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All Journal Guiding World : Jurnal Bimbingan dan Konseling Indonesian Journal of Counseling and Development
Afifah Army Age
Universitas Negeri Malang
Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Other

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Potret Love of Learning Siswa Sekolah Menengah: Motivasi Intrinsik, Keterlibatan Kognitif, dan Kegigihan Belajar Afifah Army Age; Henny Indreswari; Khairul Bariyyah
GUIDING WORLD (BIMBINGAN DAN KONSELING) Vol 9 No 1 (2026): Guiding World: Jurnal Bimbingan dan Konseling
Publisher : Program Studi Bimbingan dan Konseling

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33627/gw.v9i1.4399

Abstract

Penelitian ini dilatarbelakangi oleh pentingnya love of learning sebagai kekuatan karakter yang berperan dalam mendukung keterlibatan siswa dalam pembelajaran secara bermakna, berkelanjutan, dan berorientasi pada pengembangan diri. Dalam praktik pendidikan, perhatian terhadap keberhasilan belajar cenderung lebih terfokus pada capaian akademik yang tampak, sementara kecenderungan siswa untuk menikmati, menghargai, dan memaknai proses belajar itu sendiri belum banyak dikaji secara spesifik. Penelitian ini bertujuan untuk mendeskripsikan profil tingkat love of learning siswa sekolah menengah. Penelitian menggunakan pendekatan kuantitatif deskriptif dengan metode survei. Subjek penelitian berjumlah 161 siswa SMA dan SMK di Jawa Timur. Pengumpulan data dilakukan menggunakan Skala Love of Learning yang terdiri atas 30 item, sedangkan analisis data dilakukan dengan statistik deskriptif. Hasil penelitian menunjukkan bahwa sebagian besar siswa berada pada kategori tinggi (72,67%), diikuti kategori sedang (26,71%), dan kategori rendah (0,62%). Berdasarkan aspek yang diukur, motivasi intrinsik memperoleh rerata tertinggi, diikuti keterlibatan kognitif dan kegigihan belajar. Temuan ini menunjukkan bahwa siswa pada umumnya telah memiliki kecenderungan positif terhadap proses belajar, namun masih memerlukan penguatan terutama pada aspek keterlibatan kognitif dan kegigihan belajar. Oleh karena itu, hasil penelitian ini menegaskan pentingnya pengembangan layanan pendidikan dan bimbingan dan konseling yang berorientasi pada penguatan motivasi intrinsik, regulasi diri, dan ketahanan akademik siswa.
Evaluation of the Discrepancy Model in the Implementation of Consultation Services Siti Nurhaliza; Nur Hidayah; Fitri Wahyuni; Abi Fa'izzarahman Prabawa; Syahira Alfikriah; Afifah Army Age
Indonesian Journal of Counseling and Development Vol. 8 No. 1 (2026): July 2026
Publisher : Institut Agama Islam Negeri Kerinci, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ijcd.v8i1.7059

Abstract

Consultation services are a critical component of school guidance, requiring systematic evaluation to ensure quality and accountability. This study evaluated the implementation of consultation services at SMA Negeri Taruna Nala, East Java, using Provus’s (1971) Discrepancy Evaluation Model. A mixed-methods design was employed; quantitative data were collected via a 100-item instrument using a 1–7 Likert scale, while qualitative data were gathered through unstructured interviews. The subject was one school counselor with 20 years of professional experience. The baseline standard applied was Standard 3, Criterion 6 of ABKIN, adopted from the South Carolina Guidance and Counseling Program Model. The results revealed a total score of 679 out of 700 (97.00%), indicating full implementation. Aspect-level analysis showed high implementation across dimensions: Organization (97.86%), Planning (95.71%), Design (100%), Implementation (98.57%), and Evaluation (92.86%). Notably, item 24 (selective planning) scored 1, demonstrating that establishing written criteria for cases requiring formal consultation remains a key area for improvement. Item 71 (principal involvement) scored 5, indicating partial implementation, while ten items in the Evaluation aspect scored 6, highlighting opportunities to strengthen evaluation through systematic standardization. As a single-case evaluation, these findings describe the practices of one counselor and cannot be generalized to broader institutional services. Additionally, the evaluation relied solely on the counselor's self-reports without integrating perspectives from other stakeholders, such as the principal, homeroom teachers, or parents
Psychological Distress Across Grade Levels in Cadet-Based Boarding Senior High School Students: A Comparative Study of Depression, Anxiety, and Stress Afifah Army Age; Diniy Hidayatur Rahman; Zamroni Zamroni
Indonesian Journal of Counseling and Development Vol. 8 No. 1 (2026): July 2026
Publisher : Institut Agama Islam Negeri Kerinci, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ijcd.v8i1.7082

Abstract

This study evaluated differences in depression, anxiety, and stress across grade levels among students in a cadet-based boarding senior high school. The study employed a quantitative approach with a comparative design, involving 423 students from grades X, XI, and XII, with an equal distribution of respondents across each grade. Data were collected using the 42-item Depression Anxiety Stress Scales (DASS-42) to measure the three psychological dimensions. Data analysis was conducted using descriptive statistics and group comparison tests, specifically applying analysis of variance (ANOVA) and Welch tests based on data distribution characteristics, followed by the Games-Howell post hoc test for variables demonstrating significant variations. The findings revealed that grade-level differences emerged exclusively for depression. Grade XI students reported higher mean depression scores (M = 6.45, SD = 7.73) than grade X students (M = 4.35, SD = 5.62), as indicated by Welch’s F (2, 275.7) = 3.62, p = .028, with the Games–Howell test confirming a significant difference between grade X and grade XI (p = .027). Anxiety and stress did not differ significantly across grade levels. Across all grades, group mean scores for the three dimensions remained within the normal-to-mild ranges of the DASS-42 norms. This study concludes that student mental health dimensions in a cadet-based boarding school environment do not develop uniformly across grade levels. Consequently, guidance and counseling services must strengthen promotive and preventive initiatives that are highly responsive to students' specific developmental phases, particularly focusing on monitoring depressive symptoms among more vulnerable student groups.
Co-Authors Abi Fa'izzarahman Prabawa Diniy Hidayatur Rahman Fitri Wahyuni Henny Indreswari Khairul Bariyyah Nur Hidayah Siti Nurhaliza Syahira Alfikriah Zamroni Zamroni