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Analisis Dampak Pelatihan Peningkatan Kompetensi Layanan Konseling Kelompok pada Guru BK SMA Se-Kabupaten Sleman Siti Aminah; Diana Septi Purnama; Suwarjo Suwarjo; Fathur Rahman
Diklus: Jurnal Pendidikan Luar Sekolah Vol 5, No 2 (2021)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/diklus.v5i2.43549

Abstrak: Kompetensi profesional guru bimbingan dan konseling merupakan aspek penting yang membekali guru bimbingan dan konseling dalam memberikan bimbingan dan konseling di sekolah. Salah satu kompetensi yang perlu ditingkatkan yaitu kemampuan guru bimbingan dan konseling dalam menyelenggarakan layanan konseling kelompok. Metode yang digunakan dalam pelatihan ini adalah ceramah, diskusi, penugasan dan simulasi. Hasil analisis dampak pelatihan peningkatan kompetensi layanan konseling kelompok dengan analisis kualitatif menunjukkan bahwa Guru bimbingan dan konseling memiliki minat yang tinggi dalam mengikuti kegiatan. Berdasarkan analisis penugasan ditemukan bahwa terdapat peningkatan pemahaman dan keterampilan dalam merancang layanan konseling kelompok. Hasil analisis observasi dan wawancara setelah simulasi menunjukkan adanya peningkatan keterampilan dalam melaksanakan layanan konseling kelompok. Hasil analisis kuesioner evaluasi berkaitan tentang penyelenggaraan pelatihan menunjukkan bahwa pelatihan peserta merasa puas dan senang mengikuti pelatihan. Peserta mengharapkan adanya kegiatan lanjutan untuk memperdalam kemampuan menyelenggarakan layanan bimbingan dan konseling. Analysis of the Impact of Training for Competency Improvement in Group Counseling Services for High School Counseling Teachers in Sleman RegencyAbstract: The professional competence of guidance and counseling teachers is an important aspect that equips guidance and counseling teachers in providing guidance and counseling in schools. One of the competencies that need to be improved is the ability of guidance and counseling teachers in providing group counseling services. The methods used in this training are lectures, discussions, assignments and simulations. The results of the analysis of the impact of training on improving the competence of group counseling services with qualitative analysis indicate that guidance and counseling teachers have a high interest in participating in activities. Based on the assignment analysis, it was found that there was an increase in understanding and skills in designing group counseling services. The results of the analysis of observations and interviews after the simulation showed an increase in skills in implementing group counseling services. The results of the analysis of the evaluation questionnaire related to the implementation of the training show that the training participants were satisfied and happy to participate in the training. Participants expect further activities to deepen their ability to provide guidance and counseling services.

WORKSHOP BIMBINGAN KLASIKAL PADA GURU BIMBINGAN DAN KOSELING KABUPATEN KARANGANYAR Mualwi Widiatmoko; Moh Farozin; Fathur Rahman; Ulvina Rachmawati
JMM (Jurnal Masyarakat Mandiri) Vol 9, No 1 (2025): Februari
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v9i1.27688

Abstrak: Program pengabdian ini didasari oleh miminmya pemahaman dan kemampuan para guru bimbingan dan konseling terhadap metode dan teknik dalam layanan bimbingan klasikal yang saat ini idealnya telah terintegrasi dengan teknologi informasi dan digital. Tujuan dari program pengabdian ini adalah untuk meningkatan kualitas layanan bimbingan klasikal yang diberikan oleh para guru bimbingan dan konseling kepada siswa disekolah. Pelaksanaan workshop dilaksanakan secara blended learning, selanjutnya dilakukan group assignments dan mentoring kepada para peserta yang terdiri dari para guru bimbingan dan konseling SMP Kabupaten Karanganyar sejumlah 30 orang. Instrumen angket yang digunakan pada kegiatan ini terdiri dari 10 butir pertanyaan dan berdsarkan hasil analisis capaian terhadap peningkatan kemampuan dan pemahaman guru bimbingan dan konseling SMP Kabupaten karanganyar dalam layanan bimbingan klasikal sebesar 73,33 %, Sedangkan kontribusi yang diberikan oleh kegiatan workshop terhadap arah perubahan dan perkembangan para peserta adalah 45,45%. Hal tersebut berdasarkan analisis hasil perhitungan nilai N Gain Score sebesar 0,4545.Abstract: This service program is based on the lack of understanding and ability of guidance and counseling teachers towards methods and techniques in classical guidance services which are now ideally integrated with information and digital technology. The purpose of this service program is to improve the quality of classical guidance services provided by guidance and counseling teachers to students at school. The implementation of the workshop was carried out by blended learning, then group assignments and mentoring were carried out to the participants consisting of 30 junior high school guidance and counseling teachers in Karanganyar Regency. The questionnaire instrument used in this activity consisted of 10 questions and based on the results of the analysis of the achievement of increasing the ability and understanding of junior high school guidance and counseling teachers in classical guidance services amounted to 73.33%, while the contribution made by workshop activities to the direction of change and development of the participants was 45.45%. This is based on the analysis of the results of the calculation of the N Gain Score value of 0.4545.

PERAN GURU BIMBINGAN DAN KONSELING DALAM MENDUKUNG IMPLEMENTASI DEEP LEARNING Muhammad Nur Wangid; Agus Basuki; Fathur Rahman; Chici Pratiwi; Lintang Waskita Puri
JMM (Jurnal Masyarakat Mandiri) Vol 10, No 1 (2026): Februari
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v10i1.36806

Abstrak: Pendekatan deep learning menekankan keterlibatan aktif individu dalam proses belajar, penguasaan pengetahuan yang memadai, serta keingintahuan tinggi terhadap materi pembelajaran. Kegiatan Pengabdian kepada Masyarakat (PKM) ini bertujuan untuk meningkatkan kompetensi guru Bimbingan dan Konseling (BK) dalam memahami dan menerapkan konsep deep learning dalam pembelajaran. Kegiatan dilaksanakan melalui metode pelatihan dan pendampingan yang dirancang untuk membantu guru BK mengembangkan strategi pembelajaran berbasis deep learning guna meningkatkan pemahaman dan kreativitas siswa. Sasaran kegiatan ini adalah guru BK jenjang SMP yang tergabung dalam Musyawarah Guru Bimbingan dan Konseling (MGBK) Kota Yogyakarta, dengan jumlah peserta sebanyak 50 orang. Evaluasi kegiatan dilakukan melalui pemberian pretest dan posttest untuk mengukur tingkat pemahaman peserta terhadap konsep deep learning. Hasil analisis menunjukkan adanya peningkatan skor rata-rata pemahaman guru BK dari 81,36 sebelum pelatihan menjadi 90,70 setelah pelatihan, atau meningkat sebesar 11,48%. Hasil ini menunjukkan bahwa pelatihan efektif dalam meningkatkan kompetensi guru BK serta mendukung terciptanya ekosistem sekolah yang kondusif bagi penerapan deep learning, khususnya dalam layanan BK.Abstract: The deep learning approach emphasizes active individual engagement in the learning process, adequate mastery of knowledge, and a high level of curiosity toward learning materials. This Community Service Program (PKM) aims to enhance the competence of guidance and counseling teachers in understanding and applying the concept of deep learning in educational practice. The program was implemented through training and mentoring methods designed to assist guidance and counseling teachers in developing deep learning-based instructional strategies to improve students’ understanding and creativity. The target participants were junior high school guidance and counseling teachers who are members of the Guidance and Counseling Teachers Association (MGBK) of Yogyakarta City, with a total of 50 participants. Program evaluation was conducted using pretests and posttests to measure participants’ understanding of the deep learning concept. The analysis results indicate an increase in the average comprehension score of guidance and counseling teachers from 81.36 before the training to 90.70 after the training, representing an improvement of 11.48%. These findings demonstrate that the training was effective in enhancing the competence of guidance and counseling teachers and in supporting the creation of a conducive school ecosystem for the implementation of deep learning, particularly within guidance and counseling services.

Counselors in transition: a survey on professional identity among certified Indonesian school counselors Fathur Rahman; Agus Taufiq; Mamat Supriatna
Psikopedagogia Vol. 16 No. 1 (2026): June 2026
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/psikopedagogia.v16i1.32655

Professional identity is fundamental to counselors' competence and the quality of school counseling services, yet empirical evidence on certified school counselors in developing countries remains limited. This study examined the professional identity of certified Indonesian school counselors and its variation across selected sociodemographic characteristics, particularly educational background. A cross-sectional survey was conducted with 588 certified school counselors selected through convenience sampling from approximately 1,200 participants who attended the 2025 National School Counseling Competency Development Training Program organized by the Ministry of Primary and Secondary Education of the Republic of Indonesia, representing primary, junior secondary, and senior secondary schools across Indonesia. Data were collected using the Professional Identity Scale for Indonesian School Counselors, developed through a synthesis of the theoretical perspectives of Puglia, Emerson, CACREP, and Woo et al. The instrument measures four dimensions: philosophical understanding and professional beliefs, professional knowledge, professional roles and expertise, and professional pride. Content validity was established through the Delphi technique, Aiken's V, and item discrimination analysis. Data were analyzed using descriptive statistics, independent samples t-test, and Welch's ANOVA. The findings showed that certified school counselors generally remained at the transition stage of professional identity (M = 3.46). Significant differences were found across gender, age, educational qualification, employment status, professional experience, certification pathway, school level, and educational background, whereas regional differences were not significant. Counselors with discipline-specific education in guidance and counseling demonstrated stronger professional identity, highlighting the need to integrate identity development into pre-service education and differentiated continuing professional development. The findings highlight the need for differentiated professional identity development programs for school counselors in both academic and professional education.

Fear of Missing Out (FOMO) as a Predictor of Students’ Digital Well-Being: Evidence from Yogyakarta State University Muhammad Nur Wangid; Chici Pratiwi; Agus Basuki; Fathur Rahman; Lintang Waskita Puri
G-Couns: Jurnal Bimbingan dan Konseling Vol. 10 No. 04 (2026): October 2026, G-Couns: Jurnal Bimbingan dan Konseling
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/g-couns.v10i04.8780

This study examines the predictive role of Fear of Missing Out (FoMO) on digital well-being among university students in the post-pandemic digital era. A cross-sectional survey was conducted with 562 undergraduate students from Yogyakarta State University, Indonesia, selected through accidental sampling. Data were collected using the validated FoMO Scale and Digital Well-Being Scale, and analyzed using ordinal logistic regression. Results revealed that most students exhibited moderate levels of both FoMO (74.2%) and digital well-being (67.6%). Ordinal logistic regression demonstrated that FoMO significantly and negatively predicted digital well-being (χ² = 56.754, p < 0.001), with higher FoMO scores associated with lower digital well-being. The pseudo-R² values indicated that FoMO accounted for 7.5% to 13% of the variance in digital well-being, with the Wald test confirming FoMO as a significant predictor (p = 0.016). These findings establish FoMO as a significant psychological risk factor that undermines students' digital well-being through compulsive connectivity, emotional distress, and reduced self-regulation. The study underscores the urgent need for higher education institutions to integrate digital literacy programs, self-regulation training, and mental health support services to mitigate FoMO's adverse effects. These results contribute to digital well-being literature and offer practical implications for developing evidence-based counseling interventions in university settings. Keywords: Fear of Missing Out (FoMO), digital well-being, university students, mental health, higher education

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