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dc.contributor.authorPratisti, Wiwien Dinar
dc.contributor.authorHertinjung, Wisnu Sri
dc.contributor.authorMoordiningsih, Moordiningsih
dc.date.accessioned2013-01-16T05:50:46Z
dc.date.available2013-01-16T05:50:46Z
dc.date.issued2011-10
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dc.identifier.urihttp://hdl.handle.net/11617/2469
dc.description.abstractPenelitian ini bertujuan untuk menghasilkan model situasi psikologis yang diharapkan mendukung performansi kelompok, khususnya tim-tim belajar (learning teams) yang belajar untuk memecahkan masalah di tingkat perguruan tinggi. Permasalahan tentang perbaikan dan perubahan atmosfer akademik menjadi isu penting dalam pengembangan lembaga-lembaga pendidikan, khususnya perguruan tinggi. Atmosfer akademik dalam cakupan ilmu psikologi dikenal sebagai situasi/iklim psikologis (psychological climate) yang dapat diciptakan dalam sebuah kelompok/tim untuk menunjang performansi kelompok maupun organisasi yang lebih besar ke arah yang lebih baik. Dimensi situasi psikologis yang akan dikaji meliputi 5 hal yaitu: kohesivitas kelompok, otonomi, inovasi, saling kepedulian dan tekanan/tuntutan dalam kelompok. Performansi kelompok dapat diketahui dengan 4 indikator utama yaitu efektivitas, efisiensi, adanya pembelajaran dan pertumbuhan kelompok serta kepuasan anggota kelompok Hasil penelitian pada tahun kedua menunjukkan bahwa performansi tim belajar di perguruan tinggi ditentukan oleh atmosfer akademik psikologis. Semakin kondusif atmosfer akademik psikologis maka semakin baik performansi tim belajar di perguruan tinggi. Sedangkan dimensi-dimensi dalam atmosfer akademik meliputi kohesivitas kelompok, otonomi, inovasi, kepedulian supervisor serta tekanan/tuntutan dalam kelompok. Penelitian tahun ketiga ini untuk menguji model pengaruh atmosfer akademik psikologis terhadap pengingkatan performansi tim belajar di perguruan tinggi. Pendekatan yang digunakan adalah eksperimen, dengan teknik analisis uji perbedaan perfomansi tim belajar di perguruan tinggi sebelum dan sesudah mengalami intervensi pada subjek penelitian. Hasil penelitian pada tahun ketiga menunjukkan bahwa peran supervisor secara umum tidak cukup kuat bagi performansi tim belajar di perguruan tinggi. Meskipun demikian, ketika tim belajar harus menyelesaikan tugas dengan target yang jelas dan membutuhkan pemantauan intensif maka peran supervisor sangat dibutuhkanen_US
dc.description.sponsorshipBERSAING DIKTIen_US
dc.publisherLPPM UMSen_US
dc.subjectperformansi tim belajaren_US
dc.subjectatmosfer akademik psikologisen_US
dc.titleMODEL PENGARUH ATMOSFER AKADEMIK PSIKOLOGIS TERHADAP PERFORMANSI TIM BELAJAR DI PERGURUAN TINGGIen_US
dc.typeThesisen_US


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