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<![CDATA[Model Bimbingan Kelompok dalam Menggunakan Metode Role Playing untuk Mengurangi Kecemasan Berkomunikasi pada Peserta Didik ]]>
<![CDATA[Anggrawati, Dina]]>;
<![CDATA[Kasih, Fitria]]>
<![CDATA[ Journal of Education Research Vol. 2 No. 4 (2021) ]]>
Publisher : <![CDATA[Perkumpulan Pengelola Jurnal PAUD Indonesia ]]>
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DOI: 10.37985/jer.v2i4.64
<![CDATA[Penelitian ini dilatarbelakangi adanya kecemasan berkomunikasi peserta didik yang belum tercapai dan ada Guru Bimbingan Koseling belum menggunakan metode bervariasi dalam melaksanakan bimbingan kelompok. Tujuan penelitian adalah mendeskripsikan: Profil tingkat kecemasan berkomunikasi peserta didik, Pelaksanaan bimbingan kelompok oleh guru BK mengunakan metode role playing. Model rancangan layanan bimbingan kelompok dengan menggunakan metode role playing dalam membantu mengurangi tingkat kecemasan berkomunikasi peserta didik. Penelitian ini dilakukan dengan menggunakan mixed method.Populasi penelitian saya tiga puluh peserta didik. Teknik pengambilan sampel menggunakan Total sampling dengantiga puluh partisipan instrumen yang digunakan yaitu angket dan wawancara sedangkan untuk analisis data menggunakan presentase dan reduksi data, penyajian data penarikan kesimpulan atau verifikasi. Hasil penelitian tentang Kecemasan Berkomunikasi peserta didik XI MIPA SMA PGRI 2 Padang dilihat dari: Secara umum profil keterampilan komunikasi peserta didik pada kategori cukup tinggi, Pelaksanaan layanan bimbingan kelompok dalam mengurangi kecemasan berkomunikasi peserta didik yang dilakukan guru BK belum memberikan hasil yang maksimal karena selama ini guru Bk kurang memberikan metode-metode yang bervariasi. Model rancangan layanan bimbingan kelompok dalam membantu mengurangi kecemasan berkomunikasi. dapat diambil kesimpulan sebagai berikut: kecemasan berkomunikasi peserta didik berada pada kategori cukup tinggi dan belum berada pada kategori sangat rendah.]]>
<![CDATA[EFEKTIVITAS BIMBINGAN KELOMPOK DENGAN MENGGUNAKAN METODE DISKUSI UNTUK MEMINIMALISIR PERILAKU MEMBOLOS ]]>
<![CDATA[Safitri, Wellya]]>;
<![CDATA[Kasih, Fitria]]>;
<![CDATA[Kardo, Rici]]>
<![CDATA[ Jurnal Review Pendidikan dan Pengajaran Vol. 7 No. 4 (2024): Vol. 7 No. 4 Tahun 2024 ]]>
Publisher : <![CDATA[LPPM Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jrpp.v7i4.34314
<![CDATA[Penelitian ini dilatarbelakangi adanya perilaku membolos dari peserta didik Fase F SMAN 1 Kecamatan Payakumbuh. Guru bimbingan dan konseling belum memberikan layanan bimbingan kelompok dengan menggunakan metode diskusi pada permasalahan perilaku membolos. Penelitian ini bertujuan untuk mendeskripsikan : 1) gambaran perilaku membolos peserta didik sebelum mengikuti layanan bimbingan kelompok dengan menggunakan metode diskusi, 2) gambaran perilaku membolos peserta didik sesudah mengikuti layanan bimbingan kelompok dengan menggunakan metode diskusi, 3) efektifitas bimbingan kelompok dengan menggunakan metode diskusi untuk meminimalisir perilaku membolos peserta didik. Jenis penelitian yang digunakan adalah metode eksperimen dengan desain penelitin One-Group-Posttest Design. Populasi dalam penelitian ini berjumlah 8 orang dan sampel yang digunakan sebanyak 8 orang peserta didik yang memiliki perilaku membolos yang diambil dengan teknik total sampling. Instrument yang digunakan adalah angket dan studi dokumentasi sedangkan untuk analisis data persentase pretest dan postest menggunakan interval skor dan menggunakan uji normalitas, homogenitas, dan uji t. Hasil penelitian ini menunjukkan bahwa : 1) gambaran perilaku membolos peserta didik sebelum mengikuti layanan bimbingan kelompok dengan menggunakan metode diskusi berada pada kategori cukup tinggi, 2) gambaran perilaku membolos peserta didik sesudah mengikuti layanan bimbingan kelompok dengan menggunakan metode diskusi berada pada kategori rendah. 3) Terdapat efektivitas bimbingan kelompok dengan menggunakan metode diskusi untuk meminimalisir perilaku membolos peserta didik. Berdasarkan hasil penelitian ini direkomendasikan kepada guru BK agar mampu untuk memberikan layanan bimbingan kelompok dengan menggunakan metode diskusi sebaik mungkin serta diharapka bisa menggunakan layanan tersebut untuk memberikan layanan pada permasalahan tidak masuk kelas lagi setelah jam istirahat yang memiliki kategori tinggi, dan menurunkan perilaku membolos hasil penelitian secara umum dari kategori cukup tinggi menjadi rendah]]>
<![CDATA[RANCANGAN PELAKSANAAN LAYANAN BIMBINGAN KLASIKAL DENGAN MENGGUNAKAN METODE DISKUSI UNTUK MENGATASI MASALAH KESULITAN BELAJAR (STUDI ANALISIS DESKRIPTIF TERHADAP PESERTA DIDIK DI KELAS XII IPS 3 SMA N 1 HARAU) ]]>
<![CDATA[Wati, Rifda Kurnia]]>;
<![CDATA[Kasih, Fitria]]>;
<![CDATA[Triyono, Triyono]]>
<![CDATA[ PeTeKa (Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran) Vol 7, No 2 (2024): PeTeKa (Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran) Publish ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Tapanuli Selatan ]]>
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DOI: 10.31604/ptk.v7i2.214-223
<![CDATA[This research is prompted by issues surrounding learning difficulties, such as students struggling to comprehend lessons, lagging in completing assignments, achieving below-average academic performance, and exhibiting poor study habits. The objectives of this study are: 1) To outline the learning difficulties experienced by students; 2) To devise a plan for implementing classical counseling services utilizing discussion methods to address these learning difficulties. The research methodology employed is descriptive analysis. The study population consists of 32 students, all of whom were included in the sample using the total sampling technique. Data collection was facilitated through a questionnaire, with percentage classification used for data analysis. The findings indicate that: 1) The depiction of students' learning difficulties falls within a relatively high category; 2) A plan for implementing classical counseling services, focusing on the theme of "overcoming learning difficulties," was devised based on identified problems and insights from learning difficulties theory. As a result of this research, it is recommended that counselors employ discussion techniques with Class XII IPS 3 students at Senior High School 1 Harau to address the learning difficulties identified in this study. Implementation of classical counseling services is advised.]]>
<![CDATA[RANCANGAN PELAKSANAAN LAYANAN KONSELING INDIVIDUAL BERBASIS PENDEKATAN BEHAVIORAL DENGAN MENGGUNAKAN TEKNIK ASSERTIVE TRAINING BAGI PESERTA DIDIK KORBAN BULLYING {STUDI ANALISIS DESKRIPTIF DI SMA N 8 PADANG} ]]>
<![CDATA[Winnie, Cantika Meria]]>;
<![CDATA[Kasih, Fitria]]>;
<![CDATA[Nita, Rahma Wira]]>
<![CDATA[ PeTeKa (Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran) Vol 7, No 2 (2024): PeTeKa (Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran) Publish ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Tapanuli Selatan ]]>
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DOI: 10.31604/ptk.v7i2.189-196
<![CDATA[This study is prompted by the issue of bullying, particularly the presence of students who are subjected to such behavior. The objective of this research is twofold: 1) To depict the characteristics of students who are victims of bullying, and 2) To devise a plan for implementing individual counseling services grounded in a behavioral approach utilizing Assertive Training techniques for students who are victims of bullying. The research methodology employed in this study is descriptive analysis. The study population consists of 3 students from SMA N 8 Padang who have experienced bullying. Sampling was conducted using the Total Sampling technique, wherein all members of the population were included as samples, totaling 3 individuals. Data was collected through a questionnaire and subsequently analyzed using percentage classification. The findings of the research indicate that: 1) The portrayal of students who are victims of bullying falls within the fairly high category, and 2) The framework for executing individual counseling services based on a behavioral approach utilizing Assertive Training techniques, focusing on addressing physical and verbal bullying, has been developed based on the identified issues and findings from bullying theory. Based on the outcomes of this study, it is suggested that BK teachers implement individual counseling services employing Assertive Training techniques for students at SMA N 8 Padang to address the challenges faced by students who are victims of bullying, as outlined in this research.]]>
<![CDATA[Efektivitas Konseling Rational Emotive Behavior Therapy (REBT) dengan Teknik Cognitive Disputing dalam Meminimalisir Perilaku Agresif Peserta Didik dari Keluarga Broken Home ]]>
<![CDATA[Syavira]]>;
<![CDATA[Kasih, Fitria]]>;
<![CDATA[Wira Nita, Rahma]]>
<![CDATA[ Kartika: Jurnal Studi Keislaman Vol. 5 No. 3 (2025): Kartika: Jurnal Studi Keislaman (November) ]]>
Publisher : <![CDATA[Lembaga Pendidikan Tinggi Nahdlatul Ulama (LPT NU) PCNU Kabupaten Nganjuk ]]>
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DOI: 10.59240/kjsk.v5i3.349
<![CDATA[This research is motivated by the phenomenon aggressive behavior in students from broken homes, which can interfere with their social and emotional development. The study aims to describe aggressive behavior before and after Rational Emotive Behavior Therapy (REBT) counseling with cognitive disputing techniques, as well as test its effectiveness in reducing aggressive behavior. The research used an experimental method with a One Group Pretest-Posttest design. Samples were determined through purposive sampling techniques with a population of 14 people and a sample of 2 people, instruments in the form of questionnaires, and data analysis was carried out with percentage intervals and t- tests. The results showed that before counseling, aggressive behavior of students was in the high category, while after counseling with cognitive disputing techniques, aggressive behavior was in the low category. The results of the t-test showed a significant difference between before and after the intervention, proving the effectiveness of REBT counseling. This study recommends BK teachers to apply REBT counseling with cognitive disputing techniques as a strategy to reduce the aggressive behavior of broken home students at SMK Negeri 2 Bukittinggi.]]>
<![CDATA[Konseling Analisis Transaksional dengan Menggunakan Teknik Empty Chair untuk Meningkatkan Perilaku Asertif Peserta Didik Korban Bullying ]]>
<![CDATA[Mayang, Sri]]>;
<![CDATA[Kasih, Fitria]]>;
<![CDATA[Nita, Rahma Wira]]>
<![CDATA[ INSIGHT: Jurnal Bimbingan Konseling Vol. 14 No. 2 (2025): INSIGHT: Jurnal Bimbingan dan Konseling ]]>
Publisher : <![CDATA[Program Studi Bimbingan dan Konseling, Universitas Negeri Jakarta ]]>
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DOI: 10.21009/INSIGHT.142.11
<![CDATA[The aim of this research is to determine the effectiveness of transactional analysis counseling using the empty chair technique to measure the level of assertiveness of students who are victims of bullying. However, some students who are victims of bullying at SMAN 1 Gunung Talang have low assertive behavior. This quantitative research with an experimental approach uses a one group pretest-posttest design. The sample is students who are victims of bullying with a low level of assertiveness. Measurements were carried out using questionnaire instruments and by conducting individual counseling with two treatment sessions or treatment with individual counseling using the empty chair technique. The research results showed a significant increase in the assertive behavior of students who were victims of bullying, with the average score increasing from 118 in the pretest to 178 in the posttest and a t-count of 0.0285 with a degree of freedom of 2. The t-test value was used to determine each independent variable against the dependent variable. If the t count ˃ t table or the significance value of the t test is 0.05 then it can be concluded that individually the independent variable has a significant effect on the dependent variable, then the explanation obtained is the sig value. (2-failed) = 0.0285 ˂ 0.05 means that this test is significant or that there is a difference in the average assertive behavior before and after carrying out transactional analysis counseling using the empty chair technique. This means that there is a significant difference from transactional analysis counseling using the empty chair technique to increase the assertive behavior of students who are victims of bullying]]>
<![CDATA[The Effectiveness of Group Guidance Using the Problem Solving Method in Enhancing Students' Career Understanding ]]>
<![CDATA[Putri, Rolin]]>;
<![CDATA[Fitria Kasih]]>;
<![CDATA[Rici Kardo]]>
<![CDATA[ Journal of Practice Learning and Educational Development Vol. 6 No. 1 (2026): Journal of Practice Learning and Educational Development (JPLED) ]]>
Publisher : <![CDATA[Global Action and Education for Society ]]>
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DOI: 10.58737/jpled.v6i1.768
<![CDATA[This research is motivated by the phenomenon of low levels of career understanding of students. The purpose of this study is to describe the description of students' career understanding before being given group guidance services using the problem solving method. The description of students' career understanding after being given group guidance services using the problem solving method. The effectiveness of group guidance using the problem solving method in improving students' career understanding. The type of research used in this study is an experimental method with a One Group Pre-test-Post-test Design research design, while the sampling technique is carried out using a purposive sampling technique. The instrument used is a questionnaire, while for data analysis using t-test analysis. The results of this study given group guidance services using the problem solving method are in the low category with a percentage of 40%. The description of students' career understanding after being given group guidance services using the problem solving method is in the high category with a percentage of 90%. It can be seen that the average career understanding before receiving group guidance services using the problem solving method is 122 and the average level of career understanding after receiving group guidance services using the problem solving method is 182. This means that group guidance services using the problem solving method are effective in increasing the career understanding of class XI students in phase F6 at SMA Negeri 7 Sijunjung. The results of this study are recommended to guidance and counseling teachers to be able to integrate this service in a structured manner in guidance and counseling services, especially by using group guidance.]]>
<![CDATA[The Effectiveness of Group Guidance Using the Problem Solving Method to Improve Students' Academic Responsibility ]]>
<![CDATA[Yoza Jumitra Yenti]]>;
<![CDATA[Fitria Kasih]]>;
<![CDATA[Besti Nora Dwi Putri]]>
<![CDATA[ Journal of Practice Learning and Educational Development Vol. 6 No. 3 (2026): Journal of Practice Learning and Educational Development (JPLED) in Press ]]>
Publisher : <![CDATA[Global Action and Education for Society ]]>
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DOI: 10.58737/jpled.v6i3.1640
<![CDATA[Academic responsibility is a crucial factor in supporting students’ learning success and academic achievement. Nevertheless, in educational practice, many students still demonstrate low levels of academic responsibility, which are reflected in poor time management, failure to complete individual assignments, lack of accuracy in answering questions, and inadequate preparation prior to learning activities. These conditions may negatively affect students’ learning outcomes if not addressed appropriately. Therefore, effective guidance interventions are needed to help students develop stronger academic responsibility. This study aimed to examine the effectiveness of group guidance using the problem solving method in improving students’ academic responsibility. The research employed a quantitative approach with a pre-experimental design, specifically a one group pretest–posttest model. The population consisted of 12 students, from which 10 students were selected as research samples using purposive sampling based on predetermined criteria. Data were collected through an academic responsibility questionnaire that measured students’ responsibility before and after the intervention. Data analysis techniques included percentage interval analysis to determine responsibility categories and a t-test to examine differences between pretest and posttest scores.The results revealed that prior to the intervention, students’ academic responsibility was generally categorized as low to moderate. After the implementation of group guidance using the problem solving method, students’ academic responsibility increased significantly to high and very high categories. Furthermore, the t-test results showed a significant difference between pretest and posttest scores (p < 0.05). These findings indicate that group guidance with the problem solving method is effective in enhancing students’ academic responsibility. Therefore, school counselors are encouraged to implement this method as an alternative strategy to foster students’ academic responsibility in schools]]>
<![CDATA[RANCANGAN MODEL LAYANAN BIMBINGAN KELOMPOK DENGAN METODE PROBLEM SOLVING DALAM MENINGKATKAN KEDISIPLINAN BELAJAR ]]>
<![CDATA[Fany Febriyanti Hutabarat]]>;
<![CDATA[Fitria Kasih]]>;
<![CDATA[Fuaddillah Putra]]>
<![CDATA[ Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01, Maret 2026 Release ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan ]]>
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DOI: 10.23969/jp.v11i03.42930
<![CDATA[Penelitian ini dilatarbelakangi oleh fenomena perilaku ketidakdisiplinan belajar peserta didik kelas XII SMAN 1 Luhak Nan Duo yang ditunjukkan melalui berbagai indikator, seperti mengobrol dan tertidur saat pembelajaran, keterlambatan hadir ke sekolah, penggunaan handphone di kelas, tidak mengumpulkan tugas tepat waktu, serta perilaku bolos. Penelitian bertujuan untuk mendeskripsikan gambaran kedisiplinan belajar peserta didik serta menghasilkan rancangan model layanan bimbingan kelompok dengan metode problem solving yang valid untuk meningkatkan kedisiplinan belajar. Penelitian menggunakan pendekatan Research and Development (R&D) dengan populasi sebanyak 35 peserta didik dan sampel 12 peserta didik yang dipilih melalui teknik purposive sampling. Instrumen penelitian berupa angket kedisiplinan belajar, sementara analisis data dilakukan menggunakan teknik persentase untuk memperoleh gambaran tingkat kedisiplinan belajar serta analisis deduktif dalam proses pengembangan model layanan. Hasil penelitian menunjukkan bahwa kedisiplinan belajar peserta didik berada pada kategori tinggi. Selain itu, rancangan model layanan bimbingan kelompok dengan metode problem solving yang dikembangkan telah melalui tahap validasi oleh pakar teoritis dan dinyatakan layak digunakan. Model ini diharapkan dapat menjadi panduan praktis bagi guru bimbingan dan konseling dalam membantu peserta didik meningkatkan kedisiplinan belajar melalui penguatan kemampuan berpikir kritis, analitis, dan reflektif.]]>
<![CDATA[EFEKTIVITAS LAYANAN BIMBINGAN KELOMPOK DENGAN MENGGUNAKAN METODE ROLE PLAYING UNTUK MEMINIMALISIR PERILAKU AGRESIF PADA PESERTA DIDIK DI SMK NEGERI 5 PADANG PADA KELAS X TITL 1 ]]>
<![CDATA[Adit]]>;
<![CDATA[Fitria Kasih]]>;
<![CDATA[Rici kardo]]>
<![CDATA[ Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan ]]>
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DOI: 10.23969/jp.v11i03.64872
<![CDATA[This study was motivated by the aggressive behavior exhibited by students of class X TITL 1 at SMK Negeri 5 Padang, both physically and verbally. This study aimed to determine the effectiveness of group guidance services using the role-playing method in minimizing students’ aggressive behavior. The study employed an experimental method with a One Group Pretest-Posttest design. The population consisted of 24 students, while the sample included 10 students selected using purposive sampling. Data were collected through questionnaires and analyzed using percentage analysis and a t-test. The results showed that before the intervention, students’ aggressive behavior was in the high category, with a percentage of 50%, while after the intervention, it decreased to the low category, with a percentage of 80%. The mean aggressive behavior score decreased from 170.6 in the pretest to 118.4 in the posttest. The t-test result showed a significance value of 0.000216 < 0.05, indicating that group guidance services using the role-playing method were effective in minimizing students’ aggressive behavior.]]>
