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All Journal Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK) Psikoislamedia : Jurnal Psikologi Jurnal Psikologi : Jurnal Ilmiah Fakultas Psikologi Universitas Yudharta Pasuruan Psikosains: Jurnal Penelitian dan Pemikiran Psikologi Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Jurnal Impresi Indonesia World Psychology PSYCOMEDIA: Jurnal Psikologi Room of Civil Society Development Jurnal Insan Pendidikan dan Sosial Humaniora Conscilience: Jurnal Penelitian dan Pengabdian Masyarakat Jurnal Psikologi Room of Civil Social Development
Amelasasih, Prianggi
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Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Physics Public Health Social Sciences Other

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Konseling Kelompok dengan Pendekatan Cognitive Behavioral Therapy (CBT) Pada Siswa SMP Islamic Qon Yang Mengalami Kecemasan Sosial Taslimah, Ummi; Amelasasih, Prianggi
Jurnal Psikologi Vol. 3 No. 1 (2025): November
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/pjp.v3i1.5007

Abstract

Kecemasan sosial Penelitian ini bertujuan untuk mengkaji efektivitas konseling kelompok berbasis Terapi Perilaku Kognitif (Cognitive Behavioral Therapy/CBT) dalam menurunkan tingkat kecemasan sosial pada siswa kelas tujuh di SMP Islamic Qon Gresik. Desain penelitian menggunakan metode kuasi-eksperimen dengan desain pre-test–post-test pada satu kelompok. Subjek penelitian terdiri dari enam siswa yang memiliki tingkat kecemasan sosial tinggi berdasarkan hasil pre-test dari Liebowitz Social Anxiety Scale (LSAS). Intervensi dilakukan melalui lima sesi konseling kelompok yang mencakup tahap pembentukan, transisi, kegiatan inti, dan penutupan. Setiap sesi berfokus pada restrukturisasi kognitif, latihan perilaku sosial melalui bermain peran, dan refleksi diri untuk memperkuat pemikiran adaptif dan kepercayaan diri. Data dianalisis menggunakan uji t berpasangan untuk menentukan perbedaan signifikan antara skor pre-test dan post-test.. Hasil penelitian menunjukkan penurunan rata-rata skor LSAS dari 81,67 menjadi 58,67, dengan nilai t yang dihitung sebesar 2,24 > t-tabel 2,015 (α = 0,05), yang berarti terdapat perbedaan yang signifikan antara sebelum dan sesudah perlakuan. Temuan ini menunjukkan bahwa konseling kelompok berbasis CBT efektif dalam mengurangi gejala kecemasan sosial, meningkatkan keterampilan interaksi sosial siswa, dan menumbuhkan keberanian untuk berbicara di depan umum. Selain itu, penerapan CBT yang dikombinasikan dengan nilai-nilai Islam seperti ukhuwah, tawakal, dan ta‘awun semakin memperkuat kesejahteraan emosional dan dinamika positif dalam kelompok.
IMPROVING CHILDREN’S WRITING SKILLS THROUGH THE SHARED-WRITING PROGRAM AT UPT SDN 253 GRESIK Eka Oktavia Ramadhina; Amelasasih, Prianggi
World Psychology Vol. 4 No. 3 (2025)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/wp.v4i3.1087

Abstract

Writing proficiency is a fundamental literacy skill that supports children’s cognitive, emotional, and academic development, yet many early-grade students continue to face difficulties in symbol recognition, fine-motor coordination, and idea organization. These challenges require effective instructional interventions that promote gradual and supported learning. This study aims to examine the effectiveness of a shared-writing program in improving the writing skills of first-grade students at UPT SDN 253 Gresik. A qualitative descriptive approach was employed, integrating classroom observation, documentation, and pre–post assessment using standardized writing indicators. The intervention consisted of structured shared-writing sessions in which the teacher modeled writing processes while students contributed ideas and practiced reproducing letters and simple words. Findings indicate a substantial improvement in the participant’s writing performance, demonstrated by an increase from 66% (Developing as Expected) during the pre-test to 100% (Very Well Developed) in the post-test. Students showed notable gains in symbol recognition, meaningful scribbling, and accurate imitation of written forms. The shared-writing approach also enhanced motivation, confidence, and participation. The study concludes that shared-writing is an effective collaborative strategy for strengthening foundational writing skills in early elementary learners and can be recommended as a supportive intervention for students with early writing difficulties.
Application of Rebt Techniques to Reduce Bullying Behavior Among Students at SMP X Gresik Rif'ah, Ziadatur; Amelasasih, Prianggi
Jurnal Psikologi Vol. 3 No. 1 (2025): November
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/pjp.v3i1.5369

Abstract

This study aims to examine the effectiveness of Rational Emotive Behavior Therapy (REBT) in reducing bullying behavior among eighth-grade students at SMP X Gresik who were identified as perpetrators. The research employed a qualitative case study design involving one student selected through purposive sampling based on reports from guidance and counseling teachers and classroom observations. Data were collected through non-participatory observation, in-depth interviews with counseling teachers, homeroom teachers, and parents, as well as documentation of counseling records. The intervention consisted of six individual counseling sessions using REBT techniques, including identification of irrational beliefs, cognitive disputation, reframing, and imaginal disputation. Data analysis was conducted using qualitative descriptive analysis through data reduction, data display, and conclusion drawing. The results indicate significant improvements in the subject’s cognitive, emotional, and behavioral functioning following the intervention. Irrational beliefs related to aggression and dominance were successfully challenged and replaced with more rational thinking patterns. Emotionally, the subject demonstrated improved self-regulation and reduced impulsive anger responses. Behaviorally, bullying incidents—including verbal harassment, social exclusion, and mild physical aggression—decreased progressively and ceased entirely by the end of the intervention. Additional positive outcomes included increased empathy, cooperative peer interactions, voluntary apologies, and consistent behavioral improvements across both school and home environments. These findings demonstrate that REBT is effective in reducing bullying behavior and can be applied as an evidence-based intervention within school guidance and counseling services.
BIMBINGAN KONSELING SEBAGAI STRATEGI UNTUK MENGATASI BULLYING PADA SISWA SMP MUHAMMADIYAH 8 BENJENG – GRESIK Paramita, Dahlia Septa; Amelasasih, Prianggi
Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK) Vol 14, No 12 (2025): DESEMBER 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jppk.v14i12.100980

Abstract

This internship was conducted at Muhammadiyah 8 Benjeng Junior High School with the purpose of understanding and addressing bullying behaviors that occur in the school environment. During the internship program, the author applied several data collection methods, including observation, interviews, and the implementation of personal guidance and counseling sessions for students involved in bullying cases, both perpetrators and victims. The findings indicated that bullying behaviors most commonly appeared in the form of verbal teasing and social exclusion. These behaviors were influenced by several factors, such as a lack of empathy, differences in individual character, and the strong influence of peer groups. Through a personal guidance and counseling approach, students were guided to recognize the negative psychological and social impacts of bullying, develop positive social skills, and enhance mutual respect among peers. The counseling process encouraged students to reflect on their attitudes and behaviors, ultimately supporting positive behavioral change. This internship provided the author with valuable practical experience in applying guidance and counseling theories in a real school setting. Furthermore, the internship contributed to increasing awareness of the essential role of guidance and counseling services in fostering a safe, supportive, and empathetic school environment for all students.
Co-Authors Awang Setiawan Wicaksono Eka Oktavia Ramadhina Fatimatuz Zahra, Fatimatuz Febriantie, Eka Ladya Charyl Firmana, Gumilar Alin Idha Rahayuningsih Ima Fitri Sholichah Imaniyah, Fathimatul Lestari, Putri Yuni Indah Mayarita, Yulva Mi'Rojiah, Barkatul Nada, Qolbiyah Azkan Nasya, Vania Azariya Nugraheni, Dita Amalia Paramita, Dahlia Septa Prautama, Dicky Aldisar Pravita, Dea Fitria Putri, Azzahra Namira Rif'ah, Ziadatur Salsabillah, Namira Aqiilah Sholicah, Ima Fitri Syifa, Masturi Taslimah, Ummi Yulyanto Yulyanto