TEACHERS EFFECTIVE TEACHING

STRATEGIES VIEWED FROM PSYCHOLOGY

EDUCATIONAL PERSPECTIVE
Prof. Dr. Sokip, M.Pd.I.
Foundation of Darul Akhwan Modern Institution

I. INTRODUCTION
The modern age and the ever-expanding technology have had an impact on Indonesian
education life. Digital technology has changed the human way of life. Humans can easily access
anything using modern technology (operating only the Internet and cell phones).1 Such influences are
occurring in the young generation of nations currently receiving education, in both casual, informal,
and non-formal institutions. A commonly example occurred in the younger generation of the 5.0 era
where everything was accessible using artificial intelligence technology. Artificial intelligence is
having positive and negative effects on the world of education. Education has the goal of directing
changes in each individual in a positive direction. The 2003 National Republic of Indonesia Number
20 act, learning is a process of educational interaction between learners and learning resources
directly occurring in a learning environment. In national addition, learning can be seen as an
interaction process that involves the main components, namely, learners, educators, and learning
resources that directly occur in a learning environment. Thus, the learning process is a system that
involves an interrelated and interrelated set of components.2
The influence of the modern age and the growing technology can be significant in early
childhood psychology. Children of an early age tend to be more responsive to digital environments
that increasingly dominate daily life. Ease in accessing information and interactive games through
technology tools can affect their cognitive, social, and emotional development.3 Positively,
technology can be an effective learning tool for young children, helping them develop cognitive skills
such as problem-solving, creativity, and digital literacy. Using of educational applications specifically
for children can provide interactive and fun learning experiences, stimulating their intellectual growth.
However, improper overuse of screens and digital content can result in sleep disorders, increased
levels of anxiety, and difficulty concentrating.4 Direct social interaction can also be impeded, as
physical interaction in a child's social development is an important growth process. Early child

1
L. Sumaryanti, Role of Intuiting Type Educators in Indonesian MI/SD Learning. Jurnal Bahasa Lingua
Scientia, 10(2), 2018:199-214.
2
Republik Indonesia Undang-Undang Nomor 20. (2003). Tentang Sistem Pendidikan Nasional, hlm i6.
3
Sokip, Kontribusi Teori Behavioristik Dalam Pembelajaran. Ta'allum: Jurnal Pendidikan Islam,
7(1),2019: 175-190.
4
Zairina, N. dkk., Urgensitas Pembelajaran Psikologi Pendidikan Bagi Pendidik Jenjang Anak Usia Dini, Jurnal
Pendidikan dan Konseling, 5(1), 2023

1
psychology approaches became important. Teachers and parents need to understand the individual
needs of the child, provide proper supervision of the use of technology, and create a balanced learning
environment between digital experiences and conventional activities that support children's emotional
and social development.
Education psychology is viewed as a practical science that can explain learning by scientific
principles and facts about human conduct. It applies the knowledge of how a person develops in
learning.5 Education can teach what is needed and needs to be learned. In teaching, the rate of success
depends on the ability to progress in development, meeting needs, and harnessing potential learners.
Within the psychological factors are seven factors influencing learning: intelligence, attention,
interest, talent, motivation, maturity, and preparedness.6 These factors need to be noticed by learners
to control and organize learning processes to take place effectively and optimally. Psychology in the
field of education is essential, for in embracing the age of globalization, education plays a crucial role
and becomes one of the most defining factors in the development of a nation. But if one nation fails to
progress, it will certainly be able to compete with another. Teachers must be able to understand and
understand the problems or constraints of a learner and the psychological problems of a learner. The
teacher who can understand the subject of learners is a teacher who doesn't force the student's wants,
who can listen to the complaints about learning, and neither does he put the learner above their ability
to understand. Therefore, it is necessary to study about the psychological values as a predictor of
successful education.

II. RESULT AND DISCUSSION

Educational Psychology and Learning Planning
Education psychology and the formation of the curriculum are intertwined with one another.
Education psychology discusses the psychological discipline that deals with the theory and the
question of education in some respects. One of these aspects is the curriculum development and
renewal problem. Some matters should be brought to the attention regarding the content of the
curriculum, covering (1) the curriculum that is taught to be uniform, meaning teaching materials that
do not meet the level of maturity, and individual differences can become new problems in future
learning processes, (2) mismatch teaching systems, assessments, and teaching learning experiences
are some of those discussed in the management of the class. The management of the class is a
complex set of behaviors, in which educators are required to develop and organize class conditions
that will enable students to achieve the purpose of learning efficiently.7 This is in line with Syah
(2013: 12) that educational psychology discusses the discipline of psychology which is certainly
related to educational theories and problems in several aspects, one of which is curriculum

5
Ibid., Z., page 4044
6
Op.cit., page 4045
7
A. R. Abror, Psikologi Pendidikan. (Yogyakarta: Tiara Wacana, 1993), 10.

2
development and renewal. Apart from that, psychology makes a contribution to educators in terms of
input, process, and outside education such as the behavior and personality of students. So the
educational curriculum should be able to provide opportunities for each student to develop their
abilities both academically and soft-skills
Apart from that, the contribution of psychology requires an educator to be able to develop a
curriculum according to the character of students, both socially and emotionally. In line with the
statement from Woolfolk-Hoy (2000: 263) that "the teachers in a questionnaire, educational
psychology assists them to compose learning activities that equal their students' characteristics, next
increase, and control the students' engagement in those activities. Besides, teachers investigate
methods of encouraging the social and emotional development of their students”. What this means is
that educators, especially teachers in the survey, want educational psychology to help them "design"
learning activities that suit the characteristics of their students, then get and maintain student
involvement in these activities. Additionally, teachers are looking for ways to support their students'
social and emotional development.
On the other hand, Woolfolk-Hoy formulates aspects that must be discussed in the
educational curriculum by considering psychological aspects. "Six fields of educational psychological
principles that are applicable for teachers, they are learning, individual and group differences,
motivation and management, teaching methods, development, and assessment" (Woolfolk Hoy, 2000:
259). What this means is that there are six aspects of educational psychology for educators including
the learning process, development, differences in individual and group learning, motivation and
management, teaching methods, and assessment or evaluation. These aspects must be included and
discussed as curriculum planning before being used as teaching guidelines. However, there are several
things that must be paid attention to regarding the content of the curriculum. According to
Djiwandono (2006: 262) in order to create effective learning, (1) The curriculum taught must be
uniform, meaning that teaching materials are not appropriate to the level of maturity, and individual
differences can become new problems in the learning process later, (2) Incompatibility of the teaching
system , assessment, and teaching and learning experiences are some of the things discussed in
classroom management. Classroom management is a complex series of behaviors, in which teachers
are required to develop and organize classroom conditions that will enable students to achieve
learning goals efficiently.

The Psychology of Education and the learning process

An educator's role in learning activities in the class is very dominant and influential in the
learning process. The readiness of learners to receive knowledge depends largely on how an educator
governs and administers the learning system. The psychological presence in administering the class
lies in how an educator maintains harmony in the learning process in the class so that learners are able

3
and always motivated to follow the learning process.8 According to Nezhad and Vahedi "psychology
careers a vast on the world of education in all educational processes.9
Students' learning abilities greatly determine their success in the learning process, in which
there are many influencing factors, including motivation, attitudes, interests, study habits and self-
concept (Djaali, 2013: 101). The motivation aspect is very much in line with research conducted by
Prastiyo, et al (2019: 5) that "the teacher as the only direction directly in the classroom has a central
capacity to advance students' activities and their motivation in class. Consequently, the teacher must
have good representation and competence in approaching his teaching field”. From research
conducted by Prastiyo, et al, it is explained that educators are the only guides in the class who directly
have the role of managing students' learning activities and their motivation. This motivational ability
should be possessed by every educator and should master his/her teaching field.
Apart from that, an educator must be able to reduce the level of mental tension (stress)
experienced by students in class. In general, having a friendly nature is one of the best ways to reduce
tension levels. In accordance with Sabbah's findings, "educators should create stress-free learning
circumstances by assigning the language classroom environment more-friendly and not too formal"
(Sabbah, 2018: 28).
In another aspect, the role of psychology in educators can also be seen from the aspect of the
material to be taught. In which, the material must be appropriate to the level of thinking of students,
then supported by teaching media, teaching strategies, comfortable classrooms, and educators who are
humorous but still serious. This is done to increase students' self-confidence and reduce their negative
feelings or behavior. According to Sabbah in his research on anxiety about learning English,
psychologically there are several learning activities that can motivate students to be comfortable in the
learning process.
The contributions of psychological education can be done through communication activities
such as role playing, drama, multimedia, strategies that trigger motivation, generate a sense of
achievement and success, and reinforcement strategies. Educators must also instill self-confidence in
their students by stopping acts of sarcasm in the classroom. So it can be concluded that the presence
of Psychology in classroom learning has a very positive impact, especially regarding students'
learning motivation. In this way, an educator is really required to be a good example for his students
or in other words a motivator. Because one of the factors in forming motivation is influenced by an
educator first. If in a class there is an educator who inspires his students, then we can be sure that this
will give rise to students' creativity.

Education Psychology and Learning Evaluation

8
Syah, Psikologi Pendidikan dengan Pendekatan Baru, 12..
9
Abu Ahmadi, Psikologi Umum. (Jakarta: PT. Rineka Cipta, 2003), 7.

4
 Evaluation is an inseparable part of learning which is usually placed or carried out at the end
of learning. Many experts interpret this evaluation as an assessment of a student's learning outcomes
after receiving teaching material from educators. Evaluation has the meaning of assessing the level of
success of students in achieving the goals that have been set in a program, in other words in education
there are tests, exams or exams (Syah, 2013: 139). At this stage, the existence of psychology is still
needed as a basis for an educator in providing mental assistance to students and even motivation so
that in the assessment process a student does not feel pressure when taking a test. This is in
accordance with Saidah's opinion that the role of teachers is becoming greater as those who provide
services and assistance so that students have high motivation so that they can achieve high academic
achievements and have personality integrity (Saidah, 2016: 312). In fact, according to the results of
research in Kenya, "the motivation of educators can enhance students' achievement in the
examination" (Bett, 2014: 547) or motivation can improve students' achievement even when they are
facing exams.
On the other hand, one form of evaluation with an element of ability assessment that is often
made by educators for students is the Remedial test. According to Saidah (2016: 326) Remedial is the
provision of intervention or treatment in the form of learning improvements given to a group of
students who have not achieved learning completeness. Remedial procedures include (1) Identifying
students who have not reached the KKM; (2) Analyze the location of difficulties or topics that have
not yet been discussed; (3) mastered by students; (4) Implementing learning improvements; (5)
Providing assignments, exercises, experimental activities, observation activities or book summary
reports; and (6) Giving exams.
At this point, the very existence of psychology remains required as a basis for an educator in
giving mental counseling to learners, even motivations so that in the process of a learner's assessment
there is no sense of pressure when taking tests. The role of educators becomes larger as those who
provide service and fellowmen so that learners have high motivation to achieve high academic
achievement and have personal integrity. Even according to studies obtained in Kenya, "the
achievement of great students can gain students' achievement in the examination." The psychology of
an educator will make it easier to understand the development of learners' behavior, especially in
those aspects of what learning participants experience after going through the learning process.
Education institutions especially educators, therefore, need the role of psychologists to broaden their
horizons regarding the psychological circumstances of learners through some types of psychologist
tests.10
From the explanation, the contribution of educational psychology to learning evaluation
focuses more on the changes that occur and develop in students. This was concluded by Slameto
(2010: 2) that psychologically, learning is a process of change, namely behavior as a result of

10
Wiji Suwarno, Psikologi Perpustakaan. (Jakarta: Sagung Seto, 2009), 7.

5
interaction with the environment in meeting one's life needs. Slameto describes the types of changes
that occur as a result of learning evaluations, including:
a. Changes that are conscious and deliberate (Intentional). The behavioral changes that occur are
a conscious and deliberate effort on the part of the individual concerned.
b. Continuous change (continue). The increase in knowledge or skills possessed is basically a
continuation of the knowledge and skills that have been previously obtained.
c. Functional changes. Every change in behavior that occurs can be utilized for the benefit of the
life of the individual concerned, both for present and future interests.
d. Positive changes. The behavioral changes that occur are normative and indicate progress.
e. Active changes. To obtain new behavior, the student concerned actively tries to make
changes.
f. Permanent changes. Changes in behavior obtained from the learning process tend to persist
and become an inherent part of oneself.
g. Purposeful and directed change. In learning activities there must be goals to be achieved, both
short term, medium term and long term goals.
h. Change in overall behavior. Changes in learning behavior are not just about gaining
knowledge, but also changes in attitudes and skills (Slameto: 2010, 3).
The Psychologi of Education and the urgency of 5.0 era
21st century skills are defined as a broad set of knowledge, skills, work habits, and existing
character are believed to be very important for success in today's world, especially in contemporary
college and career programs and workplaces, and can be applied to all academic subject areas and in
all educational, career, and citizenship settings in entire student life. 21st century skills are needed to
be able to solve complex problems, collaborate and communicate well with others, acquire new skills
and information independently, and adapt to rapidly changing conditions to compete within today's
rich and global economy (Arifin & Setiawan, 2020). Education psychology has a central role in
meeting and understanding the challenges and opportunities that arise in the 5.0 era marked by
profound changes in human interactions with technology. Artificial intelligence (AI), the Internet of
Things (IoT), big data, and other advanced technologies include aspects that become integral to daily
life. The psychology of education was urgent to respond to some important urgency. 11 First, helping
individuals and education institutions adapt to rapid technological changes by understanding the
effects they have on the cognitive and emotional development of learners. Second, devising a learning
strategy that facilitates the development of 2st-century skills such as creativity, problem-solving,
critical thinking, and digital literacy. Furthermore, education psychology helps in the management of
the psychological impact of technology use such as digital addiction, cyber security, and constant
change of stress, and supports inclusive and responsive education to individual diversity. Education

11
Ibid., Z., page 4047

6
psychology also supports lifelong learning concepts and the development of learning self-reliance,
which is key in dealing with the dynamics of the 5.0 era. By applying the principles of education
psychology, education institutions can play a key role in preparing the young generation for
challenges and taking advantage of opportunities in the 5.0 era.12
Therefore, an educator must have complex knowledge of the growth and growth of
participants in his education. Educators are required to be able to understand the common problems of
students and to understand the age of learners when they are capable of abstract thinking.
Understanding the behavior of learners both positive and negative. This needs to be pointed out to be
a top priority that will eventually affect the learning process.13

III. CONCLUSIONS

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12
Op.cit., Z., page 4048
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