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All Journal SECONDARY : Jurnal Inovasi Pendidikan Menengah (JIPM) Indo-MathEdu Intellectuals Journal EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran
Lase, Justin Foera-era
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EFEKTIVITAS KONSELING REBT (RATIONAL EMOTIVE BEHAVIOR THERAPY) DALAM PENYELESAIAN KONFLIK INTERPERSONAL SISWA DI UPTD SMP NEGERI 2 GUNUNGSITOLI Gulo, Piterman; Damanik, Hosianna Rodearni; Lase, Justin Foera-era; Lase, Famahato
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran 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/educational.v6i2.9582

Abstract

ABSTRACT This study was motivated by the increasing incidence of interpersonal conflicts among students at UPTD SMP Negeri 2 Gunungsitoli, which has disrupted social interactions and the learning process. Unresolved conflicts may hinder students’ emotional regulation and social adjustment, thus requiring appropriate counseling interventions. This study aimed to examine the effectiveness of Rational Emotive Behavior Therapy (REBT) counseling in resolving students’ interpersonal conflicts. This study emphasizes the importance of a cognitive-behavioral approach in school counseling services as a systematic strategy to develop rational thinking patterns and adaptive social responses. The research employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The sample consisted of 22 eighth-grade students divided into an experimental group and a control group, each comprising 11 students. The instrument was a Likert-scale questionnaire that met validity and reliability criteria, and data were analyzed using inferential statistics and N-Gain analysis. The results showed a significance value (2-tailed) of 0.000 (<0.05) in the experimental group, with an average N-Gain of 62.59% (moderately effective category), while the control group obtained only 1.73% (ineffective category). These findings indicate that REBT counseling effectively enhances rational thinking, emotional regulation, and the quality of students’ social relationships in a more constructive manner. Therefore, REBT is considered an effective intervention for addressing interpersonal conflicts in the school setting. ABSTRAK Penelitian ini dilatarbelakangi oleh meningkatnya konflik interpersonal antar siswa di UPTD SMP Negeri 2 Gunungsitoli yang berdampak pada terganggunya interaksi sosial dan proses pembelajaran. Konflik yang tidak terselesaikan berpotensi menghambat regulasi emosi dan penyesuaian diri siswa, sehingga diperlukan intervensi konseling yang tepat. Penelitian ini bertujuan menguji efektivitas konseling Rational Emotive Behavior Therapy (REBT) dalam membantu penyelesaian konflik interpersonal siswa. Penelitian ini menekankan pentingnya pendekatan kognitif-perilaku dalam layanan bimbingan dan konseling sekolah sebagai strategi sistematis untuk membentuk pola pikir rasional dan respons sosial yang adaptif. Penelitian menggunakan pendekatan kuantitatif dengan metode quasi-eksperimen melalui desain Nonequivalent Control Group Design. Sampel berjumlah 22 siswa kelas VIII-B yang dibagi ke dalam kelompok eksperimen dan kontrol masing-masing 11 siswa. Instrumen berupa angket skala Likert yang telah memenuhi uji validitas dan reliabilitas, sedangkan analisis data menggunakan uji statistik inferensial dan N-Gain. Hasil menunjukkan nilai signifikansi (2-tailed) sebesar 0,000 (<0,05) pada kelompok eksperimen, dengan rata-rata N-Gain 62,59% (kategori cukup efektif), sedangkan kelompok kontrol hanya 1,73% (tidak efektif). Temuan ini menunjukkan bahwa konseling REBT efektif meningkatkan rasionalitas berpikir, pengendalian emosi, dan kualitas relasi sosial siswa secara lebih konstruktif. Dengan demikian, REBT layak diterapkan sebagai intervensi dalam menangani konflik interpersonal di lingkungan sekolah.
Pengaruh Dukungan Psikososial terhadap Penyesuaian Diri Siswa dalam Pendidikan Inklusif Lase, Justin Foera-era
Indo-MathEdu Intellectuals Journal Vol. 7 No. 1 (2026): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v7i1.5110

Abstract

Inclusive education requires elementary schools to create learning environments that accommodate diverse student needs, particularly in supporting students’ self-adjustment within the school setting. Psychosocial support is a crucial factor as it contributes to students’ sense of security, social acceptance, and emotional well-being. This study aims to examine the effect of psychosocial support on students’ self-adjustment in an inclusive education context. A quantitative approach with a correlational research design was employed. The sample in this study was selected using a quota sampling technique, consisting of 45 fifth-grade students who participated in inclusive education services at SD Negeri 078524 Iraono Lase. Data were collected using psychosocial support questionnaires and student self-adjustment scales and were analyzed through simple regression analysis. The results indicate that psychosocial support has a positive and significant effect on students’ self-adjustment, reflected in improved social interaction skills, emotional regulation, and adaptation to school demands. These findings highlight the importance of strengthening psychosocial support provided by teachers, counselors, and the school environment as a key strategy for enhancing the effectiveness of inclusive education practices in elementary schools.
Pengaruh Bimbingan Kelompok dengan Konseling Realitas terhadap Perilaku Asertif Peserta Didik Bawamenewi, Sri Kasih Elviana; Lase, Famahato; Damanik, Hosianna Rodearni; Lase, Justin Foera-era
Indo-MathEdu Intellectuals Journal Vol. 7 No. 2 (2026): Indo-MathEdu Intellectuals Journal (In-Press)
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v7i2.5165

Abstract

This study aims to examine the effect of group guidance integrated with reality counseling on the assertive behavior of students at SMP Negeri 4 Gunungsitoli Selatan. The research applies an associative quantitative approach using multiple linear regression analysis to test the proposed hypotheses. The population consists of 158 students enrolled at the school, while the sample was selected through purposive sampling, specifically Class VIII-A with a total of 28 students. Data were collected using a closed-ended questionnaire and analyzed through multiple linear regression to determine both simultaneous and partial effects of the independent variables on assertive behavior. The findings indicate that group guidance combined with reality counseling is highly effective in enhancing students’ assertive behavior. Prior to the implementation of the intervention, students’ assertive behavior was categorized as low. After receiving the group guidance service based on reality counseling principles, their assertive behavior significantly improved and reached a very good category. The analysis demonstrates a statistically significant influence, both jointly and partially, confirming that the intervention contributes meaningfully to the development of students’ assertiveness.
Penerapan Konseling Individual Teknik Person Centered Therapy dalam Mengatasi Kesulitan Belajar Siswa Gea, Cicit Asjelita; Lase, Famahato; Lase, Justin Foera-era; Damanik, Hosianna Rodearni
Indo-MathEdu Intellectuals Journal Vol. 7 No. 2 (2026): Indo-MathEdu Intellectuals Journal (In-Press)
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v7i2.5167

Abstract

This study was grounded in findings indicating a decline in academic achievement and various forms of learning difficulties originating from both internal and external student-related factors. The research aimed to examine the implementation of individual counseling services using the Person-centered therapy technique in addressing students’ learning difficulties at SMP Negeri 2 Gunungsitoli Idanoi. A descriptive qualitative approach was employed, with data collected through interviews, observations, and documentation. The research subjects consisted of school counselors and students experiencing learning difficulties. Data were analyzed systematically through data reduction, data display, and conclusion drawing to ensure coherent and in-depth interpretation. The findings revealed that the implementation of individual counseling using the Person-centered therapy technique effectively assisted students in identifying the sources of their learning difficulties, enhancing self-awareness, and fostering greater motivation and responsibility in the learning process. A warm, empathic, and unconditionally accepting counseling relationship emerged as the key factor contributing to the success of the intervention. These results affirm that a person-centered approach represents an effective guidance and counseling strategy for improving students’ learning quality and supporting their sustained personal and academic development.  
Efektivitas Konseling Gestalt untuk Mengurangi Konsep Diri Negatif Siswa Gulo, Mei Novita Sarwidar; Lase, Justin Foera-era; Damanik, Hosianna Rodearni; Lase, Famahato
Indo-MathEdu Intellectuals Journal Vol. 7 No. 2 (2026): Indo-MathEdu Intellectuals Journal (In-Press)
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v7i2.5166

Abstract

This study aimed to examine the effectiveness of Gestalt counseling in reducing negative self-concept among eighth-grade students at SMP Negeri 5 Mandrehe, characterized by feelings of being disliked, irritability, low learning motivation, and poor social adjustment. A quantitative approach was employed using a pre-experimental one-group pretest–posttest design involving 17 students selected through cluster random sampling. Data were collected using a Likert-scale questionnaire that met validity and reliability criteria (Cronbach’s Alpha for the independent variable = 0.917 and dependent variable = 0.896). Data analysis was conducted using a paired sample t-test and N-Gain analysis. The findings revealed a statistically significant difference between pretest and posttest scores (Sig. 0.000 < 0.05; t = 16.577), with a mean N-Gain score of 0.83 (83.30%), categorized as effective. These results indicate that Gestalt counseling is empirically effective in reducing students’ negative self-concept and may serve as a humanistic-based intervention model within school guidance and counseling services.
Pengaruh Konseling Realitas terhadap Peningkatan Percaya Diri Telaumbanua, Indah Karya M.; Damanik, Hosianna Rodearni; Lase, Justin Foera-era; Lase, Famahato
Indo-MathEdu Intellectuals Journal Vol. 7 No. 2 (2026): Indo-MathEdu Intellectuals Journal (In-Press)
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v7i2.5168

Abstract

This study aimed to examine the effect of reality counseling on improving self-confidence among eleventh-grade students at SMK Negeri 2 Gunungsitoli in the 2024/2025 academic year. A quantitative approach with a quasi-experimental pretest–posttest control group design was employed. The population consisted of 80 students, and 30 students were selected using purposive sampling based on low self-confidence criteria, then assigned into experimental and control groups (15 students each). Data were collected using a 30-item Likert-scale questionnaire that met validity (Pearson Product Moment) and reliability (Cronbach’s Alpha) requirements. The procedure included pretesting, implementation of reality counseling intervention for the experimental group, and posttesting for both groups. Data analysis involved normality, homogeneity, and Independent Sample t-Test at a 0.05 significance level. The findings revealed a significant difference between groups (p < 0.05), with higher posttest mean scores in the experimental group. These results confirm that reality counseling is empirically effective in enhancing students’ self-confidence and can serve as a strategic school counseling intervention.
Efektivitas Layanan Mediasi dalam Meningkatkan Hubungan Interpersonal Peserta Didik Gea, Pebriana Resta; Damanik, Hosianna Rodearni; Lase, Famahato; Lase, Justin Foera-era
Indo-MathEdu Intellectuals Journal Vol. 7 No. 2 (2026): Indo-MathEdu Intellectuals Journal (In-Press)
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v7i2.5169

Abstract

This study aims to analyze the effectiveness of mediation services in improving students’ interpersonal relationships at SMK Swasta Kristen Tomosa 2. Interpersonal conflicts characterized by miscommunication, unhealthy competition, and peer disputes have negatively affected the learning climate, highlighting the need for empirically tested interventions. This research employed a quantitative approach with a pretest–posttest control group design. A total of 30 students were selected through simple random sampling and assigned to experimental and control groups. Data were collected using a Likert-scale questionnaire that met validity and reliability criteria (Cronbach’s alpha > 0.60). Data analysis included normality and homogeneity tests, an independent sample t-test, and N-Gain analysis. The results revealed a significant difference between the experimental and control groups (sig. 2-tailed = 0.000 < 0.05). The experimental group achieved an average N-Gain score of 66% (moderate category), while the control group obtained 17% (low category). These findings indicate that mediation services are effective in enhancing students’ interpersonal relationships, particularly in terms of trust, openness, communication skills, and constructive conflict resolution.
Pengaruh Bimbingan Klasikal dan Layanan Informasi terhadap Peningkatan Karakter Jujur Siswa Laoli, Erni; Lase, Famahato; Damanik, Hosianna Rodearni; Lase, Justin Foera-era
Indo-MathEdu Intellectuals Journal Vol. 7 No. 2 (2026): Indo-MathEdu Intellectuals Journal (In-Press)
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v7i2.5172

Abstract

This study was motivated by the low level of students’ honesty character, reflected in behaviors such as cheating, lying, and denying mistakes at SMK Negeri 3 Hiliserangkai. The research aimed to analyze the effect of classical guidance services and information services on improving students’ honesty character, both simultaneously and partially. A quantitative associative approach was employed using multiple linear regression analysis. The population consisted of 190 students, with a purposive sample of 30 eleventh-grade TKJ students. Data were collected through a closed-ended questionnaire that had been tested for validity and reliability, and were analyzed using prerequisite tests and regression hypothesis testing. The findings revealed that classical guidance and information services had a significant effect on enhancing students’ honesty character, both jointly and individually. Improvement was indicated by the difference in scores before and after the intervention. These results confirm that structured guidance and counseling interventions are effective in strengthening the internalization of honesty values and contribute significantly to the reinforcement of character education in schools.  
Pengaruh Bimbingan Kelompok dan Teknik Role Playing terhadap Pengentasan Gangguan Kecemasan Sosial Peserta Didik Gulo, Mirsiarni; Lase, Famahato; Lase, Justin Foera-era; Damanik, Hosianna Rodearni
Indo-MathEdu Intellectuals Journal Vol. 7 No. 2 (2026): Indo-MathEdu Intellectuals Journal (In-Press)
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v7i2.5173

Abstract

This study examined the effectiveness of group guidance services employing role-playing techniques in reducing social anxiety among eighth-grade students. A quantitative approach was applied using a quasi-experimental one-group pretest–posttest design. The population consisted of 60 students, and 30 participants were selected through purposive sampling based on initial screening results indicating moderate to high levels of social anxiety. Data were collected using a Likert-scale social anxiety questionnaire developed from established theoretical indicators and tested for validity and reliability through a pilot study. Data collection was conducted in two stages: pretest administration prior to the intervention and posttest following four structured treatment sessions. Data analysis began with prerequisite tests, including normality (Shapiro–Wilk), homogeneity (Levene’s test), and linearity, confirming that the data met parametric assumptions. Hypothesis testing was conducted using a paired sample t-test, followed by multiple regression analysis to examine simultaneous effects, and the coefficient of determination (R²) to measure effect size. The findings revealed a statistically significant decrease in social anxiety scores after the intervention, with an effective contribution of 66.8%, indicating both statistical and substantive impact of the treatment.
EFEKTIVITAS TEKNIK ROLE PLAYING DALAM MENINGKATKAN MOTIVASI BELAJAR SISWA DI KELAS VII SMP NEGERI 4 IDANOGAWO Harefa, Iman Kristiani; Damanik, Hosianna Rodearni; Lase, Famahato; Lase, Justin Foera-era
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i2.9542

Abstract

ABSTRACT The quality of education is strongly influenced by learning processes that encourage active student engagement. Teacher-centered instruction at SMP Negeri 4 Idanogawo has contributed to the low learning motivation of seventh-grade students. This study aims to analyze the effectiveness of the role-playing technique in enhancing students’ learning motivation. The research employed a quantitative approach with a quasi-experimental design (pretest–posttest control group design). The sample consisted of 32 students divided into an experimental class and a control class. Data were collected using a learning motivation questionnaire that had met validity and reliability requirements and were analyzed using the N-gain test to measure the level of improvement in motivation. The findings revealed that the experimental class achieved an average N-gain score of 0.68, categorized as moderate to high (effective), while the control class obtained an N-gain score of 0.29, categorized as low (ineffective). This difference indicates that the implementation of the role-playing technique resulted in a more significant increase in learning motivation compared to conventional instruction. Therefore, the role-playing technique is recommended as an alternative instructional strategy to enhance students’ learning motivation in junior high schools. ABSTRAK Mutu pendidikan sangat dipengaruhi oleh proses pembelajaran yang mampu mendorong keterlibatan aktif siswa. Pembelajaran yang masih berpusat pada guru di SMP Negeri 4 Idanogawo berdampak pada rendahnya motivasi belajar siswa kelas VII. Penelitian ini bertujuan untuk menganalisis efektivitas teknik role playing dalam memperkuat motivasi belajar siswa. Penelitian menggunakan pendekatan kuantitatif dengan desain eksperimen semu (pretest–posttest control group design). Sampel penelitian berjumlah 32 siswa yang dibagi ke dalam kelas eksperimen dan kelas kontrol. Data dikumpulkan melalui angket motivasi belajar yang telah memenuhi uji validitas dan reliabilitas, kemudian dianalisis menggunakan uji N-gain untuk mengukur tingkat peningkatan motivasi. Hasil penelitian menunjukkan bahwa nilai rata-rata N-gain kelas eksperimen sebesar 0,68 yang berada pada kategori sedang–tinggi (efektif), sedangkan kelas kontrol memperoleh nilai N-gain sebesar 0,29 yang berada pada kategori rendah (tidak efektif). Perbedaan tersebut menunjukkan bahwa penerapan teknik role playing memberikan peningkatan motivasi belajar yang lebih signifikan dibandingkan pembelajaran konvensional. Dengan demikian, teknik role playing dapat direkomendasikan sebagai strategi pembelajaran alternatif untuk mendukung peningkatan motivasi belajar siswa di sekolah menengah pertama.
Co-Authors Bawamenewi, Sri Kasih Elviana Damanik, Hosianna Rodearni Debora Gulo, Magdalena Mey Lianta Gea, Cicit Asjelita Gea, Pebriana Resta Gulo, Mei Novita Sarwidar Gulo, Mirsiarni Gulo, Piterman Harefa, Iman Kristiani Laoli, Erni Lase, Famahato Ndruru, Nurven Intan Sari Telaumbanua, Indah Karya M.