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All Journal Jurnal Psikoedukasi dan Konseling LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran
Retno Tri Hariastuti
Program Studi Bimbingan dan Konseling, Fakultas Ilmu Pendidikan, Universitas Negeri Surabaya
Education Social Sciences

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Peningkatan Perilaku Asertif Remaja: Mixed-Method Ajeng Rachmawati; Retno Tri Hariastuti; Elisabeth Christiana
Jurnal Psikoedukasi dan Konseling Vol 9, No 1 (2025): Jurnal Psikoedukasi dan Konseling
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jpk.v9i1.99758

Abstract

Adolescence is marked by strong desires and increased vulnerability to peer influence. During this developmental stage, adolescents frequently imitate peer behaviors, resulting in both beneficial and detrimental outcomes. Insufficient assertive behavior skills heighten the risk of engagement in negative activities, ranging from minor infractions such as truancy, tardiness, and classroom passivity to more severe issues, including drug use, online gambling, dating, violence, brawls, cheating, intimidation, and suicide. This study seeks to identify the concept of assertiveness as defined in previous research, examine strategies to enhance it, and explore school counselors' experiences in supporting students' assertiveness. The research employs a mixed-method approach, specifically a Sequential Exploratory Qualitative Design, integrating a literature review and phenomenological study. The literature review follows four analytical stages: data collection, data categorization, data display, and conclusion drawing. Subsequently, a phenomenological study is conducted through in-depth interviews with five school counselors to investigate guidance and counseling interventions aimed at improving student assertiveness. The findings indicate that assertiveness fosters positive behaviors, strengthens the capacity to address social challenges, reduces aggressiveness, and helps prevent substance abuse. Therefore, it is recommended that school counselors implement both behavioristic and cognitive interventions to promote assertive behavior among adolescents.
EFEKTIVITAS BIMBINGAN KELOMPOK KASHTA UNTUK MENINGKATKAN REGULASI EMOSI SISWA SMP DI SEKOLAH INDONESIA JEDDAH Reri Saputra; Ari Khusumadewi; Retno Tri Hariastuti
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i4.13612

Abstract

This study aims to examine the effectiveness of Kashta-based group counseling in improving emotional regulation among junior high school students at Sekolah Indonesia Jeddah (SIJ), Saudi Arabia. Emotional regulation is a crucial skill for adolescents, particularly in multicultural school settings. Problems observed at SIJ include difficulties controlling emotions, a tendency to dwell on negative feelings, feelings of inadequacy in social interactions, anxiety about speaking in front of the class, and an inability to calm down quickly. This study employed a quantitative approach with a pretest-posttest control group design. The research subjects were 26 seventh-grade students divided into an experimental group (n=13) and a control group (n=13). A 15-item valid emotional regulation scale (Cronbach's α=0.762) was used as the instrument, developed based on Gross's (2015) Process Model of Emotion Regulation. Paired sample t-test results showed a significant improvement in the experimental group (t=-17.646; p=0.000), while the independent sample t-test of posttest scores revealed a significant difference between groups (t=-12.221; p=0.000). Normalized gain (N-Gain) analysis showed an effectiveness rate of 79.14% (effective category) in the experimental group compared to 14.73% (ineffective category) in the control group. These findings demonstrate that Kashta-based group counseling is effective in improving emotional regulation among junior high school students in the Indonesian diaspora environment. The practical implications support the development of culturally sensitive counseling services in Indonesian schools abroad. ABSTRAK Penelitian ini bertujuan untuk menguji efektivitas bimbingan kelompok berbasis kashta dalam meningkatkan regulasi emosi siswa SMP di Sekolah Indonesia Jeddah (SIJ), Arab Saudi. Regulasi emosi merupakan keterampilan penting yang perlu dikembangkan pada remaja, terutama pada lingkungan sekolah multikultural. Masalah regulasi emosi yang ditemukan di SIJ antara lain kesulitan menahan emosi, kecenderungan larut dalam perasaan negatif, rasa minder dalam interaksi sosial, kecemasan berbicara di depan kelas, serta ketidakmampuan menenangkan diri secara cepat. Penelitian menggunakan pendekatan kuantitatif dengan desain pretest-posttest control group design. Subjek penelitian adalah 26 siswa kelas VII SMP SIJ yang dibagi menjadi kelompok eksperimen (n=13) dan kelompok kontrol (n=13). Instrumen yang digunakan berupa skala regulasi emosi dengan 15 item valid (Cronbach's α=0,762) yang dikembangkan berdasarkan teori Process Model of Emotion Regulation Gross (2015). Hasil uji paired sample t-test menunjukkan peningkatan signifikan pada kelompok eksperimen (t=-17,646; p=0,000), sedangkan uji independent sample t-test pada skor posttest menunjukkan perbedaan signifikan antara kedua kelompok (t=-12,221; p=0,000). Analisis normalized gain (N-gain) menunjukkan tingkat efektivitas 79,14% (kategori efektif) pada kelompok eksperimen dibandingkan 14,73% (kategori tidak efektif) pada kelompok kontrol. Temuan ini menunjukkan bahwa bimbingan kelompok kashta efektif dalam meningkatkan regulasi emosi siswa SMP di lingkungan diaspora Indonesia. Implikasi praktis penelitian ini mendukung pengembangan layanan bimbingan dan konseling yang sensitif terhadap budaya lokal pada sekolah Indonesia di luar negeri.    
EFEKTIVITAS BIMBINGAN KELOMPOK KASHTA UNTUK MENINGKATKAN REGULASI EMOSI SISWA SMP DI SEKOLAH INDONESIA JEDDAH Reri Saputra; Ari Khusumadewi; Retno Tri Hariastuti
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i4.13612

Abstract

This study aims to examine the effectiveness of Kashta-based group counseling in improving emotional regulation among junior high school students at Sekolah Indonesia Jeddah (SIJ), Saudi Arabia. Emotional regulation is a crucial skill for adolescents, particularly in multicultural school settings. Problems observed at SIJ include difficulties controlling emotions, a tendency to dwell on negative feelings, feelings of inadequacy in social interactions, anxiety about speaking in front of the class, and an inability to calm down quickly. This study employed a quantitative approach with a pretest-posttest control group design. The research subjects were 26 seventh-grade students divided into an experimental group (n=13) and a control group (n=13). A 15-item valid emotional regulation scale (Cronbach's α=0.762) was used as the instrument, developed based on Gross's (2015) Process Model of Emotion Regulation. Paired sample t-test results showed a significant improvement in the experimental group (t=-17.646; p=0.000), while the independent sample t-test of posttest scores revealed a significant difference between groups (t=-12.221; p=0.000). Normalized gain (N-Gain) analysis showed an effectiveness rate of 79.14% (effective category) in the experimental group compared to 14.73% (ineffective category) in the control group. These findings demonstrate that Kashta-based group counseling is effective in improving emotional regulation among junior high school students in the Indonesian diaspora environment. The practical implications support the development of culturally sensitive counseling services in Indonesian schools abroad. ABSTRAK Penelitian ini bertujuan untuk menguji efektivitas bimbingan kelompok berbasis kashta dalam meningkatkan regulasi emosi siswa SMP di Sekolah Indonesia Jeddah (SIJ), Arab Saudi. Regulasi emosi merupakan keterampilan penting yang perlu dikembangkan pada remaja, terutama pada lingkungan sekolah multikultural. Masalah regulasi emosi yang ditemukan di SIJ antara lain kesulitan menahan emosi, kecenderungan larut dalam perasaan negatif, rasa minder dalam interaksi sosial, kecemasan berbicara di depan kelas, serta ketidakmampuan menenangkan diri secara cepat. Penelitian menggunakan pendekatan kuantitatif dengan desain pretest-posttest control group design. Subjek penelitian adalah 26 siswa kelas VII SMP SIJ yang dibagi menjadi kelompok eksperimen (n=13) dan kelompok kontrol (n=13). Instrumen yang digunakan berupa skala regulasi emosi dengan 15 item valid (Cronbach's α=0,762) yang dikembangkan berdasarkan teori Process Model of Emotion Regulation Gross (2015). Hasil uji paired sample t-test menunjukkan peningkatan signifikan pada kelompok eksperimen (t=-17,646; p=0,000), sedangkan uji independent sample t-test pada skor posttest menunjukkan perbedaan signifikan antara kedua kelompok (t=-12,221; p=0,000). Analisis normalized gain (N-gain) menunjukkan tingkat efektivitas 79,14% (kategori efektif) pada kelompok eksperimen dibandingkan 14,73% (kategori tidak efektif) pada kelompok kontrol. Temuan ini menunjukkan bahwa bimbingan kelompok kashta efektif dalam meningkatkan regulasi emosi siswa SMP di lingkungan diaspora Indonesia. Implikasi praktis penelitian ini mendukung pengembangan layanan bimbingan dan konseling yang sensitif terhadap budaya lokal pada sekolah Indonesia di luar negeri.    
Co-Authors Ajeng Rachmawati Ari Khusumadewi Elisabeth Christiana Reri Saputra