Articles
<![CDATA[IMPROVING STUDENTS' SELF DISCLOSURE SKILLS THROUGH JOHARI WINDOW TECHNIQUE ]]>
<![CDATA[Mondang Munthe]]>
<![CDATA[ Jurnal Scientia Vol. 11 No. 02 (2022): Education, Sosial science and Planning technique, November ]]>
Publisher : <![CDATA[Sean Institute ]]>
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<![CDATA[Self Disclosure is sharing personal information including thoughts, feelings, personal opinions and also information that is hidden from others. The Johari Window technique is a technique whose purpose is to make someone open themselves, which is open to others and open to others so as to create good relationships between individuals. This study aims to determine whether self-disclosure or student openness can be improved through the Johari Window technique. This research uses experimental research method with one group pretest-posttest design. The source of research data was students of class VIII-A SMP Negeri 2 Gunungsitoli Utara. The instruments in this study were tests and observations. Data analysis was carried out by analyzing the results of pre-test, post-test and observation per individual.]]>
<![CDATA[Faktor-Faktor Dominan yang Mempengaruhi Kegiatan Belajar Mahasiswa ]]>
<![CDATA[Mondang Munthe]]>;
<![CDATA[Famahato Lase]]>
<![CDATA[ Educativo: Jurnal Pendidikan Vol 1 No 1 (2022): Educativo: Jurnal Pendidikan ]]>
Publisher : <![CDATA[PT. Marosk Zada Cemerlang ]]>
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DOI: 10.56248/educativo.v1i1.30
<![CDATA[Penelitian ini bertujuan untuk mengungkap faktor-faktor dominan yang mempengaruhi kegiatan belajar mahasiswa. Penelitian ini menggunakan pendekatan deskriptif dengan subjek utama adalah mahasiswa program studi Bimbingan dan Konseling sebanyak 30 orang, sekaligus sebagai sumber data. Teknik pengumpulan data adalah teknik quisioner dengan instrument angket tertutup. Temuan penelitian menyimpulkan bahwa faktor-faktor dominan yang mempengaruhi kegiatan belajar mahasiswa adalah tergolong sangat bermasalah. Skor tentang faktor-faktor dominan yang mempengaruhi kegiatan belajar mahasiswa adalah 127,23 dari skor standar 180 dengan penilaian angka 4 yang artinya faktor-faktor dominan yang mempengaruhi kegiatan belajar mahasiswa sangat bermasalah. Faktor–faktor dominan yang mempengaruhi kegiatan belajar mahasiswa ini terdiri dari faktor jasmaniah, psikologis, faktor kelelahan, faktor eksternal, keluarga, sekolah dan masyarakat. Skor tentang faktor-faktor dominan yang mempengaruhi kegiatan belajar mahasiswa sebesar 10,67 atau 35,56% dari seluruh mahasiwa yang berjumlah 30 orang. Persentase ini berada antara 35%-100% dengan penilaian angka 4 yang artinya rata-rata faktor dominan yang mempengaruhi kegiatan belajar mahasiswa berada pada posisi sangat bermasalah.]]>
<![CDATA[Pengaruh Keterampilan Attending Guru Terhadap Keterbukaan Siswa dalam Konseling Individu ]]>
<![CDATA[Aloysius Putrawan Lase]]>;
<![CDATA[Mondang Munthe]]>
<![CDATA[ Indo-MathEdu Intellectuals Journal Vol. 4 No. 2 (2023): Indo-MathEdu Intellectuals Journal ]]>
Publisher : <![CDATA[Lembaga Intelektual Muda (LIM) Maluku ]]>
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DOI: 10.54373/imeij.v4i2.271
<![CDATA[This study aims to determine the effect of attending skills of Guidance and Counseling teachers on student openness to participate in individual counseling service activities at SMP Negeri 1 Idanogawo. The results showed that there was a positive relationship and significance in the attending variable of BK teachers (X) to the variable of student openness (Y) class VIII – A at SMP Negeri 1 Idanogawo. Based on data analysis, it is known that the results of research data analysis confirmed that there is an influence of attending BK teachers on student openness and the contribution of variable X to Y is 41.0%, meaning that the influence of attending BK teachers on the openness of grade VIII – A students at SMP Negeri 1 Idanogawo. And the remaining 59% are subjects that affect openness that are not included in the research studied]]>
<![CDATA[Pengaruh Sikap dan Kepribadian Guru Terhadap Kepuasan Siswa dalam Layanan Bimbingan dan Konseling Kelas XI–IIS-1 SMA Negeri 1 Gido ]]>
<![CDATA[Ukiran Lase]]>;
<![CDATA[Mondang Munthe]]>;
<![CDATA[Justin Foera Era]]>
<![CDATA[ Indo-MathEdu Intellectuals Journal Vol. 4 No. 2 (2023): Indo-MathEdu Intellectuals Journal ]]>
Publisher : <![CDATA[Lembaga Intelektual Muda (LIM) Maluku ]]>
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DOI: 10.54373/imeij.v4i2.286
<![CDATA[This study aims to determine the influence of BK teachers' personality attitudes on student satisfaction in Guidance and Counseling services held at SMA Negeri 1 GIdo. The research approach is a quantitative approach with an associative type. The sample of this study was class XI.IIS-1 students who had attended guidance and counseling at SMA Negeri 1 Gido totaling 35 students. The data collection tool used in this study was an instrument in the form of a questionnaire. Based on the results of the study, it can be concluded that the attitude and personality of BK teachers jointly affect student satisfaction in Guidance and Counseling Services. The results of the hypothesis test, known R-Square value 0.474. This means that the attitude and personality of BK teachers affect student satisfaction in guidance and counseling services by 47.4%. This shows that simultaneously the attitude and personality of BK teachers have a significant effect on student satisfaction in guidance and counseling services. So that the more capable the attitude and the more personality of the BK teacher towards students, the higher the satisfaction of students in the Guidance and Counseling Service. The attitude of BK teachers has a positive effect so that the more capable the attitude of BK teachers will increase student satisfaction in Guidance and Counseling Services. The personality of the BK teacher has a positive effect so that the more capable the personality of the BK teacher will increase student satisfaction in the Guidance and Counseling Service]]>
<![CDATA[Efektivitas Layanan Bimbingan Konseling Kelompok Terhadap Konsep Diri Remaja Korban Bully di SMK Negeri 1 Lotu ]]>
<![CDATA[Dirga Krisna Zega]]>;
<![CDATA[Hosiana R. Damanik]]>;
<![CDATA[Famahato Lase]]>;
<![CDATA[Mondang Munthe]]>
<![CDATA[ Journal on Education Vol 6 No 3 (2024): Volume 6 Nomor 3 Tahun 2024 ]]>
Publisher : <![CDATA[Departement of Mathematics Education ]]>
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DOI: 10.31004/joe.v6i3.5499
<![CDATA[Based on the results of interviews with several teachers, it was found that grade X students of SMK Negeri 1 Lotu still have many teenage students who have poor self-concept due to the bullying actions they receive. As for several factors that cause poor self-concept of adolescent students From these findings, researchers made a study with the aim of knowing the picture of changes in the self-concept of bully victim students in class X of SMK Negeri 1 Lotu through group counseling guidance services.This study uses quantitative methods with a descriptive approach, with the formulation of the research problem describing the results of group counseling guidance to students who are victims of bullying seen from the level of student self-concept. In this case, researchers distributed questionnaires to find out the level of students' self-concept and then counseling guidance was carried out on students who had a high level of bullying. The results of this counseling guidance will be described using percentages. The number of samples distributed by the self-concept questionnaire was 100 people. The results stated that the self-concept of bully victims at SMK Negeri 1 Lotu was classified as "Medium" with a percentage of 67.79%. But there are still 30 students who have a "High" or "Very High" self-concept . The cause of students who have a self-concept of bullying victims who are "High" or "Very High" is first because they are less able to improve themselves, not optimistic about themselves, causing a lack of student confidence and unable to overcome problems on their own. The results of the implementation of counseling guidance services for students victims of adolescent bullying in general are "Very Effective" with an average percentage of 86.4%.]]>
<![CDATA[Pengaruh Layanan Bimbingan Kelompok, Kemampuan Berinteraksi Sosial, Kontrol Diri dan Peningkatan Kualitas Kegiatan Belajar terhadap Motivasi Berprestasi dalam Belajar ]]>
<![CDATA[Deliani Gea]]>;
<![CDATA[Famahato Lase]]>;
<![CDATA[Mondang Munthe]]>;
<![CDATA[Hosianna Rodearni Damanik]]>
<![CDATA[ Journal on Education Vol 6 No 3 (2024): Volume 6 Nomor 3 Tahun 2024 ]]>
Publisher : <![CDATA[Departement of Mathematics Education ]]>
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DOI: 10.31004/joe.v6i3.5517
<![CDATA[Motivation for achievement in learning can be increased with various guidance and counseling services with appropriate and appropriate techniques. The aim of the research is to reveal the influence of group guidance services (X1), social interaction skills (X2), self-control (X3), improving the quality of learning activities (X4) on achievement motivation in learning (Y), using the associative strategy quantitative method. The research location was students at SMP Negeri 1 Gunungsitoli, the research population was all class VIII students and the sample was drawn purposively as many as 32 people. The data collection instrument was a closed questionnaire which was distributed to a number of respondents. Data were analyzed using multiple linear regression analysis, to answer research questions according to the proposed hypothesis. The results of the research concluded that group guidance services, social interaction skills, self-control, improving the quality of learning activities, provide a very large influence and distribution on achievement motivation in learning. It is recommended that BK teachers use this service to increase achievement motivation in learning.]]>
<![CDATA[Pengaruh Keterampilan Attending Guru Terhadap Keterbukaan Siswa dalam Konseling Individu ]]>
<![CDATA[Lase, Aloysius Putrawan]]>;
<![CDATA[Munthe, Mondang]]>
<![CDATA[ Indo-MathEdu Intellectuals Journal Vol. 4 No. 2 (2023): Indo-MathEdu Intellectuals Journal ]]>
Publisher : <![CDATA[Lembaga Intelektual Muda (LIM) Maluku ]]>
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DOI: 10.54373/imeij.v4i2.271
<![CDATA[This study aims to determine the effect of attending skills of Guidance and Counseling teachers on student openness to participate in individual counseling service activities at SMP Negeri 1 Idanogawo. The results showed that there was a positive relationship and significance in the attending variable of BK teachers (X) to the variable of student openness (Y) class VIII – A at SMP Negeri 1 Idanogawo. Based on data analysis, it is known that the results of research data analysis confirmed that there is an influence of attending BK teachers on student openness and the contribution of variable X to Y is 41.0%, meaning that the influence of attending BK teachers on the openness of grade VIII – A students at SMP Negeri 1 Idanogawo. And the remaining 59% are subjects that affect openness that are not included in the research studied]]>
<![CDATA[Pengaruh Sikap dan Kepribadian Guru Terhadap Kepuasan Siswa dalam Layanan Bimbingan dan Konseling Kelas XI–IIS-1 SMA Negeri 1 Gido ]]>
<![CDATA[Lase, Ukiran]]>;
<![CDATA[Munthe, Mondang]]>;
<![CDATA[Era, Justin Foera]]>
<![CDATA[ Indo-MathEdu Intellectuals Journal Vol. 4 No. 2 (2023): Indo-MathEdu Intellectuals Journal ]]>
Publisher : <![CDATA[Lembaga Intelektual Muda (LIM) Maluku ]]>
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DOI: 10.54373/imeij.v4i2.286
<![CDATA[This study aims to determine the influence of BK teachers' personality attitudes on student satisfaction in Guidance and Counseling services held at SMA Negeri 1 GIdo. The research approach is a quantitative approach with an associative type. The sample of this study was class XI.IIS-1 students who had attended guidance and counseling at SMA Negeri 1 Gido totaling 35 students. The data collection tool used in this study was an instrument in the form of a questionnaire. Based on the results of the study, it can be concluded that the attitude and personality of BK teachers jointly affect student satisfaction in Guidance and Counseling Services. The results of the hypothesis test, known R-Square value 0.474. This means that the attitude and personality of BK teachers affect student satisfaction in guidance and counseling services by 47.4%. This shows that simultaneously the attitude and personality of BK teachers have a significant effect on student satisfaction in guidance and counseling services. So that the more capable the attitude and the more personality of the BK teacher towards students, the higher the satisfaction of students in the Guidance and Counseling Service. The attitude of BK teachers has a positive effect so that the more capable the attitude of BK teachers will increase student satisfaction in Guidance and Counseling Services. The personality of the BK teacher has a positive effect so that the more capable the personality of the BK teacher will increase student satisfaction in the Guidance and Counseling Service]]>
