CRICITICAL JOURNAL REVIEW

'EDUCATIONAL PSYCHOLOGY'
Lecture: Prof. Dr. Ibnu Hajar, M.Si.

Rizki Ramadhan S.Pd, M.Pd.

RAHMA DISA NAJLA

(4191121019)

PHYSICS EDUCATION STUDY PROGRAM 2019

FACULTY OF MATHEMATICS AND NATURAL SCIENCES

STATE UNIVERSITY OF MEDAN

2020

FOREWORD
First of all, i want to say thank you to Allah SWT, because of His bless and grace,
i can finish this critical journal review. This critical journal review reviews a
journal with the topic educational psychology in teaching and learning. I wrote it to
fulfill the one of KKNI's assignment of Educational Psychology subject by sir
Prof. Dr. Ibnu Hajar, M.Si. and maam Rizki Ramadhan S.Pd, M.Pd.

I hope that this critical journal review that i have arrange can contribute to
increase the knowledge of the readers, and finally, in the context of further
improvement, I will be open to suggestions and input from all parties because the
authors realize that the Critical Journal Review that has been prepared has many
shortcomings.

Medan, 13th March 2020

Rahma Disa Najla

TABLE OF CONTENTS

Foreword.................................................. .................................................. 2
CONTENTS.................................................. ................................................1
JOURNAL'S IDENTITY.................. ...........................................................3-5
CHAPTER I : Preliminary
I.1Bacground ............................................... .............................................. 6
I.2Purpose ............................................... .................................................. 7
I.3Benefits ............................................... .................................................. 7
CHAPTER II : JOURNAL'S CONTENT
II.1 First Journal's Content.........................................................................8-10
II.2 Second Journal's Content....................................................................11-13
II.3 Third Journal's Content........................................................................14-16
CHAPTER III : JOURNAL REVIEW
III.1 Journal's Structure..............................................................................17-18
III.2 Journal's Writing and Language.........................................................18
III.3 Journal's Display.................................................................................19
CHAPTER IV : CLOSING
IV.1Conclusion ............................................... ......................................... 20
IV.2Suggestion ............................................... ......................................... 20
REFERENCES.................................................. .......................................... 21

JOURNAL'S IDENTITY

1. FIRST JOURNAL
Article Title
:
Effective
Methods of Learning and Teaching : A Sensory

Approach

Journal Name : Procedia : International Journal of Social and Behavioral Science

Published Edition: 2nd October 2013

Article Author : Mihaela Amalia Petrovici

Publisher : Vasile Alexandri

Vol / No : 9 / 93

Hal : 146 - 150

ISSN : 1877-0428
2. SECOND JOURNAL

Article Title : Using Educational Psychology for Better Teaching-Learning

Enviroment

Journal Name : PCA : International Journal of Education

Published Edition: 12th June 2017

Article Author : Mohd. Shakir

Publisher : Aligarh Shakir

Vol / No :8/2

Hal : 17-28

ISSN : 2347-4343
3. THIRD JOURNAL

Article Title : Positive Psychology in the class : The Effectiveness of a

Teaching Method Based on Subjective WellBeing

Journal Name : PCA : International Journal of Instruction

Published Edition: 25th July 2015

Article Author : Aly Eryilmaz

Publisher : Aly Eryilmaz

Vol / No :8/2

Hal : 20-31

ISSN : 1308-1470
 CHAPTER I

PRELIMINARY

I.1 BACKGROUND
Educational psychology is the study of how individuals learn, including topics such as
student outcomes, the academic process, individual differences in learning, gifted learners and
various learning disabilities. Those in this field will study how humans learn and store
knowledge, specifically in educational settings like classrooms. This process includes emotional,
social, and cognitive learning processes. Some of the many areas of focus in this branch of
psychology include teaching and testing methods, classroom environment, and learning, social,
and behavioral problems that may impede learning.

The bulk of educational psychology is designed for use with children, from infancy to
adolescence. With a rising number of adult students furthering their education, many educational
psychology studies have begun to focus on the adult learning process. The field of educational
psychology involves a number of other disciplines, including developmental psychology, behavioral
psychology, and cognitive psychology.

Within the realm of psychology, there are several theories that help explain the ways in which
people learn. By understanding these concepts, students are better able to understand and capitalize on
how they acquire knowledge in school. Behaviorism is based on both classical conditioning (in which a
stimulus is conditioned to create a response) and operant conditioning (in which behavior is reinforced
through a particular reward or punishment). For example, if you study for your psychology test and
receive a grade of A, you are rewarded; in theory, this makes it more likely that you will study in the
future for your next test.

I.2 PURPOSE
1. To review the contents in a journal and improve our journal analysis skill
2. Search and find out information about why Educational Psychology can impact the teaching
and learning process
3. Identify Educational Psychology's application and Implication in school
4. Know what is the impact of Educational Psychology in student's learning process.

I.3 BENEFITS
To provide information and insights to readers about the application of educational psychology
theory in schools and the impact with their learning process.
 CHAPTER II

JOURNAL'S CONTENT

1. FIRST JOURNAL'S CONTENT

1. Introduction

The importance of physical and verbal timing will determine a positive interaction which is
beneficial to its development. As we can see from the example presented, the simple harmonization,
closer to the interlocutor’s language, facilitates building a strong connection presented previously.
Harmonization is accomplished in relation to the sensory systems, visual (notice, arrange, pieces, order)
and kinaesthetic (convenient). The proof of this harmonization materializes in the answer received.
Establishing an optimal relation implies, in the first stage, the interlocutor’s calibration, observation of
his verbal and nonverbal clues (the words used, the details of the face and of the body, gestures,
position), respectively physical and verbal timing with him, using the same language, especially the
visual, auditory and kinaesthetic expressions, in the next stage.

2. Research design

This paper presents the design of the sensory research regarding the effective methods of learning and
teaching. The main objective of this study is to evaluate the efficiency of sensory systems, channels of
communication, in the learning and teaching process.

- The research hypothese : The premise from which our study starts refers to the fact that the best
impact of teaching represents the involvement of the main sensory systems.

- Description of concepts and variables : The question that is asked is the following: How can we
manage to identify the interlocutor’s sensory channel? In this case, the answer resides in identifying the
“predicates”, respectively the verbs and the expressions used preferentially by every person, according
to the sensory communication channel. The sensory system also acts language of personal experience,
through words and sentences which correspond to the favourite sensory system.

- Participants : We have used demonstratively the sensory perception test envisaged by Catherine
Cudicio (Cudicio, 2006), aimed to indicate the predominant system of sensory representation (Falzett,
1981), specific to a certain category of persons (Şurubaru, 2004).

- Methodology : The test was applied to a number of 35 subjects (a group of students from the
Communication and Public Relations section) in order to establish the clues of the predominant system
of sensory representation and implies responding to a set of 15 questions, compared with a grid
assuming a four-choice answer: A, B, C or D. As a result of applying the test, the subjects opted for one
of the four choices, which correspond to the four items that quantify the directions of sensory
perception, namely: visual, auditory, kinaesthetic and interior dialog.

3. Result and Discussion

From the statistics and the interpretation of the test results, we can draw the following findings.
Firstly, from the quantitative point of view (statistics), the 35 students did not respect the initial
requirement of the questionnaire to choose only for one of the choices, sometimes they circled two or
even three choices within the same question. Secondly, from the qualitative point of view, the
interpretation of the quantitative aspects mentioned above suggests the subjects’ indecision and the
impossibility to choose only for one dominant choice, which shows that, in certain aspects, two types of
sensory perception are combined, existing a relation of complementarity and not one of exclusion, thus
the possibility of different individuals with totally different reactions within the same state.

The maximum efficiency of communication is accomplished by the synesthesia of the means of

sending messages, in which – according to its content – the visual practices (non-verbal, for example)
are adequately correlated with those emotional (paralinguistic including: silence, accents, voice
modulations etc.), respectively with the emotional ones, which allow the continuance of receiving
explicitly the meaning sent linguistically through emotional strategies possible to interiorize, and – as an
ultimate gesture of conviction – the tactile act: shaking the hand, a symbolic touch etc.

4. Conclusion

In the learning process, building a good relationship is an extremely important aspect for the
capitalization of communication and accomplishment of the envisaged objectives. Physical and verbal
harmonization represents a decisive factor in this direction. Creating an interactive environment,
beneficial to the learning process, stimulating creativity, cultivating respect, establishing a balance
between speaking and listening are elements that ensure the efficiency of this process. These aspects
guide and control the communication process, determining the public to be receptive, interested and
motivated, involving it in a harmonious and constructive interaction. At the same time, the attention
must be focused on details related to language, to the sensory systems implied in the learning process,
selecting the predominant communication channels and using them efficiently for the anchoring of the
learning process. The relationship represents a fundamental premise of an efficient communication
because success in communication is ensured by the relationship and, by comparison, failure is
determined by its lack.

2. SECOND JOURNAL'S CONTENT

1. Abstract
 The present paper is an attempt to know about the importance of educational psychology in
making teaching-learning environment congenial. Authors in the paper would focus on contribution and
role of educational psychology in creating conducive teachinglearning environment in the classroom.
Educational psychology is the applied knowledge gained from psychology uses in the classrooms. It is
helpful in understanding the learners, learning process, instructional strategies and provides basis for
the selection of appropriate methods, techniques, approaches, tools to satisfy and fulfil the need of
learners that results in better learning.

2. Introduction

Educational psychology is the applied branch of psychology and is the combination of education
and psychology. The psychological principles, laws and techniques are applied to the development of
educational strategies, teaching-learning situations, results/findings are applied in the field of education
and it is concerned with the scientific study of human learning, including both cognitive and behavioral
aspects.

3. Educational Psychology for Conducive Teaching-Learning Environment

Williams and Williams (n.d.) explored five key ingredients for improving student motivation. They
are learner, teacher, content, method/process and environment. These five components could
contribute to and/or hinder learners’ motivation. Educators could watch themselves and their own
behavior to become self-aware of new understandings about motivation.

The learning support helps in fulfilling learners academic, social and emotional needs by
addressing barriers to learning, creating conducive learning environment, enhancing learners’ self-
esteem and improving learners’ academic performance.

Sogunro (2015) investigated eight motivating factors for adult learners in higher
education.These motivating factors are: quality of instruction, quality of curriculum, relevance and
pragmatism, interactive classrooms and effective management practices, progressive assessment and
timely feedback, self-directedness, conducive learning environment and effective academic advising
practices. Results showed that these eight factors play an important role in eliminating or enhancing the
will power in students in higher education towards effective learning.

On the basis of above reviews we can safely infer that the use of educational psychology is useful
in creating better learning environment. Let us see in what way it can help learners.

4. Role of Educational Psychology in Making Conducive Teaching-Learning Environment

 Educational psychology is necessary to create congenial environment which results in better
learning. After careful perusal of studies we cannot ignore the role of educational psychology in
providing conducive and congenial learning environment resulting in better retention and better
academic achievement among learners. Conflict management is a part of educational psychology which
deals with the ability of individual to take decision or to choose most suitable situation between the two
or more situations.

5. Educational Psychology and Teaching-Learning Process

Educational psychology has contributed considerably in the creation of teaching-learning

environment. It helps the teacher in the following ways:

- Stages of Development

- Know Your Learners

- Dealing with Diverse Learners

- Knowledge of Individual Differences

- Dealing with Special Needs Learners

- Tackling Classroom Problems

- Suitable Methods of Teaching

- Mental Health

- Heredity and Environment of the Child

- Need Based Curriculum

- Guidance and Counseling

- Assesment and Evaluation

6. Conclusion

Educational psychology has contributed considerably in the creation of the modern system of
education. It has helped teachers and administrators to develop an impartial and democratic attitude
towards learners and helps them into integrated personalities. Educational psychology is of prime
importance in addressing the future needs of the education system as the complexities are increasing
day by day so it is an effective way to cope up with them.
 Its role is central to know and deal about the problems related to the learners such as stages of
development, to know about the learner, in fostering classroom environment, about individual
differences, to identify children with special needs, tackling classroom problems, skills & interest in
teaching, effective methods of teaching, influence of heredity & environment on the child, mental
health of the child, procedure of curriculum making, guidance & counselling, assessment & evaluation,
in maintaining positive creative discipline, educational psychology & research, in facilitating context,
socialization in classroom and professional growth, changing attitude and innovative thinking of
teachers. Conflict management helps in making learning congenial social learning environment which
results in effective learning and high academic achievement.

3. THIRD JOURNAL'S CONTENT

1. Introduction

Since, positive teaching practices and method increases not only students‟ learning and
academic achievement but also students‟ subjective well-being, some researchers suggest that positive
teaching practices and method should be developed (Loveless, 2006). The most important educational
settings where positive teaching practices and methods should be developed and implemented are
universities. Development of positive teaching practices and method may contribute to achieve learning
potential, have positive attitudes higher education and future employment for university students
(Nilson, 2010). The most important feature of a positive teaching method can be engagement and
subjective well-being increasing activities.

2. Method

Research Design : The present study has been considered as a mixed method, which includes pre-
and posttest and follow-up design with experimental and control groups.

- The independent variables for the present study are applications of the subjective well-being-
increasing activities and engagement increasing activities through teaching methods

- The dependent variables are the levels of academic achievement and behavioural, cognitive, emotional
engagement, and also positive and negative affections of the participants.

3. Experimental Process

Both students in the experimental and control group were measured in that experiencing
positive and negative affection, students‟ behavioral, emotional and cognitive engagement for just only
this specific lesson at the end of the second and seventh weeks. However, during the school hours,
teacher continued with the regular curricula of human relationships and communication lesson which
were to impart and to discuss issues related to the human relationships and communication with the
students in the control group. The control group did not participate in any subjective well-being
increasing activities and engagement activities as utilized in the experimental group.

4. Findings

- Findings are related to academic achievement In the experimental process, academic achievement
such as midterm exam, final exam and application exam of both the students in the control and
experimental groups were measured.

- Findings of effects that caused teaching process on general levels of students’ subjective well-
beingThe effects of teaching process on students‟ positive and negative affection were measured with
positive-negative affect scale. The results were presented in Table-1. According to the Mann Whitney U
test results; there were also significant differences between the experimental and control groups in
terms of affection.
- Findings of effects that caused teaching process on general levels of students’ subjective well-
beingThe effects of teaching process on students‟ positive and negative affection were measured with
positive-negative affect scale. The results were presented in Table-1. According to the Mann Whitney U
test results; there were also significant differences between the experimental and control groups in
terms of affection.

CHAPTER III

JOURNAL'S REVIEW

III.1 JOURNAL'S STRUCTURE

RATED ASPECT FIRST SECOND JOURNAL THIRD JOURNAL
JOURNAL

Cover ✔ ✔ ✔

Author’s name ✔ ✔ ✔

Year of publication ✔ ✔ ✔

City of publication - ✔ -

Volume ✔ ✔ ✔

Journal name ✔ ✔ ✔

ISSN ✔ ✔ ✔

Publication - - -

Introduction ✔ ✔ ✔

Theoretical review ✔ - -

Research methods ✔ ✔ ✔

Results ✔ ✔ ✔

Discussion ✔ - -

Conclusions ✔ - -

References ✔ ✔ ✔

III.2 JOURNAL'S WRITING AND LANGUANGE

 RATED FIRST JOURNAL SECOND JOURNAL THIRD JOURNAL
ASPECT

Language This journal was written This journal was written This journal was written
in english language, with in english language, with in english language, with
correct and relate correct and relate correct and relate
grammar. grammar. grammar.

Fonts This journal writhing in This journal writhing in This journal writhing in
Times New Roman, with Calibri, with font size is Times New Roman, with
font size is 12. 12. font size is 12.

This journal also use and This journal also use and This journal also use and
easy and effective word. easy and effective word. easy and effective word.
Effective
The words used is also The words used is also The words used is also
language
quite simple and easy to quite simple and easy to quite simple and easy to
understand, so that it is understand, so that it is understand, so that it is
very supportive for very supportive for very supportive for
readers to understand the readers to understand the readers to understand the
purpose of each journal purpose of each journal purpose of each journal
content and i think content and i think content and i think
everyone can read this everyone can read this everyone can read this
journal. journal. journal.

This journal is quite neat This journal is quite neat This journal is quite neat
because it uses justify so because it uses justify so because it uses justify so
Neatness of
that the writing seems that the writing seems that the writing seems
writing
neat and easy to see and neat and easy to see and neat and easy to see and
read. read. read.

Picture This journal does not This journal does not This journal does not
 RATED FIRST JOURNAL SECOND JOURNAL THIRD JOURNAL
ASPECT

include picture, but it is include picture, but it is include picture, but it is

still good and an easy- still good and an easy- still good and an easy-
understanding complete understanding complete understanding complete
journal. journa journa

Tables This journal does not This journal includes a This journal includes a
include a table, but use table to show the result of table to show the result of
point of each purpose the research. the research.
and explain it one by
one.

Graphics This journal does not This journal does not This journal does not
include graphics include graphics include graphics

III.3 JOURNAL'S DISPLAY

 RATED FIRST JOURNAL SECOND JOURNAL THIRD JOURNAL
ASPECT

This journal does not This journal does not This journal does not
have several colors so have several colors so have several colors so
Color
that it is not so interesting that it is not so interesting that it is not so interesting
from display and colour's from display and colour's from display and colour's
view. But, in some point, view. But, in some point, view. But, in some point,
this journal use bold this journal use bold this journal use bold
sentences, that makes the sentences, that makes the sentences, that makes the
readers can find the main readers can find the main readers can find the main
idea easier and faster. idea easier and faster. idea easier and faster.

Neatness This journal is quite neat. This journal is quite neat. This journal is quite neat.
It is written in correct It is written in correct It is written in correct
journal structure and the journal structure and the journal structure and the
contents of this journal is contents of this journal is contents of this journal is
also sistematic. also sistematic. also sistematic.

CHAPTER IV

CLOSING

IV.1 CONCLUSION
 In the learning process, building a good relationship is an extremely important aspect for
the capitalization ofcommunication and accomplishment of the envisaged objectives. Physical
and verbal harmonization represents a decisive factor in this direction. Creating an interactive
environment, beneficial to the learning process, stimulating creativity, cultivating respect,
establishing a balance between speaking and listening are elements that ensure the efficiency of
this process.

These aspects guide and control the communication process, determining the public to be
receptive, interested and motivated, involving it in a harmonious and constructive interaction. At
the same time, the attention must be focused on details related to language, to the sensory
systems implied in the learning process, selecting the predominant communication channels and
using them efficiently for the anchoring of the learning process. The relationship represents a
fundamental premise of an efficient communication because success in communication is
ensured by the relationship and, by comparison, failure is determined by its lack.

From the discussion of the advantages and disadvantages that have been described or
described above, It can be concluded that these journals are good and can be made as a reference
for the reader, but still needs improvement. Then it can be concluded that the journals are
feasible or have been nice to use the reader as a reference for other studies.

IV.2 SUGGESTION

This journal is quite good either in its structure or its display view, but i think for further
recommendation, the writer can add some picture or mind map so that the readers can better
know the goal of this journal.

REFERENCES

Petrovici, A.M. 2013. Procedia : International Journal of Social and Behavioral Science.
Effective Methods of Learning and Teaching : A Sensory Approach. New York : 9 (93)

Shakir, M. 2017. PCA : International Journal of Education. Using Educational Psychology

for Better Teaching-Learning Enviroment. Mumbai : 8 (2)

Eryilmaz, A. 2015. PCA : International Journal of Instruction. Positive Psychology in the class :
The Effectiveness of a Teaching Method Based on Subjective WellBeing. London : 8 (2)