Thomas Dicky Hastjarjo, Thomas Dicky
Fakultas Psikologi Universitas Gadjah Mada
Articles
13
Documents
Pengaruh Film Alternatif terhadap Emosi

Gadjah Mada Journal of Psychology (GamaJoP) Vol 2, No 1 (2016)
Publisher : Fakultas Psikologi Universitas Gadjah Mada

Show Abstract | Original Source | Check in Google Scholar

Abstract

The purpose of this experiment was to understand the impacts of alternative movies on emotion. Posttest only design using proxy pretest was used. Twenty four undergraduate students of Universitas Gadjah Mada were divided into three groups based on their movies preferences: alternative group, mainstream group, and control group. Emotion as the dependent variable was measured post treatment using DES (Differential Emotion Scale) and was analyzed with one-way ANOVA. The results showed that there was no differences in emotion between the three groups (F=.376 (p>.05).

Permainan Imajinatif Berdasarkan Metakognisi dalam Belajar Matematika

Jurnal GAMAJOP Vol 1, No 1 (2015)
Publisher : Jurnal GAMAJOP

Show Abstract | Original Source | Check in Google Scholar

Abstract

This research tried to investigate the effect of imaginative play in metacognition of math among children with intelligence as the covariable. Method used in this study was quasi experiment using the untreated controlled group design with dependent pretest and posttest samples. There were three groups used in this study, which were: Experiment Group 1, this group was given storytelling as the treatment, Experiment Group 2, this group was given pretending plays as the treatment, and Group 3 is a control group. Metacognition was measured with Metacognitive Skills and Knowledge Assessment developed by Desoete, Roeyers, & Buysse (2001), meanwhile intelligence was measured with Standard Progressive Matrices developed by Raven. Using the statistic of ancova, the result showed the value of F 12.526 (p<0.05) meaning that by controlling intelligence, it was found that there was an effect of imaginative play to metacognition. Based on pairwise comparison it was found that: a) there was a significant difference of metacognition between the group 1 (storytelling as the treatment) and group 3 (control group), b) there was a significant difference of metacognition between the group 1 (storytelling as the treatment) and group 2 (pretending play as the treatment), but 3) there was no significant difference of metacognition between the group 2 (pretending play as the treatment and group 3 (control group). It was found that the effective contribution of imaginative play to the variance of metacognition was 29.5% (R squared=0.295) and effective contribution of intelligence to the variance of metacognition was 10.7% (R squared= 0.107).Keywords: imaginative play, storytelling, pretending play, metacognition

Meningkatkan Komitmen Afektif melalui Cerita Sukses Organisasi

Jurnal GAMAJPP Vol 1, No 1 (2015)
Publisher : Jurnal GAMAJPP

Show Abstract | Original Source | Check in Google Scholar

Abstract

The aim of this study was to determine the extent to which affective commit¬ment could be increased through the storytelling method about organization success stories. Pretest-postest contrl group design was used i this study. Analysis of covariance and mixed analysis of variance were statistical tehniques to analyze data. The subjects were 56 employees with a minimum tenure of three years and were assigned into experimental and control groups. The experimental group was received storytelling about organization success story where as the control group did not receive any treatment. The level of affective commitment was measured by affective commitment scale. The measurement was conducted before and after the storytelling. Results of this research shows that there was a difference on affective commitment scores between experiment and control group as a result of the storytelling (F=12,995; p<.05). However, tenure does not affect the treatment of storytelling method about organization success story in order to increase the employee’s affective commitment (F=14.79; p<.01).Keywords: affective commitment, storytelling, tenureTujuan penelitian ini melihat sejauhmana komitmen afektif dapat ditingkatkan dengan pemberian cerita sukses organisasi melalui metode storytelling. Penelitian ini menggunakan metode eksperimen-kuasi dengan rancangan eksperimen pretest-posttest control group design dengan anacova dan anava mixed design sebagai teknik analisis. Subjek penelitian ini adalah karyawan tetap dengan masa kerja minimal tiga tahun. Penelitian melibatkan 58 orang yang dibagi kedalam dua kelompok, yaitu kelompok eksperimen sebanyak 28 orang dan kelompok kontrol sebanyak 30 orang. Kelompok eksperimen mendapatkan perlakuan berupa pemberian cerita sukses organisasi melalui metode storytelling sedangkan kelompok kontrol tidak mendapat perlakuan. Tingkat komitmen afektif diukur dengan menggunakan skala komitmen afektif. Pengukuran dilakukan sebelum dan sesudah pemberian metode storytelling. Hasil penelitian menunjukkan bahwa ada perbedaan skor komitmen afektif antara kelompok eksperimen dan kelompok kontrol yang disebabkan oleh pemberian cerita sukses organisasi melalui metode storytelling (F=12,995; p<0,05). Namun, masa kerja tidak memberikan pengaruh terhadap perlakuan pemberian cerita sukses organisasi melalui metode storytelling untuk meningkatkan komitmen afektif karyawan (F= 14,79; p<0,01). Kata kunci: komitmen afektif, storytelling, masa kerja

Meningkatkan Komitmen Afektif melalui Cerita Sukses Organisasi

Gadjah Mada Journal of Professional Psychology Vol 1, No 1 (2015)
Publisher : Fakultas Psikologi Universitas Gadjah Mada

Show Abstract | Original Source | Check in Google Scholar

Abstract

The aim of this study was to determine the extent to which affective commit¬ment could be increased through the storytelling method about organization success stories. Pretest-postest contrl group design was used i this study. Analysis of covariance and mixed analysis of variance were statistical tehniques to analyze data. The subjects were 56 employees with a minimum tenure of three years and were assigned into experimental and control groups. The experimental group was received storytelling about organization success story where as the control group did not receive any treatment. The level of affective commitment was measured by affective commitment scale. The measurement was conducted before and after the storytelling. Results of this research shows that there was a difference on affective commitment scores between experiment and control group as a result of the storytelling (F=12,995; p<.05). However, tenure does not affect the treatment of storytelling method about organization success story in order to increase the employee’s affective commitment (F=14.79; p<.01).Keywords: affective commitment, storytelling, tenureTujuan penelitian ini melihat sejauhmana komitmen afektif dapat ditingkatkan dengan pemberian cerita sukses organisasi melalui metode storytelling. Penelitian ini menggunakan metode eksperimen-kuasi dengan rancangan eksperimen pretest-posttest control group design dengan anacova dan anava mixed design sebagai teknik analisis. Subjek penelitian ini adalah karyawan tetap dengan masa kerja minimal tiga tahun. Penelitian melibatkan 58 orang yang dibagi kedalam dua kelompok, yaitu kelompok eksperimen sebanyak 28 orang dan kelompok kontrol sebanyak 30 orang. Kelompok eksperimen mendapatkan perlakuan berupa pemberian cerita sukses organisasi melalui metode storytelling sedangkan kelompok kontrol tidak mendapat perlakuan. Tingkat komitmen afektif diukur dengan menggunakan skala komitmen afektif. Pengukuran dilakukan sebelum dan sesudah pemberian metode storytelling. Hasil penelitian menunjukkan bahwa ada perbedaan skor komitmen afektif antara kelompok eksperimen dan kelompok kontrol yang disebabkan oleh pemberian cerita sukses organisasi melalui metode storytelling (F=12,995; p<0,05). Namun, masa kerja tidak memberikan pengaruh terhadap perlakuan pemberian cerita sukses organisasi melalui metode storytelling untuk meningkatkan komitmen afektif karyawan (F= 14,79; p<0,01). Kata kunci: komitmen afektif, storytelling, masa kerja

BELAJAR ORGANISASIONAL

Buletin Psikologi Vol 5, No 1 (1997)
Publisher : Faculty of Psychology Universitas Gadjah Mada

Show Abstract | Original Source | Check in Google Scholar

Abstract

Belajar organisasional dipandang sebagai suatu kunci bagi kesuksesan organisasi di masa datang (Slater & Narver, 1995; Lukas, Hult, & Ferrel, 1996), sehingga dewasa ini proses-proses belajar organisasional sedang digali dengan giat dan penuh perhatian (Miller, 1996). Misalnya, Slater dan Narver (1995, hal.72) dalam mengakhiri kajiannya mengenai belajar organisasional menulis" We agree with the many sholars and execuitives who have expressed the sentiment that the ability to learn faster than your competitors may be the only sustainable source of competitive advantage".

PENGARUH TIPE PENENTUAN TUJUAN (GOAL SETTING) TERHADAP PERFORMANSI BAHASA INGGRIS SISWA: DENGAN EFIKASI DIRI DAN KEMAMPUAN AWAL BAHASA INGGRIS SEBAGAI KOVARIABEL

Jurnal Psikologi Tabularasa Vol 5, No 2 (2010): Agustus 2010
Publisher : Jurnal Psikologi Tabularasa

Show Abstract | Original Source | Check in Google Scholar

Abstract

Abstract This study aimed to assess the effect of goal setting types (performance goals, learning goals and do your best goals) on the students’ performance of English language by making self-efficacy and students prior ability as co-variables. The design of this study used a quasi-experimental method and consist of  three groups in which each would receive different treatment (learning goals, performance goals and do your best goal). Students’ performance of English language as measured by performance tests using the English language, self-efficacy was measured using self-efficacy scale and the prior ability of students is obtained from the result of English lesson in last assignment in class XI of 2nd semester. Subjects in this study amounted to 91 students a class XII of senior high school “xxx” in Yogyakarta. Analysis of the data used analysis of covariance (Ancova) and comparison analysis used analysis of variance (Anova). The result of data analysis by using Ancova with one tail shows that the hypothesis is proven, with F = 2,846 and p = 0.032 (p < 0,05). The result indicates that there is a performance difference of the English language between types of goal-setting. LSD result indicates that differences in the performance of English language only occur between a given learning goals with performance goals with MD = 1,974 and p = 0,019 (p < 0,05). Adjusted R Squared by co-variable (self-efficacy and prior ability) showed a higher result (24.3%) than those that were not using co-variable (7.3%). This is due to influence from both co-variables, i.e. self-efficacy (F = 4,124 & p = 0,045 (p < 0,05)) and the prior ability of students (F = 10.350 and p = 0.002 (p < 0,01)), on the students’ performance of English language. These results indicate that in the application of goal setting’s techniques on the performance of the English language, it is needed to involve self efficacy and the students prior ability in order to enhancing better results. Key words: Types of goal setting, learning goals, performance goals, do your best goals, self-efficacy and students prior ability.

PENGARUH FREKUENSI PEMBERIAN TES TERHADAP MEMORI JANGKA PANJANG BACAAN PADA SISWA SMA

Jurnal Psikologi Tabularasa Vol 6, No 2 (2011): Vol.6, NO.2 (2011) Agustus 2011
Publisher : Jurnal Psikologi Tabularasa

Show Abstract | Original Source | Check in Google Scholar

Abstract

ABSTRACT This Experimental Research was aimed to examine the effect of giving frequent test (three times test, once test, and without test) to long term memory of reading text to Senior High School student. Experiment design was Mixed Factorial Designs with three groups that got different treatment condition. The first group got once time to study and three times test (STTT), the second group got three times to study and once time test (SSST), and the third group got four times to study without test (SSSS). Long term memory of reading text was measured by reading text recall test. Subjects of this research were ninety student of LTI IGM Senior High School Palembang (consist of eleventh grade students of natural science and social science class). Subjects were randomized by SPSS random assignment. Data were analyzed by using Anova Mixed Design.The result of Anova Mixed Design showed that the hypothesis is proven by F = 5,636 and p = 0,005 (p<0,05) which means there was effect of test to reading text. Further analysis by using LSD showed (MD) = 1,12, p=0,031 (p<0,05)  which means three times test produce better long term memory than without test. Once time test that analyzed using LSD showed (MD)= 1,68, p=0,01 (p<0,05) which means once time test produce better long term memory than without test. Long term memory produced by three times test was equal to once time test, showed by (MD)= -0,57, p=0,270 (p>0,05). Keyword : Long term memory, reading text.

KEBERMAKNAAN HIDUP NARAPIDANA DITINJAU DARI KONSEP DIRI DAN KECERDASAN ADVERSITY

Indigenous Vol. 8, No. 1, Mei 2006
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Original Source | Check in Google Scholar | Full PDF (8355.072 KB)

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh konsep diri dan kecerdasan adversity terhadap kebermaknaan hidup narapidana. Subjek penelitian berjumlah 100 orang, lama masa penahanan minimal tiga tahun, dan tinggal di Lembaga Permasyarakatan Klas I, Gunung Sari, Makassar. Menggunakan teknik purposive sampling. Alat pengumpul data yang digunakan dalam penelitian ini adalah, skala kebermaknaan hidup, skala konsep diri, dan skala kecerdasan adversity. Data yang terkumpul dianalisis dengan analisis regresi. Hasil penelitian menunjukkan: (1) terdapat pengaruh yang signifikan antara konsep diri dan kecerdasan adversity terhadap kebermaknaan hidup pada narapidana di Lapas. Klas I, Gunung Sari, Makassar (F = 25,584; p < 0,00, R=0,766 dan R2=0,587), (2) sumbangan prediktor (R2) konsep diri dan kecerdasan adversity sebesar 58,7%, (3) konsep diri memiliki pengaruh positif dan signifikan terhadap kebermaknaan hidup (B=0,439; p < 0,05 dan SE = 31,33%), (4) kecerdasan adversity memiliki pengaruh positif dan signifikan terhadap kebermaknaan hidup (B = 0,367; p < 0,05 dan SE = 27,37%).

Koneksionisme, Belajar Dan Psikologi Sosial

Psikologika : Jurnal Pemikiran dan Penelitian Psikologi Vol 5, No 9 (2000)
Publisher : Fakultas Psikologi dan Ilmu Sosial Budaya Universitas Islam Indonesia Yogyakarta

Show Abstract | Original Source | Check in Google Scholar

Abstract

Teori-teori mengenai kognisi sosial selama ini berdasar pada model jaringan asosiatif. Tulisan ini menjelasklan satu alternatif baru untuk menerangkan gejala-gejala dalam psikologi sosial, termasuk kognisi sosial. Model yang lebih baru tersebut adalah model koneksionisme atau Parallel Distributed Processing. Simulasi komputer dengan model koneksionisme mampu memperoleh hasil yang sama dengan model-model lama. Model koneksionisme lebih menunjukkan parsimoni, lebih integratif serta lebih mempertimbangkan proses belajar dalam menjelaskan gejala-gejala psikologi sosial daripada model-model tradisional.  Kata Kunci : Koneksionisme, Kognisi sosial, Psikologi Sosial, Model simbolik tradisional

Peran Pandangan Dunia dan Emosi Positif terhadap Kepribadian Multikultural

Gadjah Mada Journal of Psychology (GamaJoP) Vol 3, No 2 (2017)
Publisher : Fakultas Psikologi Universitas Gadjah Mada

Show Abstract | Original Source | Check in Google Scholar

Abstract

The world is now becoming more interconnected so that people need the ability to adapt cross-culturally to deal with it. Multicultural personality is one of the concepts of cultural adaptability. This study aims to examine empirically the role of the world view and positive emotions on the multicultural personality of the students. The hypothesis of this study was the world view and positive emotions would be able to predict student multicultural personality. The subjects of the study were 132 undergraduates and master students of UGM. Three scales, multicultural personality scales, world view scales and positive emotion scales were distributed to the subjects. Data analysis was done by multiple regression. The results showed that the world view and positive emotions together play a role in predicting student multicultural personality with R = 0,313, F = 7,008 and p = 0,001 (p <0,01). The world view and positive emotions together made a contribution of 9.8% in multicultural personality. This study showed that from these two variables only positive emotions predicted the multicultural personality.