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All Journal JURNAL MAHASISWA BK AN-NUR : BERBEDA, BERMAKNA, MULIA G-Couns: Jurnal Bimbingan dan Konseling SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA KONSELOR
Oktaviana, Dian
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CAN THE CIPP MODEL EVALUATION BE APPLIED TO HIGH SCHOOLS OR VOCATIONAL SECONDARY SCHOOLS?: EVALUATION STUDY AT SMA NU GRESIK Oktaviana, Dian; Purwoko, Budi; Naqiyah, Najlatun
Jurnal Mahasiswa BK An-Nur : Berbeda, Bermakna, Mulia Vol 10, No 2 (2024)
Publisher : Universitas Islam Kalimantan Muhammad Arsyad Al-Banjari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/jmbkan.v10i2.13597

Abstract

This article endeavors to delve into the intricacies of human psychology within the framework of the Quran and Hadith. The research methodology employed is a comprehensive library research approach, utilizing reputable sources such as books, journals, and pertinent prior research related to the predetermined theme. The research findings illuminate that the field of psychology delves into the very essence of the human soul, exploring various phenomena, processes, and contextual backgrounds. Viewing humans from the perspective of individual and social entities, encompassing the psychological (spiritual) and biological dimensions, they are perceived as entities harmonizing both material and spiritual components. Within the context of their relationship with the Divine, humans are esteemed as servants (makhluq) holding the highest position. The comprehension of human psychology in the Islamic perspective is elucidated through the conceptual exploration of Nafs, al-Aqlu, al-Qalbu, and ar-Ruh.Amit, A., & Sagiv, L. (2013). The PreferenSort: A holistic instrument for career counseling. Journal of Career Assessment, 21(2), 249–264.Astika, G. N. (2021). Meningkatkan Kemampuan Guru BK SMA dalam Pelaksanaan Layanan Bimbingan Klasikal Melalui Supervisi Klinis. Jurnal Ilmiah Bimbingan Konseling Undiksha, 12(1). https://ejournal.undiksha.ac.id/index.php/JIBK/article/view/32596Badrujaman, A. (2012). Faktor-Faktor Yang Mempengaruhi Keterlaksanaan Evaluasi Program Bimbingan dan Konseling. Perspektif Ilmu Pendidikan, 26(XVII), 131–137. https://journal.unj.ac.id/unj/index.php/pip/article/view/6895/4980Budiman, C., Badrujaman, A., & Wahyuni, E. (2022). Evaluasi Program Bimbingan dan Konseling Bidang Sosial dengan Teknik Contex, Input, Proses, Produk (CIPP) di Sekolah Menengah Kejuruan. Jurnal Konseling Dan Pendidikan, 10(2), 354. https://doi.org/10.29210/181300Devi Sri Raso Tampubolon, P., Anneke Rantung, D., & Naibaho, L. (2023). KAJIAN PENTINGNYA BELAJAR MENGEVALUASI PELAKSANAAN PEMBELAJARAN MENGGUNAKAN MODEL EVALUASI CIPP. EDUSAINTEK: Jurnal Pendidikan, Sains Dan Teknologi, 10(2), 582–599. https://doi.org/10.47668/edusaintek.v10i2.757Dicky Artanto, Hasan Ibadin, & Suwadi. (2023). Penerapan Evaluasi CIPP (Context, Input, Process,Product) Dalam Program Rintisan Madrasah Unggul Di MTsN 1 Yogyakarta. Al-Fahim : Jurnal Manajemen Pendidikan Islam, 5(1), 68–82. https://doi.org/10.54396/alfahim.v5i1.543Hakan, K., & Seval, F. (2011). CIPP evaluation model scale: development, reliability and validity. Procedia-Social and Behavioral Sciences, 15, 592–599.Hidayah, N. (2012). Process-Audit dalam Penyelenggaraan Pendidikan Akademik Jenjang S-1 Bimbingan dan Konseling. Jurnal Pendidikan Dan Pembelajaran (JPP), 17(2), 129–139.Hoshmand, L. T. (2004). The Transformative Potential of Counseling Education. The Journal of Humanistic Counseling, Education and Development, 43(1), 82–90. https://doi.org/10.1002/j.2164-490X.2004.tb00045.xIsriyah, M. (2023). KUALITAS LAYANAN BIMBINGAN KONSELING: PERAN SUPERVISOR DALAM PENINGKATAN MUTU. Psikodidaktika: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan Dan Konseling, 8(2), 465–473. https://doi.org/10.32663/psikodidaktika.v8i2.4128Kamilia, F. F. S., Wahyudin, D., & Dewi, L. (2023). CIPP evaluation model: E-learning based life skills training. 060001. https://doi.org/10.1063/5.0111265Kasmaini, K., Hamzah, S., & Winarto, H. (2023). CIPP Evaluation Model: Online In-service Teachers Training Program Conducted at English Language Education Study Program of Bengkulu University. ENGLISH FRANCA : Academic Journal of English Language and Education, 7(1), 105. https://doi.org/10.29240/ef.v7i1.5871Kemendikbud. (2016). Panduan Penyelenggaraan Bimbingan dan Konseling pada Pendidikan Dasar dan Pendidikan Menengah. Jakarta.Kui, H. (2023). Education Quality Evaluation Method Based on CIPP Theory (pp. 1200–1207). https://doi.org/10.1007/978-981-99-1428-9_155Kurniawati, E. W. (2021). Evaluasi Program Pendidikan Perspektif Model CIPP (Context, Input, Process, Product). GHAITSA: Islamic Education Journal, 2(1), 19–25. https://siducat.org/index.php/ghaitsa/article/view/168Lathifah, M., & Wirastania, A. (2022). Implementasi Supervisi Klinis Terhadap Keterampilan Konseling Individu Pada Mahasiswa Program Studi Bimbingan dan Konseling. Jurnal Fokus Konseling, 8(1), 52–57. https://doi.org/10.52657/jfk.v8i1.1557Maulana, C., Astuti, I., & Wicaksono, L. (2019). Evaluasi Program Layanan Informasi Dengan Model CIPP di SMP Negeri 14 Pontianak. Jurnal Pendidikan Dan Pembelajaran Khatulistiwa, 8(9). https://doi.org/10.26418/jppk.v8i9.35511Mujiyati, M., Mayasari, S., & Adiputra, S. (2020). A comparison of accountability models in school counseling programs. Konselor, 9(3), 117–124. https://doi.org/10.24036/0202093110561-0-00Muyana, S. (2017). Context Input Process Product (CIPP): Model Evaluasi Layanan Informasi. Prosiding Seminar Bimbingan Dan Konseling, 1(1), 342–347.Pambudi, Y. E., & Amini, S. N. K. (2021). Peran Kepala Sekolah Terhadap Manajemen Guru Bimbingan dan Konseling di Masa Pandemi. Edu Consilium: Jurnal Bimbingan Dan Konseling Pendidikan Islam, 2(2). https://doi.org/10.19105/ec.v2i2.4983Pujiastuti, P., Herwin, H., & Firdaus, F. M. (2021). Thematic Learning during the Pandemic: CIPP Evaluation Study. Cypriot Journal of Educational Sciences, 16(6), 2970–3980. https://doi.org/10.18844/cjes.v16i6.6481Rahmawati, R., Neviyarni, N., & Firman, F. (2016). Hubungan Motivasi Kerja dan Dukungan Sosial Kepala Sekolah dengan Pelaksanaan Tugas Guru BK di SMPN Kab. Kerinci. Konselor, 3(3), 94–100.Ratnaya, G., Indriaswuri, R., Widayanthi, D. G. C., Atmaja, I. M. P. D., & Dalem, A. A. G. P. K. P. (2022). CIPP Evaluation Model for Vocational Education: A Critical Review. Education Quarterly Reviews, 5(3). https://doi.org/10.31014/aior.1993.05.03.519Santosa, I., Setiadi, S., & Suseno, M. (2022). CIPP evaluation on emergency online learning during Covid-19 in STKIP MNC. Linguists : Journal Of Linguistics and Language Teaching, 8(2), 169. https://doi.org/10.29300/ling.v8i2.6400Siregar, S. K., Lubis, S. A., & Syukri, M. (2023). EVALUASI PROGRAM BIMBINGAN KONSELING DI SMK PENERBANGAN PBD MEDAN. Research and Development Journal of Education, 9(2), 977–989. https://doi.org/10.30998/rdje.v9i2.19515Sopha, S., & Nanni, A. (2019). The CIPP Model : Applications in Language Program Evaluation. The Journal of AsiaTEFL, 16(4), 1360–1367. https://doi.org/10.18823/asiatefl.2019.16.4.19.1360Stufflebeam, D. L. (2004). The 21st century CIPP model. Evaluation Roots, 245–266.Stufflebeam, D. L. (2007). CIPP evaluation model checklist.Stufflebeam, D. L., & Zhang, G. (2017). The CIPP Evaluation Model How to Evaluate for Improvement and Accountability. Guilford Publications.Thayyibah, J. (2020). Evaluasi Pelaksanaan Layanan Informasi Bidang Karir dengan Menggunakan Model CIPP pada Siswa Kelas XII Teknik Geomatika di SMK Negeri 5 Banjarmasin. Jurnal Pelayanan Bimbingan Dan Konseling, 2(2).Utomo, S. B., Atma, E. S., Dwikurnaningsih, Y., & Loekmono, J. T. L. (2023). EVALUASI PROGRAM BIMBINGAN DAN KONSELING BERBASIS CIPP PADA MASA PANDEMI COVID-19. Satya Widya, 39(1), 40–50. https://doi.org/10.24246/j.sw.2023.v39.i1.p40-50Warju, W. (2016). Educational Program Evaluation using CIPP Model. INVOTEC, 12(1). https://doi.org/10.17509/invotec.v12i1.4502
Envisioning the Future of Culturally Responsive Counseling: A Bibliometric Perspective Fadilah, Ela Nur; Nursalim, Mochamad; Purwoko, Budi; Winingsih, Evi; Habsy, Bakhrudin All; Oktaviana, Dian
KONSELOR Vol. 14 No. 2 (2025): KONSELOR
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/02025142125-0-86

Abstract

Cultural diversity in a global educational environment demands a counseling approach that is able to respond to the social dynamics and cultural identities of students. Multicultural counseling is an important strategy in supporting an equal, inclusive, and social justice-based learning process. This study aims to map the development of culturally responsive counseling theory and practice through bibliometric analysis. A total of 316 scientific articles indexed in the Scopus database in the period 2020–2024 were analyzed using VOSviewer and Bibliometrix R software. The results of the study indicate that multicultural counseling has shifted from a cultural awareness approach to interventions based on evaluation, social justice, and integration of local wisdom. The findings also reveal the dominance of contributions from Western countries, as well as the weak representation of the Asian and Global South regions, which indicates an inequality in knowledge production. This study provides a concrete contribution in formulating the direction of developing a cross-cultural competency-based counselor education curriculum and data-based policy advocacy, emphasizing the need for more equal global collaboration. These findings can be the basis for designing counselor training models and psychosocial service policies that are more contextual and sensitive to cultural diversity.
Effectiveness of Group Counseling with Cognitive Behavior Therapy Approach to Increase Student Career Behavior in Vocational High School Students Oktaviana, Dian; Nursalim, Mochamad; Winingsih, Evi
G-Couns: Jurnal Bimbingan dan Konseling Vol. 10 No. 01 (2026): January 2026, G-Couns: Jurnal Bimbingan dan Konseling
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/g-couns.v10i01.8018

Abstract

Career behavior is a crucial factor for Vocational High School students to successfully transition into the workforce. However, many students face challenges such as low self-confidence, unclear career goals, and limited decision-making skills. This study aims to examine the effectiveness of group counseling using the Cognitive Behavior Therapy (CBT) approach in improving the career behavior of Vocational High School students. The study employed a quantitative method with a pre-test post-test control group design, involving 24 students divided into experimental and control groups. The experimental group received CBT-based group counseling across 6 sessions over three weeks, while the control group received general career guidance. Data were collected using a validated Likert-scale Career Behavior Inventory and analyzed with the Mann-Whitney U test due to the small sample size. The results showed a statistically significant difference between the two groups (U = 0.000, Z = -4.161, p < 0.05, effect size r = 0.85), with the experimental group demonstrating substantial improvements in self-awareness, self-confidence, career decision-making, and readiness for planning future careers. These findings indicate that CBT is an effective intervention for enhancing students’ career behavior. Practically, this study suggests that CBT-based counseling can be integrated into school counseling programs to better prepare vocational students for the demands of the labor market. Keywords: Career behavior, cognitive behavior therapy, vocational students, group counselling, career guidance
PENINGKATAN HASIL BELAJAR SISWA SMP MATERI PEMANTULAN CAHAYA MENGGUNAKAN MODEL INKUIRI TERBIMBING DENGAN PENDEKATAN DEEP LEARNING Oktaviana, Dian; Budiyanto, Mohammad
SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/science.v6i2.9715

Abstract

The low learning outcomes of students on the subject of light reflection in eighth grade stem from the use of conventional learning models that are not yet optimal in facilitating the construction of conceptual understanding. This is indicated by the large number of students who scored below the KKTP. Therefore, it is necessary to implement a guided inquiry model integrated with a deep learning approach. This study aims to determine the improvement in students' learning outcomes in the cognitive aspect after applying a guided inquiry model with a deep learning approach. This study used light reflection material with a sample size of 35 students in class VIII-A of SMP Negeri 3 Surabaya. The research design was pre-experimental with a one group pre-test post-test. The research instruments used pre-test and post-test questionnaires with data analysis using the Shapiro-Wilk normality test and the Paired Sample t-Test. The results of the Shapiro-Wilk normality test showed that the pre-test sample had a significance of 0.280 > 0.05 and the post-test sample had a significance of 0.214 > 0.05, indicating that both samples were normally distributed. The Paired Sample t-Test results showed a significant difference in the mean with a value of <0.001, indicating that the p-value ≤ 0.05 or H1 was accepted. This study was supported by the results of the learning implementation, which showed that the learning was carried out very well. In addition, there were student response results that showed very positive responses. Based on the research conducted, it can be concluded that the guided inquiry model with a deep learning approach is effective to apply, there is an increase in learning outcomes on the subject of light reflection, and students give very positive responses to the aspects of motivation and satisfaction in learning using the guided inquiry model with a deep learning approach. ABSTRAK Rendahnya hasil belajar siswa pada materi pemantulan cahaya di kelas VIII berakar pada penggunaan model pembelajaran konvensional yang belum optimal dalam memfasilitasi konstruksi pemahaman konseptual. Hal ini terindikasi dari banyaknya siswa yang memperoleh nilai di bawah KKTP. Oleh karena itu, diperlukan implementasi model inkuiri terbimbing yang diintegrasikan dengan pendekatan deep learning. Penelitian ini bertujuan untuk mengetahui peningkatan hasil belajar siswa pada aspek kognitif setelah diterapkan model inkuiri terbimbing dengan pendekatan deep learning. Penelitian ini menggunakan materi pemantulan cahaya dengan jumlah sampel yaitu 35 siswa di kelas VIII-A SMP Negeri 3 Surabaya. Desain penelitian yakni pre-experimental dengan one group pre-test post-test. Instrumen penelitian ini menggunakan lembar soal pre-test dan post-test dengan analisis data menggunakan uji normalitas Shapiro-Wilk dan uji Paired Sample t-Test. Hasil uji normalitas Shapiro-Wilk sampel pre-test memiliki signifikansi sebesar 0,280 > 0,05 dan sampel post-test memiliki signifikansi 0,214 > 0,05, sehingga kedua sampel berdistribusi normal. Hasil uji Paired Sample t-Test terdapat perbedaan rata-rata yang signifikan dengan nilai <0,001 yang menunjukkan bahwa p-value ≤ 0,05 atau H1 diterima. Penelitian ini didukung dengan adanya hasil keterlaksanaan pembelajaran yang menunjukkan bahwa pembelajaran terlaksana dengan sangat baik. Selain itu, terdapat hasil respons siswa yang menunjukkan bahwa respons sangat positif. Berdasarkan penelitian yang dilakukan, dapat diperoleh kesimpulan bahwa model inkuiri terbimbing dengan pendekatan deep learning efektif untuk diterapkan, terdapat peningkatan hasil belajar pada materi pemantulan cahaya, dan siswa memberikan respons yang sangat positif terhadap aspek motivasi dan kepuasan dalam pembelajaran menggunakan model inkuiri terbimbing dengan pendekatan deep learning.
Co-Authors Bakhrudin All Habsy, Bakhrudin All Budi Purwoko Evi Winingsih, Evi Fadilah, Ela Nur Mochamad Nursalim MOHAMMAD BUDIYANTO Najlatun Naqiyah