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Effectiveness of Cognitive Restructuring Techniques in Increasing Self-Efficacy for Learning Achievement Hasan, Zulfiah; Maghfiroh, Nasruliyah Hikmatul; Fauziyah, Nailul
Konseling Edukasi : Journal of Guidance and Counseling Vol 8, No 2 (2024): Konseling Edukasi : Journal of Guidance and Counseling
Publisher : IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/konseling.v8i2.28921

Effectiveness of Cognitive Restructuring Techniques in Increasing Self-Efficacy for Learning Achievement. Self-efficacy is an individual's belief in managing abilities and carrying out activities such as completing assignments. A student who has learning difficulties tends to have low self-efficacy in achieving learning achievement. Students should be encouraged to have high self-efficacy. Higher self-efficacy indicates a more persistent attitude, is involved in learning, is not worried, and does not experience pressure in facing problems. This study aims to describe the effect of providing group counseling using cognitive restructuring techniques on student learning achievement. This study is a quasi-experimental study with a one group pre-test-post-test design. The subjects of this study were seven students. The questionnaire used was a self-efficacy questionnaire. Data analysis used paired t-test statistics, previously the research data had been tested for normality using Kolmogorov-Smirnov. The results showed that there were significant changes in students' self-efficacy before and after the intervention.Keywords: Cognitive Restructuring, Self-Efficacy, Learning Achievement

GROUP COUNSELING TECHNIQUES SELF TALK FOR HIGH SCHOOL STUDENTS' LEARNING MOTIVATION Khoiriyah, Siti; Maghfiroh, Nasruliyah Hikmatul; Ulwiyah, Imaratul; Ifatunnafs, Nisrina
Jurnal Bikotetik (Bimbingan dan Konseling: Teori dan Praktik) Vol. 9 No. 1 (2025): Volume 09 Number 1, May 2025
Publisher : Jurusan Bimbingan dan Konseling

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/bikotetik.v9n1.p16-25

Self-talk is a conversation that leads to positive things and encourages individuals to be better, such as increasing enthusiasm. The purpose of this study is to change the concept of thinking, beliefs, behavior and emotional regulation. This research approach uses a quantitative method with a pre-experimental design research method of one group pretest-post test type. The population is 24 students of class XI of SMA IT Al-Ghozali Jember. With a sample of 5 female students. The data collection method used is the Wilcoxon Test. The results of this study indicate that there is an effectiveness of group counseling with the Self-talk Technique to increase the learning motivation of class XI students of SMA IT Al-Ghozali Jember. This method emphasizes increasing learning motivation to stimulate learning motivation in oneself. Keywords: Self-talk techniques; motivation to learn

Efektifitas Teknik Thought Stopping Untuk Mengurangi Pola Pikir Negative Mahasantri Ibnu Katsir 2 Jember Supardi, Fitriyah; Maghfiroh, Nasruliyah Hikmatul; Suharmawan, Wahid
Nusantara of Research : Jurnal Hasil-hasil Penelitian Universitas Nusantara PGRI Kediri Vol 11 No 4 (2024)
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/nor.v11i4.24037

This recearch was conducted to reduce negative thinking patterns among students. The type and design used was a control only design involving an eksperimental group and a control group as a trial. Thought stopping which is a technique for stopping negative thought by saying when the thought appears. From the result of the recearchthat has been carried out, the thought stopping technique is able to reduce the negative thought patterns of thought stopping students. Thought stopping can be used as a reference for further research related to thought patterns.

The Role of Socioeconomic Status, School Climate, and Technology Use in Predicting Emotional Well-being and Learning Satisfaction of Indonesian Teenagers Maghfiroh, Nasruliyah Hikmatul
West Science Interdisciplinary Studies Vol. 3 No. 07 (2025): West Science Interdisciplinary Studies
Publisher : Westscience Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/wsis.v3i07.2049

This study investigates the role of socioeconomic status, school climate, and technology use as predictors of emotional well-being and learning satisfaction of Indonesian teenagers. Based on quantitative research, data were collected from 250 participants and analyzed through Structural Equation Modeling - Partial Least Squares (SEM-PLS). The results show that the independent variables of socioeconomic status, school climate, and technology utilization are disproportionately contributing to emotional well-being and satisfaction with learning. Emotional well-being is acting as a central mediator, enhancing the salutary effects of the independent variables on satisfaction with learning. These results stress the importance of aiming at socioeconomic disparities, creating healthy school environments, and adopting balanced use of technology in learning. The study provides policy guidelines to policymakers and educators to enhance the emotional and academic outcomes of Indonesian adolescents.

SYMBOLIC MODELING IN PSYCHOEDUCATIONAL GROUPS: ADVANCING LEARNING STRATEGIES AMONG EARLY ADOLESCENTS Pratama, Abil Anggara; Maghfiroh, Nasruliyah Hikmatul; Sukmawati, Bhenita
EDUCATIONE Volume 3, Issue 2, July 2025
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v3i2.115

Many junior high school students struggle with low self-regulated learning and ineffective learning strategies, resulting in poor academic achievement and dependence on teacher direction. This study aims to analyze the effectiveness of psychoeducational group using symbolic modeling techniques in improving learning strategies among seventh-grade students at SMP Al-Hidayah Wuluhan. Employing a true experimental pre-test post-test control group design, eight purposively selected students were divided into experimental and control groups. The intervention consisted of six psychoeducational group sessions using symbolic modeling via videos and pictorial media, while the control group received no additional treatment. Data were collected using a 30-item learning strategies questionnaire and counselor observations, then analyzed with descriptive statistics and inferential tests (paired sample t-test, independent samples t-test, and Wilcoxon test). The results showed a statistically significant increase in learning strategy scores in the experimental group (mean improvement: 2.30 to 3.95, p < 0.01, large effect size), particularly in study scheduling, resource selection, and metacognitive monitoring. The control group showed no significant change. The findings confirm that symbolic modeling, when embedded in psychoeducational group, accelerates the acquisition of adaptive learning behaviors and promotes student self-regulation. This research extends Bandura’s social cognitive theory by demonstrating the effectiveness of symbolic modeling for cognitive strategy development. The study offers practical implications for integrating digital media in school counseling and recommends further research with larger and more diverse samples to explore long-term effects and optimize implementation.

Dialectical Behavior Therapy Technique on the Psychological Well-Being of Adolescents from Broken Home Families Denofal; Isriyah, Mudafiatun; Maghfiroh, Nasruliyah Hikmatul
International Journal of Research in Education Vol. 5 No. 2 (2025): Issued in July 2025
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/ewc4y775

Adolescents from broken home families are vulnerable to psychological well-being disturbances, such as feelings of worthlessness, difficulties in managing emotions, and impaired social relationships. This condition requires appropriate intervention to help individuals achieve emotional balance and improve their social adaptation. This study aims to develop and examine the effectiveness of a Dialectical Behavior Therapy (DBT) module in enhancing the psychological well-being of adolescents from broken home families within the madrasah educational environment. The research approach used was Research and Development (R&D) with the ADDIE model, focusing on the development of an instructional product in the form of a counseling service module. The research subjects consisted of six adolescents who were identified as victims of broken home families based on the results of an initial assessment. The Dialectical Behavior Therapy (DBT) module was developed through the stages of planning, preparation, expert validation, and limited trial. The results of the study show that the implementation of the Dialectical Behavior Therapy (DBT) module significantly improves aspects of self-awareness, emotional regulation, interpersonal relationships, and the ability to cope with stress. In conclusion, the developed Dialectical Behavior Therapy (DBT) module proves to be effective and feasible as an intervention tool to enhance the psychological well-being of adolescents from broken home families. This module is expected to serve as a practical alternative for psychological support within the madrasah educational environment.

The Role of Socioeconomic Status, School Climate, and Technology Use in Predicting Emotional Well-being and Learning Satisfaction of Indonesian Teenagers Maghfiroh, Nasruliyah Hikmatul
West Science Interdisciplinary Studies Vol. 3 No. 07 (2025): West Science Interdisciplinary Studies
Publisher : Westscience Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/wsis.v3i07.2049

This study investigates the role of socioeconomic status, school climate, and technology use as predictors of emotional well-being and learning satisfaction of Indonesian teenagers. Based on quantitative research, data were collected from 250 participants and analyzed through Structural Equation Modeling - Partial Least Squares (SEM-PLS). The results show that the independent variables of socioeconomic status, school climate, and technology utilization are disproportionately contributing to emotional well-being and satisfaction with learning. Emotional well-being is acting as a central mediator, enhancing the salutary effects of the independent variables on satisfaction with learning. These results stress the importance of aiming at socioeconomic disparities, creating healthy school environments, and adopting balanced use of technology in learning. The study provides policy guidelines to policymakers and educators to enhance the emotional and academic outcomes of Indonesian adolescents.

ENHANCING STUDENT RESPONSIBILITY THROUGH BIBLIOCOUNSELING: A COGNITIVE-BEHAVIORAL APPROACH USING SIRAH NABAWIYAH IN VOCATIONAL EDUCATION Ahm, Muhammad Muhkram; Maghfiroh, Nasruliyah Hikmatul; Sukmawati, Bhennita
EDUCATIONE Volume 3, Issue 2, July 2025
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v3i2.103

A strong sense of responsibility is crucial for personal development, affecting an individual's ability to make decisions, fulfill obligations, and accept consequences. However, many students at SMK Negeri 1 Jember struggle with responsibility, as seen in rule violations, lack of commitment, and avoidance of accountability. To address these issues, this study investigates bibliocounseling as an intervention based on the Cognitive-Behavioral Therapy (CBT) framework, using Sirah Nabawiyah as a medium to enhance responsibility. Employing a quantitative pre-experimental design with a one-group pretest-posttest approach, the study involved 10 students with low responsibility levels. A responsibility questionnaire based on the Guttman scale was administered before and after the bibliocounseling intervention, and data were analyzed using the Wilcoxon Matched-Pairs Test. The findings indicate a significant improvement in responsibility levels, with the average pretest score of 9.4 (low category) increasing to 24.3 (medium category) in the posttest. Statistical analysis confirmed a significant difference (Z = -2.812, p = 0.005), showing the effectiveness of bibliocounseling in fostering responsibility. This study highlights the potential of bibliocounseling using Sirah Nabawiyah as an effective, cost-efficient intervention for character development in school counseling programs. Future research should explore its long-term effects and applicability in diverse educational settings while examining the impact of various literary genres on behavioral development.

HEALING WORDS WITH MEANING: THE IMPACT OF EXISTENTIAL–HUMANISTIC GROUP COUNSELING ON VERBAL BULLYING SURVIVORS Wahyudi; Maghfiroh, Nasruliyah Hikmatul; Sukmawati, Bhennita
EDUCATIONE (In Press) Volume 4, Issue 1, January 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i1.132

This study aims to examine the effectiveness of the existential–humanistic approach in supporting the psychological recovery of verbal bullying victims in Islamic boarding schools. Verbal bullying can cause detrimental psychological impacts, such as decreased self-confidence, heightened anxiety, difficulty concentrating, declining academic performance, loss of interest in previous activities, and a reduction in previously positive social relationships, all of which hinder the emotional and academic development of students. Therefore, an intervention is needed to help victims of verbal bullying. The general objective of this study is to determine the extent to which group counseling using the existential–humanistic approach can improve the psychological condition of student victims of verbal bullying. The specific objectives are to measure changes in anxiety levels, concentration difficulties, academic performance, interest in activities, social relationships, and self-esteem after participating in group counseling sessions. This study employs a One Group Pre-Test Post-Test design, in which respondents are assessed before and after the group counseling intervention. Data will be collected using questionnaires measuring anxiety, depression, and self-esteem, and will then be analyzed to determine significant differences. The expected outcome of this study is to prove the effectiveness of group counseling with the existential–humanistic technique in reducing psychological disturbances among student victims of verbal bullying. The findings are anticipated to provide practical contributions to the development of counseling programs in Islamic boarding schools to support students’ mental well-being.

GROUP GUIDANCE PLUS ASSERTIVENESS TRAINING TO IMPROVE STUDENTS’ INTERPERSONAL COMMUNICATION: ONE-GROUP PRETEST–POSTTEST STUDY Karimah, Lailatul; Maghfiroh, Nasruliyah Hikmatul; Sukmawati, Bhennita
EDUCATIONE (In Press) Volume 4, Issue 1, January 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i1.152

Many vocational high school students experience barriers to interpersonal communication, such as low self-confidence and reluctance to express their opinions, while group guidance using assertiveness training has been recognized as an effective approach to address these challenges. This study aimed to examine the effectiveness of group guidance with assertiveness training in improving students’ interpersonal communication skills. The research employed a pre-experimental one-group pretest–posttest design involving eight purposively selected 11th-grade students from a total of 32 at SMK Abdul Aziz. A validated interpersonal communication questionnaire was used to collect data, which were analyzed using the Wilcoxon Signed Rank Test. The findings revealed that all participants showed improvement (positive ranks = 8; negative = 0; ties = 0); the mean score increased from M = 97.6 (SD = 7.5) to M = 136.0 (SD = 7.2), indicating a gain of 38.4 points. The Wilcoxon test produced Z = −2.527, p = .012 (< .05), confirming a statistically significant difference between pretest and posttest results. These outcomes demonstrate that group guidance incorporating assertiveness training effectively enhances vocational students’ interpersonal communication. The study provides empirical support for counselors and educators to integrate assertiveness training into preventive and developmental counseling services, contributing to a more positive communication climate in schools. Future research should involve larger samples and control groups, extend intervention periods to assess long-term effects, and explore related psychosocial variables such as self-confidence, social anxiety, and problem-solving skills.

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