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All Journal GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Kalam Cendekia: Jurnal Ilmiah Kependidikan
Muhammad Amin Arqi
Universitas Mataram
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Perbedaan Hasil Belajar IPA Siswa Ditinjau dari Gaya Belajar dan Jenis Kelamin Ade Andriyan; Lalu Raftha Patech; Muhammad Yamin; Muhammad Amin Arqi
Kalam Cendekia: Jurnal Ilmiah Kependidikan Vol 14, No 1 (2026): Kalam Cendekia: Jurnal Ilmiah Kependidikan
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jkc.v14i1.116210

Abstract

Perbedaan karakteristik individu siswa, khususnya gaya belajar dan jenis kelamin, diduga berperan dalam memengaruhi capaian hasil belajar IPA di sekolah dasar. Penelitian ini bertujuan untuk mengidentifikasi perbedaan hasil belajar IPA siswa sekolah dasar berdasarkan gaya belajar dan jenis kelamin. Penelitian menggunakan desain kuantitatif komparatif dengan pendekatan faktorial 3 × 2. Sampel penelitian berjumlah 42 siswa yang dipilih melalui teknik sampling kelas. Data dianalisis menggunakan Two-Way ANOVA setelah memenuhi uji asumsi normalitas dan homogenitas varians. Hasil analisis menunjukkan bahwa terdapat perbedaan yang signifikan hasil belajar IPA berdasarkan gaya belajar, F (2,36) = 10,87, p < 0,001, dengan effect size besar (ηp² = 0,376). Siswa dengan gaya belajar visual memiliki rata-rata hasil belajar tertinggi dibandingkan auditorial dan kinestetik. Namun demikian, tidak terdapat perbedaan signifikan berdasarkan jenis kelamin, F (1,36) = 0,81, p = 0,374, ηp² = 0,022, serta tidak ditemukan interaksi antara gaya belajar dan jenis kelamin, F (2,36) = 0,69, p = 0,508, ηp² = 0,037. Model penelitian menjelaskan 39,9% variasi hasil belajar IPA siswa. Temuan ini menunjukkan bahwa karakteristik gaya belajar berkontribusi secara substantif terhadap capaian akademik IPA siswa sekolah dasar, sementara faktor jenis kelamin tidak menunjukkan peran yang signifikan. 
Konseling Kelompok Berbasis Cognitive Behavior Therapy untuk Mengatasi Stres Akademik Mahasiswa dalam Penyusunan Skripsi Ade Andriyan; Muhammad Yamin; Muhammad Amin Arqi; Lalu Raftha Patech
GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Vol. 16 No. 1 (2026)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/gdn.v16i1.15802

Abstract

Academic stress is a psychological condition that occurs when students perceive academic demands as exceeding their personal capacity to cope. This problem is commonly experienced by final-year students who are writing undergraduate theses, as they face pressure related to research completion, supervision, academic expectations, time management, and future uncertainty. This study aimed to describe the implementation of group counseling using a Cognitive Behavior Therapy (CBT) approach to address academic stress among students writing their theses. A descriptive qualitative approach with a case study design was employed. The counseling program was conducted from September 12 to July 24, 2024, involving six final-semester students who participated in four structured counseling sessions. Data were collected through observation, counseling records, interviews, and documentation of participants’ experiences during the thesis-writing process. The findings showed that students experienced academic stress in physical, emotional, cognitive, and behavioral forms, including fatigue, anxiety, self-blame, lack of confidence, procrastination, and difficulty initiating thesis-related tasks. The CBT-based group counseling process helped students identify irrational thoughts, maladaptive beliefs, and negative emotional responses related to thesis completion. Through self-management techniques, including self-monitoring, stimulus control, and self-reinforcement, students were encouraged to regulate their thoughts, emotions, and behaviors more adaptively. The findings indicate that CBT-based group counseling can support students in understanding the sources of academic stress, restructuring negative thoughts, and developing more effective coping strategies. This study provides practical implications for university counseling services and study programs in designing structured psychosocial support for final-year students to reduce academic stress and improve thesis completion readiness.
Co-Authors Ade Andriyan Lalu Raftha Patech Muhammad Yamin