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Juster Donal Sinaga
Sanata Dharma University, Yogyakarta, Indonesia
Education

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THE SOCIAL PERSONALITY AUTONOMY COMPETENCE AMONG JUNIOR HIGH-SCHOOL STUDENTS Juster Donal Sinaga
IJIET (International Journal of Indonesian Education and Teaching) Vol 1, No 2 (2017): July 2017
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v1i2.621

Abstract

The autonomy competence in the social personality of the adolescents became one of the development aspects which must be urgently acquired by adolescents. Failure to be autonomous in the social personality during the adolescence period would have bad impact in the subsequent ages. The aims of the research were (1) to describe the level of autonomy competence of social personality in one of private Junior High schools, (2) to identify the items of the Inventory of Adolescent Social Personality Autonomy Competence (IASPAC) in the low and very low categories as the base to propose the topics of social personality guidance in one of the private junior high schools in Yogyakarta. The research subjects were the 141 students in grades VII, VIII, and IX. The research instrument was Inventory of Adolescent Social Personality Autonomy Competence (IASPAC) numbering 39 items which were composed by the researcher on the ground of the autonomy competence standards in the American School Counselor Association (ASCA) model, at the reliability value of 0.935. The data analysis was descriptive analysis with the categorization of the average numbers. The research result showed that as a whole the autonomy competence in the social personality of the students in one of the private junior high-schools in Yogyakarta was categorized as ‘autonomous’, with the following details, 18 students (12.7%) were categorized as ‘very high’, 104 students (73.7%) were categorized as ‘high’, 19 students (13.48%) were categorized as ‘medium’, and none of the students were categorized as ‘low’ and ‘very low’. There were many differences in the average of the social personality autonomy competence among the grade VII, VIII, and IX students. The grade VII students’ level of social personality autonomy competence was higher than that of the grade VIII and IX students. The other finding was that there were 10 items of the IASPAC with the lowest scores. These items would be used as the basis to propose topics for classical guidance of the social personality.
Portrait of the Implementation of Consultation Services in Schools as Indirect Guidance and Counseling Services Juster Donal Sinaga; Andreas Rian Nugroho
PSIKOPEDAGOGIA Jurnal Bimbingan dan Konseling Vol 8, No 2: December 2019
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/psikopedagogia.v8i2.13055

Abstract

The purpose of this study is to describe the understanding of counselors in partner schools of the Sanata Dharma University Study and Counseling Program about (1) indirect guidance and counseling services; (2) consulting services; and (3) implementation of consulting services. This research method is qualitative research with case study design. Respondents of this study are couselors in 15 partner schools of the Sanata Dharma University Study and Counseling Study Program. This research data collection technique uses structured interviews. The data analysis technique used is qualitative descriptive. The results of the study showed (1) School counselors in  partner schools of the Guidance and Counseling Study Program at Sanata Dharma University understand the Guidance and Indirect Counseling services as (a) guidance and counseling services using media; Guidance and Counseling services that involve other people; and (c) Guidance and Counseling support services. The school counselors knowledge is not all true in accordance with the theories and concepts of Guidance and Counseling services; (2) School counselors in  partner schools of the Guidance and Counseling Study Program at Sanata Dharma University understand consulting services as services by counselor as consultants to students as consultants, services by counselor as consultants to others as consultants, and services by expert as consultants to school counselors as a consultant; and (3) School counselors in  partner schools of the Guidance and Counseling Study Program at Sanata Dharma University carry out consulting services from planning to evaluation in a systematic and not well conceptualized manner. The School counselors carry out consultation services if there are parents or teachers coming
Co-Authors Andreas Rian Nugroho