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dc.contributor.authorPratisti, Wiwien Dinar
dc.contributor.authorHertinjung, Wisnu Sri
dc.contributor.authorMoordiningsih
dc.date.accessioned2013-01-18T09:48:00Z
dc.date.available2013-01-18T09:48:00Z
dc.date.issued2010-10
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dc.identifier.urihttp://hdl.handle.net/11617/2507
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 dan mengambil keputusan-keputusan 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 yang baik dapat diketahui dengan 4 indikator utama yaitu efektivitas, efisiensi, adanya pembelajaran dan pertumbuhan kelompok serta kepuasan anggota kelompok Penelitian tahun kedua ini menggunakan pendekatan kuantitatif serta analisis deskriptif. Analisis data penelitian menggunakan korelasi Pearson dan stepwise. Hasil penelitian menunjukkan dimensi yang mendukung akademik atmosfer adalah kohesivitas kelompok, otonomi, inovasi, kepedulian supervisor, tekanan/tuntutan dalam kelompok. Dimensi-dimensi tersebut berkorelasi dengan performansi tim belajar di perguruan tinggi. 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. Indikator dimensi kohesivitas kelompok dapat dilihat melalui kegiatan organisasi, kegiatan membaca, ketika berkumpul dengan teman, kegiatan lapangan, fasilitas yang disediakan, aktivitas kuliah, aktivitas diskusi, aktivitas belajar kelompok, serta aktivitas belajar dan mengerjakan tugas. Indikator dimensi otonomi dapat dilihat melalui aktivitas makan dan kumpul bareng, aktivitas belajar kelompok, aktivitas konsultasi, kegiatan kampus, seminar, outbond, diskusi, kuliah, kuliah lapangan, praktikum. Indikator dimensi inovasi dapat dilihat melalui aktivitas belajar, konsultasi, kuliah, semangat bersama, dan berusaha. Indikator dimensi kepedulian supervisor dapat dilihat melalui kompetensi dan pengalaman yang dimiliki supervisor, kemauan supervisor untuk menggantikan peran orang tua di kampus, mampu berperan sebagai sumber informasi dan fasilitator, tidak berusaha menjerumuskan mahasiswa, selalu berusaha memberi motivasi, mampu membimbing, bisa dipercaya serta punya wibawa. Indikator dimensi tekanan atau tuntutan dalam kelompok dapat dilihat melalui perolehan indeks prestasi kumulatif, aktivitas belajar, aktivitas organisasi, penyelesaian tugas, presensi kehadiran, cepat lulus, ketaatan pada aturan, SPP, dan aplikasi ilmu.en_US
dc.description.sponsorshipBERSAING DIKTIen_US
dc.publisherLPPM UMSen_US
dc.subjectMODELen_US
dc.subjectPSIKOLOGISen_US
dc.subjectPERGURUAN TINGGIen_US
dc.titleMODEL PENGARUH ATMOSFER AKADEMIK PSIKOLOGIS TERHADAP PERFORMANSI TIM BELAJAR DI PERGURUAN TINGGIen_US
dc.typeThesisen_US


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