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MODUL 3 3G Motivasi Dlm Pembelajaran

MODUL 3 3G Motivasi Dlm Pembelajaran

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Published by: cbcmyn on Dec 07, 2009
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MODUL 3: PENGAJARAN DAN PEMBELAJARANModul 3G Motivasi dan Kemahiran KaunselingJUMLAH JAM:6 JAM (BERSEMUKA)4 JAM (TUGASAN DAN PEMBELAJARANKENDIRI)
1. SINOPSIS
Modul ini memperkenalkan jenis-jenis motivasi, faktor-faktor yang mempengaruhimotivasi dan kemahiran asas kaunseling.
2. HASIL PEMBELAJARAN
Pada akhir modul ini peserta kursus akan dapat:i.Mengenalpasti pendekatan dalam kajian motivasi;ii.Menjelaskan hubungan motivasi dengan matlamat dan keperluan;iii.Menjelaskan hubungan atribusi dan kepercayaan dengan motivasi;iv.Mengenalpasti kemahiran asas kaunseling dan peranannya dalammeningkatkan motivasi pelajar.
3.
PEMBAHAGIAN TOPIK DAN MASATOPIKJAM
1. Jenis dan pendekatan motivasi2 JAM2. Motivasi dan matlamat pembelajaran1 JAM3. Motivasi, atribusi dan kepercayaan diri1 JAM4. Kemahiran asas kaunseling2 JAMJUMLAH6 JAM
 
4. PENILAIAN
Tugasan bertulis berkumpulan 100%Menyelesaikan kes yang berkaitan dengan motivasi pelajar-pelajar.
5.RUJUKAN
Atkinson, J.W. (1964). An introduction to motivation. Princeton, NJ: Van NostrandBandura, A. (1986). Social foundation of thought and action: A social-cognitivetheory. Englewood Cliffs, NJ: Prentice-Hall.Bandura, A. (1993). Perceived self-efficacy in cognitive development and .functioning. Educational Psychologist, 28(2), 117-148.Bandura, A. (1995). Exercise of personal and collective efficacy in changingsocieties. In A. Bandura, (Ed.). Self Efficacy in changing societies(pp. 1-45). New York: Cambridge University PressBrophy, J. E. (1988). On motivating students. In D. Berliner & B. Rosenshine(Eds.), Talks to teachers (pp. 201-245). New York: Random House.Covington, M., & Omelich, C. L. (1984). An empirical examination of Weiner’scritique of attribution research. Journal of Educational Psychology, 76,1214-1225.Covington, M. V. (1992). Making the grade: A self-worth perspective onmotivation and school reform. New York: Holt, Rinehart, & Winston.Darley, J. M., Glucksberg, S., & Kinchla, R. (1991). Psychology (5
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ed.).Englewood Cliffs, NJ: Prentice Hall.Deci, E. (1975). Intrinsic motivation. New York: Plenum.Deci, E., & Ryan, R. M. (1985). Intrinsic motivation and self-determination inhuman behaviour. New York: Plenum.
 
Deci, E., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation andeducation: The self-determination perspective. Educational Psychologist,26, 325-346.Flammer, A. (1995). Developmental analysis of control beliefs. In A. Bandura,(Ed.). Self-efficacy in changing societies (pp. 69-113). New York:Cambridge University Press.Graham, S. (1991). A review of attribution theory in achievement contexts.Educational Psychology Review, 3, 5-39.Guskey, T. R., & Passaro, P.D. (1994). Teacher efficacy: A study of constructdimensions, American Educational Research Journal, 31, 645-674.HEQE (1994). Guidance and counseling in higher education. Higher EducationFunding Council for England. Bristol.Locke, E. A., & Latham, G. P. (1990). A theory of goal setting and taskperformance. Englewood Cliffs, NJ: Prentice-Hall.Maslow, A. H. (1968). Toward psychology of being (2
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ed.). New York:Van Nostrand.Maslow, A. H. (1970). Motivation and personality. (2
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ed.). New York:Harper and Row.McClelland, D. (1985). Human motivation. Glenview, IL: Scott, Foresman.McClelland, D., Atkinson, J. W., Clark, R. W., & Lowell, E. L. (1953). Theachievement motive. New York: Appleton-Century-Crofts.Miller, G. A., Galanter, E., & Pribram, K. H. (1960). Plans and the structureof behaviour. New York: Holt, Rinehart & Winston.Ortony, A., Clore, G. L., & Collins, A. (1988). The cognitive structure of emotions.Cambridge: Cambridge University Press.Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, researchand applications. Columbus, OH: Charles E. Merrill.Raffini, J. P. (1966). 150 ways to increase intrinsic motivation in the classroom.Boston: Allyn & Bacon.Reeve, J. (1996). Motivating others: Nurturing inner motivational resources.Boston: Allyn & Bacon.

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