Education Psychology in Increasing the Potential of Students at the Era of Industrial Revolution 4.0

Suid Saidi

Abstract


Education can be interpreted as all efforts done by humans to be more advanced and developed, whether done individually or independently and in groups that are held in various locations both at home, school, community, place of worship, environment, or a combination of various locations. The purpose of education is to make other individuals (students) better. The process of educational activities can be done inside the room/school or outside the school, where interaction occurs between one person and another person or group to change student behavior by providing learning material and knowledge from useful learning resources. So, in learning and teaching activities cannot be separated from mental and social activities that need each other, thereby raising the need for contributions and psychological science that can become a provision for educators to be able to carry out their duties as humanist and competent educators. Information and technology in the era of globalization at this time significantly affect activities in schools. Information and knowledge are straightforward to spread to anyone who wants and needs it. The aim of the application of educational psychology is on how to form a productive learning atmosphere. That two main ingredients can be a measure of the effectiveness of the teaching process; professional skills and knowledge as well as commitment, motivation, and care from teachers. For teachers, this is an extraordinary challenge to increase students' potential in facing the growing 4.0 revolution by exploring the potential of students to be able to be skilled and motivated.

Keywords


Educational Psychology, Student Potential, Industrial Revolution 4.0

Full Text:

PDF

References


Afandi, & Sajidan. (2017). Stimulasi Keterampilan Tingkat Tinggi. Surakarta: UNS Press.

Amir, T. M. (2009). Inovasi Pendidikan melalui Problem Based Learning: Bagaimana Pendidik Memberdayakan Pembelajar di Era Pengetahuan. Jakarta: Kencana Prenada Media Group.

Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Addison Wesley Longman, Inc.

Aoun, J. E. (2017). Robot-proof: Higher education in the age of artificial intelligence. US: MIT Press.

Bialik, M., & Fadel, C. (2015). Skills for the 21st Century: What Should Students Learning. Boston: Center for Curriculum Redesign.

Dimyati, & Mudjiono. (1994). Belajar dan Mengajar. Jakarta: Rineka Cipta.

Hermann, M., Pentek, T., & Otto, B. (2016). Design Principles for Industrie 4.0 Scenarios. https://doi.org/10.1109/HICSS.2016.488

Kemdikbud. (2003). Undang-Undang Republik Indonesia Nomor 20 Tahun 2003 Tentang Sistem Pendidikan Nasional.

Kemdikbud. (2015). Modul Pelatihan Implementasi Kurikulum 2013.

King, F. J., Goodson, L., & Rohani. (n.d.). Higher Order Thinking Skills. Center for Advancement of Learning and Assessment. 2006.

Nurihsan, J. (2014). Materi Seminar Peranan Psikologi Pendidikan dalam Mengembangkan Potensi Siswa.

Santrock, J. W. (2007). Remaja (11th ed., Vol. 1). Jakarta: Erlangga.

Santrock, J. W. (2010). Educational Psychology (5th ed.). New York: McGraw Hill.

Yahya, M. (2015). ANALISIS WAWASAN KEJURUAN MAHASISWA JURUSAN PENDIDIKAN TEKNIK OTOMOTIF UNIVERSITAS NEGERI MAKASSAR. Jurnal MEKOM (Media Komunikasi Pendidikan Kejuruan), (Vol 2, No 1 (2015)). Retrieved from http://ojs.unm.ac.id/mkpk/article/view/2575

Zimmerman, B. J. (2000). Self-Efficacy: An Essential Motive to Learn. Contemporary Educational Psychology, 25(1), 82–91. https://doi.org/10.1006/ceps.1999.1016

Zubaidah, S. (2016). Keterampilan Abad Ke-21: Keterampilan Yang Diajarkan Melalui Pembelajaran.


Refbacks

  • There are currently no refbacks.