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All Journal International Journal of Evaluation and Research in Education (IJERE) JURNAL PENDIDIKAN TAMBUSAI Journal Islamic Pedagogia Counseling and Humanities Review
Asri, Robbi
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Religion Humanities Education Neuroscience Social Sciences Other

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Accelerated learning: a study of era Covid-19 experiences to improving student motivation Asri, Robbi; Suhaili, Neviyarni
Counseling and Humanities Review Vol 2, No 2 (2022): Counseling and Humanities Review
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/000604chr2022

Abstract

The pandemic has brought the challenge of maximizing online learning. Students must adjust relevant changes in learning methods during the Covid-19 outbreak that may hinder student motivation. Online learning that is carried out today has caused a lot of decreased learning motivation in students at all levels of education because the learning carried out is only monotonous. As a result, a separate investigation on learning methods is required to be studied. As a result, the author conveys one of the learning methods that can be used to increase motivation during the Covid-19 outbreak, namely the accelerated learning method. This article discusses increasing student learning motivation with accelerated learning methods using relevant literature studies. This article is expected to help teachers in schools in providing references using accelerated learning methods to increase student learning motivation.
Pengembangan Model Bimbingan Kelompok dengan Teknik Proyeksi dalam Peningkatan Resiliensi Diri Siswa Korban Kekerasan Seksual Asri, Robbi; Ifdil, Ifdil; Karneli, Yeni; Netrawati, Netrawati; Amora, Rendy
Journal Islamic Pedagogia Vol. 4 No. 2 (2024): Journal Islamic Pedagogia
Publisher : Fakultas Agama Islam Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/pedagogia.v4i2.126

Abstract

Penelitian ini bertujuan menganalisis pengembangan model bimbingan kelompok dengan teknik proyeksi dalam peningkatan resiliensi diri siswa korban kekerasan seksual. Penelitian ini menggunakan metode kuantitatif dan kualitatif dengan Research and Development (R&D). Subjek penelitian ini adalah 10 siswa korban kekerasan seksual untuk kelompok eksperimen di SMA N 15 Padang. Data diperoleh melalui observasi, wawancara, dokumen dan instrumen penelitian resiliensi diri. Data dianalisis dengan menggunakan Wilcoxon Signed Ranks Test dan SPSS versi 21.00. Hasil penelitian mengungkapkan bahwa (1) model bimbingan kelompok dengan teknik proyeksi berbasis user website dinilai layak digunakan oleh Guru BK/Konselor dalam peningkatan resiliensi diri siswa korban kekerasan seksual, (2) tingkat keterpakaian model bimbingan kelompok dengan teknik proyeksi dinilai sangat baik digunakan dalam layanan bimbingan dan konseling. Maka dapat diketahui prototype model bimbingan kelompok dengan teknik proyeksi dalam peningkatan resiliensi diri siswa korban kekerasan seksual dinyatakan layak dan dapat dimanfaatkan oleh Guru BK/Konselor dalam meningkatkan resiliensi diri siswa korban kekerasan seksual.
The evaluation analysis of gender vocational students on traumatic experience in educational context Firman, Firman; Hafina, Anne; Suwarjo, Suwarjo; Karneli, Yeni; Tririzky, Reza; Asri, Robbi; Syahri, Lia Mita
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i4.32221

Abstract

Students, including vocational school students, are vulnerable to traumatic experiences (TE). Students still look normal but experience stress that interferes with learning activities. TE can be observed through positive psychological attributes such as self-love (SL), compassion, gratitude, and happiness. This study aimed to explore the gender-specific views of vocational school students regarding their TE to provide results that can be the basis for the implementation of gender-differentiated interventions in schools. A cross-sectional survey using quantitative methods was conducted and involved 498 vocational school students in West Sumatra, Indonesia. Data were collected using questionnaires with reliability from the range of 0.74-1 through reliability analysis and also analyzed in a multi-group setting through structural equation model (SEM) on SmartPLS 3 application. Importance-performance map analysis (IPMA) method was also used to assess the functionality of variables in the study. The results showed that positive psychological attributes interact, relate, and have a role in the TE of vocational students, including in the evaluation of gender analysis. The results of the study can be a reference to reduce the impact of TE for vocational students, especially by gender-specific vocational schools. For future research, TE can be studied with other positive psychological attribute variables over a longer period of time.
Problematika Peran dan Tanggung Jawab Guru BK dan Guru GPK di Sekolah Inklusi Amora Jofipasi, Rendy; Asri, Robbi; Ahmilurrizki, M
Jurnal Pendidikan Tambusai Vol. 9 No. 2 (2025): Agustus
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan untuk menganalisis problematika yang dihadapi oleh guru Bimbingan dan Konseling (BK) dan guru Pendidikan Khusus (GPK) dalam pelaksanaan peran dan tanggung jawab di sekolah inklusi. Metode penelitian yang digunakan adalah kualitatif dengan pendekatan studi kasus di beberapa sekolah inklusi. Data dikumpulkan melalui wawancara mendalam dengan guru BK, guru GPK, serta observasi langsung di kelas dan ruang bimbingan. Hasil penelitian menunjukkan bahwa kedua profesi menghadapi berbagai tantangan, termasuk keterbatasan sumber daya, kurangnya pelatihan khusus, serta kesulitan dalam koordinasi dan komunikasi antar guru. Guru BK sering kali mengalami tekanan dalam menangani berbagai kebutuhan emosional dan psikologis siswa dengan kebutuhan khusus, sementara guru GPK menghadapi kendala dalam menyesuaikan kurikulum dan metode pengajaran yang sesuai. Penelitian ini menemukan bahwa integrasi peran guru BK dan GPK dalam tim multidisipliner masih belum optimal. Penelitian juga mengungkapkan Perlu adanya peningkatan pelatihan dan dukungan profesional untuk kedua profesi dalam mendukung implementasi pendidikan inklusi.
Co-Authors Ahmilurrizki, M Amora Jofipasi, Rendy Amora, Rendy anne Hafina, anne Firman Firman Ifdil Ifdil Lia Mita Syahri Netrawati, Netrawati Suhaili, Neviyarni Suwarjo Suwarjo Tririzky, Reza Yeni Karneli