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All Journal Jurnal Pendidikan dan Sosial Humaniora Fukuri: Journal of Psychology
Itsni Handika Azzahara
Universitas Sahid Surakarta
Humanities Education

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Penerapan cognitive behavior therapy (CBT) untuk meningkatkan motivasi belajar mahasiswa psikologi pasca-liburan semester Itsni Handika Azzahara; Anniez Rachmawati Musslifah
Fukuri: Journal of Psychology Vol. 1 No. 2 (2025): Fukuri: Journal of Psychology
Publisher : Nur Science Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53088/fukuri.v1i2.2038

Abstract

Abstract Decreased motivation to study after a holiday is a common phenomenon experienced by students, especially due to the influence of internal factors such as negative thoughts and external factors such as technological distractions and social isolation. This study aims to explore the application of Cognitive Behavior Therapy (CBT) in overcoming decreased motivation to study in psychology students. The approach used is descriptive qualitative with a subject of a 21-year-old female student who showed symptoms of procrastination and difficulty focusing after a semester break. Data were collected through interviews, observations, and counseling notes. Interventions were carried out through three main CBT techniques: cognitive restructuring, behavioral activation, and goal setting. The results showed an increase in self-awareness, changes in negative thought patterns, and the formation of healthier study routines. These findings indicate that CBT is effective as a psychological intervention strategy to restore and improve students' motivation to study during the academic transition period.   Penurunan motivasi belajar pasca-liburan merupakan fenomena umum yang dialami oleh mahasiswa, terutama akibat pengaruh faktor internal seperti pikiran negatif dan faktor eksternal seperti distraksi teknologi serta isolasi sosial. Penelitian ini bertujuan untuk mengeksplorasi penerapan Cognitive Behavior Therapy (CBT) dalam mengatasi penurunan motivasi belajar pada mahasiswa psikologi. Pendekatan yang digunakan adalah deskriptif kualitatif dengan subjek seorang mahasiswi berusia 21 tahun yang menunjukkan gejala prokrastinasi dan kesulitan fokus setelah liburan semester. Data dikumpulkan melalui wawancara, observasi, dan catatan konseling. Intervensi dilakukan melalui tiga teknik CBT utama: restrukturisasi kognitif, aktivasi perilaku, dan penetapan tujuan. Hasil menunjukkan adanya peningkatan kesadaran diri, perubahan pola pikir negatif, serta terbentuknya rutinitas belajar yang lebih sehat. Temuan ini menunjukkan bahwa CBT efektif sebagai strategi intervensi psikologis untuk mengembalikan dan meningkatkan motivasi belajar mahasiswa di masa transisi akademik.
Penerapan Keterampilan Bina Diri untuk Kemandirian Siswa Tunagrahita di SLB C Kerten Surakarta Itsni Handika Azzahara; Dhian Riskiana Putri; Anniez Rachmawati Musslifah
Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora Vol. 6 No. 3 (2026): September: Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora
Publisher : AMIK Veteran Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/khatulistiwa.v6i3.12992

Abstract

Students with intellectual disabilities require structured self-care and independent living programs to foster daily independence. This study provides a comprehensive overview of the implementation of these skills at SLB C Kerten Surakarta, covering planning, execution, and evaluation; the strategies employed by teachers; and the factors facilitating or hindering the program's success. A qualitative, descriptive approach was adopted, involving six teachers as primary informants and the school principal as a supplementary informant. Data were collected through field observations, in-depth interviews, and document analysis. The analysis process was interactive, involving data sorting, information organization, and conclusion formulation. Findings were validated using source and technique triangulation. The results indicate that the program encompasses four aspects—personal care, daily living skills, health and safety, and independent environmental navigation—implemented through habituation, reinforcement, and task analysis. However, variations in teaching strategies exist, alongside obstacles such as the heterogeneity of student abilities, limited supervision time, and inconsistent practice at home; the health and safety aspect, in particular, has not yet developed optimally. The study concludes that the success of these programs depends not only on school-based instruction but also on consistent and sustained support from the family environment.
Co-Authors Anniez Rachmawati Musslifah Dhian Riskiana Putri