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All Journal Edu Consilium : Jurnal Bimbingan dan Konseling Pendidikan Islam EDUCATIONE: Journal of Education Research and Review
Rusmiyati
STKIP PGRI Sumenep
Religion Humanities Education Social Sciences Other

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Pengembangan Kerjasama Profesional Program Bimbingan dan Konseling Arina Mufrihah; Rusmiyati; Nur Erlinasari
Edu Consilium : Jurnal Bimbingan dan Konseling Pendidikan Islam Vol. 2 No. 2 (2021)
Publisher : Institut Agama Islam Neegri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ec.v2i2.4888

Abstract

Aims of this descriptive qualitative research are organizing cooperational models of guidance and counseling and analizing use of those professional cooperation activities between counselor and other professionals for students as targeting subject of guidance and counseling service. Author got the needed data from observation method, interview method, and documentation method, while subject of this research are guidance and counseling teachers and students. Guidance and counseling teachers have created some cooperational patterns with motivator, psychology institution, college, and alumna. By these cooperational programs, students acknowledged that they got many supports in understanding and developing their potentials, coping their obstacles, and programming their individual planning. Penelitian ini merupakan penelitian deskriptif kualitatif dengan tujuan mengorganisasikan pola-pola kerjasama bimbingan dan konseling dan menelaah manfaat yang diperoleh siswa sebagai subjek sasaran layanan BK dari kegiatan kerjasama profesional antara konselor dengan pihak-pihak profesional lainnya. Data penulis peroleh dari observasi, wawwancara, dan dokumentasi, subjek dalam penelitian ini adalah Guru BK dan siswa. Penulis memperoleh hasil penelitian berupa pola kerjasama yang dijalin oleh tenaga BK ialah dengan: (1) motivator; (2) lembaga psikologi; (3) perguruan tinggi; dan (4) alumni. Dengan program kerjasama tersebut siswa mengakui banyak terbantu dalam memahami-mengembangkan potensinya, mengatasi hambatannya, dan melakukan perencanaan individual.
COGNITIVE BEHAVIOURAL THERAPY IN EDUCATIONAL SETTINGS: EMPOWERING STUDENTS TO OVERCOME CONCENTRATION CHALLENGES THROUGH INDIVIDUAL COUNSELING Ainul Izzah; Rusmiyati; Anis Tri Yuliana
EDUCATIONE Volume 3, Issue 2, July 2025
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v3i2.102

Abstract

Learning concentration is a critical factor influencing students’ academic achievement, particularly for final-year Madrasah Aliyah (MA) students who face intense examination pressures and environmental distractions. Despite the prevalence of concentration problems, conventional school interventions often fail to address the underlying cognitive and behavioral barriers. This study aimed to examine the effectiveness of individualized Cognitive Behavioural Therapy (CBT)-based counseling in improving learning concentration among final-year MA students at MA Nurun Najah Sumberkima. Employing a qualitative case study design, data were collected through in-depth interviews, participant observation, and document analysis involving six students with documented concentration difficulties, supported by input from teachers and parents. The intervention consisted of six weekly CBT counseling sessions focusing on assessment, psychoeducation, cognitive restructuring, behavioral activation, and relapse prevention. Thematic analysis revealed substantial improvements in students’ focus, classroom engagement, time management, and academic performance, with average grades increasing by 10–15 points and greater consistency in task completion. The findings conclude that individualized CBT-based counseling is effective in alleviating anxiety, restructuring negative thinking, and fostering positive study habits in a culturally specific educational context. This research is beneficial for educators and school counselors, offering an empirically validated model for enhancing concentration and academic readiness. Future studies should explore the long-term impacts of individualized versus group-based CBT interventions across broader student populations.
Co-Authors Ainul Izzah Anis Tri Yuliana Arina Mufrihah Nur Erlinasari