Implementation Educational Psychology Theories at Traditional Boarding School in Aceh

Home , Boarding school, Insurgency in Aceh

Journal of Critical Reviews

ISSN- 2394-5125 Vol 7, Issue 9, 2020

IMPLEMENTATION EDUCATIONAL PSYCHOLOGY THEORIES AT TRADITIONAL BOARDING SCHOOL IN ACEH

Fitriah M. Suud*1, Moh. Toriqul Chaer,2 Wahyudi Setiawan3

Universitas Muhammadiyah Yogyakarta, Jl. Brawijaya, Kasihan Bantul, Yogyakarta, Indonesia, *corresponding author: [email protected]

Received: 20.03.2020 Revised: 06.04.2020 Accepted: 14.05.2020

Abstract The application of the theory of educational psychology to an educational institution is a must. Nevertheless, how to implement the study of educational psychology in traditional institutions. This study aims to explore the implementation of educational psychology theories in traditional boarding schools (Dayah) ancient in Aceh. The method used to collect data is observation and interviews. The teaching model, assessment, and education system of boarding schools, which inherited from the classical Islamic education system, are following some principles of educational psychology. Through Islamic education in boarding school, the values of educational Psychology carried out and developed through boarding school culture. The assessment model that has not been by the principles of educational psychology is an example that in the Islamic education system remains to be developed. Future research should focus on conducting educational psychology principles, bearing in mind the much potential contained in the education system in Dayah.

Keywords: Educational Psychology, Theories, Traditional Boarding, Student Behavior

INTRODUCTION The study of educational psychology is highly essential to be institution in Aceh. Precisely is a traditional boarding school in studied and applied in the learning process in an educational Aceh called Dayah (Rizal & Iqbal, 2018). institution. The importance of educational psychology covers all fields of education (Begeny et al., 2018), both for students, Dayah Ma'hadal Ulum Diniyyah Islamiyyah Mesjid Raya (MUDI) teachers (Nezhad & Vahedi, 2011), learning methods, and the (Fahmi Arrauf Nasution, Miswari, & Sabaruddin, 2019) is one of school environment that has a relationship with the sustainability the oldest Islamic boarding schools in Aceh. It is because of the of the learning process in an educational institution (Bailey & initial development carried out since the time of Iskandar Muda, Rutledge, 2017). Educational psychology is the basis for teaching the King of Aceh who led the Kingdom of Aceh Darussalam in so that all parts of educational psychology must be examined and 1607-1636 (Thun, 2019). The leader of MUDI is Tgk. H. Hasanoel implemented in the learning process. Still, the main focus of Bashry bin H. Gadeng. This dayah located in Mideun Jok Village, educational psychology (Su, 2018) is students, teaching, and Mesjid Raya Village, Samalanga District, Bireuen Regency, Aceh learning. Province (Hadi, 2016). The uniqueness of this dayah is different from other dayahs in Aceh because this dayah can survive and These three things become necessary parts that need to consider continue to grow with the number of students increasing from in applying in the field to obtain effective teaching, intentional year to year until now. From this place was born famous scholars teachers, and maximum results for students (Mitchell & in Aceh with a particularly powerful alumni association. McConnell, 2012). These three main points explained with a variety of principles and theories by Psychologists (Begeny, Wang, MUDI boarding schools are known as dayahs who score clerics in Hida, Oluokun, & Jones, 2019; Özcana & Özgür, 2010) covering Aceh, and the role of a cleric is very crucial when maintaining several perspectives. In the discussion about learners, it is independence. This incredibly powerful network of cleric alumni necessary to need attention to student development diversity and also is what makes this dayah continue to survive and develop individual differences (Dunn, Barrett, Brands, Marsh, & Bigelow, until this day. Until now, they have an essential role in the 2019). The discussion on learning includes principles of learning enforcement of Islamic law in Aceh (McFate, 2019). Their success both behaviours, cognitive, social-cognitive, and constructivist, as should be studied and researched, at least to find out why the well as discussing students' motivation (Burić & Kim, 2020) and students were able to stay in a traditional boarding school for six self-regulation. Meanwhile, in learning this psychological study years or more. The MUDI dayah students did not only come from focuses on how classroom management (Gaias, Lindstrom Aceh but also came from various other regions outside the Aceh Johnson, Bottiani, Debnam, & Bradshaw, 2019; Sebastian, province, such as from Sumatra and even from Malaysia. Herman, & Reinke, 2019), learning methods, as well as how the These boarding schools are classified into traditional boarding views of humanist streams see this. Besides the above other things schools because they hold fast to classical teachings and the are also crucial to note, namely assessment (Gerritsen-van yellow book. At first, this dayah only studied Islamic religious Leeuwenkamp, Joosten-ten Brinke, & Kester, 2019). knowledge so that each graduate student would become a Tengku Some of the principles and theories about the study of educational (dayah teacher at Islamic boarding schools in Aceh) (Ilyas, Bangsa, psychology partly unnoticed to be held in the field, but it is not & Zainuddin, 2019). But later, this dayah collaborated with public perfect because most teachers, especially teachers in regions who education institutions so that alumni could join the equalization do not learn this knowledge, do not understand it well. Thus, program and be able to continue their studies to several research on the implementation of various principles and theories Universities, especially UIN or IAIN in Indonesia. of educational psychology studies needs to carry out in the field. The MUDI boarding school consists of two dayahs and two Therefore, this article will convey how the application of sources boarding houses, namely one male dayah and one female dayah and educational psychology theories in an Islamic educational (Fahmi Arrauf Nasution et al., 2019). The location of male students

Journal of critical reviews 371

IMPLEMENTATION EDUCATIONAL PSYCHOLOGY THEORIES AT TRADITIONAL BOARDING SCHOOL IN ACEH

(santri) and female students (santriwati) separated by highways METHODS and high rise buildings, so male and female students rarely meet This research is a qualitative study with a phenomenological (Yusuf & Wekke, 2015). The number of male students is more than design and approach that aims to see phenomena that occur in the female students, so to focus more attention on and analyze and field, which will then adjusted to the principles and educational relate it to educational psychology, the writer chooses to make psychology theories that already exist. As for how to obtain this observations on the learning process that takes place on male information, the authors conducted semi-structured bservations students, which be called santri. and interviews conducted in-depth to gain more precise information. Figure 1 described an overview of the research flow and what studied in this research.

Figure 1: Research focus From the chart above, it shows that the centre of the study in this not for conversation, but to understand the sentences of the study is four main objectives, namely seeing the condition of classic book written in Arabic (kitab kuneng). When viewed from students, learning, teaching, and assessment. All of these sections social problems, children taught to be able to share with friends in will be elaborated more by using the principles and educational one dormitory, as well as teachings in fostering interpersonal psychology theories. Furthermore, after getting an overview of relationships with residents of the hostel and surrounding areas. these four conditions at the MUDI boarding school, then the writer Meanwhile, they get moral education from the contents of the will relate them to psychological theories so that later it will book and practised in everyday life. describe what educational psychology theories applied at the boarding school. Based on their age when they became students (santri), according to Piaget's theory of cognitive development, they were at the level RESULT AND DISCUSSION of symbolic and abstract thinking (Barrouillet, 2015). They can Santri solve problems through the use of systematic experimentation The discussion of students in this study will provide a focus on (Papadopoulos & Iatridou, 2010). Meanwhile, based on Erikson's how attention paid to the development of students both in their psychosocial development theory, they have entered stage 5, cognition and language, psychosocial, reasoning, and morals. The where students enter adolescence and focus on efforts to find second focus is on how this boarding school pays attention to the their identity (Identity versus Role Diffusion) (Munley, 1977; diversity of students and also their differences (Student Nunley & Snarey, 1998; L. fang Zhang, 2015). The next Differences). The discussion of students in this study will provide developmental theory is Kohlberg's moral reasoning (Giurge, van a focus on how attention paid to the development of students both Dijke, Zheng, & De Cremer, 2019; Yuguero, Esquerda, Viñas, Soler- in their cognition and language, psychosocial, reasoning, and Gonzalez, & Pifarré, 2019). At this age, students are still at the morals. The discussion of students in this study will provide a stage of conventional morality, which has a personal conformity focus on how attention paid to the development of students both orientation and orientation to rules and laws(Curry, Jones in their cognition and language, psychosocial, reasoning, and Chesters, & Van Lissa, 2019; Margoni, 2020). Moral reasoning is morals. The second focus is on how this boarding school pays still focused on the help of others and tends to follow the rules attention to the diversity of students and also their differences without questioning the basis and process of drafting those rules. (Student Differences). At the MUDI boarding school, students are Age differences and origin differences ensure very striking who have completed fundamental education, or have been aged character differences (Brown, Blanchard, & McGrath, 2020). eleven-years-old and over. They will be educated for six years to Humans do have variations such as physical, social, personality, be able to master all fields of science taught in boarding schools. intelligence and essential abilities as well as fundamental skills They consist of Fiqh, Usul Fiqh, Tawhid, Tasauf, Mantiq, Bayan, and cleverness in schools. But of concern, in this case, are Nahu, Saraf, Tafsir, Qaidah fiqh, Balagah, Faraid, Arudth, Falak differences in learning ability (Barou Dagues, Hall, & Giraldeau, Sciences, Hadith Sciences, Hadith, and Tarikh. Students who 2020), learning speed, learning style, and motivation to learn. accepted both eleven-years-old and older will still enter first grade. It means that there is no class separation, based on age; Study class separation is only due to gender differences. There are several perspectives on learning. That are behavioristic, In terms of cognition, they get knowledge (content knowledge) cognitive, social-cognitive, constructivist, learning motivation, from learning every day. They argue that all can participate in and self-regulation. A general description of the learning process learning even if they do not have the same level of understanding that occurs at the MUDI Islamic Boarding School is students study and speed of comprehension of the lessons they get. In terms of 6 days a week and have a holiday on Fridays. Santri learns three language development, they only focus on Arabic. Arabic is used times a day, namely morning, afternoon, and night. At certain

Journal of critical reviews 372

IMPLEMENTATION EDUCATIONAL PSYCHOLOGY THEORIES AT TRADITIONAL BOARDING SCHOOL IN ACEH

times there are study hours at 00:00 until 01:30 in the morning. A There are two motivations possessed by santri, namely intrinsic teacher called Teungku will hold one lesson in one book until it's and extrinsic. The most extrinsic motivation comes from the complete. If a female Tengku (Teungku Inong) teaches at a men's teacher and his parents. After having the external motivation and place, then the Teungku will wear a veil (niqab) when coaching or undergoing a learning process, intrinsic motivation begins to use a curtain. Vice versa, if male Teungku teaches in a female emerge. Some students have intrinsic motivation from the start. It student class, then between the teacher and students will be is because they have been thinking ahead (forethought) about separated by a veil. If a male teacher teaches in a santri class, then what will happen to them if they study the sciences in this dayah. learning will proceed as usual without any obstructions (curtain). This case, if related to Psychology theory, can be described as self- The number of students in one class is around 20 to 30 people. regulated (Dinsmore, 2017). The method or process of learning applies a one-way system, The motivation given in school verbally cause students seeing and where the teacher reads the book, and the students listen well. observing the attitudes and nature of their teacher. They can be After the teacher reads the text of the book (students also have an said to use modelling models. One of the theories from Bandura's identical book), then the teacher explains (directed) along with Social learning theory (Grusec, 2019) is modelling. This modelling examples. After the explanation finished, the teacher will ask model if observed by santri gives an effect in the form of arousing students to repeat the readings read by the teacher. It intended so emotions. After finding the behaviour of others can also change that students are accustomed to reading Arabic books, which are feelings, for example, in this case, students who see the behaviour mostly not lined up except for a few books in class 1 that still have of a senior class toward his teacher, as well as the punishment was lines. Besides, students expected to be familiar with the meaning given to others helps change his behaviour not to make the same or meaning of sentences in Arabic. mistake. Furthermore, the teacher motivates the students with a general pattern of motivation, and there are also different The students sit on the floor with a mat in the classroom. They according to students' needs and their problems. So, this is also usually sit in positions such as letter U. The teacher also sits on the under the theory of McClelland (Kriegbaum, Becker, & Spinath, floor in front of the students and teaches about 2 hours. Regarding 2018; Pinquart & Ebeling, 2020) in achieving achievement or the learning media used, the teachers seldom use the blackboard Need for Achievement (N.Ach) which states that motivation unless it is essential. It means that the teacher stays in his seat varies, according to the strength of one's need for achievement. from the beginning to the end of the learning process. Because everything is in the book, it is also rare for the students to make The competence of students works very favourably. There was notes in their books. If examined strictly, then the method used is hardly any bullying because the teacher taught that all students only one way, but the students still feel at home following the living in MUDI were relatives. It is also one of the reasons why this lesson. The students have their motivation in learning, one of Dayah alumnus has a highly important bond. The teachers make which is the hope to be proficient as their teacher and expect the several competitions to develop some of the talents possessed by pleasure of Allah SWT with the process they are going through. students. The contest is an intergroup competency, both in one Support from parents, explanations by Tengku about Heaven and class or with another class. There are individual competencies. Hell, and the students' confidence in the truth of the contents of This competency then generates attribution, especially business the book they learned became a motivation to survive and study contribution. The teacher also gives this competency-based on the there. level. So, Alderfer's theory (Alderfer, 1969) which states that the strong desire to satisfy "higher" needs is greater if lower The relationship between teachers and students in Islamic requirements are satisfied. The more difficult it is to complete a boarding schools well established. The students are very obedient higher level of need, the greater the desire to meet more essential and very respectful (ta'zhim) to their teacher. The teacher, for needs. them, is a figure who is noble, authoritative, and very favoured. Therefore, the learning process rarely found students who make a Self-regulation (Barnard-Brak, Lan, & Paton, 2010) is a very fuss when the teacher is reading and explaining the contents of the significant role in behaviour because it allows one to make gradual book. It happened continuously from the beginning. The initial changes between external controls to internal control over their cause is probably because the students will receive sanctions, both behaviour (Zheng et al., 2020). In association with the conditions physical sanctions, and psychological sanctions. Teachers are in MUDI, children have the ability to think ahead (forethought), so justified in giving a reprimand by beating students with rattan they feel at home and can survive there. According to Bandura according to levels of the strength of students. Santri, who (social cognitive theory) (Schunk & DiBenedetto, 2020), most committed violations, also bathed and tried in the courtroom. It is human actions governed by his ability to think ahead. Therefore a lesson for other students not to do the same thing. the ability to think ahead produces behaviour through the mechanism of self-regulation (Evans, Norman, & Webb, 2017). Addition, for making the discussion more focused, this description The way that the teachers do is by sharing positive experiences of learning discussed by answering the following questions. The they have felt while in MUDI. It is presented particularly to questions are how learning behaviour occurs, how to motivate students in class 1. student learning, how to make competition conducive for students, how to develop business attribution on students, how The relationship between teachers and students at MUDI works to get students self-regulated. How to build favourable teacher- very well because teachers are like parents to students who love student interactions, how learning is goal-oriented, training is a them without favouritism. If related to psychological principles process, and how to learn effectively. There are several and theories, this boarding applies Maslow's rule, which is using explanations as follows; the Humanist approach. The teacher is very guarding of his words to students, always issuing positive words, supporting them, and Noting the phenomenon of learning behavior that occurs in MUDI not fooling the students. It is as stated by Egert (Egert, Dederer, & Islamic Boarding School which found in creating an orderly Fukkink, 2020) that teachers with humanistic approach support, learning atmosphere and the loss of unexpected behavior, the trust each student as an individual, and consider personal boarding unknowingly applies the BF Skinner's Operant development and emotional states in all the learning treatments Conditioning theory, which provides positive punishment they do. It is also possible that makes students glorify their (Hockenhull & Creighton, 2013) which provides weakens the teachers. appearance of performance by giving unpleasant consequences/aversive stimulus (Z. Zhang, Song, & Song, 2019). Effective education learns by considering student development, including physical, intellectual, emotional, and social development (Gimenez, Martín-Oro, & Sanaú, 2018). Based on the description

Journal of critical reviews 373

IMPLEMENTATION EDUCATIONAL PSYCHOLOGY THEORIES AT TRADITIONAL BOARDING SCHOOL IN ACEH

of the ways and learning styles of students at Dayah MUDI, it training can be more clearly by paying attention to the pyramid in announced that learning has begun to be effective. In terms of Figure 2.

Figure 2: Effective Teaching Methods in The Learning Pyramid (McKay, E. G., Cabrales, D., & Borrego, 1998)

Especially the new students at MUDI, they learn by reading and building that continued in development. In addition to certain listening to explanations from the teacher. It means that it is still days the students have their schedule to work collectively to clean passive and only in levels two. Besides, they also learn in groups the bathroom and the environment around dayah. to repeat the lesson. But if students have passed semester 2, then they have started to develop a more powerful way by teaching In learning and repeating learning, they made into groups in the others, especially their juniors and friends who do not understand. form of caravans. These caravans are groups according to their origins, such as Bireun, Pidie, and others. Initially, this caravan Learning formed because students looked more comfortable repeating The learning section that will be the focus of attention is: how a learning with classmates who came from one area with him. Over teacher arranges and controls individual differences, class time, the students felt more comfortable studying with class management creates a productive learning environment; the groups who can meet four times in a day in the class. Therefore methods used and sees how the humanistic perspective is carried this caravan group only works effectively for new students. out in the learning process. Learning that takes place at MUDI is Low achievers children do not hesitate to ask those who are high done by a teacher for one subject until completion (a year), so that achievers. It is because, from the beginning, the teacher has the teacher memorizes and knows each student's characters well. introduced a good sense of kinship and character in the Dayah The method used enhanced with lectures and explanations of the environment so that intelligent students do not feel arrogant contents of the book after reading it is accompanied by concrete (Sappington, Keum, & Hoffman, 2019), but willingly they want to examples, listening to the teacher's description, and asked to invite their friends to learn. A teacher who already knows the repeat the reading by Tengku before class ends. Furthermore, for students' abilities then gives the assignment to help his friends if lessons that require practice, the students will be asked to become they have difficulty understanding the contents of the book. imams in turn at the time of the five daily prayers and also the sunnah prayer. In the context of educational psychology, teaching not only provides lessons but also ask for feedback from students and the The teacher is sufficient to start by reading the opening prayer of direct practice of subject matter. Then it can be adjusted to the study to create a comfortable and safe class, and all students Bloom's taxonomy theory (Tyran, 2010) about the three domains have been able to orderly follow the lesson. In level one, there is a of education, namely cognitive, affective, and psychomotor. Based slight difference because they are not used to it, but after the on changes in student perspectives, both in learning and in teacher explains the learning objectives, gives them motivation selecting study groups and changes in attitudes and expectations along with rewards, and punishment, so that students managed. due to the environment, this is following the theory of triadic The method in removing students' boredom at a specific time, the reciprocal causation developed (Bergman, Bergman, & Thatcher, teacher invites the students to garden and go to the fields. They 2019). The three factors seen in the chart below can influence each also summoned to work together to help complete the dayah other.

Behavior

Person Environment

Figure 3: Bandura Triadic Reciprocal Causation Model

Journal of critical reviews 374

IMPLEMENTATION EDUCATIONAL PSYCHOLOGY THEORIES AT TRADITIONAL BOARDING SCHOOL IN ACEH

The capacity of students to take the initiative in learning and In compiling a written test, the teacher gives the same questions choose study groups to improve their abilities is following the to one class. It means that there are no differences in ratings for spirit of humanistic theory about the substantial hand in directing students of different abilities, but they are allowed to change test themselves so that students have self-directed and self-motivated. scores if they are inadequate. Other policies, given by the teacher A comfortable classroom atmosphere for students and good in the exam, are memorization tests. Those who already memorize relations between students and teachers are also following the they can meet the teacher first for the review, while those who essential principles in humanistic broadcasts (Chilingaryan & have not mastered memorization still provided the time to Zvereva, 2017). The formation of caravans to help alleviate remember correctly. The questions given by the teacher are all in students' difficulties in learning, especially for low achievers the form of descriptions, not in the kind of multiple-choice tests. students, is also under the Zone of Proximal Development (ZPD) Consequently, students can explain the answers according to their theory developed by Vygotsky (Smagorinsky, 2018). It explained abilities and thoughts. For practice exams, sometimes they are that the area contained a series of tasks that were too difficult for done in groups, but sometimes they are done individually the child to do alone, but done if he got help from the teacher or according to the subject matter. other capable children. Assessment in educational psychology consists of two things, The dayah learning method still does not have various systems. It, namely standardized tests and assessing classroom learning (Eva, of course, contradicts the psychological view that good learning, 2018). Based on the description above, it said that the assessment delivered with varied approaches (Yurkofsky, Blum-Smith, & given by the teacher does not pay attention to individual Brennan, 2019). However, for other things, dayah has adopted a differences. It is because the teachers have not given personal humanistic approach, especially about teachers who well-versed assessments and differentiated assessments based on individuals with the material being taught, are sensitive to students' feelings, but are still giving the same exam or questions to all students. believe that students can learn, and have positive self-concepts. Assessment should include the cognitive, affective, and psychomotor domains. However, after observing the Based on a series of lessons in dayah, and linking them with four psychomotor domain is still less touched in the assessment human approaches (Self Esteem Approach, Creativity Approach, process. Value Clarification, and Moral Development Approach, Multiple Talent Approach), the adaptable approach is the self-esteem From several models of questions that can be given (true-false, approach, value clarification, and moral development. Meanwhile, multiple-choice, complete, matched, filled in), it appears that the creativity is still not visible, as well as multiple talents. It is due to written test uses one kind of fill-in-the-blank question (YueLiu, the more student activities in the class with methods that are still Tang, FeiCai, Ren, & Sun, 2019). This form has advantages, not varied. including the problem tested can be presented as a whole. Besides, in the context, it is also good to know the full experience of In the learning process, there are eight approaches offered by students about a subject area. However, this question is often only constructivist approaches (Guo, You, Wang, Yi, & Chen, 2019). able to measure student knowledge. (Cooperative Learning, Scaffolding, Discovery learning, Self- regulated learning, Top-down processing, APA). Some are suitable In giving scores after an examination in educational psychology, for learning in MUDI dayah. The first is cooperative learning this there are two models known, namely criterion-referenced seen when teachers form study groups and facilitate students to evaluation (Welk, De Saint-Maurice Maduro, Laurson, & Brown, learn in groups. The second, appropriate learning is self-regulated. 2011) and norm-referenced evaluation. Hence in the Although it does not look perfect, there have been efforts to implementation of providing value to MUDI dayah, it can be seen develop students' efforts to become independent, direct, and that the assessment is done by the first model, which is manage their knowledge. interpreting someone's score by comparing it with specific behaviour, which seen as a criterion-referenced evaluation. For The third is scaffolding (Muhonen, Rasku-Puttonen, Pakarinen, evaluations in the classroom every day, it is still not implemented Poikkeus, & Lerkkanen, 2016). At the beginning of learning, in this even if it barely assessed. model, the teacher gives much help in teaching so that students easily understand then the teacher reduces it slowly. It is as in the CONCLUSION development of reading Arabic. Initially, the teacher assists After all components of education considered in MUDI Dayah are students in reading and explains the rules of the language connected with the principles and theories of educational contained therein. Then, slowly the teacher asks students to find psychology. There should be appropriate and some that are not their grammar in the sentences he reads. following the principles and methods of educational psychology. Based on learning methods in educational psychology, it grouped Of course, many deficiencies found in terms of learning following into two categories of approaches: teacher-centred approaches the principles of psychology. It caused by several factors, including and student-centred approaches (Lojdová, 2019). Therefore, the the system built is still classics and continues the old learning system developed at Dayah uses teacher-centred methods. It habits. Then in terms of facilities and infrastructures that are not makes students more passive except when the teacher asks yet sufficient to realize creative learning methods. students to reread the lesson. Next, the most crucial factor is educational resources or teachers. Teachers at MUDI are mostly alumni from Dayah MUDI Assessment themselves, so they continue to inherit the system they had The assessment given by the teacher consists of three forms, previously obtained. The lack of training included in the boarding namely a written test, a memorization test, and a practical test for area also caused limited development in the field of learning a particular field of need. The students receive report cards three innovation. Some of these things then cause teachers not to fully times a year. It is the same as other public schools, where the understand and apply the principles of psychology in the learning report cards are shared once every four months. Report cards, in process. However, some things are following the principles and addition to containing numbers, also contain descriptions and are theories of psychology that they run. It is because of the intuition not ranked. The students get value from several activities. First is or feelings of an educator who put forward the responsibility and the amount of days in class, the value of memorization, the value compassion. Besides, it is because of the norms and etiquette of of the written test, and also the value of the practice for lessons learning described in the books of manners they study. that need practising. Regarding the learning that took place at the MUDI boarding school as one of the traditional boarding schools, the authors

Journal of critical reviews 375

IMPLEMENTATION EDUCATIONAL PSYCHOLOGY THEORIES AT TRADITIONAL BOARDING SCHOOL IN ACEH

suggest that researchers and education observers can carry out others. Although not as complete as the educational psychology more in-depth research on the implementation of the principles theory developed by Western psychologists, the principles of and theories of educational psychology in the pesantren. The good learning in Islamic educational institutions need attention. It is things that have been going on for years are also interesting to because Islam through al-Qur'an, al-Hadith, and the thoughts of study. It confirms that the system of educational psychology in the figures are almost all normative without scientific research. Islam also considered and included in classic books. Some Therefore it becomes interesting to conduct further research to educational psychology works that are still suitable to be carried improve and improve the quality of learning in the country, out found in the works of Ibn Khaldun, Ibn Rusdy, al Ghazali, and especially education in Islamic institutions.

REFERENCES https://doi.org/10.1080/01443410.2017.1333575 1. Alderfer, C. P. (1969). An empirical test of a new theory of 14. Dunn, K. E., Barrett, F. S., Brands, B., Marsh, D. C., & Bigelow, human needs. Organizational Behavior and Human G. E. (2019). Individual differences in human opioid abuse Performance, 4(2), 142–175. potential as observed in a human laboratory study. Drug and https://doi.org/10.1016/0030-5073(69)90004-X Alcohol Dependence, 205. 2. Bailey, J. H., & Rutledge, B. (2017). The Educational https://doi.org/10.1016/j.drugalcdep.2019.107688 Psychology of Clinical Training. American Journal of the 15. Egert, F., Dederer, V., & Fukkink, R. G. (2020). The impact of Medical Sciences, 353(2), 96–100. in-service professional development on the quality of https://doi.org/10.1016/j.amjms.2016.10.011 teacher-child interactions in early education and care: A 3. Barnard-Brak, L., Lan, W. Y., & Paton, V. O. (2010). Profiles in meta-analysis. Educational Research Review, 29, 100309. self-regulated learning in the online learning environment. https://doi.org/10.1016/j.edurev.2019.100309 International Review of Research in Open and Distance 16. Eva, K. W. (2018). Cognitive Influences on Complex Learning, 11(1), 61–80. Performance Assessment: Lessons from the Interplay https://doi.org/10.19173/irrodl.v11i1.769 between Medicine and Psychology. Journal of Applied 4. Barou Dagues, M., Hall, C. L., & Giraldeau, L.-A. (2020). Research in Memory and Cognition, 7(2), 177–188. Individual differences in learning ability are negatively https://doi.org/10.1016/j.jarmac.2018.03.008 linked to behavioural plasticity in a frequency-dependent 17. Evans, R., Norman, P., & Webb, T. L. (2017). Using Temporal game. Animal Behaviour, 159, 97–103. Self-Regulation Theory to understand healthy and unhealthy https://doi.org/10.1016/j.anbehav.2019.11.011 eating intentions and behaviour. Appetite, 116, 357–364. 5. Barrouillet, P. (2015). Theories of cognitive development: https://doi.org/10.1016/j.appet.2017.05.022 From Piaget to today. Developmental Review, Vol. 38, pp. 1– 18. Fahmi Arrauf Nasution, I., Miswari, M., & Sabaruddin, S. 12. https://doi.org/10.1016/j.dr.2015.07.004 (2019). Preserving Identity through Modernity: Dayah al- 6. Begeny, J. C., Levy, R. A., Hida, R., Norwalk, K., Field, S., Suzuki, Aziziyah and Its Negotiations with Modernity in Aceh. H., … Burneo, C. A. (2018). Geographically representative Hayula: Indonesian Journal of Multidisciplinary Islamic scholarship and internationalization in school and Studies, 3(2), 211–232. educational psychology: A bibliometric analysis of eight https://doi.org/10.21009/hayula.003.2.06 journals from 2002–2016. Journal of School Psychology, 70, 19. Gaias, L. M., Lindstrom Johnson, S., Bottiani, J. H., Debnam, K. 44–63. https://doi.org/10.1016/j.jsp.2018.07.001 J., & Bradshaw, C. P. (2019). Examining teachers’ classroom 7. Begeny, J. C., Wang, J., Hida, R. M., Oluokun, H. O., & Jones, R. management profiles: Incorporating a focus on culturally A. (2019). A global examination of peer-reviewed, scholarly responsive practice. Journal of School Psychology, 76, 124– journal outlets devoted to school and educational 139. https://doi.org/10.1016/j.jsp.2019.07.017 psychology. School Psychology International, 40(6), 547–580. 20. Gerritsen-van Leeuwenkamp, K. J., Joosten-ten Brinke, D., & https://doi.org/10.1177/0143034319881474 Kester, L. (2019). Students’ perceptions of assessment 8. Bergman, Z., Bergman, M. M., & Thatcher, A. (2019). Agency quality related to their learning approaches and learning and Bandura’s Model of Triadic Reciprocal Causation: An outcomes. Studies in Educational Evaluation, 63, 72–82. Exploratory Mobility Study Among Metrorail Commuters in https://doi.org/10.1016/j.stueduc.2019.07.005 the Western Cape, South Africa. Frontiers in Psychology, 10. 21. Gimenez, G., Martín-Oro, Á., & Sanaú, J. (2018). The effect of https://doi.org/10.3389/fpsyg.2019.00411 districts’ social development on student performance. 9. Brown, M., Blanchard, T., & McGrath, R. E. (2020). Differences Studies in Educational Evaluation, 58, 80–96. in self-reported character strengths across adolescence. https://doi.org/10.1016/j.stueduc.2018.05.009 Journal of Adolescence, 79, 1–10. 22. Giurge, L. M., van Dijke, M., Zheng, M. X., & De Cremer, D. https://doi.org/10.1016/j.adolescence.2019.12.008 (2019). Does power corrupt the mind? The influence of 10. Burić, I., & Kim, L. E. (2020). Teacher self-efficacy, power on moral reasoning and self-interested behavior. instructional quality, and student motivational beliefs: An Leadership Quarterly. analysis using multilevel structural equation modeling. https://doi.org/10.1016/j.leaqua.2019.03.003 Learning and Instruction, 66, 101302. 23. Grusec, J. E. (2019). Social Learning Theory. In Reference https://doi.org/10.1016/j.learninstruc.2019.101302 Module in Neuroscience and Biobehavioral Psychology. 11. Chilingaryan, K., & Zvereva, E. (2017). Methodology of https://doi.org/10.1016/B978-0-12-809324-5.23568-2 Flipped Classroom as a Learning Technology in Foreign 24. Guo, Z. H., You, Z. H., Wang, Y. Bin, Yi, H. C., & Chen, Z. H. Language Teaching. Procedia - Social and Behavioral Sciences, (2019). A Learning-Based Method for LncRNA-Disease 237, 1500–1504. Association Identification Combing Similarity Information https://doi.org/10.1016/j.sbspro.2017.02.236 and Rotation Forest. IScience, 19, 786–795. 12. Curry, O. S., Jones Chesters, M., & Van Lissa, C. J. (2019). https://doi.org/10.1016/j.isci.2019.08.030 Mapping morality with a compass: Testing the theory of 25. Hadi, A. (2016). ACEH IN HISTORY: Preserving Traditions ‘morality-as-cooperation’ with a new questionnaire. Journal and Embracing Modernity. MIQOT: Jurnal Ilmu-Ilmu of Research in Personality, 78, 106–124. Keislaman, 37(2), 449–464. https://doi.org/10.1016/j.jrp.2018.10.008 https://doi.org/10.30821/miqot.v37i2.92 13. Dinsmore, D. L. (2017, October 21). Examining the 26. Hockenhull, J., & Creighton, E. (2013). Training horses: ontological and epistemic assumptions of research on Positive reinforcement, positive punishment, and ridden metacognition, self-regulation and self-regulated learning. behavior problems. Journal of Veterinary Behavior: Clinical Educational Psychology, Vol. 37, pp. 1125–1153. Applications and Research, 8(4), 245–252.

Journal of critical reviews 376

IMPLEMENTATION EDUCATIONAL PSYCHOLOGY THEORIES AT TRADITIONAL BOARDING SCHOOL IN ACEH

https://doi.org/10.1016/j.jveb.2012.06.002 Psychology, 60. 27. Ilyas, M., Bangsa, B., & Zainuddin, G. (2019). LEADERSHIP https://doi.org/10.1016/j.cedpsych.2019.101832 TRANSFORMATION; STUDY OF ISLAMIC BOARDING 44. Sebastian, J., Herman, K. C., & Reinke, W. M. (2019). Do SCHOOL (DAYAH) IN ACEH PROVINCE OF INDONESIA. In organizational conditions influence teacher implementation Journal of Entrepreneurship Education (Vol. 22). of effective classroom management practices: Findings from 28. Kriegbaum, K., Becker, N., & Spinath, B. (2018). The relative a randomized trial. Journal of School Psychology, 72, 134– importance of intelligence and motivation as predictors of 149. https://doi.org/10.1016/j.jsp.2018.12.008 school achievement: A meta-analysis. Educational Research 45. Smagorinsky, P. (2018, March 1). Deconflating the ZPD and Review, 25, 120–148. instructional scaffolding: Retranslating and reconceiving the https://doi.org/10.1016/j.edurev.2018.10.001 zone of proximal development as the zone of next 29. Lojdová, K. (2019). Socialization of a student teacher on development. Learning, Culture and Social Interaction, Vol. teaching practice into the discursive community of the 16, pp. 70–75. https://doi.org/10.1016/j.lcsi.2017.10.009 classroom: Between a teacher-centered and a learner- 46. Su, R. (2018). The three faces of interests: An integrative centered approach. Learning, Culture and Social Interaction, review of interest research in vocational, organizational, and 22. https://doi.org/10.1016/j.lcsi.2019.05.001 educational psychology. Journal of Vocational Behavior. 30. Margoni, F. (2020). The distinction between morality and https://doi.org/10.1016/j.jvb.2018.10.016 convention in older adults. Cognitive Development, 53. 47. Thun, T. (2019). Cambodia. Cambodia’s second kingdom: https://doi.org/10.1016/j.cogdev.2019.100840 Nation, imagination, and democracy By Astrid Norén-Nilsson 31. McFate, M. (2019). Useful Knowledge: Snouck Hurgronje and Ithaca, NY: Cornell Southeast Asia Program Publications, Islamic Insurgency in Aceh. Orbis, 63(3), 416–439. 2016. Pp. 229. Plates, Notes, Bibliography, Index. Journal of https://doi.org/10.1016/j.orbis.2019.05.005 Southeast Asian Studies, 50(2), 294–296. 32. McKay, E. G., Cabrales, D., & Borrego, V. J. (1998). Starting https://doi.org/10.1017/s0022463419000304 strong: A guide to preservice training, Retrieved June, 24, 2003. 48. Tyran, C. K. (2010). Designing the spreadsheet-based Washington, DC: Corporation for National Service. decision support systems course: An application of Bloom’s 33. Mitchell, A. W., & McConnell, J. R. (2012). A historical review taxonomy. Journal of Business Research, 63(2), 207–216. of Contemporary Educational Psychology from 1995 to https://doi.org/10.1016/j.jbusres.2009.03.009 2010. Contemporary Educational Psychology, 37(2), 136– 49. Welk, G. J., De Saint-Maurice Maduro, P. F., Laurson, K. R., & 147. https://doi.org/10.1016/j.cedpsych.2011.11.001 Brown, D. D. (2011). Field evaluation of the new 34. Muhonen, H., Rasku-Puttonen, H., Pakarinen, E., Poikkeus, A. FITNESSGRAM ® criterion-referenced standards. American M., & Lerkkanen, M. K. (2016). Scaffolding through dialogic Journal of Preventive Medicine, 41(4 SUPPL. 2). teaching in early school classrooms. Teaching and Teacher https://doi.org/10.1016/j.amepre.2011.07.011 Education, 55, 143–154. 50. YueLiu, Tang, A., FeiCai, Ren, P., & Sun, Z. (2019). Multi- https://doi.org/10.1016/j.tate.2016.01.007 feature based Question–Answerer Model Matching for 35. Munley, P. H. (1977). Erikson’s theory of psychosocial predicting response time in CQA. Knowledge-Based Systems, development and career development. Journal of Vocational 182. https://doi.org/10.1016/j.knosys.2019.06.002 Behavior, 10(3), 261–269. https://doi.org/10.1016/0001- 51. Yuguero, O., Esquerda, M., Viñas, J., Soler-Gonzalez, J., & 8791(77)90062-8 Pifarré, J. (2019). Ethics and empathy: The relationship 36. Nezhad, A. S., & Vahedi, M. (2011). The role of educational between moral reasoning, ethical sensitivity and empathy in psychology in teacher education programs. Procedia - Social medical students. Revista Clínica Española (English Edition), and Behavioral Sciences, 30, 327–330. 219(2), 73–78. https://doi.org/10.1016/j.sbspro.2011.10.064 https://doi.org/10.1016/j.rceng.2018.09.009 37. Nunley, T., & Snarey, J. (1998). Erik Erikson’s value 52. Yurkofsky, M. M., Blum-Smith, S., & Brennan, K. (2019). orientation stages: A longitudinal study of ethical identity Expanding outcomes: Exploring varied conceptions of development among kibbutz adolescents. International teacher learning in an online professional development Journal of Educational Research, 27(7), 629–641. experience. Teaching and Teacher Education, 82, 1–13. https://doi.org/10.1016/S0883-0355(97)00059-1 https://doi.org/10.1016/j.tate.2019.03.002 38. Özcana, D., & Özgür, B. (2010). Relationship between self 53. Yusuf, M., & Wekke, I. S. (2015). Active Learning on Teaching efficacy and educational psychology course perceptions of Arabic for Special Purpose in Indonesian Pesantren. Procedia pre-service teachers studying at education faculty of NEU. - Social and Behavioral Sciences, 191, 137–141. Procedia - Social and Behavioral Sciences, 5, 2372–2378. https://doi.org/10.1016/j.sbspro.2015.04.245 https://doi.org/10.1016/j.sbspro.2010.07.466 54. Zhang, L. fang. (2015). Erikson’s Theory of Psychosocial 39. Papadopoulos, I., & Iatridou, M. (2010). Systematic Development. In International Encyclopedia of the Social & approaches to experimentation: The case of Pick’s theorem. Behavioral Sciences: Second Edition (pp. 938–946). Journal of Mathematical Behavior, 29(4), 207–217. https://doi.org/10.1016/B978-0-08-097086-8.23200-5 https://doi.org/10.1016/j.jmathb.2010.10.002 55. Zhang, Z., Song, F., & Song, Z. (2019). Promoting knowledge 40. Pinquart, M., & Ebeling, M. (2020). Students’ expected and sharing in the workplace: Punishment v. reward. Chaos, actual academic achievement – A meta-analysis. Solitons & Fractals, 109518. International Journal of Educational Research, 100. https://doi.org/10.1016/j.chaos.2019.109518 https://doi.org/10.1016/j.ijer.2019.101524 56. Zheng, J., Xing, W., Zhu, G., Chen, G., Zhao, H., & Xie, C. (2020). 41. Rizal, M., & Iqbal, M. (2018). Dayah and Meunasah: Abu Profiling self-regulation behaviors in STEM learning of Teupin Raya is the reformer of Islamic Education in Aceh. engineering design. Computers and Education, 143. Jurnal Pendidikan Islam, 7(1), 185–207. https://doi.org/10.1016/j.compedu.2019.103669 https://doi.org/10.14421/jpi.2018.71.185-207 42. Sappington, R., Keum, B. T. H., & Hoffman, M. A. (2019). “Arrogant, ungrateful, anti-American degenerates”:

Development and initial validation of the Attitudes Toward Athlete Activism Questionnaire (ATAAQ). Psychology of Sport and Exercise, 45. https://doi.org/10.1016/j.psychsport.2019.101552 43. Schunk, D. H., & DiBenedetto, M. K. (2020). Motivation and social cognitive theory. Contemporary Educational

Journal of critical reviews 377