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<![CDATA[The Effectiveness of Cognitive Restructuring Counselling Containing Wahdatul Ulum Values to Increase Student Perseverance ]]>
<![CDATA[Arsini, Yenti]]>;
<![CDATA[Wirtati, Ira]]>;
<![CDATA[Damanik, Emeliya Sukma Dara]]>
<![CDATA[ ENLIGHTEN: Jurnal Bimbingan Konseling Islam Vol 6 No 2 (2023): July-December ]]>
Publisher : <![CDATA[Program Studi Bimbingan dan Konseling Islam IAIN Langsa ]]>
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DOI: 10.32505/enlighten.v6i2.7225
<![CDATA[In the modern era of academic pressure, individuals often face psychological challenges that affect their ability to persevere and succeed. Cognitive restructuring counselling has been shown to be effective in changing an individual's mindset, but there have not been many studies examining the influence of the integration of spiritual values such as Wahdatul Ulum in this context. This study aims to explore the effect of integrating Wahdatul Ulum values in cognitive restructuring counseling to increase mental resilience and student perseverance. This study uses a Research and Development (R&D) approach to develop and test a cognitive restructuring counseling model that integrates the values of Wahdatul Ulum. The population is students of FITK UIN SU Medan class of 2020 totaling 195 students. The research sample was 32 BKPI students who were selected purposively. Instrument development by identifying and analyzing literature, expert validation, limited trials, and developing cognitive restructuring counselling models covering aspects of Wahdatul Ulum values. Data analysis used the Wilcoxon test that utilizes SPSS 25 to detect any significant changes. The results showed that the perseverance of the treatment group increased significantly, while the perseverance of the control group decreased. These findings support the idea that the integration of spiritual values in counselling can provide an effective holistic approach to improving individual resilience. This research provides insight into how cognitive restructuring counselling with the Wahdatul Ulum approach can help students overcome psychological barriers and improve their ability to face challenges in daily life. The practical implication is that cognitive restructuring counselling with spiritual values can be an effective alternative to guidance and counselling services to improve students' perseverance and mental resilience.]]>
<![CDATA[Studi Literatur : Pendekatan Behavioral dengan Teknik Modeling ]]>
<![CDATA[Aisyah Br Purba, Siti]]>;
<![CDATA[Arsini, Yenti]]>;
<![CDATA[Walidaini, Ichsani]]>
<![CDATA[ Jurnal Pendidikan Tambusai Vol. 7 No. 3 (2023): Desember 2023 ]]>
Publisher : <![CDATA[LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia ]]>
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DOI: 10.31004/jptam.v7i3.11950
<![CDATA[Penelitian ini menguraikan pendekatan behavioral dengan fokus pada teknik modeling dalam konteks studi literatur. Pendekatan behavioral merupakan kerangka kerja teoritis yang menekankan peran penting observasi dan imitasi dalam memodifikasi perilaku individu. Dalam konteks ini, tahap-tahap proses belajar melalui observasi langsung disorot, dimulai dari perhatian, retensi, reproduksi, hingga motivasi. Lebih lanjut, penelitian ini mengeksplorasi manfaat, jenis, dan prosedur dari penerapan teknik modeling, termasuk kelemahan dan kelebihan dalam teknik modeling. Metode yang digunakan dalam penelitian ini yaitu studi kepustakaan dengan mengkaji literatur-literatur ilmiah seperti jurnal nasional dan jurnal internasional serta skripsi maupun tesis. Sedangkan metode analisis data menggunakan teknik analisis isi untuk mengidentifikasi dan menarik sebuah kesimpulan terkait dengan bahasan penelitian.]]>
<![CDATA[EFFECTIVENESS OF GROUP GUIDANCE USING SELF MANAGEMENT TECHNIQUES TO REDUCE ACADEMIC BURNOUT IN STUDENTS ]]>
<![CDATA[Sipahutar, Siti Komariah]]>;
<![CDATA[Arsini, Yenti]]>
<![CDATA[ JOMSIGN: Journal of Multicultural Studies in Guidance and Counseling Vol 8, No 2 (2024) ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/jomsign.v8i2.74667
<![CDATA[Academic burnout is an increasingly significant phenomenon in the world of education, especially among students. In the educational context, academic burnout can have an impact on the quality of education and student learning outcomes. Sstudents who experience it academic burnout, which is characterized by difficulty concentrating, getting bored and tired easily, not being interested in the material being taught and often postponing work (school assignments), getting angry easily, not having confidence in one's abilities, feeling tired because of the large amount of school assignments. This research aims to determine the effectiveness of self-management techniques in reducing academic burnout among students at MAN 1 LABURA. This research uses a quantitative pattern approach as an experimental design. The number of samples used in this research was 20 students from class XI MIPA 2 and Class XI IPS 2 with a population of 65 students from 2 classes. The sampling technique in this research uses a purposive sampling technique where sampling is carried out based on considerations according to certain criteria. The data collection technique in this research uses a questionnaire. The data analysis techniques used are descriptive statistics and tests independent samples test (t test) using the SPSS program version 26.0 for Windows. The results of the t-test data analysis carried out showed that there was a significant difference between the control class and the experimental class which was found to have a sig (2-tailed) value of 0.000 0.05. Therefore, it can be concluded that group guidance with techniques self management effective in reducing academic burnout in class XI MIPA 2 students at MAN 1 LABURA.]]>
<![CDATA[Pendekatan Eksistensial Humanistik Untuk Menurunkan Prilaku Bullying ]]>
<![CDATA[Ginting, Siska Astria Br]]>;
<![CDATA[Arsini, Yenti]]>;
<![CDATA[Tarigan, Sofie Ahmira Rehgita Br]]>
<![CDATA[ Madani: Jurnal Ilmiah Multidisiplin Vol 1, No 12 (2024): Madani, Vol. 1 No. 12 2024 ]]>
Publisher : <![CDATA[Penerbit Yayasan Daarul Huda Kruengmane ]]>
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<![CDATA[Bullying is a form of bullying against peers by someone (a child) who is "inferior" or weaker with certain benefits or satisfaction. Bullying usually happens repeatedly. Some are even systematically similar. During the expansion, residence - cases of bullying in educational institutions, especially in school environments, the author takes topics related to bullying in schools at the educational level. The existential-humanistic approach focuses on the nature of the human condition which includes the ability to be self-aware, free to choose to determine one's own destiny, freedom and responsibility, anxiety as a basic element, the search for unique meaning in a meaningless world, being alone and existing. in relationships with others finitude and death, and the tendency to self-actualize. This research aims to describe the application of a humanistic existential counseling approach in reducing bullying behavior in students. This type of research is literature study research where the researcher selects several journals and books where each journal is analyzed and then put together.]]>
<![CDATA[Penerapan Konseling Kelompok Dengan Pendekatan REBT (Rational Emotive Behavior Therapy) Menggunakan Teknik Reinforcement Terhadap Motivasi Belajar Siswa ]]>
<![CDATA[Pasaribu, Putri Dirgahayu]]>;
<![CDATA[Arsini, Yenti]]>;
<![CDATA[As Syifa, Salsabila]]>
<![CDATA[ Madani: Jurnal Ilmiah Multidisiplin Vol 1, No 12 (2024): Madani, Vol. 1 No. 12 2024 ]]>
Publisher : <![CDATA[Penerbit Yayasan Daarul Huda Kruengmane ]]>
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DOI: 10.5281/zenodo.10448718
<![CDATA[One important part of the learning process is motivation. Learning motivation is an encouragement that has a big influence on learning and learning outcomes. The level of strong and weak motivation to learn in students is indicated by persistence in facing assignments, independent learning, enthusiasm for learning, carrying out assignments, emotions towards the learning situation or atmosphere, confidence in a matter, and liking to search for and solve problems. This is based on the results of observations, interviews and questionnaires. Learning motivation scale as a pretest. Several introductory questions are also considered capable of fostering students' curiosity about related learning material, the aim of which is to make students more active, braver and able to learn better (Bahrudin, 2014). The REBT approach aims to change the client's irrational views and beliefs into rational ones, helping to change attitudes, ways of thinking and perceptions, therefore clients are expected to be able to develop and achieve optimal self-realization. The research method used is a literature review which is supported by data from several articles, source books and other supporting documents. The research results show that student motivation to learn is an important thing needed in the process of achieving optimal learning outcomes. One approach in guidance and counseling that can increase students' learning motivation is REBT which can help students open their horizons and have rational thinking in actions related to learning goals.]]>
<![CDATA[Keefektifan Konseling Kognitif Restructuring dalam Mengurangi Gejala Kecemasan Pada Remaja ]]>
<![CDATA[Arsini, Yenti]]>;
<![CDATA[Aisyah, Siti]]>;
<![CDATA[Nurfaridah, Kharisma]]>
<![CDATA[ Madani: Jurnal Ilmiah Multidisiplin Vol 1, No 12 (2024): Madani, Vol. 1 No. 12 2024 ]]>
Publisher : <![CDATA[Penerbit Yayasan Daarul Huda Kruengmane ]]>
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<![CDATA[Adolescence is a transition period from childhood to early adulthood. According to Erik Erikson, adolescence is synonymous with the process of finding one’s identity versus identity confusion. At this time, teenagers must decide who they are, what their circumstances are and what goals they want to achieve. Teenagers deliberately carry out various experiments in an effort to find their compatibility with the world. In this process, teenagers experience various identity conflicts. Genetic factors play a role in a person’s susceptibility to experiencing anxiety, because if there is a history of anxiety in the family, the risk of experiencing anxiety disorders can be higher. Traumatic experiences, especially in childhood, often trigger the development of anxiety. Meanwhile, environmental stress such as financial, work or relationship problems can trigger anxiety. According to Ellis, the cognitive restructuring technique is Cognitive Restructuring, which focuses on efforts to identify and change the client’s negative thoughts or irrational self-statements and beliefs into positive and rational thoughts. The purpose of this discussion is how to change the way of thinking of a teenager who is currently experiencing increasing anxiety or stress, such as being unable to change his way of thinking and mental patterns properly so that his cognition can be straightened out positively using Cognitive Behavior Therapy (CBT), a cognitive restructuring.]]>
<![CDATA[Penerapan Konseling Eksistensial Humanistik Teknik Pemodelan Untuk Meningkatkan Perilaku Tanggung Jawab Belajar Siswa ]]>
<![CDATA[Syahwitri, Febri Adhari]]>;
<![CDATA[Arsini, Yenti]]>;
<![CDATA[Febrianti, Sylvina]]>
<![CDATA[ Madani: Jurnal Ilmiah Multidisiplin Vol 1, No 12 (2024): Madani, Vol. 1 No. 12 2024 ]]>
Publisher : <![CDATA[Penerbit Yayasan Daarul Huda Kruengmane ]]>
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DOI: 10.5281/zenodo.10452066
<![CDATA[Penelitian ini bertujuan untuk mengetahui peningkatan perilaku tanggung jawab belajar siswa. Untuk membantu siswa dalam menghadapi permasalahan terkait dengan tanggung jawab belajar rendah. modeling sebagai proses belajar melalui observasi dimana tingkah laku dari individu atau kelompok, sebagai model, berperan sebagai rangsangan bagi pikiran, sikap, atau tingkah laku sebagai bagian dari individu yang lain yang mengobservasi model yang ditampilkan.Teknik pemodelan, individu mengamati seorang model dan kemudian diperkuat untuk mencontoh tingkah laku sang model. penelitian yang bersifat relatif oleh pelaku tindakan, yang dilakukan untuk meningkatkan kemampuan rasional, tanggung jawab dari tindakan-tindakan mereka dalam melaksanakan tugas, memperdalam pemahaman terhadap tindakan-tindakan yang dilakukan itu, serta memperbaiki kondisi dimana praktek-praktek pembelajaran tersebut dilakukan.Jadi untuk menumbuhkan perilaku tanggung jawab belajar siswa adanya model sangatlah efekftif guna menarik perhatian siswa sehingga perilaku siswa lebih tearah dengan baik. Melalui pemodelan siswa diarahkan memahami dan mengkondisikan dirinya agar mampu memahami menghadapi situasi tertentu.siswa diharapkan dapat meningkatkan perilaku tanggung jawab belajarnya sehingga mampu menjadi siswa yang berhasil.]]>
<![CDATA[Pendekatan Person Centered Yang Menggunakan Teknik Empati Dalam Menangani Body Shaming ]]>
<![CDATA[Annisa, Nur]]>;
<![CDATA[Mahisani, Tiara Putri]]>;
<![CDATA[Arsini, Yenti]]>
<![CDATA[ Madani: Jurnal Ilmiah Multidisiplin Vol 1, No 12 (2024): Madani, Vol. 1 No. 12 2024 ]]>
Publisher : <![CDATA[Penerbit Yayasan Daarul Huda Kruengmane ]]>
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<![CDATA[Artikel ini menjelaskan tentang pentingnya teknik empati dalam proses konseling untuk menangai permasalahn bodyshaming. Teknik empati adalah menyelaraskan diri (peka) terhadap apa, bagaimana, dan latar belakang perasaan dan pikiran orang lain sebagaimana orang tersebut merasakan dan memikirkannya. Teknik empati merupakan salah satu dari berbagai teknik dalam proses konseling. Sedangkan Proses Konseling adalah proses bantuan yang dilakukan melalui wawancara, yang dilakukan oleh seorang ahli disebut konselor kepada individu yang sedang mengalami suatu masalah disebut konseli apabila di lingkungan formal dan disebut klien apabila diluar lingkungan formal. Tujuan dari dilakukan konseling adalah bermuara pada teratasinya masalah yang sedang dialami. Individual atau sendiri adalah mengenai atau berhubungan dengan manusia secara pribadi yang bersifat perseorangan. Dimana Proses konseling individual hanya dapat dilakukan secara face to face dengan kata lain tidak ada orang lain atau orang ketiga selain dari konselor dan klien. Proses konseling individual tidak hanya dapat dilakukan didalam ruangan melainkan dapat dilakukan diluar ruangan seperti halaman, taman, dan lain-lain. Diharapkan setelah membaca artikel ini dapat melakukan proses konseling individual dengan menggunakan teknik empati secara maksimal dan efektif baik di lingkungan formal, non formal dan informal.]]>
<![CDATA[Pengaruh Layanan Bimbingan Kelompok Dengan Teknik Self Control Dalam Mereduksi Kecanduan Gadget ]]>
<![CDATA[Pasaribu, Ariyani]]>;
<![CDATA[Arsini, Yenti]]>
<![CDATA[ Al-Ittizaan: Jurnal Bimbingan Konseling Islam Vol 7, No 2 (2024): Al-Ittizaan: Jurnal Bimbingan Konseling Islam ]]>
Publisher : <![CDATA[Fakultas Dakwah dan Komunikasi Universitas Islam Negeri Sultan Syarif Kasim Riau ]]>
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DOI: 10.24014/ittizaan.v7i2.32168
<![CDATA[This research aims to describe the effect of group guidance services with self-control techniques in reducing gadget addiction to reduce gadget addiction in students. The method used in this research is an experimental method with a one group pre-tets (before service is provided) and post-tets (after service is provided) design. The research population was 45 students of class XI 1 and XI 2 MAS PAB 1 SAMPALI. The sample taken from the population was 12 students using purposive sampling technique. The t test analysis showed that the research results showed a decrease in gadget addiction after being given group guidance services using self-control techniques. Results of the paired sample t test, sig value. 2 tailed 0.000 > 0.005 then it can be concluded that Ho is rejected and H1, meaning that there is an influence of group guidance services with self-control techniques. It is recommended that further researchers use group guidance services with different techniques with the aim of seeing the extent of effectiveness in reducing gadget addiction in class XI MAS PAB 1 SAMPALI. This research aims to describe the effect of group guidance services with self-control techniques in reducing gadget addiction to reduce gadget addiction in students. The method used in this research is an experimental method with a one group pre-tets (before service is provided) and post-tets (after service is provided) design. The research population was 45 students of class XI 1 and XI 2 MAS PAB 1 SAMPALI. The sample taken from the population was 12 students using purposive sampling technique. The t test analysis showed that the research results showed a decrease in gadget addiction after being given group guidance services using self-control techniques. Results of the paired sample t test, sig value. 2 tailed 0.000 > 0.005 then it can be concluded that Ho is rejected and H1, meaning that there is an influence of group guidance services with self-control techniques. It is recommended that further researchers use group guidance services with different techniques with the aim of seeing the extent of effectiveness in reducing gadget addiction in class XI MAS PAB 1 SAMPALI.]]>
<![CDATA[Hubungan Komunikasi Interpersonal Guru Bimbingan dan Konseling dengan Self Efficacy Peserta Didik ]]>
<![CDATA[Ujung, Nursholihat]]>;
<![CDATA[Arsini, Yenti]]>
<![CDATA[ Jurnal Administrasi Pendidikan dan Konseling Pendidikan Vol 5, No 2 (2024): Jurnal Administrasi Pendidikan dan Konseling Pendidikan ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Keguruan ]]>
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DOI: 10.24014/japkp.v5i2.32172
<![CDATA[This study aims to analyze the relationship between the interpersonal communication of guidance and counseling teachers and the self-efficacy of students at MTs N 2 Medan. The research employs a quantitative approach with a correlation design. The sample consists of 192 students selected using simple random sampling. The instruments used in this study include the interpersonal communication scale and the self-efficacy scale. Data were collected and analyzed using SPSS version 23 for Windows, with Pearson correlation analysis used to measure the relationship between variables. The results indicate that the interpersonal communication of guidance and counseling teachers is categorized as moderate, with an average percentage of 74.6%, while students' self-efficacy is also categorized as moderate, with an average percentage of 72.84%. Data analysis reveals a positive and significant relationship between the interpersonal communication of guidance and counseling teachers and self-efficacy, with an r value of 0.710 and Sig. 0.000 (p < 0.05). This indicates a strong correlation between interpersonal communication and self-efficacy. Higher quality interpersonal communication by guidance and counseling teachers is associated with higher levels of student self-efficacy, and conversely, lower quality communication is associated with lower self-efficacy. The conclusion of this study is that effective interpersonal communication contributes to increased student self-efficacy. The practical implication of these findings emphasizes the importance of improving the quality of communication between guidance and counseling teachers and students to support the development of their self-efficacy.]]>
