FLOURISHING MAHASISWA: PERSPEKTIF TEORI KONSTRUKTIVISME JEAN PEAGET
FLOURISHING STUDENTS: A PERSPECTIVE OF JEAN PEAGET'S THEORY OF CONSTRUCTIVISM
Keywords:
Flourishing, Peaget Konstruktivisme Theory
Abstract
Students who are in the formal operational stage, where they have the ability to think abstractly and critically, have the potential to achieve flourishing. Students experience increased responsibility and competition in various aspects of their lives, such as academics, work, family, social, and personal interests. By understanding the relationship between flourishing and Piaget's cognitive development theory, we can create better support programmes for university students. This research uses a literature study method through the review of theoretical literature, references, and other scientific literature. Using Piaget's theory of constructivism, students can achieve flourishing through active learning, deep engagement, autonomy development, and relevant and contextualised learning experiences. An educational environment that provides freedom and flexibility allows students to develop optimal formal operations thinking ability, which is an important basis for achieving flourishing in higher education.
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Kuhlthau., & Todd. (2007). Guide Inquiry: A Framework for Learning Through Library School in 21 Century. New Jersey: CISLL.
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https://doi.org/10.17509/jpm.v4i1.14949
Luthar, S. S. (2003). Resilience and vulnerability: Adaptation in the context of childhood adversities. Cambridge University Press.
Marinda, L. (2020). Teori Perkembangan Kognitif Jean Piaget dan Problematikanya Pada Anak Usia Sekolah Dasar. An-Nisa: Jurnal Kajian Perempuan & Keislaman. 13(1), 116-152.
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Nurhayani., & Salistina, D. (2021). Teori Belajar dan Pembelajaran. Yogyakarta: CV. Gerbang Media Aksara.
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Parker, M., McGarr, O., & O’Neill, J. (2019). Academic Stress and Mental Health in College Students: The Role of Social Support. Journal of College Student Development, 60(4), 515-522. https://doi.org/10.1353/csd.2019.0040.
Piaget, J. (1954). The Construction of Reality in the Child. New York: Basic Books.
Putri, N. P. I., I Gusti Ayu Tri Agustiana, & Alexander Hamonangan Simamora. (2022). Model Pembelajaran Aktif Berbantuan Media Fun Thinkers Terhadap Hasil Belajar Siswa Sekolah Dasar. MIMBAR PGSD Undiksha, 10(3), 541–549. https://doi.org/10.23887/jjpgsd.v10i3.52287.
Ritonga, D. R., & Napitupulu, S. (2024). Implementasi Metode Pembelajaran Aktif dalam Meningkatkan Keterampilan Berpikir Kritis Siswa Sekolah Dasar. Education & Learning. 4(1), https://doi.org/10.57251/el.v4i1.1292.
Ryff, C. D., & Singer, B. (2000). Interpersonal flourishing: A positive health agenda for the new millennium. Personality and Social Psychology Review, 4(1), 30-44. https://doi.org/10.1207/S15327957PSPR0401_3.
Santiago, P., Tavares, S., & Silva, M. (2019). The Role of Higher Education in Social Mobility: A Comparative Study. European Journal of Education, 54(3), 345-359. https://doi.org/10.1111/ejed.12332.
Sarwono, J. (2006). Metode Penelitian Kualitatif Kuantitatif. Yogyakarta: CV. Graha Ilmu.
Schneider, M., Preckel, F., & Schmitt, M. (2020). The Role of Social Support in Academic Success: A Meta-Analysis. Educational Psychology Review, 32(3), 747-771. https://doi.org/10.1007/s10648-019-09509-0.
Seligman, M. E. P. (2002). AUTHENTIC HAPPINES: Using The New Positive Psychology To Realize Your Potential for Lasting Fulfillment. Free Press.
Seligman, M. E. P. (2013). Beyond Authentic Happiness: Menciptakan Kebahagiaan Sempurna dengan Psikologi Positif. Mizan Pustaka.
Soysa, C. K., & Wilcomb, C. J. (2015). Mindfulness, self-compassion, self-efficacy, and gender as predictors of depression, anxiety, stress, and well-being. Mindfulness, 6(2), 217-226.
https://doi.org/10.1007/s12671-013-0247-1
Steinhardt, M. A., & Dolbier, C. L. (2008). Evaluation of a Resilience Intervention to Enhance Well-Being and Academic Success in College Students. Journal of American College Health, 56(5), 545-553. https://doi.org/10.3200/JACH.56.5.545-554.
Sugrah, N. (2019). Implementasi Teori Belajar Konstruktivisme Dalam Pembelajaran Sains.Humanika Kajian Ilmiah Mata KUliah Umum. 19(2), 121-138.
https://doi.org/10.21831/hum.v19i2.29274
Suldo, S. M., & Shaunessy, E. (2007). Looking beyond a one-dimensional view of student well-being: The importance of multiple indicators. Psychology in the Schools, 44(5), 441-454. https://doi.org/10.1002/pits.20273.
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Tari, I. D. A. E. P, D., & Adnyani, N. L. G. W. (2024). Analisis Flourishing Pada Mahasiswa Prodi X Universitas Y di Era Kampus Merdeka. Jurnal Psikologi Terapan dan Pendidikan, 6(1), 1-10.
https://doi.org/10.26555/jptp.v6i1.27659
Uno, H. B. (2011) . Model Pembelajaran, Jakarta: Bumi Aksara.
Utami, I. G. A. L. P. (2016). Teori Konstruktivisme dan Teori Sosiokultural: Aplikasi dalam Pengajaran Bahasa Inggris. PRASI. 11(1), 4-11.
Wahab, G., & Rosnawati. (2021). Teori-teori Belajar dan Pembelajaran. Jawa Barat: CV. Adanu Abitama.
Wang, Y., Wu, Y., & Zhang, J. (2021). The Impact of Academic Stress on Mental Health Among College Students: The Role of Social Support. Health Psychology Open, 8(2). https://doi.org/10.1177/20551029211027634.
Wahyuni, E., Nurihsan, J., & Yusuf, S. (2018). Kesejahteraan Mahasiswa: Implikasi Terhadap Program Konseling Di Perguruan Tinggi. Insight: Jurnal Bimbingan Konseling, 7(1), 96–106. https://doi.org/10.21009/insight.071.08.
Zed, M. (2003). Metode Penelitian Kepustakaan. Jakarta: Yayasa Obor Indonesia.
Zepke, N., & Leach, L. (2010). Integration and Engagement: Tertiary Student Engagement. Studies in Higher Education, 35(4), 399-415. https://doi.org/10.1080/03075070903020033
Brusilovsky, P., & Millán, E. (2007). User Modeling 2007: Proceedings of the 9th International Conference on User Modeling.
Cintia, N. I., Kristin, F., & Anugraheni, I. (2018). Penerapan Model Pembelajaran Discovery Learning Untuk Meningkatkan Kemampuan Berpikir Kreatif dan Hasil Belajar Siswa. Perspektif Ilmu Pendidikan, 32(1), 67-75. https://doi.org/10.21009/PIP.321.8
Darwis., & Syahputra, A. (2024). Pengembangan Model Resource Based Terhadap Kompetensi Belajar Siswa di SMA Negeri 2 Siabu. Jurnal Pendidikan Sains dan Komputer. 4(1), 41-50. https://doi.org/10.47709/jpsk.v4i01.3665
Diener, E., Wirtz, D., Tov, W., Kim-Prieto, C., Choi, D. W., Oishi, S., & Biswas-Diener, R. (2010). New Measures of Well-Being: Flourishing and Positive and Negative Feelings. Social Indicators Research, 97(2), 143-156. https://doi.org/10.1007/s11205-009-9493-y.
Djamaluddin, A., & Wardana. (2019). Belajar dan pembelajaran: 4 PIlar Peningkatan Kompetensi Pedagogik. Jakarta: CV. Kafaah.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432. https://doi.org/10.1111/j.1467-8624.2010.01564.x.
Eisenberg, D., Gollust, S. E., Golberstein, E., & Hefner, J. L. (2009). The Impact of Mental Health Stigma on Seeking and Participating in Mental Health Care. Health Affairs, 28(3), 745-753. https://doi.org/10.1377/hlthaff.28.3.745.
Farrington, D. P., & Ttofi, M. M. (2009). How to reduce bullying. Victims & Offenders, 4(4), 321-328. https://doi.org/10.1080/15564880903324480.
Fong, M., & Loi, N. M. (2016). The mediating role of self‐compassion in student psychological health. Australian Psychologist, 51(6), 431-441. https://doi.org/10.1111/ap.12185.
Gusnita., Melisa., & Delyana, H. (2021). Kemandirian Belajar Siswa Melalui Model Pembelajaran Kooperatof Thin Pair Square (TPSq). Jurnal ABSIS. 3(2), 286-296.
https://doi.org/10.30606/absis.v3i2.645
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487.
Herdiansyah, D., & Puteri, N. H. (2023). Flourishing Bagi Mahasiswa Bimbingan dan Konseling Sebagai Calon Helper. Jurnal Bimbingan dan Konseling, 6(1), 8-16. https://doi.org/10.24905/jcose.v6i1.147
Huppert, F. A., & So, T. T. C. (2009). What Percentage of People in Europe are Flourishing and What Characterises Them? Prepared for the OECD/ISQOLS Meeting "Measuring Subjective Well-Being: an Opportunity for NSOs?" The Importance of Subjective Indicators of Well-Being The Concept of Flourish. Measuring Subjective Well-Being: An Opportunity for NSOs? OECD/ISQOLS Meeting, Florence-July 23/24, 1-7.
Hurd, N. M., Dyer, K. A., & Pritchard, A. E. (2013). The Role of Social Support in College Students’ Mental Health. Journal of College Student Development, 54(5), 471-485. https://doi.org/10.1353/csd.2013.0060.
Keyes, C. L. M. (2002). The Mental Health Continuum: From Languishing to Flourishing in Life. Journal of Health and Social Behavior, 43(2), 207-222. https://doi.org/10.2307/3090197.
Kuhlthau., & Todd. (2007). Guide Inquiry: A Framework for Learning Through Library School in 21 Century. New Jersey: CISLL.
Kurniawan, H. R., & Malang, U. N. (2018). Perbandingan Penerapan Model Pembelajaran Project Based Learning Dan Think Pair Share Berbantuan Modul Ajar Terhadap Kemandirian Dan Hasil Belajar Siswa Kelas XI di SMKN 3 Malang Hakkun Elmunsyah , Muladi. Jurnal Pendidikan, 3 Nomor 2, 80–85. https://doi.org/http://dx.doi.org/10.26740/jp.v3n2.p80-85.
Laksana, A. P., & Hadijah, H. S. (2019). Kemandirian Belajar Sebagai Determinan Hasil Belajar Siswa. Jurnal Pendidikan Manajemen Perkantoran.4(1), 1-7.
https://doi.org/10.17509/jpm.v4i1.14949
Luthar, S. S. (2003). Resilience and vulnerability: Adaptation in the context of childhood adversities. Cambridge University Press.
Marinda, L. (2020). Teori Perkembangan Kognitif Jean Piaget dan Problematikanya Pada Anak Usia Sekolah Dasar. An-Nisa: Jurnal Kajian Perempuan & Keislaman. 13(1), 116-152.
https://doi.org/10.35719/annisa.v13i1.26
Mudjiman, H. (2006). Belajar Mandiri. Yogyakarta: Pustaka Belajar.
Nakamura, J., & Csikszentmihalyi, M. (2009). The concept of flow. In Handbook of positive psychology (pp. 89-105). Oxford University Press.
Nurhayani., & Salistina, D. (2021). Teori Belajar dan Pembelajaran. Yogyakarta: CV. Gerbang Media Aksara.
Nucci, L. P., & Narvaez, D. (2008). Handbook of moral and character education. Routledge.
Parker, M., McGarr, O., & O’Neill, J. (2019). Academic Stress and Mental Health in College Students: The Role of Social Support. Journal of College Student Development, 60(4), 515-522. https://doi.org/10.1353/csd.2019.0040.
Piaget, J. (1954). The Construction of Reality in the Child. New York: Basic Books.
Putri, N. P. I., I Gusti Ayu Tri Agustiana, & Alexander Hamonangan Simamora. (2022). Model Pembelajaran Aktif Berbantuan Media Fun Thinkers Terhadap Hasil Belajar Siswa Sekolah Dasar. MIMBAR PGSD Undiksha, 10(3), 541–549. https://doi.org/10.23887/jjpgsd.v10i3.52287.
Ritonga, D. R., & Napitupulu, S. (2024). Implementasi Metode Pembelajaran Aktif dalam Meningkatkan Keterampilan Berpikir Kritis Siswa Sekolah Dasar. Education & Learning. 4(1), https://doi.org/10.57251/el.v4i1.1292.
Ryff, C. D., & Singer, B. (2000). Interpersonal flourishing: A positive health agenda for the new millennium. Personality and Social Psychology Review, 4(1), 30-44. https://doi.org/10.1207/S15327957PSPR0401_3.
Santiago, P., Tavares, S., & Silva, M. (2019). The Role of Higher Education in Social Mobility: A Comparative Study. European Journal of Education, 54(3), 345-359. https://doi.org/10.1111/ejed.12332.
Sarwono, J. (2006). Metode Penelitian Kualitatif Kuantitatif. Yogyakarta: CV. Graha Ilmu.
Schneider, M., Preckel, F., & Schmitt, M. (2020). The Role of Social Support in Academic Success: A Meta-Analysis. Educational Psychology Review, 32(3), 747-771. https://doi.org/10.1007/s10648-019-09509-0.
Seligman, M. E. P. (2002). AUTHENTIC HAPPINES: Using The New Positive Psychology To Realize Your Potential for Lasting Fulfillment. Free Press.
Seligman, M. E. P. (2013). Beyond Authentic Happiness: Menciptakan Kebahagiaan Sempurna dengan Psikologi Positif. Mizan Pustaka.
Soysa, C. K., & Wilcomb, C. J. (2015). Mindfulness, self-compassion, self-efficacy, and gender as predictors of depression, anxiety, stress, and well-being. Mindfulness, 6(2), 217-226.
https://doi.org/10.1007/s12671-013-0247-1
Steinhardt, M. A., & Dolbier, C. L. (2008). Evaluation of a Resilience Intervention to Enhance Well-Being and Academic Success in College Students. Journal of American College Health, 56(5), 545-553. https://doi.org/10.3200/JACH.56.5.545-554.
Sugrah, N. (2019). Implementasi Teori Belajar Konstruktivisme Dalam Pembelajaran Sains.Humanika Kajian Ilmiah Mata KUliah Umum. 19(2), 121-138.
https://doi.org/10.21831/hum.v19i2.29274
Suldo, S. M., & Shaunessy, E. (2007). Looking beyond a one-dimensional view of student well-being: The importance of multiple indicators. Psychology in the Schools, 44(5), 441-454. https://doi.org/10.1002/pits.20273.
Sugiyono. (2013) . Metode Penelitian Kuantatif, Kualitatif dan R&D. Bandung: CV. Alfabeta.
Tari, I. D. A. E. P, D., & Adnyani, N. L. G. W. (2024). Analisis Flourishing Pada Mahasiswa Prodi X Universitas Y di Era Kampus Merdeka. Jurnal Psikologi Terapan dan Pendidikan, 6(1), 1-10.
https://doi.org/10.26555/jptp.v6i1.27659
Uno, H. B. (2011) . Model Pembelajaran, Jakarta: Bumi Aksara.
Utami, I. G. A. L. P. (2016). Teori Konstruktivisme dan Teori Sosiokultural: Aplikasi dalam Pengajaran Bahasa Inggris. PRASI. 11(1), 4-11.
Wahab, G., & Rosnawati. (2021). Teori-teori Belajar dan Pembelajaran. Jawa Barat: CV. Adanu Abitama.
Wang, Y., Wu, Y., & Zhang, J. (2021). The Impact of Academic Stress on Mental Health Among College Students: The Role of Social Support. Health Psychology Open, 8(2). https://doi.org/10.1177/20551029211027634.
Wahyuni, E., Nurihsan, J., & Yusuf, S. (2018). Kesejahteraan Mahasiswa: Implikasi Terhadap Program Konseling Di Perguruan Tinggi. Insight: Jurnal Bimbingan Konseling, 7(1), 96–106. https://doi.org/10.21009/insight.071.08.
Zed, M. (2003). Metode Penelitian Kepustakaan. Jakarta: Yayasa Obor Indonesia.
Zepke, N., & Leach, L. (2010). Integration and Engagement: Tertiary Student Engagement. Studies in Higher Education, 35(4), 399-415. https://doi.org/10.1080/03075070903020033
Published
2024-10-23
How to Cite
I DEWA AYU EKA PURBA DHARMA TARI. (2024). FLOURISHING MAHASISWA: PERSPEKTIF TEORI KONSTRUKTIVISME JEAN PEAGET: FLOURISHING STUDENTS: A PERSPECTIVE OF JEAN PEAGET’S THEORY OF CONSTRUCTIVISM. Santhet (Jurnal Sejarah Pendidikan Dan Humaniora), 8(2), 1951-1961. https://doi.org/10.36526/santhet.v8i2.4533
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