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All Journal Jurnal Counsellia Bisma The Journal of Counseling Teaching English and Language Learning English Journal
Habibi, Muhammad Nur
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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Tren Penelitian Personal Growth Initiative dan Kaitannya dengan Peran Konselor Pendidikan Ferianti, Ferianti; Setiawati, Setiawati; Rusmana, Nandang; Habibi, Muhammad Nur; Shafira, Nurrizki
Counsellia: Jurnal Bimbingan dan Konseling Vol. 13 No. 2 (2023)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/counsellia.v13i2.16556

Abstract

Sepanjang hidup individu cenderung mengalami berbagai tantangan, transisi, dan pengalaman yang mengharuskan individu untuk terlibat dalam penyesuaian diri. Keterlibatan aktif dan disengaja oleh inidividu dalam menjalankan setiap proses pertumbuhan disebut dengan Personal Growth Initiative. Penelitian ini bertujuan untuk mengeksplorasi tren penelitian mengenai Personal Growth Initiative dan saran yang diberikan kepada konselor pendidikan untuk meningkatkan keterampilan Personal Growth Initiative pada peserta didik. Metode SLR (Systematic Literature Review) dengan model PRISMA (Protocol Review Systematic and Meta-Analysis) digunakan sebagai pedoman dalam melakukan tinjauan sistematis untuk pengumpulan data sejak tahun 1997 hingga 2023. Data diperoleh melalui aplikasi Harzing’s Publish or Perish pada pencarian di Scopus. Hasil penelitian menunjukkan bahwa berkaitan dengan tren penelitian mengenai Personal Growth Initiative, maka dalam memberikan layanan bimbingan dan konseling bagi peserta didik, konselor pendidikan berperan untuk (a) berfokus pada pengembangan personal growth initiative (PGI); (b) menggunakan intervensi Cognitive Behavioral Therapy (CBT); (c) memberikan Intentional Growth Training; (d) memperhatikan peserta didik internasional; (e) berfokus pada keterampilan PGI dalam bimbingan akademik; (f) meningkatkan kemampuan mengelola emosi; dan (g) memperhatikan perbedaan gender serta fungsi keluarga. 
The Role of Personal Growth Initiative in Students’ Lives and Implications for Educational Counselors Ferianti; Nurihsan, Juntika; Setiawati; Habibi, Muhammad Nur
Bisma The Journal of Counseling Vol. 8 No. 3 (2024): December
Publisher : Department of Guidance and Counseling, FIP, Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/bisma.v8i3.77661

Abstract

Personal growth initiative (PGI) were born from positive psychology, which plays a role in the development of students and their lives. However, currently, no systematic review specifically discusses previous research on the role of PGI in students' lives and what advice is given to educational counselors regarding students' PGI. Therefore, this research aims to review a systematic review of the role of PGI in students' lives and its implications for educational counselors. The systematic review method with the systematic review and meta-analysis (PRISMA) protocol was used to collect data. Data was obtained through the Scopus database using the article title "Personal Growth Initiative" and article title, abstract, keywords "student" from 2013 to 2023. Of the total 80 articles found, 11 met the inclusion criteria and were discussed in this research. Based on a systematic review, the results show that in the student context, higher levels of PGI contribute to increased work engagement, self-control, and lower levels of smartphone addiction, psychological well-being, mental health help-seeking, well-being for international students, future life satisfaction and happiness, and post-traumatic growth. The implications for educational counselors are that they need to encourage students' PGI skills and provide specialized training to enhance PGI, such as Intentional Growth Training. This intervention will support students in developing a solid vocational identity, reducing the risk of smartphone addiction, coping with post-traumatic stress, and improving their psychological well-being. Additionally, counselors should assist international students in cultural adjustment to address acculturation challenges and enhance their overall well-being.
Implementation of Task-Based Language Learning in Improving Reading Ability in Class 8 of MTsN 9 Boyolali Murdianasari, Titik; Habibi, Muhammad Nur
Teaching English and Language Learning English Journal Vol. 6 No. 1 (2026): February
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v6i1.10056

Abstract

Reading comprehension is a fundamental skill in English language learning, as it enables students to construct meaning, access information, and develop overall communicative competence. However, many junior high school students still face difficulties in reading due to limited vocabulary, weak grammatical understanding, and low engagement in teacher-centered classrooms. Therefore, this study aims to examine the effectiveness of Task-Based Language Learning (TBLL) in improving students’ reading comprehension skills. This study employed a quantitative experimental method using a one-group pretest–posttest design. The participants were 25 eighth-grade students of MTsN 9 Boyolali. Data were collected through reading comprehension tests on advertisement texts and analyzed using descriptive statistics and normalized gain (N-Gain) analysis. The results showed a significant improvement in students’ reading performance after the implementation of TBLL. The average score increased from 65.2 in the pretest to 79.6 in the posttest, with an average N-Gain score of 0.4, indicating a medium level of improvement. The greatest improvement was found in the linguistic component, followed by diction, goal, and message. In conclusion, the findings indicate that TBLL is an effective instructional approach for enhancing students’ reading comprehension. By promoting communicative, collaborative, and student-centered learning, TBLL supports meaningful interaction and active engagement, which contribute positively to students’ reading development.
Co-Authors Ferianti Ferianti, Ferianti Murdianasari, Titik Nandang Rusmana Nurihsan, Achmad Juntika Setiawati Setiawati Setiawati Shafira, Nurrizki