Psikologi Pendidikan

 

Module title FEDU2001 Psychology in Education
Semester(s) 3rd Semester
Person responsible Dr. Fajriani, S.Pd., M.Ed.
Language Indonesian, English (for lecture material)
Relation to curriculum Compulsory module for 3rd semester students. This course explores psychological theories and principles relevant to teaching and learning processes.
It supports CPL-3 and CPL-8 by providing insights into cognitive development, motivation, individual differences, and classroom behavior.
In line with ASIIN standards, this course strengthens pedagogical competence and learner-centered education, enabling prospective biology educators
to understand how students learn, manage classroom dynamics, and address diverse learning needs effectively.
Teaching methods Lecture, discussion, Q&A, brainstorming, assignments, case methods, and team-based project
Workload 2 x 45 hours per semester, comprising:

✔ 100 minutes lecture and discussion per week
✔ 120 minutes structured tasks per week
✔ 120 minutes independent learning per week
Credit points 2 SKS = 3.34 ECTS (90 hours)
Prerequisites –
Module objectives / Intended Learning Outcomes 1. Students are able to explain educational psychology concepts in learning development.
2. Students are able to explain psychological factors influencing learning.
3. Students are able to apply learning theories to analyze educational problems inside and outside the classroom.
Content This course covers fundamental concepts of Educational Psychology, including:

➢ Cognitive Development
➢ Social and Moral Development
➢ Intelligence, Talent, and Learning Styles
➢ Behaviorism Theory
➢ Cognitive Theory
➢ Constructivism Theory
➢ Student Problems in School Contexts
➢ Motivation to Learn
➢ Learning Difficulties
➢ Off-Task Behavior
➢ Teacher–Student Interaction
➢ Aggressiveness and Bullying
➢ Teacher Professionalism
➢ Guidance and Counseling Implementation
Exams and assessment formats Written examinations, case studies, team-based project, student presentations, and guided discussions
Study and examination requirements 1. Case methods: 40%
2. Team-based project: 10%
3. Quiz: 5%
4. Midterm: 5%
5. Assignment: 30%
6. Final exam: 10%
Recommended Literature 1. Woolfolk, A. (2023). Educational Psychology (15th Ed.). Pearson
2. Santrock, J. W. (2021). Educational psychology (7th ed.). McGraw-Hill Education.
3. Slavin, R. E. (2020). Educational psychology: Theory and practice (13th ed.). Pearson.
4. Ormrod, J. E. (2020). Human learning (8th ed.). Pearson.
5. Schunk, D. H. (2020). Learning theories: An educational perspective (8th ed.). Pearson
6. Mulyasa, H. E. (2023). Implementasi Kurikulum Merdeka. Bumi Aksara.
7. Kelly, A.V. (2009). The curriculum: Theory and practice (6th ed.). Thousand Oaks, CA: Sage.
8. Suparman, T. (2020). Kurikulum dan Pembelajaran. Penerbit CV. SARNU UNTUNG.
9. Frederickson, N., Miller, A., Cline, T., Gulliford, A., & Birch, S. (2015). Educational psychology. Routledge.
10. Dunlosky, J., et al. (2013). Improving students’ learning with effective learning techniques. Psychological Science in the Public Interest, 14(1), 4–58.
https://doi.org/10.1177/1529100612453266
11. Hattie, J. (2020). Visible learning research update. Educational Research Review, 31, 100–112.
https://doi.org/10.1016/j.edurev.2020.100310
12. Putwain, D. W., & Daly, A. L. (2021). Test anxiety in students: A review. Educational Psychology Review, 33(3), 567–589.
https://doi.org/10.1007/s10648-020-09541-0
Date of last amendment August 2024