scholarly journals PENERAPAN METODE RESITASI DAN DRILL DALAM MENINGKATKAN AKTIVITAS PEMBELAJARAN PSIKOLOGI PENDIDIKAN PADA MAHASISWA PENDIDIKAN EKONOMI UNIVERSITAS PAMULANG

2019 ◽  
Vol 4 (1) ◽  
pp. 35
Author(s):  
METHA LUBIS
Keyword(s):  
Kurt Lewin

ABSTRAK Tujuan penelitian ini adalah untuk meningkatkan aktivitas belajar mahasiswa kelas 05PIEM001 Pendidikan Ekonomi, FKIP, Universitas Pamulang pada pembelajaran  Psikologi Pendidikan melalui metode Resitasi dan Drill. Pendekatan penelitian yang digunakan adalah mix method, dengan metodologi Penelitian Tindakan Kelas. Adapun desain PTK yang digunakan adalah Kurt Lewin yang terdiri 3 siklus. Subjek penelitian adalah mahasiswa kelas 05PIEM001 Pendidikan Ekonomi, FKIP, Universitas Pamulang. Instrumen penelitian yaitu lembar observasi aktivitas mahasiswa, dan soal tes untuk mengetahui ketuntasan belajar mahasiswa pada pembelajaran Psikologi Pendidikan. Teknik analisis data menggunakan statistika deskriptif. Hasil penelitian menunjukkan bahwa siklus I, jumlah mahasiswa yang aktif mencapai 47% dan persentase ketuntasan hasil belajar mencapai 59%. Pada siklus II jumlah mahasiswa yang aktif meningkat menjadi 60% dan persentase ketuntasan hasil belajar meningkat menjadi 77%. Pada siklus III yang sekaligus menjadi hasil dalam penelitian ini, jumlah mahasiswa yang aktif meningkat menjadi 74% dan presentasi ketuntasan hasil belajar mahasiswa ikut meningkat menjadi 91%. Simpulan penelitian adalah metode Resitasi dan Drill mampu meningkatkan aktivitas belajar mahasiswa pada pembelajaran Psikologi Pendidikan kelas 05PIEM001 Pendidikan Ekonomi, FKIP, Universitas Pamulang tahun ajaran 2018/2019. Kata Kunci: Metode Drill, Metode Resitasi, Aktivitas Belajar, Psikologi                   Pendidikan

Social attribution, correspondence bias, and the emergence of stereotypes *This research has been completed in partial requirement of a doctoral dissertation of the first author under the supervision of the second author. We wish to thank the members of the social psychology division at the University of Louvain at Louvain-la-Neuve, especially Steve Rocher and Emanuele Castano for their insightful comments on preliminary drafts. This paper has been enriched by feedbacks received from Russell Spears, Roos Vonk, Margit Oswald, and anonymous reviewers. Many thanks to Philippe Kemp and Christophe Remy for their assistance in running the study, and to the students who volunteered to appear on the video. This research has been presented at the Social Cognition workshop of the Kurt Lewin Institute, workshop held at the Free University of Amsterdam in April 1998: we want to thank participants of this workshop and especially Gün Semin for their useful feedback. Completion of this study benefited from a research grant from the Belgian National Fund for Scientific Research to the first author.

1999 ◽  
Vol 58 (4) ◽  
pp. 233-240 ◽  
Author(s):  
Anouk Rogier ◽  
Vincent Yzerbyt
Keyword(s):  
Correspondence Bias ◽  
Social Attribution ◽  
The Social ◽  
Dispositional Attributions ◽  
Kurt Lewin ◽  
Group Members ◽  
Group Target ◽  
The University ◽  
Institute Workshop ◽  
Research Grant

Yzerbyt, Rogier and Fiske (1998) argued that perceivers confronted with a group high in entitativity (i.e., a group perceived as an entity, a tight-knit group) more readily call upon an underlying essence to explain people's behavior than perceivers confronted with an aggregate. Their study showed that group entitativity promoted dispositional attributions for the behavior of group members. Moreover, stereotypes emerged when people faced entitative groups. In this study, we replicate and extend these results by providing further evidence that the process of social attribution is responsible for the emergence of stereotypes. We use the attitude attribution paradigm ( Jones & Harris, 1967 ) and show that the correspondence bias is stronger for an entitative group target than for an aggregate. Besides, several dependent measures indicate that the target's group membership stands as a plausible causal factor to account for members' behavior, a process we call Social Attribution. Implications for current theories of stereotyping are discussed.

The Contribution of Enrique Pichon-Rivière: Comparisons with His European Contemporaries and with Modern Theory

2016 ◽  
Vol 6 (2) ◽  
Author(s):  
David E. Scharff
Keyword(s):  
Social World ◽  
Modern Theory ◽  
George Herbert ◽  
George Herbert Mead ◽  
Analytic Thinking ◽  
Family Analysis ◽  
The Social ◽  
Original Family ◽  
Kurt Lewin ◽  
Social Applications

Enrique Pichon-Rivière, a pioneer of psychoanalysis, worked and wrote in Argentina in the mid-twentieth century, but his work has not so far been translated into English. From the beginning, Pichon-Rivière understood the social applications of analytic thinking, centring his ideas on "el vinculo", which is generally translated as "the link", but could equally be translated as "the bond". The concept that each individual is born into human social links, is shaped by them, and simultaneously contributes to them inextricably ties people's inner worlds to the social world of family and society in which they live. Pichon-Rivière believed, therefore, that family analysis and group and institutional applications of analysis were as important as individual psychoanalysis. Many of the original family and couple therapists from whom our field learned trained with him. Because his work was centred in the analytic writings of Fairbairn and Klein, as well as those of the anthropologist George Herbert Mead and the field theory of Kurt Lewin, his original ideas have important things to teach us today. This article summarises some of his central ideas such as the link, spiral process, the single determinate illness, and the process of therapy.

KURT LEWIN MEMORIAL AWARD ADDRESS-1963

1963 ◽  
Vol 19 (4) ◽  
pp. 17-38 ◽  
Author(s):  
Roger G. Barker
Keyword(s):  
Kurt Lewin ◽  
Memorial Award

scholarly journals Kurt Lewin

1947 ◽  
Vol 1 (1) ◽  
pp. 131-140 ◽  
Author(s):  
Rensis Likert
Keyword(s):  
Kurt Lewin

scholarly journals The Level of History Teachers’ Use Active Learning Methods and Technics

2017 ◽  
Vol 10 (12) ◽  
pp. 140
Author(s):  
Sefa YILDIRIM ◽  
Ozkan AKMAN ◽  
Bulent ALAGOZ
Keyword(s):  
Active Learning ◽  
Developed Countries ◽  
Learning Methods ◽  
History Teachers ◽  
Classical Education ◽  
Several Variables ◽  
Kurt Lewin ◽  
The Developed Countries ◽  
New Education ◽  
Made In

An experience theory is required if the education is to be wisely carried out (John Dewey). Education is a discipline that saves lives if it is qualified, but loss of which could not be made up throughout generations if it is not qualified. The roots of society are based on the education, and educated masses and civilizations could either move into the future or could fall behind in the race of becoming civilized. The classical education notion which stays on the level of theory and is carried out, centering the teacher is being left by the developed countries and replaced with the education notion which centers the student and structures information by benefiting from experiences, thus aims to lead civilization race with citizens knowing the ways to reach the information and aware of their duties and responsibilities. While Kurt Lewin says nothing is as practical as a good theory, he also catches attention to the new education notion centering student that has changed and is changing. In this scope, the aim of this study is analyze how often active learning methods are used by history teachers through several variables. In the light of the data, after analysis results and explanations made in accordance with these results are written, the study is concluded with suggestions

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