DEVELOPMENT OF ACHIEVEMENT MOTIVATION TRAINING MODULE TO IMPROVE STUDENT ACADEMIC RESILIENCE IN DISASTER AREAS
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Published:
Dec 20, 2023
Keywords:
Achievement Motivation Training, Academic Resilience, Disaster-Prone Areas, student, school
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Abstract
Students living in disaster-prone areas often experience obstacles to increasing enthusiasm for learning and a lack of resilience, especially academic resilience. This research aims to develop an Achievement Motivation training module to improve Student Academic Resilience. This research was conducted with a 4D model research and development model consisting of 4 stages, namely define, design, develop, and disseminate. The respondents were disaster-prone students in Central Sulawesi. The data analysis technique used is the first quantitative descriptive of the problem profile of students' academic resilience. Second, qualitative descriptive data analysis was used for FGD result analysis to design achievement motivation training models. The results of the define stage research found student problems related to academic resilience. Descriptive analysis finds aspects of academic resilience, namely problem-facing ability, self-adjustment, resilience, and problem-solving ability. The results of the research design stage have formulated an Achievement motivation Training module for disaster-prone students. The study recommends the primary role of teachers in helping students achieve higher levels of academic resilience. One of the recommended programs is achievement motivation training, which can be adopted by teachers through classical and group approaches.
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DEVELOPMENT OF ACHIEVEMENT MOTIVATION TRAINING MODULE TO IMPROVE STUDENT ACADEMIC RESILIENCE IN DISASTER AREAS. (2023). Psikis : Jurnal Psikologi Islami, 9(2), 312-323. https://doi.org/10.19109/psikis.v9i2.19286
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Psikis: Jurnal Psikologi Islami by http://jurnal.radenfatah.ac.id/index.php/psikis is licensed under a Lisensi Creative Commons Atribusi-BerbagiSerupa 4.0 Internasional.
How to Cite
DEVELOPMENT OF ACHIEVEMENT MOTIVATION TRAINING MODULE TO IMPROVE STUDENT ACADEMIC RESILIENCE IN DISASTER AREAS. (2023). Psikis : Jurnal Psikologi Islami, 9(2), 312-323. https://doi.org/10.19109/psikis.v9i2.19286
References
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Andriyani, J. (2019). Strategi Coping Stres Dalam Mengatasi Problema Psikologis. At-Taujih : Bimbingan Dan Konseling Islam, 2(2), 37. https://doi.org/10.22373/taujih.v2i2.6527
Anjelyta, H. T., Rasimin, & Sarman, F. (2022). Resiliensi Akademik Siswa di SMP Negeri 25 Kota Jambi Setelah Menghadapi Situasi Pandemi. Jurnal Pendidikan Dan Konseling, 4(6), 1707–1715.
Astuti, N. M. W., Werdhiana, I. K., & Wahyono, U. (2021). Impacts of direct disaster experience on teachers’ knowledge, attitudes and perceptions of disaster risk reduction curriculum implementation in Central Sulawesi, Indonesia. International Journal of Disaster Risk Reduction, 53, 101992.
Bahiroh, S., Pratiwi, S. A., & Suud, F. M. (2019). Improving student happiness through the snowball throwing method in the implementation of student conceling groups of state vocational schools 2 Depok yogyakarta. Journal of Critical Reviews, 7(5), 2020.
Burns, E. C., Martin, A. J., & Collie, R. J. (2018). Adaptability, personal best (PB) goals setting, and gains in students’ academic outcomes: A longitudinal examination from a social cognitive perspective. Contemporary Educational Psychology, 53, 57-72.
Cassidy, S. (2016). The Academic Resilience Scale (ARS-30): A new multidimensional construct measure. Frontiers in Psychology, 7(NOV), 1–11. https://doi.org/10.3389/fpsyg.2016.01787
Dewi, N. K., Ramli, M., & Radjah, C. L. (2021). Meningkatkan resiliensi akademik peserta didik melalui pendekatan solution focus brief counseling (Sfbc). Jurnal Ilmu Keperawatan Jiwa, 4(2), 243–254.
Di Pietro, G. (2018). The academic impact of natural disasters: evidence from L’Aquila earthquake. Education Economics, 26(1), 62–77. https://doi.org/10.1080/09645292.2017.1394984
Dias, P. C., & Cadime, I. (2017). Protective Factors and Resilience in Adolescents: The Mediating Role of Self-Regulation. Psicologia Educativa, 23(1), 37–43. https://doi.org/10.1016/j.pse.2016.09.003
Dwiningrum, S. I. A., Nahdi, K., Aswasulasikin, Sumunar, D. R. S., Rukiyati, & Sholikhah, E. (2020). School strategies in strengthening student resilience in disaster-prone areas. Cakrawala Pendidikan, 39(3), 720–732. https://doi.org/10.21831/cp.v39i3.30249
Fauzi, M., & Mussadun. (2021). Dampak Bencana Gempa Bumi Dan Tsunami Di Kawasan Pesisir Lere. Jurnal Pembangunan Wilayah Dan Kota, 17(1), 16–24.
Hardiansyah, H., Putri, A. P., Wibisono, M. D., Utami, D. S., & Diana, D. (2020). Penyusunan Alat Ukur Resiliensi Akademik. Psikostudia : Jurnal Psikologi, 9(3), 185. https://doi.org/10.30872/psikostudia.v9i3.3159
Hendriana, E. C., & Wardani, A. (2020). Partisipasi Anak- Anak Dalam Pengurangan Resiko Bencana. Journal of Educational Review and Research, 3(2), 122. https://doi.org/10.26737/jerr.v3i2.2170
Kamil, P. A., Utaya, S., & Utomo, D. H. (2020). Improving disaster knowledge within high school students through geographic literacy. International journal of disaster risk reduction, 43, 101411.
Kenny, M. E., Walsh-Blair, L. Y., Blustein, D. L., Bempechat, J., & Seltzer, J. (2010). Achievement motivation among urban adolescents: Work hope, autonomy support, and achievement-related beliefs. Journal of Vocational Behavior, 77(2), 205-212.
Machell, K. A., Kashdan, T. B., Short, J. L., & Nezlek, J. B. (2015). Relationships between meaning in life, social and achievement events, and positive and negative affect in daily life. Journal of Personality, 83(3), 287-298.
Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43, 267–282. https://doi.org/10.1002/pits.20149.1
Pacheco, E. M., Parrott, E., Oktari, R. S., & Joffe, H. (2022). How schools can aid children’s resilience in disaster settings: The contribution of place attachment, sense of place and social representations theories. Frontiers in Psychology, 13(September), 1–13. https://doi.org/10.3389/fpsyg.2022.1004022
Purnama, A. A. (2019). Self-Instruction Training untuk Meningkatkan Resiliensi Siswa Sekolah Menengah Atas. Prophetic : Professional, Empathy and Islamic Counseling Journal, 2(1), 127. https://doi.org/10.24235/prophetic.v2i1.4755
Rahiem, M. D. (2021). Remaining motivated despite the limitations: University students’ learning propensity during the COVID-19 pandemic. Children and youth services review, 120, 105802.
Shutenko, E. (2015). Motivational and Conceptual Aspects of Students’ Self-fulfillment in University Education. Procedia - Social and Behavioral Sciences, 214(June), 325–331. https://doi.org/10.1016/j.sbspro.2015.11.652
Suud, F. M., Chaer, M. T., & Setiawan, W. (2020). Implementation educational psychology theories at traditional boarding school in Aceh. Journal of Critical Reviews, 7(9), 371-377.
Thiagarajan, S. (1974). Instructional Development for training teachers of exceptional children : A Sourcebook. eric.
Ulfah, W. A., & Miftakhi, D. R. (2018). Pengembangan Model Achievement Motivation Training Berbasis Permainan Pada Pembelajaran Pendidikan Jasmani Sekolah Menengah Pertama. Jendela Olahraga, 3(2), 54–64. https://doi.org/10.26877/jo.v3i2.2498
VaenBrda, A. D. (2001). Resilience Theory : A Literature Review. In INDIVIDUAL RESILIENCE (Issue October, pp. 1–140).
Waage, J., Banerji, R., Campbell, O., Chirwa, E., Collender, G., Dieltiens, V., ... & Unterhalter, E. (2010). The Millennium Development Goals: a cross-sectoral analysis and principles for goal setting after 2015: Lancet and London International Development Centre Commission. The lancet, 376(9745), 991-1023.
Wijayanti, A., & Hafida, S. H. N. (2023). Analysis of the psychological adaptability of high school students in disaster-prone areas of Mount Merapi. IOP Conference Series: Earth and Environmental Science, 1190(1), 012033. https://doi.org/10.1088/1755-1315/1190/1/012033
Wulandari, S., Abdi, S., & Erwin, A. (2022). Efektivitas Konseling Kelompok Cognitive Restructuring Untuk Meningkatkan Resiliensi Siswa di Masa Pandemi. Jurnal Pendidikan Dan Konseling, 4(6), 3308–3314.
Yunus, M., Setyosari, P., Utaya, S., & Kuswandi, D. (2020). The effect of a student’s major and achievement motivation on their ability to solve citizenship problems. International Journal of Innovation, Creativity and Change, 11(6), 425–441.
Yusnaena, Yulianti, P., Arief, M. L., Julianto, D., & Effendy, S. (2022). Analysis of student academic resilience: A study on coping stres and self-esteem. Budapest International Research and Critics Institute-Journal (BIRCI-Journal), 5(3), 20056–20062. https://doi.org/10.33258/birci.v5i3.6025
Yusuf, R., Razali, Sanusi, Maimun, Fajri, I., & Gani, S. A. (2022). Disaster education in disaster-prone schools: A systematic review. IOP Conference Series: Earth and Environmental Science, 1041(1). https://doi.org/10.1088/1755-1315/1041/1/012034
Alifuddin, M., Chaer, M. T., & Sukatin, S. (2021). Mitigation-based enlightenment da'wah (social movement of MDMC Sulawesi-Southeast in psychological assistance to COVID-19 survivors). International Journal of Islamic Educational Psychology, 2(1), 84-104.
Andriyani, J. (2019). Strategi Coping Stres Dalam Mengatasi Problema Psikologis. At-Taujih : Bimbingan Dan Konseling Islam, 2(2), 37. https://doi.org/10.22373/taujih.v2i2.6527
Anjelyta, H. T., Rasimin, & Sarman, F. (2022). Resiliensi Akademik Siswa di SMP Negeri 25 Kota Jambi Setelah Menghadapi Situasi Pandemi. Jurnal Pendidikan Dan Konseling, 4(6), 1707–1715.
Astuti, N. M. W., Werdhiana, I. K., & Wahyono, U. (2021). Impacts of direct disaster experience on teachers’ knowledge, attitudes and perceptions of disaster risk reduction curriculum implementation in Central Sulawesi, Indonesia. International Journal of Disaster Risk Reduction, 53, 101992.
Bahiroh, S., Pratiwi, S. A., & Suud, F. M. (2019). Improving student happiness through the snowball throwing method in the implementation of student conceling groups of state vocational schools 2 Depok yogyakarta. Journal of Critical Reviews, 7(5), 2020.
Burns, E. C., Martin, A. J., & Collie, R. J. (2018). Adaptability, personal best (PB) goals setting, and gains in students’ academic outcomes: A longitudinal examination from a social cognitive perspective. Contemporary Educational Psychology, 53, 57-72.
Cassidy, S. (2016). The Academic Resilience Scale (ARS-30): A new multidimensional construct measure. Frontiers in Psychology, 7(NOV), 1–11. https://doi.org/10.3389/fpsyg.2016.01787
Dewi, N. K., Ramli, M., & Radjah, C. L. (2021). Meningkatkan resiliensi akademik peserta didik melalui pendekatan solution focus brief counseling (Sfbc). Jurnal Ilmu Keperawatan Jiwa, 4(2), 243–254.
Di Pietro, G. (2018). The academic impact of natural disasters: evidence from L’Aquila earthquake. Education Economics, 26(1), 62–77. https://doi.org/10.1080/09645292.2017.1394984
Dias, P. C., & Cadime, I. (2017). Protective Factors and Resilience in Adolescents: The Mediating Role of Self-Regulation. Psicologia Educativa, 23(1), 37–43. https://doi.org/10.1016/j.pse.2016.09.003
Dwiningrum, S. I. A., Nahdi, K., Aswasulasikin, Sumunar, D. R. S., Rukiyati, & Sholikhah, E. (2020). School strategies in strengthening student resilience in disaster-prone areas. Cakrawala Pendidikan, 39(3), 720–732. https://doi.org/10.21831/cp.v39i3.30249
Fauzi, M., & Mussadun. (2021). Dampak Bencana Gempa Bumi Dan Tsunami Di Kawasan Pesisir Lere. Jurnal Pembangunan Wilayah Dan Kota, 17(1), 16–24.
Hardiansyah, H., Putri, A. P., Wibisono, M. D., Utami, D. S., & Diana, D. (2020). Penyusunan Alat Ukur Resiliensi Akademik. Psikostudia : Jurnal Psikologi, 9(3), 185. https://doi.org/10.30872/psikostudia.v9i3.3159
Hendriana, E. C., & Wardani, A. (2020). Partisipasi Anak- Anak Dalam Pengurangan Resiko Bencana. Journal of Educational Review and Research, 3(2), 122. https://doi.org/10.26737/jerr.v3i2.2170
Kamil, P. A., Utaya, S., & Utomo, D. H. (2020). Improving disaster knowledge within high school students through geographic literacy. International journal of disaster risk reduction, 43, 101411.
Kenny, M. E., Walsh-Blair, L. Y., Blustein, D. L., Bempechat, J., & Seltzer, J. (2010). Achievement motivation among urban adolescents: Work hope, autonomy support, and achievement-related beliefs. Journal of Vocational Behavior, 77(2), 205-212.
Machell, K. A., Kashdan, T. B., Short, J. L., & Nezlek, J. B. (2015). Relationships between meaning in life, social and achievement events, and positive and negative affect in daily life. Journal of Personality, 83(3), 287-298.
Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43, 267–282. https://doi.org/10.1002/pits.20149.1
Pacheco, E. M., Parrott, E., Oktari, R. S., & Joffe, H. (2022). How schools can aid children’s resilience in disaster settings: The contribution of place attachment, sense of place and social representations theories. Frontiers in Psychology, 13(September), 1–13. https://doi.org/10.3389/fpsyg.2022.1004022
Purnama, A. A. (2019). Self-Instruction Training untuk Meningkatkan Resiliensi Siswa Sekolah Menengah Atas. Prophetic : Professional, Empathy and Islamic Counseling Journal, 2(1), 127. https://doi.org/10.24235/prophetic.v2i1.4755
Rahiem, M. D. (2021). Remaining motivated despite the limitations: University students’ learning propensity during the COVID-19 pandemic. Children and youth services review, 120, 105802.
Shutenko, E. (2015). Motivational and Conceptual Aspects of Students’ Self-fulfillment in University Education. Procedia - Social and Behavioral Sciences, 214(June), 325–331. https://doi.org/10.1016/j.sbspro.2015.11.652
Suud, F. M., Chaer, M. T., & Setiawan, W. (2020). Implementation educational psychology theories at traditional boarding school in Aceh. Journal of Critical Reviews, 7(9), 371-377.
Thiagarajan, S. (1974). Instructional Development for training teachers of exceptional children : A Sourcebook. eric.
Ulfah, W. A., & Miftakhi, D. R. (2018). Pengembangan Model Achievement Motivation Training Berbasis Permainan Pada Pembelajaran Pendidikan Jasmani Sekolah Menengah Pertama. Jendela Olahraga, 3(2), 54–64. https://doi.org/10.26877/jo.v3i2.2498
VaenBrda, A. D. (2001). Resilience Theory : A Literature Review. In INDIVIDUAL RESILIENCE (Issue October, pp. 1–140).
Waage, J., Banerji, R., Campbell, O., Chirwa, E., Collender, G., Dieltiens, V., ... & Unterhalter, E. (2010). The Millennium Development Goals: a cross-sectoral analysis and principles for goal setting after 2015: Lancet and London International Development Centre Commission. The lancet, 376(9745), 991-1023.
Wijayanti, A., & Hafida, S. H. N. (2023). Analysis of the psychological adaptability of high school students in disaster-prone areas of Mount Merapi. IOP Conference Series: Earth and Environmental Science, 1190(1), 012033. https://doi.org/10.1088/1755-1315/1190/1/012033
Wulandari, S., Abdi, S., & Erwin, A. (2022). Efektivitas Konseling Kelompok Cognitive Restructuring Untuk Meningkatkan Resiliensi Siswa di Masa Pandemi. Jurnal Pendidikan Dan Konseling, 4(6), 3308–3314.
Yunus, M., Setyosari, P., Utaya, S., & Kuswandi, D. (2020). The effect of a student’s major and achievement motivation on their ability to solve citizenship problems. International Journal of Innovation, Creativity and Change, 11(6), 425–441.
Yusnaena, Yulianti, P., Arief, M. L., Julianto, D., & Effendy, S. (2022). Analysis of student academic resilience: A study on coping stres and self-esteem. Budapest International Research and Critics Institute-Journal (BIRCI-Journal), 5(3), 20056–20062. https://doi.org/10.33258/birci.v5i3.6025
Yusuf, R., Razali, Sanusi, Maimun, Fajri, I., & Gani, S. A. (2022). Disaster education in disaster-prone schools: A systematic review. IOP Conference Series: Earth and Environmental Science, 1041(1). https://doi.org/10.1088/1755-1315/1041/1/012034