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<![CDATA[Efektivitas Pendekatan Rational Emotive Behavior Therapy melalui Bimbingan Kelompok untuk Mengatasi Stres Akademik Siswa ]]>
<![CDATA[Konadi, Husrin]]>;
<![CDATA[Mudjiran, Mudjiran]]>;
<![CDATA[Karneli, Yeni]]>
<![CDATA[ Konselor Vol 6, No 4 (2017): KONSELOR ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/02017647887-0-00
<![CDATA[Rational Emotive Behavior Therapy (REBT) Approach is one of the ways to change irrational thinking about academic stress and group guidance is an effective service and tools to support the implementation of the REBT approach in order to overcome the students’ academic stress in SMA Negeri 3 Padang. This research was used The Non Equivalent Control Group which was classified in the Quasi Experimental The Subject of this research was 10 students of the experimental group which identified as having very high, high, medium, low and very low academic stress. Instrument of this research was used academic stress scale that has qualified the instrument research, and then analyzed by used Wilcoxon Signed-Rank Test and Kolmogorov Smirnov 2 Independent Samples.  The findings of this study show in general that REBT Approach through group guidance was Effective to overcome the students academic stress. In Specific (1) there was a significant difference in scored on the student's academic stress of the experimental group(2) there was significant difference in scored on students’ academic stress in the control group (3) There were significant differences in scored on students’ academic stress in the experimental group which following the REBT approach through group guidance with Control group, which following the REBT Approach without REBT Appoach.]]>
<![CDATA[Upaya Guru Bimbingan dan Konseling dalam Mereduksi Perilaku Bullying ]]>
<![CDATA[Marif, Abdul]]>;
<![CDATA[Konadi, Husrin]]>;
<![CDATA[Burbana, Miga]]>
<![CDATA[ Syifaul Qulub: Jurnal Bimbingan dan Konseling Islam Vol 5 No 1 (2024): Januari-Juni 2024 ]]>
Publisher : <![CDATA[Prodi Bimbingan dan Konseling Islam ]]>
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DOI: 10.32505/syifaulqulub.v5i1.8098
<![CDATA[Pendidikan nasional berfungsi mengembangkan kemampuan dan membentuk watak serta peradaban bangsa yang bermartabat dalam rangka mencerdaskan kehidupan bangsa, bertujuan untuk berkembangnya potensi peserta didik agar menjadi manusia yang beriman dan bertaqwa kepada Tuhan yang Maha Esa, berahlak mulia, sehat, berilmu, cakap, kreatif, mandiri, dan menjadi warga negara yang demokratis serta bertanggung jawab. Adapun target dalam observasi adalah untuk memperoleh gambaran terkait teknis pelaksanaan layanan konseling, tahapan pelaksanaan layanan konseling dan berbagai media yang dimanfaatkan oleh guru BK SMA Swasta 2 Takengon dalam mengatasi perilaku bullying siswa]]>
<![CDATA[DAMPAK KELUARGA BROKEN HOME TERHADAP PRILAKU SOSIAL ANAK ]]>
<![CDATA[Konadi, Husrin]]>;
<![CDATA[Burbana, Miga]]>;
<![CDATA[Dara Sonia, Ate]]>
<![CDATA[ Primary Education Journals (Jurnal Ke-SD-An) Vol 4 No 2 (2024): JULI ]]>
Publisher : <![CDATA[Universitas Islam Raden Rahmat Malang ]]>
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DOI: 10.36636/primed.v4i2.4448
<![CDATA[Broken home merupakan situasi yang banyak terjadi pada saat ini korban yang paling sering terdampak adalah anak. anak merupakan korban yang paling serius terpapar akibat perceraian orang tua. Beberapa penelitian menyebutkan bahwa dampak yang paling terasa adalah perilaku sosial anak. Metode penelitian yang digunakan dalam artikel ini adalah Systematic Literature Review (SLR). Data yang dikumpulkan dari berbagai jurnal yang bereputasi di antara jurnal yang terindek, Sinta,scopus,sponger, pada publisher terpecaya sekali. Hasil penelitian ditemukan bahwa dampak perilaku sosial anak korban broken home diantaranya berdampak pada lingkungan, perilaku agresif, dan antisosial. Kesimpulan bahwa dampak perilaku sosial anak berpengaruh terhadap perkembangan mental anak dengan lingkungan dan juga terhadap prestasi belajar anak.]]>
<![CDATA[Kemampuan Mengenal Angka Melalui Media Gambar Asosiatif ]]>
<![CDATA[Rambe, Syarifah Ainy]]>;
<![CDATA[Konadi, Husrin]]>
<![CDATA[ Jumper: Journal of Educational Multidisciplinary Research Vol 1 No 1 (2022): Jumper: Journal of Educational Multidisciplinary Research ]]>
Publisher : <![CDATA[LSM Catimore dan Sahabat Jl. Paya Ilang/Pertamina Desa Lemah Burbana, Takengon, Aceh Tengah 24552 ]]>
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DOI: 10.56921/jumper.v1i1.34
<![CDATA[Early childhood is a golden age where at this time children are expected to get learning lessons in order to improve their cognitive abilities in the future. Improve children's cognitive including recognizing numbers. Number recognition is very important starting from an early age, but in reality there are many children aged 4-5 years who do not know the numbers 1-10. The purpose of this study was to help early childhood in introducing numbers 1-10 using associative image media. This research was conducted on children aged 4-5 years in Reje Guru Village, Bener Meriah, Aceh, a total of 7 people. The results of this study before being given associative picture learning, children are still not able to recognize numbers perfectly, after that they are given a lesson to introduce numbers 1-10 using associative picture media in children for 2 months, then the test is carried out again to 7 children who are the research sample, and the result is that the child is able to recognize numbers well, the child is able to say the numbers in sequence and the child is able to name the randomly designated numbers.]]>
<![CDATA[Mengembangkan Kepercayaan Diri Melalui Teknik Role Playing ]]>
<![CDATA[Konadi, Husrin]]>;
<![CDATA[Rambe, Syarifah Ainy]]>
<![CDATA[ Jumper: Journal of Educational Multidisciplinary Research Vol 1 No 1 (2022): Jumper: Journal of Educational Multidisciplinary Research ]]>
Publisher : <![CDATA[LSM Catimore dan Sahabat Jl. Paya Ilang/Pertamina Desa Lemah Burbana, Takengon, Aceh Tengah 24552 ]]>
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DOI: 10.56921/jumper.v1i1.35
<![CDATA[Early age is a golden age for every individual. Early age is the right time to develop all the potential that exists in the individual. Self-confidence is very important for every individual. Confidence should be cultivated to be developed starting from childhood. Self-confidence is a very good provision for the future for early childhood. Self-confidence is the ability of an individual to express his opinion. Role playing is one of the techniques in counseling that is considered capable of developing individual self-confidence. The purpose of this study was to develop students' self-confidence by using role playing techniques. The research subjects in this study were Kindergarten-A children at Asyiyah Kindergarten, totaling 5 people. The results of this study In the fourth categorys almost the same as the third category. On the first day, four students were still in the undeveloped category and one student in the starting category was developing. This can be seen from the number of students who are reluctant to retell their experiences. But on the second day the students in the category began to develop. On the third day, students have developed as expected. And on the fifth day, the students have achieved very good development.]]>
<![CDATA[Academic Procrastination in Completing Students’ Thesis ]]>
<![CDATA[Marif, Abdul]]>;
<![CDATA[Konadi, Husrin]]>
<![CDATA[ Jumper: Journal of Educational Multidisciplinary Research Vol 2 No 2 (2023): Jumper: Journal of Educational Multidisciplinary Research ]]>
Publisher : <![CDATA[LSM Catimore dan Sahabat Jl. Paya Ilang/Pertamina Desa Lemah Burbana, Takengon, Aceh Tengah 24552 ]]>
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DOI: 10.56921/jumper.v2i2.139
<![CDATA[A thesis is a final project that must be completed by final-year students to complete their education in college. There are many problems experienced by students when completing their thesis, including the behavior of academic procrastination. Academic procrastination is a delaying behavior to complete academic tasks. This study aims to describe the academic procrastination of students. This study uses a qualitative method with a descriptive approach. The participants in this study were final-year students who had passed 1 year of thesis completion, namely 4 people. The results showed that 4 participants in this study carried out academic procrastination in completing their thesis. This can be seen from the results of interviews and observations made by researchers. Various factors that influence students’ procrastination behavior include not being able to delay pleasure, lack of motivation from parents, distrust of self-ability, and participating in peer relationships.]]>
<![CDATA[Penguatan Karakter Baik Peserta Didik Melalui Kegiatan Budaya Mangupa Dalam Proses Pembelajaran Tutor di SAS English Laboratory ]]>
<![CDATA[Marif, Abdul]]>;
<![CDATA[Rambe, Syarifah Ainy]]>;
<![CDATA[Konadi, Husrin]]>;
<![CDATA[Lubis, Asnarni]]>
<![CDATA[ Amaliah: Jurnal Pengabdian Kepada Masyarakat Vol 9 No 1 (2025): Amaliah Jurnal: Pengabdian kepada Masyarakat ]]>
Publisher : <![CDATA[LPPI UMN AL WASHLIYAH ]]>
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DOI: 10.32696/ajpkm.v9i1.5191
<![CDATA[This community service program was conducted at SAS English Laboratory, a non-formal educational institution focused on English language instruction. The program involved 12 tutors who were actively engaged in teaching, yet had not integrated character development as an added value in their instructional process. Character strengthening—especially through emotional cultivation (olah rasa)—is essential for shaping learners with strong emotional and social resilience. To address this issue, the program was implemented through three main stages: socialization, application of science and technology (IPTEK), and training on designing character education rubrics. The training incorporated the cultural wisdom of Mangupa, which emphasizes mutual tolerance, respect, self-confidence, and effective communication as core values of good character. As a result, the tutors were able to develop and apply character assessment rubrics in their teaching practices. These rubrics serve as a tool to reduce the likelihood of students becoming victims of bullying, both in educational and social environments. In-depth interviews revealed that the tutors fully supported the implementation of character assessment, even within a non-formal educational context. This program demonstrates that character education rooted in local culture can be effectively integrated into English language teaching.]]>
<![CDATA[Judul Artikel Analisis Manajemen Kelas dalam Meningkatkan Hasil Belajar Siswa ]]>
<![CDATA[Konadi, Husrin]]>;
<![CDATA[Rambe, Syarifah Ainy]]>
<![CDATA[ Ta'dib: Jurnal Pemikiran Pendidikan Vol. 11 No. 2 (2021): September 2021 ]]>
Publisher : <![CDATA[IAIN Takengon ]]>
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<![CDATA[Penelitian ini bertujuan untuk menganalisis manajemen kelas dalam meningkatkan hasil belajar siswa. Jenis penelitian yang dilakukan adalah penelitian kualitatif, dengan pendekatan deskriptif dan Pengambilan sampel dalam penelitian ini menggunakan purposive sampling, dimana sampel diambil berdasarkan makna dan tujuan tertentu, sehingga sampel pada penelitian ini sebanyak 30 orang siswa kelas II MIN 10 Aceh Tengah. Hasil penelitian ini menunjukkan adanya peningkatan hasil belajar setelah dilakukan manajemen kelas. Dari hasil diatas dapat dilihat bahwa terdapat kenaikan setelah diberikan manajemen kelas, Pada kategori sangat rendah menunjutkkan adanya 1 orang yang memiliki hasil belajar sangat rendah atau sebanyak 3.5%, sementara setelah diberikan manajemen kelas tidak terdapat kategori sangat rendah. Kemudian pada kategori rendah terdapat 8 orang atau sebanyak 26.6% yang memiliki hasil belajar rendah dan setelah diberikan manajemen kelas hanya terdapat 1 orang yang memiliki kategori rendah hasil belajarnya. Sementara itu pada kategori sedang terdapat 33.3% atau 10 orang yang memiliki katagori sedang sebelum dilakukan manajemen kelas, dan setelah dilakukan manajemen kelas terdapat 40% atau sebantak 12 orang yang memiliki kategori sedang hasil belajarnya. Pada kategori tinggi sebelum dilakukan manajemen kelas terdapat 6 orang atau sebanyak 20% yang memiliki hasil belajar yang baik, setelah dilakukan manajemen kelas kategori tinggi terdapat 10 orang atau sebanyak 33.3% yang memiliki hasil belajar yang bagus. Pada kategori sangat tinggi terdapat 5 orang atau sebanyak 16.6% yang memiliki hasil belajar yang bagus, dan setelah diberikan manajemen kelas terdapat 7 orang atau sebanyak 23.3% yang memiliki kategori sangat tinggi hasil belajarnya. Dengan demikian terdapat peningkatan antara sebelum diberikan manajemen kelas dengan sesudah diberikan manajemen kelas.]]>
<![CDATA[TEACHER'S EFFORT TO IMPLEMENT QUALITY CHARACTER IN EARLY CHILDHOOD ]]>
<![CDATA[Konadi, Husrin]]>;
<![CDATA[Ainy Rambe, Syarifah]]>
<![CDATA[ Ta'dib: Jurnal Pemikiran Pendidikan Vol. 12 No. 2 (2022): September 2022 ]]>
Publisher : <![CDATA[IAIN Takengon ]]>
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DOI: 10.54604/tdb.v12i2.199
<![CDATA[A person's development is strongly influenced by the conditions of the local social and cultural environment, traditions, values, behavior of both parents, the way parents educate and treat them, various kinds of media, and various kinds of events experienced in their lives. This value places emphasis on forming an attitude of not being hasty or careless, but based on careful reflection and planning, this character is a very important indicator in assessing character and influencing the beliefs of others. This research is a type of qualitative descriptive research whose purpose is to find out how the teacher's efforts to instill quality character in early childhood in Simehate Kindergarten. The research location is in Simehate Kebayakan Kindergarten. The results showed that Simehate Kindergarten instills Quality Character begins. The conclusion of this study is the efforts made by teachers in instilling quality character in early childhood in Simehate Kindergarten, namely by providing guidance and direction in accordance with several aspects of education such as cognitive, psychomotor, socio-emotional, religious and moral. The supporting factor in the process of instilling quality character in early childhood at Simehate Kindergarten is the educational content that has been contained in the school curriculum on character, the supporting infrastructure for the implementation of character education is also adequate. In addition, the main factor that drives children to have quality character is their parents or guardians.]]>
<![CDATA[Application of Story Telling Model in Optimizing Children's Speaking Ability ]]>
<![CDATA[Ainy Rambe, Syarifah]]>;
<![CDATA[Konadi, Husrin]]>
<![CDATA[ Ta'dib: Jurnal Pemikiran Pendidikan Vol. 12 No. 2 (2022): September 2022 ]]>
Publisher : <![CDATA[IAIN Takengon ]]>
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DOI: 10.54604/tdb.v12i2.203
<![CDATA[The development of speaking skills is a very important ability to be developed at an early age. This study aims to determine the children's speaking ability through speaking activities using the story telling method in children of group B Raudhatul Athfal Buntul Siri, Kebayakan sub-district, Central Aceh district. The speaking activity uses a varied and interesting story telling method so that it can motivate children's interest. This type of research is a collaborative classroom action research with Kurt Lewin's model. Each cycle consists of four stages: planning, implementation, observation and reflection. The research subjects were children of Raudhatul Athfal Buntul Siri, Kebayakan District, Central Aceh Regency, totaling 21 children. The object of the research is the children's speaking ability through the story telling method. Data collection techniques using observation and documentation. The instrument used in the observation is in the form of an assessment sheet. The data analysis technique used is descriptive analytic with quantitative data. The results of this study indicate an increase in children's speaking skills through the story telling method in Raudhatul Athfal Buntul Siri, Kebayakan District, Central Aceh Regency. This is evidenced by the achievement of indicators of the success of children's speaking ability which has reached 80%. The child's speaking ability has increased after the researcher gave the action which was carried out through several stages and processes, namely: 1). The teacher uses story books during story telling activities 2). Children are asked to repeat the story that has been told in a simple way 3). Children are given the opportunity to speak in front of their classmates 4). Teachers always provide motivation so that children become enthusiastic and enthusiastic in participating in speaking activities]]>
