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All Journal Bulletin of Counseling and Psychotherapy Jurnal Kolaboratif Sains Grief and trauma
Ridwan Syahran
Universitas Tadulako, Indonesia
Religion Agriculture, Biological Sciences & Forestry Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Neuroscience Nursing Public Health Social Sciences Other

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Konseling Kelompok Teknik Assertiveness Training Untuk Mereduksi Perilaku People Pleaser Pada Siswa: Group Counseling Using Assertiveness Training Techniques To Reduce People-Pleasing Behavior Among Students Endang Lestari; Ridwan Syahran; Dhevy Puswiartika; Azam Arifyadi
Jurnal Kolaboratif Sains (Special Issue) - Jurnal Kolaboratif Sains (JKS) Mei 2026
Publisher : Universitas Muhammadiyah Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56338/jks.v9i5.10964

Abstract

Penelitian ini bertujuan mendeskripsikan gambaran perilaku people pleaser serta mengetahui efektivitas efektivitas layanan konseling kelompok dengan teknik assertiveness training dalam mereduksi perilaku people pleaser pada siswa. Metode yang digunakan adalah kuantitatif dengan desain kuasi-eksperimen dengan bentuk Non Equevalent Control Group Design. Populasi dalam penelitian ini sebanyak 168 siswa kelas X SMA Negeri 1 Bolano Lambunu, 16 sampel penelitian yang dipilih menggunakan teknik purposive sampling. Analisis data yang digunakan yaitu analisis deksriptif dan analisis inferensial menggunakan uji Mann Whitney U Test Non-Parametrik dengan taraf signifikan (=0,05). Hasil analisis deskriptif skor rata-rata pre-test perilaku people pleaser kelompok eksperimen adalah 94 dengan klasifikasi perilaku people pleaser tinggi., sedangkan kelompok kontrol 91,75 dengan klasifikasi perilaku people pleaser tinggi. Setelah diberikan layanan skor rata-rata post-test perilaku people pleaser kelompok eksperimen menjadi 76,25 dengan klasifikasi perilaku people pleaser dengan klasifiksi tinggi, sementara kelompok kontrol menjadi 82,5 dengan klasifiksi tinggi. Hasil analisis inferensial menggunakan uji Mann Whitney U Test memperoleh nilai signifikan atau Sig. (2-tailed) sebesar 0,002 < 0,05. Sehingga membuktikan bahwa terdapat perbedaan yang signifikan perilaku people pleaser siswa, antara kelompok eksperimen dan kelompok kontrol. Sehingga konseling kelompok teknik assertiveness training efektif mereduksi perilaku people pleaser pada siswa.
Effectiveness of Group Counseling Solution-Focused Brief Therapy (SFBT) To Reduce Abuse of Smartphones by Students Mardatilla Mardatilla; Hasan Hasan; Ridwan Syahran; Mai Zuniati; As’ari Latief
Grief and Trauma Vol. 3 No. 1 (2025): Grief and Trauma
Publisher : Scidacplus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59388/gt.v3i1.690

Abstract

This study aims to determine the effectiveness of group counseling services. Solution-focused brief Therapy (SFBT) to reduce smartphone abuse among students. The subjects in this study amounted to 12 samples, which became 2 groups, namely 6 samples in the experimental group and 6 samples in the control group. The data collection tool in this study was through the provision of a questionnaire on the abuse of smartphones. The data obtained was processed and analyzed using quantitative analysis, using the Mann-Whitney test. The results of the analysis show that before the provision of group counseling services, Solution-Focused Brief Therapy (SFBT), there are 2 students in the abuse level classifications smartphone moderate, and 4 students at the abuse level smartphone high classification. The results of the analysis using the Mann-Whitney test obtained a significance value of Sig. (2-tailed) of 0.024 < 0.05, then H0rejected Ha accepted. So, it can be proven that group counseling Solution-Focused Brief Therapy (SFBT) is effective in reducing smartphone misuse by students.
Cultural Humility among School Counselors: Contrasting Self-Reports and Student Voices Bau Ratu; Mardi Lestari; Ridwan Syahran; Azam Arifyadi; Dhevy Puswiartika; Dini Rakhmawati
Bulletin of Counseling and Psychotherapy Vol. 8 No. 2 (2026): Bulletin of Counseling and Psychotherapy
Publisher : Kuras Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/002026082089000

Abstract

Cultural humility is central to culturally responsive school counselling, yet its assessment often relies on counselors’ self-reports and rarely incorporates students’ perspectives. This cross-sectional study examined cultural humility among junior-high-school guidance and counselling (BK) teachers in Palu City, Indonesia, by integrating counselor self-reports (N = 57) and student evaluations (N = 240). Internal consistency was acceptable for the Multidimensional Cultural Humility Scale (MCHS; α = 0.816) and the Cultural Humility Scale for Students (CHS-S; α = 0.876 for Positive CH and 0.836 for Negative CH). Descriptive analyses showed that counselors rated their cultural humility in the high range, whereas students evaluated it in the moderate range. Spearman correlations showed that all counselor-rated MCHS dimensions were significantly associated with the total score, as was Positive CH, with self-awareness showing the strongest association among the counselor-rated dimensions; Negative CH was not significantly associated with the total score, indicating a distinct pattern within the student-reported measure. After both sets of scores were linearly rescaled to a common 0–100 metric, the Mann–Whitney U test showed a significant counselor–student difference with a large effect (U = 536.000, Z = −10.842, p < .001, r = .63). This discrepancy underscores the relational and feedback-sensitive nature of cultural humility. The comparatively weaker position of self-reflection and critique highlights the need for critical reflexivity, reflective supervision, and systematic student feedback in professional development. Limitations include the cross-sectional design, use of different instruments across informant groups, and absence of matched counselor–student dyads. Overall, the findings indicate that integrating student voice with counselor self-report provides a more balanced basis for assessing and strengthening culturally responsive school counselling.
Co-Authors As’ari Latief Azam Arifyadi Bau Ratu Dhevy Puswiartika Dini Rakhmawati Endang Lestari Hasan Hasan Mai Zuniati Mardatilla Mardatilla Mardi Lestari