Konsep Diri Akademik sebagai Solusi Mengendalikan Kecemasan Berkomunikasi Peserta Didik

Blegur, Jusuf; Mae, Ramona Mathias; Wasak, M. Rambu P.

doi:10.23917/indigenous.v3i1.5827

“…Efficacy is not only linearity and it is even causal, self-concept not only influences achievement but a good academic achievement makes learners have ethical responsibility to always believe and strive to improve the existing achievement (Muijs, 1997;Pinxten, de Fraine, van Damme, & D'Haenens, 2010;Chen, Yeh, Hwang, & Lin, 2013) so that educators should give a good portion to train students' academic self-concept . Students' general performance in learning process can be predicted with academic self-concept (Ghazvini, 2011), including improving learning motivation (Marsh, Trautwein, Ludtke, Koller, & Baumert, 2005), testing students' learning anxiety (Kaur & Kumaran, 2016), as well as controlling students' anxiety in communicating (Blegur, Mae, & Wasak, 2018).…”

mentioning

confidence: 99%

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

Blegur¹

2019

Preprint

Self Cite

View full text Add to dashboard Cite

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

show abstract

“…Tabel 2. Peningkatan oral presentasi peserta (Blegur et al, 2018). Sebelum presentasi, sebaiknya peserta perlu memahami tujuan, minat, dan identitas profesional audiensnya (Corwin et al, 2018), mendorong keyakinan diri, tingkatkan persiapan, diskusi teman sebaya, kontak mata terarah, komunikasi langsung, dan penggunaan alat bantu presentasi (Mardiningrum & Ramadhani, 2022).…”

Section: Hasil Dan Diskusiunclassified

Presenting with Impact: Training Students' Oral Presentation Skills

Blegur

¹

,

Rohi

²

,

Palinata

³

et al. 2023

gandrung

0

View full text Add to dashboard Cite

Oral presentations have become pivotal in recent learning. Students must communicate their work or experiments to colleagues and lecturers through scientific protocols. In many cases, it was detected that students often experienced difficulties making oral presentations, resulting in irritation in critical and constructive class discussions. This service aims to conduct presenting with impact training to train students' oral presentations using lecture and discussion methods, exercises and peer-reviews, and oral presentations. Participants involved as many as 16 people. As a result, there was an increase in the participants' oral presentation skills in terms of content accuracy, effective communication, and clarity of speech. However, it still needs to improve various indicators to characterize oral presentation skills in various conditions. Presentation training should be a regular agenda to equip students with the latest oral presentation instruments to strengthen their professional skill profile as prospective teachers.

show abstract

“…Efficacy is not only linearity and it is even causal, self-concept not only influences achievement but a good academic achievement makes learners have ethical responsibility to always believe and strive to improve the existing achievement (Muijs, 1997;Pinxten, de Fraine, van Damme, & D'Haenens, 2010;Chen, Yeh, Hwang, & Lin, 2013) so that educators should give a good portion to train students' academic self-concept . Students' general performance in learning process can be predicted with academic self-concept (Ghazvini, 2011), including improving learning motivation (Marsh, Trautwein, Ludtke, Koller, & Baumert, 2005), testing students' learning anxiety (Kaur & Kumaran, 2016), as well as controlling students' anxiety in communicating (Blegur, Mae, & Wasak, 2018). Discussion method and personal presentation have assisted educators observe the various of student learning phenomena including their academic self-concept.…”

mentioning

confidence: 99%

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

Blegur

¹

,

Wasak

²

,

Pabala

³

2018

Int J Indian Psychol

View full text Add to dashboard Cite

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.

show abstract

Konsep Diri Akademik sebagai Solusi Mengendalikan Kecemasan Berkomunikasi Peserta Didik

Cited by 3 publications

References 13 publications

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

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

Presenting with Impact: Training Students' Oral Presentation Skills

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

Contact Info

Product

Resources

About