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All Journal Publikasi Pendidikan Jurnal Konseling dan Pendidikan Journal of Educational, Health and Community Psychology Jurnal Edukasi : Jurnal Bimbingan Konseling JURNAL KONSELING GUSJIGANG Pendas : Jurnah Ilmiah Pendidikan Dasar International Journal of Research in Counseling and Education JURNAL PENDIDIKAN TAMBUSAI Jurnal Basicedu Ensiklopedia Education Review Media Manajemen Pendidikan JPGI (Jurnal Penelitian Guru Indonesia) JRTI (Jurnal Riset Tindakan Indonesia) Bikotetik (Bimbingan dan Konseling: Teori dan Praktik) Journal of Counseling, Education and Society Indonesian Journal of Counseling and Development Ikhtisar: Jurnal Pengetahuan Islam Jurnal Basicedu YASIN: Jurnal Pendidikan dan Sosial Budaya ALSYS : Jurnal Keislaman dan Ilmu Pendidikan MASALIQ: Jurnal Pendidikan dan Sains ARZUSIN: Jurnal Manajemen dan Pendidikan Dasar Counseling and Humanities Review Cerdika: Jurnal Ilmiah Indonesia Lemma: Letters of Mathematics Education JPT : Jurnal Pendidikan Tematik

Suhaili, Neviyarni

Unknown Affiliation

Author-ID : 1763342

Religion Arts Humanities Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Mathematics Neuroscience Physics Public Health Social Sciences Other

Published : 36 Documents Claim Missing Document

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Efektivitas layanan bimbingan kelompok dengan menggunakan teknik problem solving untuk meningkatkan interaksi sosial siswa pengguna smartphone Nasrul, Febriyeni; Suhaili, Neviyarni
JPGI (Jurnal Penelitian Guru Indonesia) Vol 7, No 4 (2022): JPGI
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/022228jpgi0005

Social interaction of smartphone users is growing among teenagers today, causing various kinds of changes in attitudes and behavior of teenagers, including preferring to be alone with their smartphone. Teenagers prefer to communicate with friends who are in a smartphone user community rather than interacting with friends in their environment. The purpose of this study is to find out (1) to analyze the differences in the social interactions of students using smartphones in the experimental group before and after being given treatment with group guidance services with problem solving techniques, (2) to analyze the differences in the social interactions of students using smartphones in the control group before and after being given the treatment of guidance services. group without using problem solving techniques (regular group guidance), (3) Analyzing differences in the social interactions of students using smartphones in the experimental group after being given treatment with group guidance services with problem solving techniques, with control group students being treated with group guidance services without using problem solving techniques.The research method used is quantitative research, this type of research is quasi-experimental. The sample of this study was 9 students for the experimental group and 10 students for the control group. Sampling was done by non-random sampling and purposive sampling. The research instrument used a Likert scale model, the data were analyzed using the Wilcoxon signed ranks test and the Kolmogorov Smirnov 2 independent samples with the help of SPSS version 20.00.The results showed that (1) there were significant differences in the social interactions of students using smartphones in the experimental group before and after being given treatment with group guidance services with problem solving techniques, (2) there were significant differences in the social interactions of students using smartphones in the control group before and after being given treatment. group guidance services without using problem solving techniques (ordinary group guidance), (3) there are differences in the social interaction of students using smartphone in the experimental group after being given treatment with group guidance services with problem solving techniques, with control group students being treated with group guidance services without using problem techniques. solving, this can be seen in the posttest average score of the experimental group rose higher than the posttest average score of the control group. Thus, group guidance services with problem solving techniques are effective in increasing the social interaction of smartphone users.

Faktor terauputik konseling realitas dalam proses konseling kelompok Putri, Julia Eva; Suhaili, Neviyarni; Karneli, Yeni; Netrawati, Netrawati
Journal of Counseling, Education and Society Vol 4, No 1 (2023): Journal of Counseling, Education and Society
Publisher : Indonesian Institute for Counseling, Education and Theraphy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/08jces129400

One theory that can be applied in group counseling is Reality Therapy with an emphasis on connections and interpersonal relationships, which is very suitable for various types of group counseling. Reality therapy is a system that focuses on current behavior, this counseling serves to help counselees face reality and meet basic needs without harming themselves or other individuals. Group counseling with a reality therapy approach, the most important thing is to foster responsibility (responsibility) and awareness of the client. Humans are basically creatures who are responsible for their behavior and fulfillment of their needs. The emphasis on what group members do is key to reality counseling as a counseling group.

Pengembangan Bahan Ajar Keterampilan Membaca Berbasis Strategi SQ4R Di Sekolah Dasar Wahyuningsih, Harniati; Suhaili, Neviyarni; Suryana, Dadan
Jurnal Basicedu Vol. 5 No. 2 (2021)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v5i2.819

Penelitian ini bertujuan untuk mendeskripsikan proses pengembangan bahan ajar membaca pemahaman dan menghasilkan bahan ajar membaca sebagai upaya meningkatkan pembelajaran tematik terpadu dengan menggunakan strategi Survey Question Read Reflect Recite Review (SQ4R) dalam pembelajaran tematik di kelas III SD yang valid, praktis, dan efektif. Penelitian ini dilakukan di SDN 10 Pasaman, Kabupaten Pasaman Barat. Subjek penelitian adalah siswa kelas III berjumlah 21 siswa. Jenis penelitian adalah penelitian pengembangan. Penelitian inimenggunakan model 4-D yang terdiri dari 4 tahap yaitu: tahap define, design, develop, dan disseminate. Kevalidan segi isi, bahasa, penyajian, kegrafikaan oleh validator ahli 3,64 dan validator praktisi pendidikan 3,68 dengan kategori sangat valid. Pratikalitas bahan ajar dilihat dari respon pendidik dengan rata-rata 3,64 respon peserta didik 3,57. Dapat disimpulkan bahwa bahan ajar tematik menggunakan strategi Survey Question Read Reflect Recite Review (SQ4R) yang dikembangkan layak digunakan di kelas III SD.

Gambaran Komunikasi Interpersonal Siswa Ditinjau dari Jenis Kelamin dan Implikasinya dalam Bimbingan dan Konseling Matondi, Sari; Suhaili, Neviyarni
YASIN Vol 4 No 5 (2024): OKTOBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v4i5.3743

This research is motivated by the existence of students who lack self-confidence when communicating with teachers and peers, because of their lack of self-confidence students are afraid and hesitant to speak and this can be an obstacle to communicating. Lack of skills when communicating such as listening, speaking clearly, and reading other people's expressions. This research aims to:describe the picture of student interpersonal communication, describe the picture of student interpersonal communication in terms of gender. This research uses a quantitative approach with comparative descriptive quantitative type. The population of this study consisted of 523 students and the research sample was 227 students with engineeringproportionate stratifiedrandom sampling. The instrument used is the interpersonal communication scale. Data were analyzed using descriptive techniques and to see differences using the t-test. The research results revealed that interpersonal communication among students was in the high category with an average achievement score of 52.86%.There is no significant difference in interpersonal communication between male and female students. The role of guidance and counseling teachers is very necessary to help develop students' interpersonal communication through information services, individual counseling services, and group guidance services for guidance and counseling teachers or school counselors in order to improve students' interpersonal communication.

Pengaruh Bimbingan Konseling dan Program Parenting untuk Meningkatkan Pemahaman Orangtua tentang Pentingnya Peran Orang Tua dalam Pendidikan Arsilawita, Arsilawita; Suhaili, Neviyarni; Mudjiran, Mudjiran; Nirwana, Herman
Jurnal Pendidikan Tambusai Vol. 5 No. 1 (2021): 2021
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

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

Pendidikan yang maju adalah pendidikan yang memiliki program yang mampu memberikan pendampingan dan pasilitas kepada peserta didik untuk dapat mengikuti proses pembelajran yang bermaknah. Hal ini akan mampu terwujudkan apabila ada kerjasama anatara orangtua dan guru. Guru memainkan perannya sebagai konselor untuk memahami dan mencarai solusi dari permasahan dari peserta didik, sedangkan orangtua memiliki peran memberikan pendidikan dalam rumah tangga dengan memperhatikan perkembangan anak, sehingga apa yang diberikan di rumah akan menjadikan proses dalam pembentukan karakter anak. Karakter yang terbentuk akan menjadi dasar untuk penyelesaian permasalahan yang terjadi. Permasalahan akan dapat diatasi karena orangtua dan guru sudah memiliki hubungan yang baik dalam kegiatan parenting dan guru menyelesaikan permasalahan di sekolah karena permasalahan yang dialami oleh peserta didik tidak terlepas dari permaslahan dari lingkungan dan keluarga. Bimbingan konseling memiliki pengaru dengan bimbingan konseling karena peran orangtua dalam pola asuh anak akan memebntuk karakter anak, dalam perkembangan sehingga guru lebih muda untuk menyelesaikan permasalahan peserta didik.

Perkembangan Motivasi Peserta Didik di Sekolah Dasar Mhd. Ridha, Mhd. Ridha; Suhaili, Neviyarni; Irdamurni, Irdamurni
Jurnal Pendidikan Tambusai Vol. 5 No. 2 (2021): 2021
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

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Perkembangan motivasi merupakan salah satu dari tugas perkembangan peserta didik. Seorang peserta didik diharapkan mempunyai motivasi yang besar dalam kegiatan pembelajaran supaya mampu dalam memahami materi pembelajaran. Motivasi sangat dibutuhkan oleh peserta didik dalam kegiatan pembelajaran karena motivasi dapat mendorong peserta didik untuk melakukan sesuatu guna mencapai tujuan dari kegiatan pembelajaran. Tanpa adanya motivasi, maka kegiatan pembelajaran peserta didik tidak akan berlangsung secara optimal. Semakin tinggi motivasi peserta didik maka akan semakin tinggi pula hasil belajar yang didapat. Penelitian yang digunakan adalah penelitian kajian literatur. Data yang digunakan adalah data sekunder kemudian dikumpulkan dalam satu kesatuan guna menjawab permasalahan yang dirumuskan. Sebagai di garda terdepan, pendidik dapat membangkitkan motivasi peserta didiknya dalam mengikuti pembelajaran. Pendidik harus memahami perkembangan motivasi peserta didik maupun permasalahan motivasi peserta didik terutama di sekolah dasar.

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

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.

Faktor penyebab rendahnya hasil belajar matematika siswa dan implikasinya terhadap layanan bimbingan dan konseling di SMPN 12 Padang Alfarisyi, Muhammad; Suhaili, Neviyarni
Counseling and Humanities Review Vol 3, No 2 (2023): Counseling and Humanities Review
Publisher : Universitas Negeri Padang

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

This research is motivated by the large number of student learning outcomes in mathematics that are under the KKM. This happens because there are factors that cause low learning outcomes. Factors causing low student learning outcomes include internal factors consisting of (1) physiological, (2) psychological and external factors consisting of (1) family, (2) school, (3) environment. This research aims to be conducted at SMP Negeri 12 Padang. This research is a quantitative research with descriptive method. The research sample was 234 people. The instrument used is a questionnaire on the factors that cause low student learning outcomes with a Likert scale. The results showed that internal factors consisting of physiological are in the medium category and psychological are in the high category. While external consisting of school factors are in the medium category, family factors, and environmental factors are in the high category.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v5i2.819

Faktor-faktor yang Menyebabkan Rendahnya Kontrol Diri Siswa Monica, Adella; Suhaili, Neviyarni
MASALIQ Vol 4 No 5 (2024): SEPTEMBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/masaliq.v4i5.3385

This research is motivated by the phenomenon where students cannot control themselves, such as getting into fights because of their lack of self-control, skipping classes, smoking because their friends do too and following the negative things their friends do. This research aims to describe the factors that cause students' low self-control and ensure that they receive guidance and counseling services. This type of research uses a quantitative approach with descriptive methods. The population of this study was 667 students of SMA N 1 Ampek Angkek who were registered in the 2023/2024 academic year, the research sample was 158 students. Sample selection used purposive sampling technique. The data collection technique uses a self-control scale. Data were analyzed using descriptive techniques. The research results show that the factors that cause students' overall low self-control are in the high category. Based on the indicators, the cause is age factor at 51%, cognitive factor at 55%, cultural factor at 42%, situation at 46% in the medium category. The cause of personality factors is 43%, experience is 35%, family environment is 43% in the high category. The cause of the role of parents is 34% in the very high category. Guidance and counseling services are provided to students whose factors causing low self-control are in the high and very high categories, namely personality factors, experience, family environment and the role of parents. Services can be provided by guidance and counseling teachers to reduce the factors that cause students' low self-control through information services, content mastery services, group guidance services and individual counseling to increase students' self-control.

Co-Authors Abdurrahman, Faris Afdal Afdal, Afdal Afnita, Nora Alfarisyi, Muhammad Alfi Rahmi, Alfi Arsilawita, Arsilawita Asri, Robbi Asy Syauqi, Rahmat Fajri BP, Silvia Anggreni Christina Khaidir Dadan Suryana Daulay, Maslina Devanda, Berry Dewi, Anggita Purnama Dina Sukma Efendi, Z. Mawardi Ekasyafutra, Ekasyafutra Elfira, Yeni Firman Firman Fitriana Fitriana Herman Nirwana Ifdil Ifdil Irdamurni Irdamurni Isari, Vivi Jumrawarsi, Jumrawarsi Kurniady, Dedy M. Fahli Zatrahadi Madya Pega, Meisya Marjohan Marjohan Matondi, Sari Mhd. Ridha, Mhd. Ridha Monica, Adella Mudjiran Nasrul, Febriyeni Nasution, Salsabila Netrawati, Netrawati Nilma Zola Nola Nari Nurul Fazria Okta Nadia, Deni Putri, Julia Eva Rahmi Fratiwi Rahmi Septia Sari, Rahmi Septia Randi, Peni Okto Rima Pratiwi Fadli Riska Ahmad Sari, Putri Lufita Sugiarto, Sambas Syarifuddin Syarifuddin Wahid, Ahmad Wahyuningsih, Harniati Wandi, Joni Indra Yahanan Yahanan Yenda Puspita Yeni Karneli Yoga Yuniadi

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