Articles
<![CDATA[PENINGKATAN KETERAMPILAN GURU BK DALAM MENGEMBANGKAN MEDIA BIMBINGAN DAN KONSELING BERBASIS APLIKASI ONLINE CANVA ]]>
<![CDATA[Suwidagdho, Dhanang]]>;
<![CDATA[Kurniawan, Luky]]>;
<![CDATA[Ningsih, Ruly]]>
<![CDATA[ JMM (Jurnal Masyarakat Mandiri) Vol 5, No 4 (2021): Agustus ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Mataram ]]>
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DOI: 10.31764/jmm.v5i4.4882
<![CDATA[Abstrak: Pengabdian masyarakat ini bertujuan untuk membantu guru bimbingan dan konseling mengembangkan kemampuan dalam membuat media bimbingan yang mudah dan menarik bagi para peserta didik. Mitra dalam pengabdian ini adalah guru Bimbingan dan Konseling yang tergabung dalam musyawarah guru bimbingan dan konseling (MGBK) Madrasah Aliyah di Yogyakarta sejumlah 25 guru. Pelaksanaan kegiatan bersifat daring menggunakan media Zoom dengan materi pengantar media bimbingan dan konseling, berbagai jenis media dan pembuatan media berbasis aplikasi Canva. Hasil kegiatan adalah terdapat perbedaan rata-rata skor pemahaman tentang media bimbingan dan konseling antara sebelum pelatihan sebesar 27 dan sesudah pemberian pelatihan menjadi 29. Selain itu, para guru bimbingan dan konseling juga mampu membuat media bimbingan dan konseling yang mudah dan menarik menggunakan aplikasi Canva.Abstract:This community service aims to help guidance and counseling teachers develop skills in making guidance media for students. Partners in this service are 25 Guidance and Counseling teachers who are members of the Guidance and Counseling Teacher Council (MGBK) Madrasah Aliyah in Yogyakarta. Implementation of this activities using Zoom media with introductory materials for guidance and counseling media, various types of media and the creation media based on Canva application. The result of the activity is that there is a difference in the average score of understanding on guidance and counseling media between before training of 27 and after providing training to 29. In addition, guidance and counseling teachers are also able to create easy and interesting guidance and counseling media using the Canva application.]]>
<![CDATA[Symptoms of post-traumatic stress among victims of school bullying ]]>
<![CDATA[Luky Kurniawan]]>;
<![CDATA[Natri Sutanti]]>;
<![CDATA[Zalik Nuryana]]>
<![CDATA[ International Journal of Public Health Science (IJPHS) Vol 11, No 1: March 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/ijphs.v11i1.20997
<![CDATA[School bullying is a critical issue among students that can promote some mental health issues. Some studies had found that severe or frequent bullying can lead to the development of post-traumatic stress symptoms such as avoidance behaviours and anxious feelings. However, school bullying is difficult to observe due to the complexity factors such as cultural background, peer pressure and academic problems. The study aimed to investigate the symptoms of post-traumatic stress among victims of school bullying. The study employed a descriptive qualitative research design. The data was collected by using a questionnaire to 42 students from two vocational high schools in Yogyakarta who had severe or frequent experience of school bullying. The results revealed that 40 per cent of participants showed one or more symptoms of post-traumatic stress such as feeling persistently avoiding to the perpetrators and feeling extremely anxious about the potential being bullied again. Meanwhile, 60 per cent participants experienced some other difficult emotions such as anger, revenge, disappointment, and sadness. The results also showed that the two biggest changes experienced by students after bullying were becoming more silent and being frequently anxious compared to before being bullied. The study suggests the need for further research to investigate the level of post-traumatic stress experienced by the students and the urge for anti-bullying curriculum in both schools to prevent the serious consequences of bullying.]]>
<![CDATA[PENGEMBANGAN PROGRAM LAYANAN BIMBINGAN DAN KONSELING KOMPREHENSIF DI SMA ]]>
<![CDATA[luky kurniawan]]>
<![CDATA[ Jurnal Psikologi Pendidikan dan Konseling: Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling Volume 1 Nomor 1 Juni 2015 ]]>
Publisher : <![CDATA[Program Studi bimbingan Konseling PPs UNM Makassar ]]>
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DOI: 10.26858/jpkk.v1i1.1351
<![CDATA[Abstrak: Penelitian bertujuan menghasilkan program layanan bimbingan dan konseling komprehensif di SMA untuk dapat digunakan oleh guru bimbingan dan konseling di SMA. Penelitian ini merupakan penelitian pengembangan menggunakan model prosedural bersifat deskriptif. Menggunakan prosedur pengembangan Borg and Gall. Dua kelompok subyek validasi program adalah dua ahli program bimbingan dan konseling, kepala sekolah dan kelompok guru bimbingan dan konseling di SMA. Teknik pengumpulan data yang digunakan adalah angket dan Focus Group Discussion (FGD). Data dianalisis secara deskriptif kualitatif dan kuantitatif. Program layanan bimbingan dan konseling komprehensif dihasilkan melalui dua tahap validasi program dan dua tahap revisi. Hasil validasi ahli menunjukkan bahwa program layanan bimbingan dan konseling komprehensif di SMA telah layak diimplementasikan dengan beberapa revisi sesuai saran, secara keseluruhan dapat dikategorikan baik. Sedangkan hasil Focus Group Discussion (FGD) program layanan bimbingan dan konseling komprehensif di SMA disetujui untuk diimplementasikan dengan beberapa revisi hasil diskusi.]]>
<![CDATA[PENINGKATAN KETERAMPILAN GURU BK DALAM MENGEMBANGKAN MEDIA BIMBINGAN DAN KONSELING BERBASIS APLIKASI ONLINE CANVA ]]>
<![CDATA[Dhanang Suwidagdho]]>;
<![CDATA[Luky Kurniawan]]>;
<![CDATA[Ruly Ningsih]]>
<![CDATA[ JMM (Jurnal Masyarakat Mandiri) Vol 5, No 4 (2021): Agustus ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Mataram ]]>
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DOI: 10.31764/jmm.v5i4.5079
<![CDATA[Abstrak: Pengabdian masyarakat ini bertujuan untuk membantu guru bimbingan dan konseling mengembangkan kemampuan dalam membuat media bimbingan yang mudah dan menarik bagi para peserta didik. Mitra dalam pengabdian ini adalah guru Bimbingan dan Konseling yang tergabung dalam musyawarah guru bimbingan dan konseling (MGBK) Madrasah Aliyah di Yogyakarta sejumlah 25 guru. Pelaksanaan kegiatan bersifat daring menggunakan media Zoom dengan materi pengantar media bimbingan dan konseling, berbagai jenis media dan pembuatan media berbasis aplikasi Canva. Hasil kegiatan adalah terdapat perbedaan rata-rata skor pemahaman tentang media bimbingan dan konseling antara sebelum pelatihan sebesar 27 dan sesudah pemberian pelatihan menjadi 29. Selain itu, para guru bimbingan dan konseling juga mampu membuat media bimbingan dan konseling yang mudah dan menarik menggunakan aplikasi Canva.Abstract:This community service aims to help guidance and counseling teachers develop skills in making guidance media for students. Partners in this service are 25 Guidance and Counseling teachers who are members of the Guidance and Counseling Teacher Council (MGBK) Madrasah Aliyah in Yogyakarta. Implementation of this activities using Zoom media with introductory materials for guidance and counseling media, various types of media and the creation media based on Canva application. The result of the activity is that there is a difference in the average score of understanding on guidance and counseling media between before training of 27 and after providing training to 29. In addition, guidance and counseling teachers are also able to create easy and interesting guidance and counseling media using the Canva application.]]>
<![CDATA[Developing mobile learning based on ethnomathematics viewed from adaptive e-learning: Study of two dimensions geometry on Yogyakarta palace’s chariot ]]>
<![CDATA[Nuryadi Nuryadi]]>;
<![CDATA[Luky Kurniawan]]>;
<![CDATA[Isna Kholifa]]>
<![CDATA[ International Journal of Education and Learning Vol 2, No 1: June 2020 ]]>
Publisher : <![CDATA[Association for Scientific Computing Electrical and Engineering(ASCEE) ]]>
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DOI: 10.31763/ijele.v2i1.85
<![CDATA[This research aims to develop mobile mathematics learning media based on ethnomathematics on the best rectangular view from criteria, validity, practicality, and effectiveness. This research was Research and Development (RD) refers to the developing model of ADDIE. The steps of ADDIE developing models were: (1) analysis, problem analysis and media content analyze; (2) design, made storyboards and flowcharts; (3) development, developing initial products including design planning and design implementation; (4) implementation, reality trials both small and large scale; and (5) evaluation, product revision and final product. Ethno-mathematics elements used in this research were parts of the Yogyakarta Palace’s chariot using the main application named Adobe Flash CS6. The research’s results showed that it has completed: (1) the validity aspect, the material experts got a score 68 with an excellent grade, and the media experts got a score of 73 with an excellent grade; (2) the practicality aspect, with assessors from 32 students getting 2006 of a score with an excellent grade; and (3) the effectiveness aspect, with virtual ability test that has 92,7% of students who completed. So, this mobile learning based on ethnomathematics is appropriated as mathematics learning media through adaptive e-learning on the study of two-dimensions geometry.]]>
<![CDATA[Assesment Social and Emotional Learning (SEL) Competence in Senior High School (SMA). ]]>
<![CDATA[Luky Kurniawan]]>;
<![CDATA[Muhammad Farozin]]>
<![CDATA[ Indonesian Journal of Learning Education and Counseling Vol. 2 No. 1 (2019): September ]]>
Publisher : <![CDATA[ILIN Institute Makassar ]]>
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DOI: 10.31960/ijolec.v2i1.152
<![CDATA[This research aims to describe the social and emotional learning (SEL) competency requirement of senior high school (SMA) students. The data analysis technique in this research is descriptive data analysis and requirement questionnaire analysis. The subjects of this research were 192 of 10th grade senior high school students. The results of this research showed the development of social and emotional learning (SEL) competency was needed for 10th grade senior high school (SMA) students. Social and emotional learning (SEL) competency was reflected in self-awareness, self-management, social awareness, relationship skills, and responsible decision making. The requirement important substantiation for developing social and emotional learning (SEL) competency for senior high school (SMA) students are based on the requirement analysis result were obtained 80% for self-awareness, 69% for self-management, 73.5% for social awareness, 66% for relationship skills, and 82.5% for responsibility decision-making.]]>
<![CDATA[PELATIHAN PSIKOEDUKASI UNTUK MEREDUKSI STRES AKADEMIK PESERTA DIDIK ]]>
<![CDATA[Palasara Brahmani Laras]]>;
<![CDATA[Eka Aryani]]>;
<![CDATA[Luky Kurniawan]]>;
<![CDATA[Natri Sutanti]]>;
<![CDATA[Salleh Amat]]>
<![CDATA[ JMM (Jurnal Masyarakat Mandiri) Vol 6, No 1 (2022): Februari ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Mataram ]]>
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DOI: 10.31764/jmm.v6i1.6138
<![CDATA[Abstrak Perubahan kegiatan pembelajaran tatap muka menjadi pembelajaran online selama masa pandemic menyebabkan berbagai permasalahan penyesuaian baik bagi guru maupun peserta didik. Stres akademik pada peserta didik tidak dapat dihindarkan sehingga guru bimbingan dan konseling (BK) dituntut untuk bisa memberikan dukungan yang tepat agar peserta didik dapat belajar secara optimal. Perlu adanya pelatihan untuk guru dan praktisi BK untuk mengatasi masalah tersebut, salah satunya dengan pelatihan psikoedukasi untuk mereduksi stres akademik. Pelatihan ini bertujuan untuk meningkatkan pemahaman guru BK khususnya tentang konsep, gejala, faktor penyebab dan dampak stres akademik serta bagaimana cara menerapkan self-instruction untuk mereduksi stres akademik. Pelatihan ini dilakukan selama dua hari yang terdiri dari sesi pemaparan materi, praktik, penugasan dan diskusi. Peserta terdiri dari guru, mahasiswa dan praktisi BK yang berasal dari Indonesia dan Malaysia sebanyak 122 peserta. Peserta menunjukan peningkatan sebesar 27% pada kemampuan analisis gejala stress akademik dan peningkatan sebesar31% pada kompetensi merancang program psikoedukasi untuk peserta didik. Abstract: The change in face-to-face learning activities to online learning during the pandemic caused various adjustment problems for both teachers and students. Academic stress on students cannot be avoided so that guidance and counseling (GC) teachers are required to be able to provide appropriate support to their students. There is a need for training for GC teachers to overcome these problems, one of which is psychoeducational training to reduce academic stress. This training aims to improve the understanding of GC teachers, especially about the concepts, symptoms, causes and effects of academic stress and how to apply self-instruction to reduce academic stress. This training was carried out for two days consisting of presentation sessions, practice, assignments and discussions. Participants consisted of teachers, students and counseling practitioners from Indonesia and Malaysia (N=122 participants). Participants showed an increase of 27% in the ability to analyze symptoms of academic stress and a 31% increase in the competence to design psychoeducational programs for students.]]>
<![CDATA[Client Artwork to Understand Anxiety Difficulties: A Case Study ]]>
<![CDATA[Natri Sutanti]]>;
<![CDATA[Yang Peng]]>;
<![CDATA[Luky Kurniawan]]>
<![CDATA[ Epistema Vol 4, No 1 (2023) ]]>
Publisher : <![CDATA[Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/ep.v4i1.61802
<![CDATA[The case study aims to demonstrate a systematic reflective narration of a practice from a trainee person-centred therapist working with a client experiencing some anxiety difficulties through exploring the client’s artwork. The client, named ‘Jack’ for the purposes of this case study, was a white male aged 25 years old living with his parents. The therapist was the author of this case study and worked with Jack in 35 sessions. The researchers of this case study were Jack’s therapist, a fellow therapist and one of the outside counsellors. There were some important findings in this study 1) understanding the artwork could open the experience of client about his anxiety; 2) acknowledging the genuine intention when working with him was considerably effective to limit the expectation of making a perfect therapy and only focused on understanding his frame of reference; 3) unconditional positive regard took the most important part when working with Jack who experienced several anxiety difficulties; 4) acknowledging the different of the cultural background was also important to avoid the unintentional transfer of value which can interfere with the client process; and 5) the last is that being honest with the therapist in the reflective process in supervision and personal therapy was the best way to deal with practical issues in the placement.]]>
<![CDATA[Diseminasi Aplikasi Support Group (Reconnect) bagi Guru Bimbingan dan Konseling ]]>
<![CDATA[Luky Kurniawan]]>;
<![CDATA[Ruly Ningsih]]>;
<![CDATA[Nur Sholehah Dian Saputri]]>;
<![CDATA[Putri Taqwa Prasetyaningrum]]>;
<![CDATA[Anggie Kurniawati]]>;
<![CDATA[Cindy Okta Melinda]]>
<![CDATA[ CARADDE: Jurnal Pengabdian Kepada Masyarakat Vol. 6 No. 2 (2023): Desember ]]>
Publisher : <![CDATA[Ilin Institute ]]>
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DOI: 10.31960/caradde.v6i2.2094
<![CDATA[Program pengabdian kepada masyarakat ini dilatarbelakangi karena adanya keterbatasan layanan langsung yang dapat dilakukan oleh guru bimbingan dan konseling. Sejalan dengan hal tersebut maka tujuan pengabdian ini untuk memberikan keterampilan penggunaan aplikasi support group (Reconnect) bagi guru bimbingan dan konseling. Metode pelaksanaan yang dilakukan melalui pra-kegiatan, pelaksanaan, monitoring, dan evaluasi kegiatan. Mitra yang dilibatkan yaitu SMK N 1 Yogyakarta. Hasil yang telah dicapai yaitu terjadi peningkatan keterampilan guru dalam penggunaan aplikasi Reconnect yang ditunjukkan dengan perbedaan skor rata-rata pretest dengan skor rata-rata posttest yang mengalami peningkatan sebesar 0,70]]>
<![CDATA[Contemporary Educational Perspective of Indonesian and German Students ]]>
<![CDATA[Natri Sutanti]]>;
<![CDATA[Marc Alexander Dreßler]]>;
<![CDATA[Luky Kurniawan]]>
<![CDATA[ Buletin Konseling Inovatif Vol. 3 No. 2 (2023) ]]>
Publisher : <![CDATA[Universitas Negeri Malang & Asosiasi Bimbingan dan Konseling Indonesia ]]>
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DOI: 10.17977/um059v3i22023p122-132
<![CDATA[Each country and even the region has its own policies in the implementation of education, starting from primary education to higher education. Each individual also has a different learning experience, even though they pursue the same education. In this article, two former students of a person-centred experiential counselling and psychotherapy course in the UK reflect on their personal experiences in education in Germany and Indonesia, as well as how their previous experiences varied from the experiential education. Common themes in both accounts of traditional education were a pressure to be the best, a loss of interest in the studies due to the pressure, a wish to be invisible as a student, and a learned low failure tolerance. The person-centred experiential learning experience is in both accounts described as liberating and encouraging independent learning. The authors argue that freedom and autonomy are important in an educational setting especially in the industrial era 4.0. Currently, the extent of freedom in education or independent learning is greatly influenced by the policies that exist in each country]]>
