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All Journal EDUCATIONE: Journal of Education Research and Review Jurnal Kajian Bimbingan dan Konseling
Yuliana, Anis Tri
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Education Social Sciences Other

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COGNITIVE BEHAVIOURAL THERAPY IN EDUCATIONAL SETTINGS: EMPOWERING STUDENTS TO OVERCOME CONCENTRATION CHALLENGES THROUGH INDIVIDUAL COUNSELING Izzah, Ainul; Rusmiyati; Yuliana, Anis Tri
EDUCATIONE Volume 3, Issue 2, July 2025
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v3i2.102

Abstract

Learning concentration is a critical factor influencing students’ academic achievement, particularly for final-year Madrasah Aliyah (MA) students who face intense examination pressures and environmental distractions. Despite the prevalence of concentration problems, conventional school interventions often fail to address the underlying cognitive and behavioral barriers. This study aimed to examine the effectiveness of individualized Cognitive Behavioural Therapy (CBT)-based counseling in improving learning concentration among final-year MA students at MA Nurun Najah Sumberkima. Employing a qualitative case study design, data were collected through in-depth interviews, participant observation, and document analysis involving six students with documented concentration difficulties, supported by input from teachers and parents. The intervention consisted of six weekly CBT counseling sessions focusing on assessment, psychoeducation, cognitive restructuring, behavioral activation, and relapse prevention. Thematic analysis revealed substantial improvements in students’ focus, classroom engagement, time management, and academic performance, with average grades increasing by 10–15 points and greater consistency in task completion. The findings conclude that individualized CBT-based counseling is effective in alleviating anxiety, restructuring negative thinking, and fostering positive study habits in a culturally specific educational context. This research is beneficial for educators and school counselors, offering an empirically validated model for enhancing concentration and academic readiness. Future studies should explore the long-term impacts of individualized versus group-based CBT interventions across broader student populations.
Theoretical Validity of Problem Focused-Coping Skill Guideline to Develop Students’ Critical Thinking Skills Hidayah, Nur; Yuliana, Anis Tri; Hanafi, Husni
Jurnal Kajian Bimbingan dan Konseling Vol. 5, No. 4
Publisher : citeus

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Abstract

Critical thinking skills are central for students to become human resources with character. The process of developing thinking skills is currently done contextually within the implementation of learning materials, while critical thinking skills are also needed in everyday life situations. Developmental counselling services through the Problem Focused-Coping Skill (PFCS) strategy are an alternative to foster critical thinking skills through contextual situations in students’ daily lives. Anchored by a research and development model through preliminary studies, product development, and expert validation, the present study unraveled the theoretical validity of PFCS strategy to enhance students’ critical thinking skills. Participants involved were evaluators of product feasibility, namely counselling experts, learning media experts, and prospective users. Analysis of the assessment employed descriptive statistics and Aiken acceptance analysis. The results showed that: (1) there was a need for product development based on literature review and empirical data, (2) the PFCS strategy has been successfully developed in the form of format and content in the developmental service function to build high school students’ critical thinking skills, (3) the assessment of the counselling experts, learning media experts, and users show the validity index in the appropriate and acceptable categories. The theoretical feasibility of the product refers to the conditions, objectives, and processes in the PFCS strategy which accommodates thinking processes in problem solving and information management through students’ critical thinking skills.
Co-Authors Ainul Izzah Hanafi, Husni Nur Hidayah RUSMIYATI