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All Journal Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan
Syarifudin Syarifudin
Program Studi Bimbingan dan Konseling, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mulawarman, Jalan Muara Pahu, Samarinda, Kalimantan Timur 75119, Indonesia
Biochemistry, Genetics & Molecular Biology Chemistry Education Environmental Science Immunology & microbiology Mathematics Physics Social Sciences

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Hubungan antara Keterampilan Sosial dan Regulasi Emosi dengan Penerimaan Teman Sebaya Fatwa Wahyu; Syarifudin Syarifudin; Dwi Sona; Nuril Hidayanti
Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan Vol. 6 No. 2 (2026): April
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/panthera.v6i2.1110

Abstract

Peer acceptance plays an important role in students' social development because it affects self-confidence, participation, and psychosocial adjustment. Observation results indicate that there are still difficulties in social interaction and emotional management in grade X students, so it is important to examine these variables. This study used a quantitative approach with a correlational design on 170 students selected through random sampling techniques at SMA Negeri 13 Samarinda. Data were collected using scales of social skills, emotional regulation, and peer acceptance that have been tested for validity and reliability. Data analysis was carried out using product moment correlation and multiple linear regression using SPSS. The results showed a positive relationship between the variables studied with different levels of strength. Social skills (X1) and emotional regulation (X2) have a correlation coefficient of r = 0.563 which is included in the moderate relationship category, indicating that the better an individual's social skills, the better their emotional regulation. The relationship between social skills (X1) and peer acceptance (Y) is also in the moderate category with r = 0.510, indicating that individuals with better social skills tend to be more easily accepted by their peers. Meanwhile, emotional regulation (X2) and peer acceptance (Y) had a low positive correlation with r = 0.252. Simultaneously, social skills and emotional regulation had a significant relationship with peer acceptance (p < 0.05). However, partial regression results showed that only social skills had a significant effect on peer acceptance, while emotional regulation did not contribute significantly. This finding suggests that social skills are a more dominant factor in influencing an individual's acceptance by their peers.
Efektivitas Bimbingan Kelompok dengan Teknik Reframing untuk Mengatasi Rendahnya Kepercayaan Diri Siswa Berbicara di Depan Umum Siti Hartina; Syarifudin Syarifudin; Yasintha Sari Pratiwi; Muhaimin Abdillah
Panthera : Jurnal Ilmiah Pendidikan Sains dan Terapan Vol. 6 No. 2 (2026): April
Publisher : Lembaga Pendidikan, Penelitian, dan Pengabdian Kamandanu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/panthera.v6i2.1111

Abstract

This study aims to determine the effectiveness of group guidance with reframing techniques in overcoming students' low confidence in public speaking. The study was conducted at SMK Negeri 7 Samarinda, Samarinda City. This study used a quantitative approach with a quasi-experimental method with a non-equivalent control group design. The research subjects were 16 students divided into an experimental group and a control group of 8 students each. The data collection technique used a public speaking confidence scale in the form of a Likert scale. The instrument has been tested for validity with the Pearson correlation technique and tested for reliability using Alpha Cronbach. In addition to the scale, data were also obtained through observation and interviews to describe the conditions and behavior of students during the service process and after the treatment process was carried out. Data analysis techniques in this study included prerequisite analysis and hypothesis testing. Prerequisite analysis was carried out with a normality test using Shapiro-Wilk and a homogeneity test using the Levene test through the SPSS version 25 program. Furthermore, hypothesis testing was carried out using an independent samples t-test. Score improvement analysis was also carried out using N-gain to measure changes in pre-test and post-test scores in each group. The results showed a significant difference between the experimental and control groups after treatment, with a 2-tailed significance value of 0.028 (p < 0.05). The experimental group's posttest average was 88.2, higher than the control group's 76.3. The experimental group's average N-gain score was 0.6945, higher than the control group's 0.3296. These findings indicate that group guidance with the reframing technique is significantly effective, based on the difference in posttest scores and N-gain scores, in increasing students' confidence in public speaking and can be an alternative service for guidance and counseling teachers in schools.
Co-Authors Dwi Sona Fatwa Wahyu Muhaimin Abdillah Nuril Hidayanti Siti Hartina Yasintha Sari Pratiwi