Corresponding Author: Purwanto
E-mail: [email protected]
INTRODUCTION
Education is an effort to foster and develop one's
personality spiritually and physically (Fitriana, 2020). Education and training are also defined as changing
one's attitude, character, and behavior to become more mature (Julaeha, 2019). Education, as an effort to process a person's maturity,
has had a positive impact, especially in eradicating illiteracy and improving
skills and mental abilities.
Education is an alternative solution to influence and help
someone to improve knowledge, mental and physical, and morals that can lead a
person to achieve his goals and ideals, with the hope that the person will complete
a happy, prosperous and beneficial life for himself and the surrounding
community (Qorib et al., 2019).
Education plays a vital role in preparing students to face
the challenges of the times (Naufal, 2021). Students are given various case studies to hone students
abilities in solving a problem, considering the challenges of the times that
continue to develop (Astuti, 2019). This is a challenge for education providers to improve
the quality of learning and education.
Education is an alternative to preparing students to face present
and future challenges (Gussevi & Muhfi, 2021). The achievement of student achievement is declared
successful by employing education and training in various case study obstacles
so that students can complete their education on time. In this case,
principals, teachers, and students can focus their attention and concentration
on research carried out optimally and thoughtfully, plan and implement learning
strategies and are committed to implementing them.
Improving the quality of learning in the process of
educational activities requires the role of educational psychology (Hibana & Surahman,
2021). Education is one of society's
most critical factors and elements. The progress of the quality of an organization
or nation depends on education in that community (Kurniawati, 2022). With the analysis of educational psychology, it is hoped
that it can help teachers understand the psychological characteristics of
students to improve the quality of learning so that it is effective and follows
the psychological conditions of students.
Based on the results of preliminary observations conducted
by researchers at Elementary School 3 Klaten, the implementation of educational
psychology is known to have individual differences, which are influenced by
differentiation from the psychological aspects of students. This is related to
intelligence, interests and talents, experience, and the level of development
of each student. Hence, educators need to understand the physical and spiritual
effect on students to improve the quality of learning.�
METHOD
�This research was conducted with a
descriptive qualitative approach, a method that describes reality or facts
based on field data (Alawia, 2019). As for the subjects in this study, among others:
principals, classroom teachers, and students. Data collection techniques were
carried out using observation, interviews, and documentation methods (Saadati & Sadli, 2019).
Qualitative research is known as research that uses
natural objects, where the researcher is the main instrument that collects data
in combination, analyses data inductively, and emphasizes the significance of
research results (Rukin, 2019). Qualitative research aims to maintain the form and
content of human behavior and analyze its quality by describing factually,
systematically, and accurately (Agustina et al., 2022) related to the implementation of educational psychology
in improving the quality of learning being studied.�
RESULTS AND DISCUSSION
Implementation of
Educational Psychology in the Learning Process
The study results indicate
that educational psychology for educators is needed to support a quality
learning process to achieve the expected learning objectives. This is in line
with what (Pujiasih, 2020) stated: educators need educational psychology to
understand the differentiation students have to get a quality education.
The application of
educational psychology in learning is essential for educators, especially for
delivering teaching materials (Sari et al., 2022), to encourage and motivate
students to focus on paying attention to the teaching materials presented. This
can be seen from the relationship between educators and students in the
learning process, which contains a series of reciprocal relationships when
learning takes place. Educational psychology owned by teachers can help
students in education and form attitudes and self-confidence of students.
The strategy used by the
teacher in creating conducive teaching and learning atmosphere in the classroom
has an essential role in improving the quality of learning (Wahid et al., 2018). Educators are considered to know the condition of
students best so that whether or not the learning objectives are achieved can
be seen from how the teacher acts in conditioning optimal and effective
learning situations.
The various strategies used
by educators in creating a conducive learning situation to improve the quality
of learning at Elementary School 3 Klaten include:�
a. Before starting the lesson,
the teacher looks at the situation, condition, and character of the class,
including students and the state of the classroom environment, then continues
with a bit of dialogue (apperception) which aims to condition students to be
ready to learn.
b. Using active, innovative,
creative, and fun learning strategies so that students are motivated to learn
and the class is not tense because students learn comfortably.
c. The teacher's strategies to
generate students' motivation include: using varied learning methods and media,
choosing teaching materials according to the needs and attracting students'
interest, making tournaments between students and appreciating by giving
praise, rewards, and prizes.�
�From the explanation above, it is known
that there is a positive interaction between educators and students in the
learning process. This can be seen from sharing facilities that support
learning, including media, teaching aids, and so on, which are expected to help
students understand the material taught by the teacher.
The teacher has the duty and authority to master and
manage the class well to achieve the expected goals (Nugraha, 2018). The success or failure of classroom management depends
on how the teacher works on a conducive and effective learning environment
management strategy for students (Widiasworo, 2018). Here are some strategies that can help teachers overcome
problems in the classroom:�
a. � Using a teaching style that
can attract the attention of students.
b. Choose a method that suits
the material and allows students to learn independently and actively.
c. Able to understand the
characteristics of different learners.
d. Likes to help and pay
attention to students in learning activities.
e. Be fair, or not favoritism
towards students.�
�Based on these observations, it can be
seen that the implementation of educational psychology can support and improve
the quality of learning to achieve the desired learning objectives.
Barriers to Implementing
Educational Psychology in the Learning Process
Every learning process has experienced problems that
hamper the learning process. These obstacles interfere with the teacher's
efforts to implement educational psychology in the learning process. The barriers
faced by teachers in the learning process, among others:�
a. Lack �of time allocation in
several subjects, so that the material that must be completed is not optimal
and the learning objectives are not achieved following the desired learning
outcomes or mastery.
b. Lack of attention of
students during the learning process, where some students are less attentive to
the material being taught, which is shown in confusion when asked by the
teacher regarding the material that has been or is being taught.�
�Based on the description above, it can
be understood that the lack of attention of students in learning will affect
the learning process itself. So that these students are not optimal in
participating in education, resulting in a feeling of laziness and boredom with
knowledge.
Efforts by Principals and
Teachers in Overcoming Barriers
Based on the obstacles faced by the teacher, the principal
supervises the teacher through 4 stages, namely conducting environmental
analysis, formulating strategies, making work procedures, and conducting
evaluations. As for the supervision results, the teacher made improvement
efforts, including entering learning earlier, so that teaching and learning
time would be more and the material could be conveyed as much as possible. Then,
advise on the learning process so that students' attention is maintained during
the learning process.�
CONCLUSION
� Based on the explanation that has been
conveyed, it can be concluded that to improve the quality of learning at Elementary
School 3 Klaten, it is necessary to implement educational psychology by paying
attention to strategic management, which is a systematic approach taken by
school principals to supervise teachers so that teachers can condition, manage
classes, and ensure the achievement of learning objectives to create the
expected education. The supervision includes four stages: conducting
environmental analysis, formulating strategies, making work procedures, and
conducting evaluations. Teachers apply the implementation of educational psychology
at Elementary School 3 Klaten in various ways to improve the quality of
learning, including using various methods of learning, tools, and media,
prioritizing interaction with students, providing guidance, motivation,
attention, direction, and fair assessment. . The obstacles faced by teachers in
the learning process are the lack of time allocation and the lack of attention
of students during learning. An alternative solution that teachers do to
overcome these obstacles is to enter lessons early so that they have more time
to deliver teaching materials and provide advice during learning so that
students stay focused and pay attention to the teacher's delivery of teaching
materials properly.�
�
REFERENCES
�A
Agustina, A., Hasni, M., Nasution, N. A., Fatimah, T., &
Sitepu, Y. M. R. (2022). Perencanaan Strategis dalam Meningkatkan Kualitas
Madrasah di MAS Sabilal Akhyar Binjai. Jurnal Pendidikan Tambusai, 6(1),
136�140.
Alawia, A. (2019). Penerapan Media Gambar Lingkungan Sekitar
dalam Meningkatkan Kemampuan Menulis Karangan Deskripsi di Sekolah Dasar. Pedagogik
Journal of Islamic Elementary School, 2(2), 147�158.
Astuti, T. P. (2019). Model problem based learning dengan
mind mapping dalam pembelajaran IPA abad 21. Proceeding of Biology Education,
3(1), 64�73.
Fitriana, D. (2020). Hakikat Dasar Pendidikan Islam. Tarbawy:
Jurnal Pendidikan Islam, 7(2), 143�150.
Gussevi, S., & Muhfi, N. A. (2021). Tantangan Mendidik
Generasi Milenial Muslim di Era Revolusi Industri 4.0. Paedagogie: Jurnal
Pendidikan Dan Studi Islam, 2(01), 46�57.
Hibana, H., & Surahman, S. (2021). Influence Of
Accreditation Readiness In Improving The Quality Of Teacher Teaching In PAUD
Banguntapan Bantul Subdistrict. Journal of Research and Educational Research
Evaluation, 10(2), 48�56.
Julaeha, S. (2019). Problematika kurikulum dan pembelajaran
pendidikan karakter. Jurnal Penelitian Pendidikan Islam, 7(2),
157.
Kurniawati, F. N. A. (2022). Meninjau Permasalahan Rendahnya
Kualitas Pendidikan Di Indonesia Dan Solusi. Academy of Education Journal,
13(1), 1�13.
Naufal, H. (2021). Model pembelajaran konstruktivisme pada
matematika untuk meningkatkan kemampuan kognitif siswa di era merdeka belajar. ProSANDIKA
UNIKAL (Prosiding Seminar Nasional Pendidikan Matematika Universitas
Pekalongan), 2, 143�152.
Nugraha, M. (2018). Manajemen kelas dalam meningkatkan proses
pembelajaran. Tarbawi: Jurnal Keilmuan Manajemen Pendidikan, 4(01),
27�44.
Pujiasih, E. (2020). Membangun generasi emas dengan variasi
pembelajaran online di masa pandemi covid-19. Ideguru: Jurnal Karya Ilmiah
Guru, 5(1), 42�48.
Qorib, M., Zaini, M., Akrim, A., & Gunawan, G. (2019).
Integrasi Etika Dan Moral. Kumpulan Buku Dosen, 1(1).
Rukin, S. P. (2019). Metodologi Penelitian Kualitatif.
Yayasan Ahmar Cendekia Indonesia.
Saadati, B. A., & Sadli, M. (2019). Analisis pengembangan
budaya literasi dalam meningkatkan minat membaca siswa di sekolah dasar. TERAMPIL:
Jurnal Pendidikan Dan Pembelajaran Dasar, 6(2), 151�164.
Sari, M. Z., Fitriyani, Y., & Gunawan, I. (2022). Strategi
belajar mengajar. Perkumpulan Rumah Cemerlang Indonesia.
Wahid, A. H., Muali, C., & Mutmainnah, M. (2018).
Manajemen Kelas Dalam Menciptakan Suasana Belajar Yang Kondusif; Upaya
Peningkatan Prestasi Belajar Siswa. Al-Fikrah: Jurnal Manajemen Pendidikan,
5(2), 179�194.
Widiasworo, E. (2018). Cerdas pengelolaan kelas. Diva
Press.
B�
