Students’ Academic Self-Concept: A Founding Strategy in Learning Process

Abstract

Educators expect that the students perform optimally in order to support the achievement of learning objectives. However, they need to reflect the internal and external environments created to support the direction of the totality of students or vice versa. This study reports a qualitative investigation concerning to strategies that train the development of students' academic self-concepts during the learning process. There were four sixth semester students of Physical Education, Health, and Recreation program who are willing to be actively involved in sharing their learning experiences, including: 1) Lodolaleng D, 2) Lassa YY, 3) Nalle FJB, and 4) Nama LR (M = 21.5 years). Researchers used participation observation techniques, in-depth interviews, field notes, and focus group discussions when collecting data. The results proved the students’ academic self-concept is trained using six strategies, including: 1) Logical consequences, 2) Challenging responsibilities, 3) Dynamic expression media, 4) Solution-based feedback, 5) Direct evaluation of learning outcomes, objective, and transparent, and 6) Integrating thoughts and behaviors that motivate

Stres akademik sebagai mediator kontribusi konsep diri akademik terhadap keterlibatan mahasiswa dalam perkuliahan daring

“…Guna mencapai usaha mandiri yang optimal, penilaian mengenai kemampuan diri sendiri dalam konteks tertentu juga sangat diperlukan begitu pula dalam konteks akademik yang disebut dengan konsep diri akademik (Blegur, Wasak, & Pabala, 2018 Green dkk., 2012). Dibandingkan dengan faktor pribadi lainnya, konsep diri akademik menjadi penting karena mahasiswa dapat mempersepsikan kemampuan atau potensi akademiknya, serta dapat membentuk perilaku positif yang diiringi oleh usaha-usaha yang dapat meningkatkan performa dan prestasi akademik (Ordaz-Villegas, Acle-Tomasini, & Reyes-Laguenes, 2013).…”

Improving Teaching Skills of the Prospective Physical Education Teachers through Drill Guide Method

“…The scientific journal Tambak (2016) once described 5 weaknesses of drill methods, including the tendency to learn mechanically, cause boredom, turn off creativity, give rise to verbalism, lead to static adjustments to the environment. To overcome these, teachers need to place the method as a learning procedure, so that students take the time to create and make conception according to their own potential and learning material potential because such strategies can also shape academic self-concepts (Blegur, Wasak, & Pabala, 2018), besides practice skills. Another step is to determine the skills assessment rubric so that it suppresses intervention from teachers while encouraging students to be creative, expressive, and dynamic inmanaging learning material in accord with the objectives.…”

Potret Kecerdasan Emosional Mahasiswa Pada Perkuliahan Seminar Pendidikan Jasmani

“…Pada tahun 2009, Hamalik merumuskan bahwa mahasiswa dapat memperoleh banyak pengalaman belajar dengan cara keterlibatan secara aktif dalam pembelajaran, dibandingkan dengan mahasiswa yang hanya melihat materi atau konsep. Kadar keaktifan mahasiswa tidak ditentukan oleh aktivitas fisik semata, tetapi juga oleh mental, pengetahuan, dan emosional (Widodo & Widayanti, 2013), misalnya melatih konsekuensi logis, memberi tanggung jawab yang menantang, menyiapkan berbagai metode belajar yang ekspresif, lakukan umpan balik berbasis solusi, mengevaliasi hasil belajar secara langsung, objektif, dan transparan, serta mengintegrasikan pikiran dan perilaku yang memotivasi (Blegur, Wasak, & Pabala, 2018). Dengan demikian, pembelajaran yang dilangsungkan oleh dosen dapat menginternalisasi berbagai atribut emosional dan kognitif guna melengkapi totalitas hasil belajar mahasiswa.…”