ROLE OF POSITIVE PSYCHOLOGY TO EDUCATION IN INDONESIA: POSITIVE EDUCATION IN PHYSICS

Authors

DOI:

https://doi.org/10.59052/edufisika.v8i2.23508

Keywords:

Positive Psychology, Positive Education in Physics, Merdeka Belajar

Abstract

Positive education is an implementation of positive psychology which is a study related to happiness and well-being, namely using the PERMA model developed by Seligman in 2011. In the context of education, positive psychology has had a positive impact with the emergence of positive education which has even been adapted by Indonesia's new curriculum, namely Merdeka Belajar. In positive education, our goal is not only to improve student achievement in terms of cognitive and student skills, but how well-being and positive character of students are also a big consideration in order to increase Indonesian students' interest in learning. Not only the teacher's efforts but students have also been introduced to Positive Psychology in order to explore the positive character strengths of students. Future researchers can certainly examine more deeply the use of independent learning in the long term and how it affects learning in schools, especially learning physics.

Downloads

Download data is not yet available.

References

Aisyah, A., & Chisol, R. (2020). Rasa syukur kaitannya dengan kesejahteraan psikologis pada guru honorer sekolah dasar. Proyeksi: Jurnal Psikologi, 13(2), 109-122. http://dx.doi.org/10.30659/jp.13.2.109-122

Amirzan, A., Kasih, I., & Marpaung, D. R. (2020). Pengembangan Prototipe Bicycle Static dalam Meningkatkan Kebugaran Jasmani Anak Berkebutuhan Khusus. Jurnal Serambi Ilmu, 21(2), 251-272. https://doi.org/10.32672/si.v21i2.2184

Anam, S., Degeng, I., Murtadho, N., & Kuswandi, D. (2019). The Moral Education and Internalization of Humanitarian Values in" Pesantren". Online Submission, 7(4), 815-834.

Andayani, M., & Amir, Z. (2019). Membangun self-confidence siswa melalui pembelajaran matematika. Desimal: Jurnal Matematika, 2(2), 147-153. https://doi.org/10.24042/djm.v2i2.4279

Arslan, G. (2021). Psychological well-being in college students: Psychometric properties of the Brief Inventory of Thriving (BIT) and the Comprehensive Inventory of Thriving (CIT). Journal of School and Educational Psychology, 1(1), 6-16.

Azhari, S., Suastra, I. W., & Sudiatmika, A. A. I. A. R. (2020). Hubungan antara Motivasi Belajar dan Sikap Ilmiah dengan Prestasi Belajar Fisika Siswa Kelas XI IPA SMA Negeri. Jurnal Pendidikan Fisika Undiksha, 10(2), 2599-2554.

Bevel, Raymona K & Mitchell, Roxanne M. (2012). The effect of academic optimism on elementary reading achievement. Journal of Educational Administration, 50(6), pp773-878.

Boniwell. (2015). Positive education series editor. Evidence-Based Approaches in Positive Education.

Brunzell, T., Stokes, H., & Waters, L. (2016). Trauma-Informed Positive Education: Using Positive Psychology to Strengthen Vulnerable Students. Contemporary School Psychology, 20(1), 63–83. https://doi.org/10.1007/s40688-015-0070-x

Cassity, Amanda. (2012). Relationship among perception of professional learning community, school academic optimism, and student achievement in Alabama Middle and High School. [Dissertation, The University of Alabama].

Chang, I-Hua. (2011). A study of relationship between distributed leadership, teacher academic optimism and student achievement in Taiwanese elementary schools. School Leadership and Managament, 31(5), 491-515.

Cheung, D. K., Tam, D. K. Y., Tsang, M. H., Zhang, D. L. W., & Lit, D. S. W. (2020). Depression, anxiety and stress in different subgroups of first-year university students from 4-year cohort data. Journal of Affective Disorders, 274(March), 305–314. https://doi.org/10.1016/j.jad.2020.05.041

Daga, A. T. (2021). Makna Merdeka Belajar dan Penguatan Peran Guru di Sekolah Dasar. Jurnal Educatio FKIP UNMA, 7(3), 1075-1090.

Dassanayake, W., Springett, J., & Shewring, T. (2017). The impact on anxiety and depression of a whole school approach to health promotion: evidence from a Canadian comprehensive school health (CSH) initiative. Advances in School Mental Health Promotion, 10(4), 221–234. https://doi.org/10.1080/1754730X.2017.1333913

Farmer, N., & Cotter, E. W. (2021). Well-being and cooking behavior: using the positive emotion, engagement, relationships, meaning, and accomplishment (PERMA) model as a theoretical framework. Frontiers in psychology, 12, 560578.

Grant, A. M., & Atad, O. I. (2022). Coaching psychology interventions vs. positive psychology interventions: The measurable benefits of a coaching relationship. The Journal of Positive Psychology, 17(4), 532-544.

Harahap, A. Z. (2021). Pentingnya Pendidikan Karakter Bagi Anak Usia Dini. Jurnal Usia Dini, 7(2), 49-57.

Hernanda, I., Sofiah, D., & Muslikah, E. D. (2022). Kesejahteraan psikologis pada tenaga pengajar: Menguji peranan rasa syukur dan keseimbangan kehidupan-kerja. INNER: Journal of Psychological Research, 2(3), 221-231.

Hoy, Wayne K, Tarter, C. John & Hoy, Anita W. (2006). Academic Optimism of School : A Force for Student Achievement. American Educational Research Journal, 43(3), pp.425-446.

Huda, R. R. M., & Ardiyan, L. (2022). Rancangan Implementasi Perma+ Dalam Layanan Bimbingan Dan Konseling Untuk Pencegahan Bullying Dan Peningkatan Wellbeing Siswa. Jurnal Syntax Transformation, 3(06), 877-886.

Istikhari, N. (2021). Pendekatan Kognitif dalam Teori Kesehatan Mental Al-Balkhi: Psikologi Positif di Abad Keemasan Islam. Psikologika: Jurnal Pemikiran dan Penelitian Psikologi, 26(2), 233-250.

Kern, M. L., Benson, L., Steinberg, E. A., & Steinberg, L. (2016). Supplemental Material for The EPOCH Measure of Adolescent Well-Being. Psychological Assessment, 28(5), 586–597. https://doi.org/10.1037/pas0000201.supp

Kusumaryono. (2020). Merdeka Belajar.

Lee, S. (2020). A phenomenological study of flourishing in mid-career professionals. Pepperdine University.

McGuigan, Leigh. (2005). The role of enabling bureaucracy and academic optimism in academic achievement growth. [Dissertation, The Ohio State University].

Mirehie, M., & Gibson, H. J. (2020). Women’s participation in snow-sports and sense of well-being: a positive psychology approach. Journal of Leisure Research, 51(4), 397-415.

Nelson, Laquanta Murray. (2012). The relationship between academic optimism and academic achievement in middle schools ini Mississippi. [Dissertation, The University of Southern Mississippi].

Nihayah, U., Putri, S. A., & Hidayat, R. (2021). Konsep Memaafkan dalam Psikologi Positif. Indonesian Journal of Counseling and Development, 3(2), 108-119.

Oishi, S., & Westgate, E. C. (2022). A psychologically rich life: Beyond happiness and meaning. Psychological Review, 129(4), 790.

Pratiwi, I. (2019). PISA Effect On Curriculum In Indonesia. Jurnal Pendidikan Dan Kebudayaan, 4(1), 51.

Reeves, Jonathan Bart. (2010). Academic optimism and organizational climate: An elementary school effectiveness test of two measures. [Dissertation, The University of Alabama].

Riedel, R., Vialle, W., Pearson, P., & Oades, L. G. (2020). Quality Learning and Positive Education Practice: the Student Experience of Learning in a School-Wide Approach to Positive Education. International Journal of Applied Positive Psychology, 5(1–2), 53–75. https://doi.org/10.1007/s41042- 020-00029-5

Sari, I., & Gumiandari, S. (2022). Implementasi Kurikulum Merdeka Belajar Pasca Pembelajaran Daring‎ Di SMKN 2 Cirebon‎. Journal of Education and Culture, 2(3), 1-11.

Seligman, M. E. P. (2012). Flourish: A visionary new understanding of happiness and well-being. London: Simon & Schuster.

Seligman, & Adler. (2018). Chapter 4. Positive education. New York: Global Happiness Policy Report.

Seligman, M. E. (2019). Positive psychology: A personal history. Annual review of clinical psychology, 15(1), 1-23.

Surani, D. (2019). Studi literatur: Peran teknolog pendidikan dalam pendidikan 4.0. Prosiding Seminar Nasional Pendidikan FKIP UNTIRTA, mei 2019. Banten : Universitas Sultan Ageng Tirtayasa.

Trask-Kerr, K., Quay, J., & Slemp. (2019). A Deweyan positive education: psychology with philosophy. Oxford Review of Education, 45(6), 786–801. https://doi.org/https://doi.org/10.1080/0305 4985.2019.1625761

Vehkakoski, T. M. (2020). “Can do!†Teacher Promotion of Optimism in Response to Student Failure Expectation Expressions in Classroom Discourse. Scandinavian Journal of Educational Research, 64(3), 408-424.

Waters, L., Algoe, S. B., Dutton, J., Emmons, R., Fredrickson, B. L., Heaphy, E., ... & Steger, M. (2022). Positive psychology in a pandemic: Buffering, bolstering, and building mental health. The Journal of Positive Psychology, 17(3), 303-323.

Waters, L., & Loton, D. (2019). SEARCH: A meta-framework and review of the field of positive education. International Journal of Applied Positive Psychology, 4(1), 1-46.

White, M. A., & Murray, A. S. (2015). Building a positive institution. Evidence-Based Approaches in Positive Education. Springer Netherlands. https://doi.org/https://doi.org/10.1007/978- 94-017-9667

Wibowo, Y. S., Setiawati, F. A., Qodriah, S. R., Nizeyumukiza, E., & Ayriza, Y. (2020). Do School Climate and Subjective WellBeing Affect Student Achievement in Indonesia?: A Linear Regression Analysis. Jurnal Pendidikan Progresif, 10(2), 183– 191. https://doi.org/10.23960/jpp.v10.i2.202004

Downloads

Published

2023-07-28

How to Cite

Ramadhanti, A., Nurhayati, S. R., Putra, R. P., & Ali, S. M. S. (2023). ROLE OF POSITIVE PSYCHOLOGY TO EDUCATION IN INDONESIA: POSITIVE EDUCATION IN PHYSICS. EduFisika: Jurnal Pendidikan Fisika, 8(2), 174-182. https://doi.org/10.59052/edufisika.v8i2.23508

Issue

Vol. 8 No. 2 (2023): EduFisika: Jurnal Pendidikan Fisika Volume 8 Nomor 2 August 2023

Section

Articles

License

Copyright (c) 2023 Auliya Ramadhanti, Siti Rohmah Nurhayati, Rahman Pranovri Putra, Sara Mustafa Sayed Ali

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.