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All Journal Bisma The Journal of Counseling
I Ketut Gading
Pascasarjana S2 Bimbingan Konseling, Universitas Pendidikan Ganesha, Singaraja, Indonesia
Education Social Sciences

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The Effectiveness of Cognitive Behavioral Counseling and Cognitive Restructuring Techniques to Increase Self-Confidence and Learning Motivation in Students Lidya Sriwayuni Kurniati; I Ketut Gading; Putu Ari Dharmayanti; Ni Ketut Suarni
Bisma The Journal of Counseling Vol. 9 No. 2 (2025): August
Publisher : Department of Guidance and Counseling, FIP, Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/bisma.v9i2.96653

Abstract

Self-confidence and learning motivation are essential factors in students’ learning success. Low levels of these factors can hinder learning effectiveness, highlighting the need for appropriate psychological interventions. This study aims to examine the effectiveness of cognitive behavioral counseling using cognitive restructuring techniques in simultaneously improving students’ self-confidence and learning motivation. This study employed a quasi-experimental method with a pretest–posttest control group design. The research subjects were students with low levels of self-confidence and learning motivation. A total of 30 students were purposively selected from Grade VII and VIII based on pretest results. The intervention was conducted through group cognitive behavioral counseling sessions using cognitive restructuring techniques over eight sessions. Pretest and posttest data were collected using self-confidence and learning motivation questionnaires that had been tested and confirmed to be valid in terms of content validity and empirical validity, and reliable with a very high reliability category. Data were analyzed using the MANOVA test with the assistance of SPSS version 21.0. The results indicate that cognitive behavioral counseling using cognitive restructuring techniques is effective in simultaneously enhancing students’ self-confidence and learning motivation. These findings suggest that this approach can be applied as both a preventive and curative intervention by school counselors to support students’ learning readiness and academic success.
Behavioral Counseling Guide Using Self-Management Techniques with the Help of the Trello Application to Increase Achievement Motivation Ida Ayu Putu Prahasti Negari; I Ketut Gading; Nyoman Dantes; Ni Ketut Suarni
Bisma The Journal of Counseling Vol. 9 No. 1 (2025): April
Publisher : Department of Guidance and Counseling, FIP, Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/bisma.v9i1.95371

Abstract

National education emphasizes the importance of optimizing students’ potential through the enhancement of achievement motivation. However, many students continue to exhibit low motivation, as reflected in a lack of learning independence, a tendency to procrastinate, and high dependency on peer assistance. This study aims to develop and evaluate the effectiveness of a behavioral counseling guide using the self-management technique supported by the Trello application in improving students' achievement motivation. The method employed is Research and Development (R&D) using the 4D model (Define, Design, Develop, Disseminate). The trial subjects consisted of seven eighth-grade students identified as having low achievement motivation. The research instruments included a content validity sheet, a practicality questionnaire, and an achievement motivation questionnaire, all of which were tested for validity and reliability. The results indicate that the guide has high content validity, excellent practicality, and is significantly effective in improving students’ achievement motivation based on N-Gain and Wilcoxon test results. These findings suggest that the integration of digital-based self-management techniques is effective in fostering students’ self-regulation and can be replicated as an innovative counseling strategy to enhance students’ learning motivation in the digital era.
The The Effectiveness of Cognitive Behavioral Counseling Self-Management Techniques to Improve Students' Learning Discipline and Self-Control Imas Siti Hodijah; I Ketut Gading; Dewi Arum Widhiyanti Metra Putri; Ni Ketut Suarni
Bisma The Journal of Counseling Vol. 9 No. 2 (2025): August
Publisher : Department of Guidance and Counseling, FIP, Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/bisma.v9i2.95570

Abstract

The Merdeka Curriculum emphasizes strengthening character values that are expected to positively influence students’ cognitive development and skills. However, low levels of discipline and self-control remain challenges that hinder both academic achievement and character development. This study aims to examine the effectiveness of cognitive-behavioral counseling using the self-management technique in improving students' learning discipline and self-control. The study employed a quantitative approach with a quasi-experimental design of the pretest-posttest control group type. The research subjects consisted of 60 purposively selected students, divided into experimental and control groups. Data were collected using validated and reliable questionnaires on learning discipline and self-control. Data analysis was conducted using MANOVA after meeting the assumptions of normality, homogeneity, and multicollinearity. The results showed that counseling services using the self-management technique had a significant effect on increasing both learning discipline and self-control. The intervention enabled students to recognize negative thought patterns, set learning goals, and regulate their behavior independently. These findings highlight the importance of integrating self-management techniques into school counseling services as a preventive and curative strategy for fostering students’ discipline and emotional self-regulation.
The Effectiveness of Humanistic Counseling Using Play-Based Learning Techniques to Improve Emotional Management and Social Communication Skills in Early Childhood Arny Bana; I Ketut Gading
Bisma The Journal of Counseling Vol. 9 No. 1 (2025): April
Publisher : Department of Guidance and Counseling, FIP, Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/bisma.v9i1.96471

Abstract

The low ability of students to manage the learning process independently and the existence of negative perceptions of themselves are the main factors in decreasing academic achievement and self-confidence. This study aims to test the effectiveness of cognitive behavioral counseling with cognitive restructuring techniques in improving self-regulation in learning and students' self-concept. This study used a quasi-experimental design with a pretest-posttest control group design model. The subjects consisted of 68 students who were divided into two groups, namely the experimental group that received intervention and the control group without treatment. The research instrument was a self-regulation questionnaire in learning and self-concept that had been tested for validity and reliability. Data analysis used MANOVA to determine the difference in pretest and posttest scores on both variables. The results showed that cognitive behavioral counseling with cognitive restructuring techniques was effective in improving self-regulation in learning and students' self-concept simultaneously (p <0.05). These findings strengthen the effectiveness of cognitive restructuring techniques in the context of guidance and counseling services, especially in schools with lower middle socioeconomic backgrounds. This study also provides theoretical and practical contributions to the development of counseling services based on the cognitive behavioral approach in educational environments.
Co-Authors Arny Bana Dewi Arum Widhiyanti Metra Putri Ida Ayu Putu Prahasti Negari Imas Siti Hodijah Lidya Sriwayuni Kurniati Ni Ketut Suarni Nyoman Dantes Putu Ari Dharmayanti