Article Per Year (5 Year)
p-Index From 2020 - 2025
0.61
P-Index
This Author published in this journals
All Journal JURNAL MAHASISWA BK AN-NUR : BERBEDA, BERMAKNA, MULIA G-Couns: Jurnal Bimbingan dan Konseling KONSELOR Indonesian Journal of Guidance and Counseling: Theory and Application
Oktaviana, Dian
Unknown Affiliation
Education Health Professions Physics Social Sciences Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
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.
Career Maturity in High School Students: The Interplay of Self Efficacy and Locus of Control Prayoga, Dandi; Naqiyah, Najlatun; Khusumadewi , Ari; Nuryono, Wiryo; Oktaviana, Dian
Indonesian Journal of Guidance and Counseling: Theory and Application Vol. 13 No. 2 (2024): December 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/dr981972

Abstract

The research is motivated by the need for career maturity to help students choose the right educational path, as many students lack readiness. This is due to low career planning skills, limited knowledge about further education and the workforce, and the tendency to follow peers' choices without considering their own potential. Using a quantitative approach with an ex post facto correlational design, the study involved a population of 4,383 students with a sample of 367 students selected through cluster random sampling. The instruments used include Career Maturity Inventory (validity 0.306-0.610, reliability 0.734), General Self efficacy (validity 0.488-0.748, reliability 0.850), and Rotter's Locus of control (validity 0.153-0.791, reliability 0.911). Data were analyzed using Kendall's Tau and Kendall's W techniques. The results showed a significant relationship between “self efficacy” and career maturity (p = 0.000, r = 0.387), locus of control and career maturity (p = 0.000, r = 0.137), and a significant relationship between “self efficacy” and locus of control with career maturity (p = 0.000, W = 0.755). The findings confirm that “self efficacy” and belief in locus of control significantly affect career maturity. The role of counseling teachers is needed in supporting the development of students' self-efficacy and locus of control through directed and continuous counseling services, and this research encourages the development of holistic career guidance programs and further research on external factors. Tujuan penelitian ini mengkaji keterkaitan antara “self efficacy” dan “locus of control” dengan kematangan karier siswa SMA. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis ex post facto melalui desain korelasional, yang memiliki populasi 4.383 siswa dengan sampel 367 siswa yang dipilih melalui stratified random sampling. Instrumen yang digunakan meliputi Career Maturity Inventory (validitas 0,306–0,610, reliabilitas 0,734), General Self efficacy (validitas 0,488–0,748, reliabilitas 0,850), dan Rotter's Locus of control (validitas 0,153–0,791, reliabilitas 0,911). Analisis data dilakukan dengan teknik Kendall’s Tau dan Kendall’s W. Hasil penelitian menunjukkan adanya hubungan signifikan antara self efficacy dan kematangan karier (p = 0,000, r = 0,387), locus of control dan kematangan karier (p = 0,000, r = 0,137), serta hubungan signifikan antara self efficacy dan locus of control dengan kematangan karier (p = 0,000, W = 0,755). Temuan ini menegaskan bahwasanya percaya diri dan keyakinan terhadap kontrol diri sangat memengaruhi kesiapan karier. Peran guru BK dibutuhkan dalam mendukung pengembangan self efficacy dan locus of control siswa melalui layanan konseling yang terarah dan berkesinambungan, serta penelitian ini mendorong pengembangan program bimbingan karier holistik dan penelitian lanjutan mengenai faktor eksternal.
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
Co-Authors Bakhrudin All Habsy, Bakhrudin All Budi Purwoko Evi Winingsih, Evi Fadilah, Ela Nur Khusumadewi , Ari Mochamad Nursalim Najlatun Naqiyah Prayoga, Dandi WIRYO NURYONO