Membangun Pembelajaran Bermakna MODEL SHARINGPLUS Dalam Psikologi Pendidikan Dan Pengajaran Bahasa
Psikologi diferensial dan perkembangan, Pendidikan

Membangun Pembelajaran Bermakna MODEL SHARINGPLUS Dalam Psikologi Pendidikan Dan Pengajaran Bahasa

Oleh Yelfiza, Siska, Afdaleni

Cetak

Rp 60.000

E-Book (Digital)

Rp 15.000

Tertarik Membaca Buku Ini?

Buku akan dikirim instan (jika e-book) atau via Ekspedisi (Cetak).

Cetak Login untuk Beli

Spesifikasi Buku

ISBN 978-623-5299-94-5
Halaman 163 Hal
Terbit Mar 2026
Bahasa Indonesia
Pembelajaran bermakna merupakan salah satu fondasi utama dalam menciptakan proses pendidikan yang mampu mengembangkan pengetahuan, keterampilan, sikap, serta karakter peserta didik secara utuh. Di tengah perubahan paradigma pendidikan abad ke-21, guru dituntut tidak hanya menyampaikan materi, tetapi juga mampu merancang pengalaman belajar yang aktif, kolaboratif, reflektif, dan relevan dengan kehidupan nyata. Buku Membangun Pembelajaran Bermakna: MODEL SHARINGPLUS dalam Psikologi Pendidikan dan Pengajaran Bahasa hadir sebagai referensi yang mengintegrasikan teori psikologi pendidikan dengan praktik pembelajaran bahasa melalui pendekatan inovatif yang berpusat pada peserta didik. MODEL SHARINGPLUS dikembangkan sebagai strategi pembelajaran yang menekankan pentingnya berbagi pengalaman, kolaborasi, komunikasi efektif, refleksi, pemecahan masalah, serta penguatan keterampilan berpikir kritis dan kreatif. Model ini dirancang untuk menciptakan suasana belajar yang lebih interaktif sehingga peserta didik mampu membangun pemahaman secara mendalam, menghubungkan pengetahuan baru dengan pengalaman sebelumnya, serta mengembangkan kompetensi abad ke-21 yang dibutuhkan dalam kehidupan akademik maupun profesional. Buku ini menguraikan konsep-konsep dasar psikologi pendidikan yang menjadi landasan MODEL SHARINGPLUS, mulai dari teori belajar, motivasi, perkembangan kognitif, aspek afektif, hingga faktor-faktor yang memengaruhi keberhasilan pembelajaran. Selanjutnya, pembahasan difokuskan pada implementasi model dalam pengajaran bahasa, meliputi perencanaan pembelajaran, strategi pelaksanaan di kelas, teknik asesmen autentik, serta contoh penerapan pada berbagai keterampilan berbahasa, yaitu menyimak, berbicara, membaca, dan menulis. Disajikan secara sistematis dengan didukung contoh penerapan, studi kasus, aktivitas reflektif, serta rekomendasi praktis, buku ini diharapkan dapat menjadi pedoman bagi dosen, guru, mahasiswa pendidikan, peneliti, maupun praktisi pendidikan yang ingin mengembangkan pembelajaran yang lebih bermakna, inovatif, dan berorientasi pada kebutuhan peserta didik. Melalui MODEL SHARINGPLUS, pembelajaran tidak lagi sekadar proses transfer informasi, tetapi menjadi sarana membangun pengalaman belajar yang kolaboratif, inspiratif, dan berdampak bagi perkembangan kompetensi peserta didik secara berkelanjutan.
  1. Al-Ghazali. (2002). Ihya’ ‘ulum al-din (Vols. 1–4). Beirut; Dar al-Kutub al-‘Ilmiyyah.
  2. Al-Attas, S. M. N. (1991). The concept of education in Islam: A framework for an Islamic philosophy of education. Kuala Lumpur: International Institute of Islamic Thought and Civilization (ISTAC).
  3. Al-Hoorie, A. H. (2018). The L2 motivational self system: A meta-analysis. Studies in Second Language Learning and Teaching, 8(4), 721–754. https://doi.org/10.14746/ssllt.2018.8.4.2
  4. Andrade, H. L. (2019). A critical review of research on student self-assessment. Frontiers in Education, 4, Article 87. https://doi.org/10.3389/feduc.2019.00087
  5. Aspelin, J., & Jonsson, A. (2019). Relational competence in teacher education. Teaching and Teacher Education, 86, 102875. https://doi.org/10.1016/j.tate.2019.102875
  6. Asterhan, C. S. C., Howe, C., & Littleton, K. (2020). Dialogic teaching and classroom talk: A social‐psychological perspective. Educational Psychology Review, 32(3), 673–695. https://doi.org/10.1007/s10648-020-09560-7
  7. Ausubel, D. P. (1968). Educational psychology: A cognitive view. Holt, Rinehart & Winston.
  8. Bandura, A. (1977). Social learning theory. NJ: Prentice Hall.
  9. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. NJ: Prentice Hall.
  10. Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50(2), 248–287. https://doi.org/10.1016/0749-5978(91)90022L
  11. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
  12. Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1–26. https://doi.org/10.1146/annurev.psych.52.1.1
  13. Cornelius-White, J. H. D. (2019). Learner-centered instruction: Building relationships for student success. SAGE Open, 9(4), 1–13. https://doi.org/10.1177/2158244019885138
  14. Cornelius-White, J. H. D., Laing, J., & Derks, M. (2016). Teacher–student relationships in learner-centered classrooms. International Journal of Learner-Centered Education, 1(1), 1–21.
  15. Daniels, H. (2016). Vygotsky and Pedagogy. Routledge.
  16. Derakhshan, A., Kruk, M., Mehdizadeh, M., & Pawlak, M. (2022). Activity theory and teacher interpersonal behavior. System, 106, 102751. https://doi.org/10.1016/j.system.2022.102751
  17. Donato, R. (1994). Collective scaffolding in second language learning. In J. P. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 33–56). Norwood, NJ: Ablex.
  18. Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge. https://doi.org/10.4324/9781315779553.
  19. Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
  20. Farrell, T. S. C. (2018). Reflective practice for language teachers. TESOL Journal, 9(3), 457–472. https://doi.org/10.1002/tesj.388
  21. Frazier, M. L., Fainshmidt, S., Klinger, R. L., Pezeshkan, A., & Vracheva, V. (2017). Psychological safety: A meta‐analytic review. Personnel Psychology, 70(1), 113–165. https://doi.org/10.1111/peps.12183
  22. Gagné, R. M. (1965). Conditions of Learning. Holt, Rinehart and Winston.
  23. Hagenauer, G., & Volet, S. E. (2014). Teacher–student relationship at university. Higher Education, 68(1), 1–21. https://doi.org/10.1007/s10734-013-9674-4
  24. Hashim, R. (2018). Reclaiming the Islamic intellectual tradition in education. Kuala Lumpur: International Institute of Islamic Thought and Civilization (ISTAC).
  25. Hidi, S., & Renninger, K. A. (2019). Interest development and its relation to motivation.
  26. Dalam K. A. Renninger & S. Hidi (Eds.), The Cambridge handbook of motivation and learning (pp. 265–290).
  27. Hiver, P. (2017). Learner psychology and language learning. Language Teaching, 50(4), 539–552.
  28. Hyland, K. (2019). Second language writing (2nd ed.). Cambridge: Cambridge University Press.
  29. Illeris, K. (2018). Contemporary theories of learning: Learning theorists… in their own words (2nd ed.). London: Routledge.
  30. Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational ResearchVolume 79, Issue 1 . doi.org/ 10.3102/0034654308325693
  31. John-Steiner, V., & Mahn, H. (1996). Sociocultural approaches to learning and development. Educational Psychologist, 31 (3–4), 191–206. https: //doi.org/10.1080/00461520.1996.9653266
  32. Kaplan, A., & Maehr, M. L. (2007). The contributions and prospects of goal orientation theory. Educational Psychology Review, 19(2), 141–184.
  33. Kementerian Agama Republik Indonesia. (2019). Al-Qur’an dan terjemahannya. Jakarta: Lajnah Pentashihan Mushaf Al-Qur’an.
  34. Kubanyiova, M., & Crookes, G. (2016). Re-envisioning the roles, tasks, and contributions of language teachers. The Modern Language Journal, 100(S1), 117–132. https://doi.org/10.1111/modl.12304
  35. Lantolf, J. P., & Appel, G. (Eds.). (1994). Vygotskian approaches to second language research. Ablex Publishing.
  36. MacIntyre, P. D., Gregersen, T., & Mercer, S. (2019). Setting an agenda for positive psychology in SLA. The Modern Language Journal, 103(1), 262–274. https://doi.org/10.1111/modl.12544
  37. Maslow, A. H. (1954). Motivation and personality. New York, NY: Harper & Row.
  38. Mercer, N., & Howe, C. (2012). Explaining the dialogic processes of teaching and learning. Learning, Culture and Social Interaction, 1(1), 12–21. https://doi.org/10.1016/j.lcsi.2012.03.001
  39. OECD. (2019). PISA 2018 results (Volume III): What school life means for students’ lives. Paris: OECD Publishing.doi.org/10.1787/acd78851
  40. Oga-Baldwin, W. L. Q., Fryer, L. K., & Larson-Hall, J. (2019). The role of autonomy-supportive teaching. System, 82, 102–116. https://doi.org/10.1016/j.system.2019.02.003
  41. Oga-Baldwin, W. L. Q., Nakata, Y., Parker, P., & Ryan, R. M. (2023). Motivation and engagement in language learning. System, 114, 103037. https://doi.org/10.1016/j.system.2023.103037
  42. Ohta, A. S. (2021). Sociocultural theory and the teaching of second languages. London: Routledge.
  43. Paivio, A., & Clark, J. M. (1991). Dual coding theory and education. Educational Psychology Review, 3 (3), 149–210. https://doi.org/10.1007/BF01320076.
  44. Panadero, E. (2017). A review of self-regulated learning. Educational Psychology Review, 29(4), 845–873. https://doi.org/10.1007/s10648-017-9400-7
  45. Paris, D., & Alim, H. S. (2017). Culturally sustaining pedagogies. New York: Teachers College Press.
  46. Rogers, C. R. (1959). A theory of therapy, personality, and interpersonal relationships. In S. Koch (Ed.), Psychology: A study of a science (Vol. 3, pp. 184–256). McGraw-Hill.
  47. Rogers, C. R. (1961). On becoming a person. Boston, MA: Houghton Mifflin.
  48. Rogers, C. R. (1980). A way of being. Boston, MA: Houghton Mifflin..
  49. Roorda, D. L., Koomen, H. M. Y., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81 (4), 493–529. https://doi.org/10.3102/0034654311421793
  50. Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation (2nd ed.). New York: Guilford Press.
  51. Ryan, M., & Ryan, M. (2015). Developing a systematic reflective practice. Teaching and Teacher Education, 47, 1–11. https://doi.org/10.1016/j.tate.2014.12.004
  52. Sato, M., & Ballinger, S. (2020). Peer interaction and second language learning. Amsterdam: John Benjamins. https://doi.org/10.1075/lllt.52
  53. Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational Psychology, 60, 101832. https://doi.org/10.1016/j.cedpsych.2019.101832
  54. Schunk, D. H., & Pajares, F. (2005). Competence beliefs and academic functioning. Educational Psychology Review, 17(2), 85–114. https://doi.org/10.1007/s10648-005-3958-7
  55. Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97–114). Oxford University Press.
  56. Teimouri, Y., Goetze, J., & Plonsky, L. (2019). Second language anxiety and achievement. Studies in Second Language Acquisition, 41(2), 363–388. https://doi.org/10.1017/S0272263118000311
  57. Teng, L. S., & Zhang, L. J. (2020). Empowering learners in EFL writing. TESOL Quarterly, 54(1), 178–209. https://doi.org/10.1002/tesq.531
  58. Usher, E. L., & Schunk, D. H. (2018). Social cognitive theoretical perspective of self-regulation. Dalam D. H. Schunk & J. A. Greene (Eds.), Handbook of self-regulation of learning and performance (2nd ed., pp. 19–38). New York, NY: Routledge.
  59. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
  60. Wang, Y., & Guan, H. (2023). Classroom climate and student engagement. System, 115, 103042. https://doi.org/10.1016/j.system.2023.103042
  61. Weimer, M. (2013). Learner-centered teaching (2nd ed.). Jossey-Bass.
  62. Wentzel, K. R. (2019). Motivation in education: Theory, research, and applications (5th ed.). New York, NY: Routledge.A theory of human motivation. Psychological Review, 50(4), 370–396. https://doi.org/10.1037/h0054346
  63. Wertsch, J. V., & Stone, C. A. (1985). The concept of internalization in Vygotsky’s account of the genesis of higher mental functions. In J. V. Wertsch (Ed.), Culture, Communication, and Cognition: Vygotskian Perspectives (pp. 162–179). Cambridge University Press.
  64. Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17 (2), 89–100. https://doi.org/10.1111/j.1469-7610.1976.tb00381.x
  65. Yasuda, S. (2022). Genre-based pedagogy and EFL writing. Journal of Second Language Writing, 56, 100876. https://doi.org/10.1016/j.jslw.2022.100876
  66. Zepke, N. (2021). Student engagement, neo-liberalism, and higher education. Higher ducation Research & Development, 40(5), 869–882. 10.1080/07294360.2020.1801668
  67. Zimmerman, B. J. (2000). Attaining self-regulation. In M. Boekaerts et al. (Eds.), Handbook of self-regulation (pp. 13–39). San Diego, CA: Academic Press.
  68. Zohar, D., & Marshall, I. (2001). Spiritual intelligence: The ultimate intelligence. Bloomsbury Publishing.
Yelfiza
Penulis Utama
Siska
Penulis Utama
Afdaleni
Penulis Utama
🌐 Ekosistem Digital Terintegrasi

Solusi Akademik Komprehensif

Karya Anda tidak hanya terbit menjadi buku, tetapi juga terdistribusi luas dalam ekosistem digital untuk memberikan dampak akademis maksimal.

Institutional Repository

Kami memiliki repository tersendiri (repository.haqipub.com). Seluruh karya yang Anda terbitkan akan diunggah ke repository ini, sehingga karya tulisan Anda otomatis terindeks di Google Scholar dan direktori akademis lainnya.

Kunjungi Repository

Penerbitan Jurnal Ilmiah

Selain publikasi buku, kami juga menyediakan layanan penerbitan jurnal ilmiah. Platform OJS (Open Journal Systems) kami di journal.haqipub.com siap menjadi wadah publikasi hasil riset Anda.

Kunjungi Jurnal

Buku Sejenis

Psikologi diferensial dan perkembangan, Pendidikan tinggi dan universitas
Psikologi Perkembangan Dewasa Dilengkapi...

Rp 15.000
Psikologi diferensial dan perkembangan, Sekolah dan aktivitasnya
Pendidikan Anak Berkebutuhan Khusus

Rp 25.000

Psikologi diferensial dan perkembangan, Pendidikan
Buku Pendidikan Anak Berkebutuhan Khusus

Rp 15.000

Psikologi diferensial dan perkembangan, Sekolah dan aktivitasnya
Psikologi perkembangan anak

Rp 25.000