth mindset that consist of change perception and hardworking, rewards consist of extrinsic and intrinsic motivation, the intervention consists of consultation and motivation, and finally feedback consists of direct feedback and immediate feedback. This method of teaching in Visual Arts Education from a psychological approach of general intelligence will improve students’ creativity.
The level of organizational citizenship behavior among high school teachers Rahmania Utari
Jurnal Penelitian Ilmu Pendidikan Vol 16, No 2 (2023): September
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpipfip.v16i2.61004

Abstract

The teacher job characteristic is quite challenging. It is widely known that teachers need extra commitment and work beyond their duties. This research aims to describe the OCB level among teacher in the Special Province of Yogyakarta, Indonesia. The research was conducted in quantitative research with descriptive analysis technique. 97 high school teachers were involved in the research. The questionnaire employs rating scale with Likert scale style. The instrument of OCB scale is developed based on the modification of the grounded research conducted by Shaheen et.al in 2016. The results show that the average score of OCB attained by teachers is 80.32. There are 17.52% of teachers with the total score under 75 and 8.25% of them obtain the total score higher than 90. Teaching etiquette and showing empathy is the most OCB performed by teachers, followed by teacher’s individual approach to students.  Even though the general scores in each OCB factor are quite good, it can be found that the most suffer dimension of teacher’s OCB is in teacher’s social awareness

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