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All Journal Nusantara of Research : Jurnal Hasil-hasil penelitian Universitas Nusantara PGRI Kediri (e-journal) Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini PEDAGOGI HELPER: Jurnal Penelitian dan Pembelajaran Buana Pendidikan: Jurnal Fakultas Keguruan dan Ilmu Pendidikan Unipa Surabaya Wahana : Tridarma Perguruan Tinggi JURNAL MAHASISWA BK AN-NUR : BERBEDA, BERMAKNA, MULIA JBKI (Jurnal Bimbingan Konseling Indonesia) Jurnal Pengabdian Masyarakat (ABDIRA) TERAPUTIK: Jurnal Bimbingan dan Konseling Jurnal Konseling Pendidikan Islam Journal of Media, Sciences and Education
Aniek Wirastania
Universitas PGRI Adi Buana Surabaya
Aerospace Engineering Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Nursing Social Sciences Other

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PROGRAM BIMBINGAN MENGGUNAKAN MEDIA MUSIK DALAM MENINGKATKAN KEMAMPUAN MENGENAL BILANGAN PADA ANAK TAMAN KANAK-KANAK KELOMPOK A SURABAYA Isabella Hasiana; Aniek Wirastania
Pedagogi : Jurnal Anak Usia Dini dan Pendidikan Anak Usia Dini Vol 3 No 3a (2017): DESEMBER
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/pedagogi.v3i3a.1029

Abstract

Pemahaman konsep bilangan merupakan sesuatu yang sangat penting khususnya bagi anak usia dini. Hal ini dikarenakan bilangan selalu digunakan sepanjang proses kehidupan. Selain itu memahami bilangan merupakan langkah awal dari pelajaran matematika, tanpa pemahaman akan bilangan, maka anak akan mengalami kesulitan dalam tahapan pembelajaran selanjutnya. Penelitian ini bertujuan untuk mengembangkan kemampuan mengenal bilangan siswa  kelompok A melalui program bimbingan menggunakan media musik. Dengan menggunakan metode penelitian  quasi experimental design  (eksperimen semu). Penggunaan metode ini dilakukan agar dapat mencapai tujuan penelitian.  Desain quasi eksperimen yang digunakan dalam penelitian ini adalah non-equivalen pretest-posttest control group design yang dilakukan dalam uji lapangan program bimbingan menggunakan media musik dalam meningkatkan kemampuan mengenal bilangan pada anak TK Kelompok A. Hasil penelitian ini dianalisa dengan rumus Uji T yang dilakukan menggunakan bantuan program SPSS.  Berdasarkan hasil penelitian yang dilakukan diperoleh dengan sig (0,000) < 0,05 yang berarti ada perbedaan antara kelompok eksperimen dengan kelompok kontrol dalam mengenal lambang bilangan dengan menggunakan musik. Maka dapat disimpulkan bahwa program bimbingan dengan menggunakan media musik yang telah disusun dapat dikatakan memiliki pengaruh dalam meningkatkan kemampuan mengenal bilangan pada anak kelompok A. Kata Kunci: anak usia dini; bilangan; musik; eksperimen
Pengaruh Media Film “Ranah 3 Warna” Dalam Bimbingan Kelompok Untuk Meningkatkan Kemampuan Komunikasi Interpersonal Siswa Sekolah Menengah Atas Naufal Rakha Kusuma; Aniek Wirastania
Nusantara of Research : Jurnal Hasil-hasil Penelitian Universitas Nusantara PGRI Kediri Vol 12 No 1 (2025)
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/nor.v12i1.25056

Abstract

This study aims to evaluate the impact of utilizing Ranah 3 Warna film media in group guidance services on enhancing students' interpersonal communication skills at SMA Hang Tuah 4 Surabaya. The research employs a quantitative approach with a pre-experimental design of the one-group pretest-posttest type.The study subjects consisted of four 11th-grade students at SMA Hang Tuah 4 Surabaya who had low interpersonal communication skills. Data was collected through questionnaires and documentation, then analyzed using the Wilcoxon nonparametric statistical test with the assistance of SPSS version 26.0.Based on the research findings, the Ranah 3 Warna film media has been proven effective in improving students' interpersonal communication skills through group guidance services.. Using a quantitative approach and pre-experimental design, this research shows that after intervention with film media, there was a significant increase in students' interpersonal communication skills. These findings indicate that using film as a medium in group guidance can be an effective method for helping students develop their communication skills)
Sosialisasi Interaktif: Karakter dan Kebutuhan Gen Z Berdasarkan Perspektif Guru BK Moesarofah Moesarofah; Aniek Wirastania; Cindy Asli Pravesti; Sutijono Sutijono; Alyssa Rosalia Dewi
Jurnal Pengabdian Masyarakat (ABDIRA) Vol 6, No 3 (2026): Abdira, Juli
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/abdira.v6i3.2128

Abstract

This Community Service activity aims to improve the understanding of Guidance and Counseling Teachers regarding the character and needs of Generation Z in school services. Gen Z as a digital generation has a communicative, visual, adaptive character to technology, but is vulnerable to psychosocial stress. The activity was carried out through interactive socialization to 80 high school/vocational high school guidance and counseling teachers who are members of the Surabaya area MGBK. The activity method included material delivery, case discussions, questions and answers, practical reflection, and evaluation through a post-test questionnaire. The questionnaire results showed an overall average of 3.65 in the high category. The aspects of understanding Gen Z's character, the need for guidance and counseling services, and readiness for adaptive guidance and counseling implementation were in the high category, while case analysis skills were in the sufficient category. These findings indicate that interactive socialization is relevant to strengthening the understanding of guidance and counseling teachers, but further training based on case studies and counseling practices is still needed so that guidance and counseling services are more adaptive to the needs of Gen Z students. This activity also emphasized the importance of a dialogic, contextual, and needs-based approach to students.
Media animasi the good dinosaur dalam bimbingan kelompok untuk menurunkan kecemasan akademik Lely Novia Rahayu; Aniek Wirastania
Jurnal Pengetahuan dan Pendidikan Vol 5 No 3 (2026)
Publisher : Yayasan Baru Haji Samsudin

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

Abstract

Academic anxiety is a psychological condition characterized by excessive worry, fear, and tension when students encounter academic demands, potentially impairing their concentration, learning motivation, and academic achievement. Preliminary observations conducted at SMA Negeri 1 Kedamean identified several students experiencing high levels of academic anxiety, indicating the need for innovative counseling interventions. This study aimed to examine the use of The Good Dinosaur animated media in group guidance services to reduce students' academic anxiety. A quantitative approach with a one-group pretest–posttest design was employed. The participants consisted of four senior high school students selected through purposive sampling based on their high academic anxiety levels. The intervention was implemented through six group guidance sessions using The Good Dinosaur as a reflective learning medium to facilitate discussion and self-awareness. Data were collected using an academic anxiety scale and analyzed through descriptive statistics and the Wilcoxon Signed-Rank Test. The findings revealed that all participants demonstrated lower academic anxiety scores following the intervention and showed improved coping strategies, including relaxation techniques, positive self-talk, and effective time management. However, the Wilcoxon test indicated that the observed reduction was not statistically significant (p = 0.068). These findings suggest that The Good Dinosaur animated media has the potential to serve as a supportive instructional medium in group guidance by encouraging students' self-reflection and assisting them in managing academic anxiety. Further studies involving larger samples and more rigorous experimental designs are recommended to provide stronger empirical evidence
FROM PREPARATION TO PERFORMANCE: MAPPING HOW PRE-SERVICE TEACHER EDUCATION SHAPES TEACHER PERFORMANCE Moesarofah Moesarofah; Aniek Wirastania; Maghfirotul Lathifah
Jurnal Konseling Pendidikan Islam Vol. 7 No. 3 (2026): Jurnal Konseling Pendidikan Islam
Publisher : LP2M IAI Al-Khairat Pamekasan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32806/jkpi.v7i3.2099

Abstract

Pre-service teacher education is expected to translate academic knowledge into the professional capabilities required for effective classroom practice, yet evidence concerning how specific programme components contribute to teacher performance remains fragmented across practicum, pedagogical competence, self-efficacy, mentoring, assessment, data use, digital competence, and emerging artificial intelligence (AI) capabilities. This systematic literature review synthesised and mapped evidence on how pre-service teacher education contributes to teacher performance. The review followed the PRISMA 2020 reporting framework. The source manuscript reports 385 records identified through academic database searching, 50 records retained after initial screening, 31 considered highly relevant after title, abstract, keyword, and thematic assessment, and 25 studies included in the final synthesis. The included literature, published between 2019 and 2025, represented diverse national and methodological contexts. Thematic synthesis identified six interrelated contribution domains: (1) practicum and authentic teaching practice; (2) pedagogical competence and instructional efficiency; (3) preparedness, self-efficacy, and professional engagement; (4) mentoring, feedback, assessment, and data literacy; (5) digital and AI competence; and (6) professional identity and subject-specific competence. Across the evidence base, programme inputs alone were insufficient to explain performance development. Contribution was more consistently associated with the quality of the learning process connecting coursework and clinical experience through modelling, feedback, reflection, assessment, and professional reasoning. The review therefore proposes an input–process–performance framework in which programme components function through structured professional learning processes to shape observable and perceived performance capabilities. The synthesis also identifies important boundary conditions, including the authenticity of classroom experience, mentoring quality, assessment design, technological support, and the continued reliance on self-report measures. The findings support a shift from viewing teacher preparation as a collection of courses toward viewing it as an integrated professional learning system.
Co-Authors Aiza Uzlifatul Jannah Alyssa Rosalia Dewi Anita Arofah Halimah Yasmin Apolinarius Dari Saka Aulia Fahreza Zahro Ayong Lianawati Dimas Ardika Miftah Farid Elia Firda Mufidah Isabella Hasiana Isabella Haslana Lely Novia Rahayu Maghfirotul Lathifah Maria Nago Situ Moesarofah, Moesarofah Naufal Rakha Kusuma Pravesti, Cindy Asli Reza Ayunda Sutijono Sutijono TITIN INDAH PRATIWI