Positive Teaching as an Instructional Innovation: Effects on Students’ Cognitive Learning Outcomes and Motivation in Biology Learning within Higher Education
Keywords:
Positive Teaching;, Cognitive Learning Outcomes;, Learning Motivation;
Abstract
This study investigates the effectiveness of positive teaching as an instructional innovation in enhancing students’ cognitive learning outcomes and learning motivation in biology courses, particularly on reproductive system topics. Preliminary observations indicated low levels of cognitive achievement and learning motivation, primarily attributed to the continued use of conventional, teacher-centered instructional methods. To address this issue, the Positive Teaching approach emphasizing appreciation-based instruction, emotional support, and interactive learning environments was implemented in the experimental group, while the control group continued with conventional teaching methods. The study employed a non-randomized pretest–posttest control group design to examine differences in cognitive outcomes and learning motivation between the two groups. The results demonstrated that the implementation of Positive Teaching significantly improved both students’ cognitive learning outcomes and learning motivation. These improvements were associated with the creation of a supportive classroom climate, increased student self-confidence, and enhanced ability to relate biological concepts to real-life contexts. This study provides valuable insights into the development of more adaptive and holistic instructional strategies aligned with the Merdeka Curriculum framework and contributes to the growing body of literature on the positive impacts of Positive Teaching beyond psychology-based learning contexts.
References
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Cichocki, A., & Kuleshov, A. P. (2021). Future trends for human-ai collaboration: A comprehensive taxonomy of AI/AGI Using Multiple Intelligences and Learning Styles. Computational Intelligence and Neuroscience, 2021, 1–21.
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Dahl, W.J., Telg, R.W.,& Turner, R. W. (2019). Positive Teaching-Mentoring Experiences of Faculty in a College of Agricultural and Life Sciences. NACTA Journal, 60(1).
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Elton, L. (2001). Research and teaching: conditions for a positive link. Teaching in Higher Education, 6(1), 43–56.
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Newberry, M. (2010). Identified phases in the building and maintaining of positive teacher–student relationships. Teaching and Teacher Education, 26(8), 1695–1703.
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Sieberer-Nagler, K. (2016). Effective classroom-management & positive teaching. English Language Teaching, 9(1), 163–172.
Slemp, G. R., Chin, T.-C., Kern, M. L., Siokou, C., Loton, D., Oades, L. G., Vella-Brodrick, D., & Waters, L. (2017). Positive education in Australia: Practice, measurement, and future directions. Social and Emotional Learning in Australia and the Asia-Pacific: Perspectives, Programs and Approaches, 101–122.
Sudibyo, E., Jatmiko, B., & Widodo, W. (2016). Pengembangan instrumen motivasi belajar fisika: angket. Jurnal Penelitian Pendidikan IPA, 1(1), 13–21.
Syachtiyani, W. R., & Trisnawati, N. (2021). Analisis motivasi belajar dan hasil belajar siswa di masa pandemi covid-19. Prima Magistra: Jurnal Ilmiah Kependidikan, 2(1), 90–101.
Usanto, U. (2022). Dampak Penerapan Kurikulum Merdeka Terhadap Dosen Dan Mahasiswa Pada Perguruan Tinggi. Kompleksitas: Jurnal Ilmiah Manajemen, Organisasi Dan Bisnis, 11(2), 49–56.
Voogt, J., Knezek, G., Cox, M., Knezek, D., & ten Brummelhuis, A. (2013). Under which conditions does ICT have a positive effect on teaching and learning? A call to action. Journal of Computer Assisted Learning, 29(1), 4–14.
Watini, S. (2019). Pendekatan kontekstual dalam meningkatkan hasil belajar sains pada anak usia dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 3(1), 82–90.
Wheldall, K., & Merrett, F. (2017). Positive teaching: The behavioural approach. Routledge.
Xie, F., & Derakhshan, A. (2021). A conceptual review of positive teacher interpersonal communication behaviors in the instructional context. Frontiers in Psychology, 12, 708490.
Baharuddin, M. R. (2021). Adaptasi kurikulum merdeka belajar kampus merdeka (Fokus: model MBKM program studi). Jurnal Studi Guru Dan Pembelajaran, 4(1), 195–205.
Barnes, R. (2002). Positive Teaching, Positive Learning. In Positive Teaching, Positive Learning. https://doi.org/10.4324/9780203021170
Baylis, N. (2004). Teaching positive psychology. Positive Psychology in Practice, 210–217.
Biswas-Diener, R., & Patterson, L. (2011). An experiential approach to teaching positive psychology to undergraduates. Journal of Positive Psychology, 6(6), 477–481. https://doi.org/10.1080/17439760.2011.634818
Bloom, B. ., Engelhart, M. ., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of Educational Objectives, The Clasification of Educational Goal: Handbook 1 Cognitive Domain. Longmans, Green and Co Ltd.
Brunzell, T., Stokes, H., & Waters, L. (2016). Trauma-informed positive education: Using positive psychology to strengthen vulnerable students. Contemporary School Psychology, 20, 63–83.
Cavas, B., & Cavas, P. (2020). Multiple intelligences theory—Howard Gardner. Science Education in Theory and Practice: An Introductory Guide to Learning Theory, 405–418.
Ciaccio, J. (2004). A Five -Stage Approach to Energizing Students and Teachers A Five -Stage Approach to Energizing Students and Teachers. In _Imp03.
Cichocki, A., & Kuleshov, A. P. (2021). Future trends for human-ai collaboration: A comprehensive taxonomy of AI/AGI Using Multiple Intelligences and Learning Styles. Computational Intelligence and Neuroscience, 2021, 1–21.
Costley, K. C. (2014). The positive effects of technology on teaching and student learning. Online Submission.
Dahl, W.J., Telg, R.W.,& Turner, R. W. (2019). Positive Teaching-Mentoring Experiences of Faculty in a College of Agricultural and Life Sciences. NACTA Journal, 60(1).
Duncan, T. G., & McKeachie, W. J. (2005). The making of the motivated strategies for learning questionnaire. Educational Psychologist, 40(2), 117–128.
Elton, L. (2001). Research and teaching: conditions for a positive link. Teaching in Higher Education, 6(1), 43–56.
Hamdu, G., & Agustina, L. (2011). Pengaruh motivasi belajar siswa terhadap prestasi belajar IPA di sekolah dasar. Jurnal Penelitian Pendidikan, 12(1), 90–96.
Hattarina, S., Saila, N., Faradilla, A., Putri, D. R., & Putri, R. R. G. A. (2022). Implementasi Kurikulum Medeka Belajar Di Lembaga Pendidikan. Seminar Nasional Sosial, Sains, Pendidikan, Humaniora (SENASSDRA), 1(1), 181–192.
Hutauruk, L. M. (2022). SMART-NFE Teaching on Improving Learner’s Motivation & Productivity: SMART Teaching With NFE Principles. Journal Of Lifelong Learning, 5(2), 19–27.
Iranda, A. (2023). Memahami Psikologi Positif. Rua Aksara.
Iranda, A., & Periantalo, J. (2022). Pengembangan modul pembelajaran berbasis pengajaran positif pada mata kuliah Pengembangan Diri. Mediapsi, 8(2), 77–82. https://doi.org/10.21776/ub.mps.2022.008.02.839
Leedy, P. D., & Ormrod, J. E. (2005). Practical Researc (Planning and design 8th). Pearson Education Inc. (Merill Prentice Hall) Malaysia Pte.Ltd.
MacSuga-Gage, A. S., Simonsen, B., & Briere, D. E. (2012). Effective teaching practices: Effective teaching practices that promote a positive classroom environment. Beyond Behavior, 22(1), 14–22.
Manalu, J. B., Sitohang, P., & Henrika, N. H. (2022). Pengembangan perangkat pembelajaran kurikulum merdeka belajar. Prosiding Pendidikan Dasar, 1(1), 80–86.
McAllister, L. S. (2012). Positive teaching: Strategies for optimal learning with ADHD and hyperactive students. American Music Teacher, 61(4), 18–22. https://www.jstor.org/stable/43540074
Mendari, A. S., & Kewal, S. S. (2015). Motivasi belajar pada mahasiswa. Jurnal Pendidikan Akuntansi Indonesia, 13(2).
Mursyid, A., Ahmad, C. F., Dewi, A. K., & Tianti, A. Y. (2023). Penerapan Kurikulum Merdeka dalam Rencana Pelaksanaan Pembelajaran di Purwakarta. Al-Fahim: Jurnal Manajemen Pendidikan Islam, 5(1), 173–187.
Nasrah, N., & Muafiah, A. M. A. (2020). Analisis motivasi belajar dan hasil belajar daring mahasiswa pada masa pandemik Covid-19. JRPD (Jurnal Riset Pendidikan Dasar), 3(2), 207–213.
Naz, F., & Murad, H. S. (2017). Innovative teaching has a positive impact on the performance of diverse students. Sage Open, 7(4), 2158244017734022.
Newberry, M. (2010). Identified phases in the building and maintaining of positive teacher–student relationships. Teaching and Teacher Education, 26(8), 1695–1703.
Shi, Y., Ma, Y., MacLeod, J., & Yang, H. H. (2020). College students’ cognitive learning outcomes in flipped classroom instruction: a meta-analysis of the empirical literature. Journal of Computers in Education, 7, 79–103.
Sieberer-Nagler, K. (2016). Effective classroom-management & positive teaching. English Language Teaching, 9(1), 163–172.
Slemp, G. R., Chin, T.-C., Kern, M. L., Siokou, C., Loton, D., Oades, L. G., Vella-Brodrick, D., & Waters, L. (2017). Positive education in Australia: Practice, measurement, and future directions. Social and Emotional Learning in Australia and the Asia-Pacific: Perspectives, Programs and Approaches, 101–122.
Sudibyo, E., Jatmiko, B., & Widodo, W. (2016). Pengembangan instrumen motivasi belajar fisika: angket. Jurnal Penelitian Pendidikan IPA, 1(1), 13–21.
Syachtiyani, W. R., & Trisnawati, N. (2021). Analisis motivasi belajar dan hasil belajar siswa di masa pandemi covid-19. Prima Magistra: Jurnal Ilmiah Kependidikan, 2(1), 90–101.
Usanto, U. (2022). Dampak Penerapan Kurikulum Merdeka Terhadap Dosen Dan Mahasiswa Pada Perguruan Tinggi. Kompleksitas: Jurnal Ilmiah Manajemen, Organisasi Dan Bisnis, 11(2), 49–56.
Voogt, J., Knezek, G., Cox, M., Knezek, D., & ten Brummelhuis, A. (2013). Under which conditions does ICT have a positive effect on teaching and learning? A call to action. Journal of Computer Assisted Learning, 29(1), 4–14.
Watini, S. (2019). Pendekatan kontekstual dalam meningkatkan hasil belajar sains pada anak usia dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 3(1), 82–90.
Wheldall, K., & Merrett, F. (2017). Positive teaching: The behavioural approach. Routledge.
Xie, F., & Derakhshan, A. (2021). A conceptual review of positive teacher interpersonal communication behaviors in the instructional context. Frontiers in Psychology, 12, 708490.
Published
2026-07-29
Section
Articles
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