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All Journal Humanitas: Indonesian Psychological Journal Ar-Raniry, International Journal of Islamic Studies Jurnal Mudarrisuna: Media Kajian Pendidikan Agama Islam Psikohumaniora: Jurnal Penelitian Psikologi Gadjah Mada Journal of Psychology Journal An-Nafs: Kajian Penelitian Psikologi Al Ishlah Jurnal Pendidikan Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Edukasi Islami: Jurnal Pendidikan Islam JURNAL TARBIYAH RAUDHAH Nizhamiyah RISTEKDIK : Jurnal Bimbingan dan Konseling Al-Irsyad: Jurnal Pendidikan dan Konseling Jurnal Ilmiah Sekolah Dasar Jurnal At-Tarbiyat (Jurnal Pendidikan Islam) Islamic Guidance and Counseling Journal Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Jurnal Pendidikan Edutama Al-Fatih: Jurnal Pendidikan dan Keislaman Jurnal Pendidikan dan Konseling Majalah Ilmiah Warta Dharmawangsa JURNAL RAUDHAH RESEARCH AND DEVELOPMENT JOURNAL OF EDUCATION (RDJE) Community Development Journal: Jurnal Pengabdian Masyarakat Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences G-Couns: Jurnal Bimbingan dan Konseling Waraqat : Jurnal Ilmu_Ilmu Keislaman Al-Mursyid : Jurnal Ikatan Alumni Bimbingan dan Konseling Islam (IKABKI) Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat Edukasia: Jurnal Pendidikan dan Pembelajaran Buletin Psikologi Jurnal Manajemen Pendidikan Islam Journal An-Nafs: Kajian Penelitian Psikologi Jurnal Penelitian Pendidikan Indonesia (JPPI) Lembaran Ilmu Kependidikan Edumaspul: Jurnal Pendidikan SCHOULID: Indonesian Journal of School Counseling
Nurussakinah Daulay Daulay
Department Of Islamic Educational Guidance And Counseling, Faculty Of Tarbiyah And Teacher Training, Universitas Islam Negeri Sumatera Utara, Deli Serdang
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Physics Public Health Social Sciences Other

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The Effectiveness of Group Guidance Using the Scaling Technique in Improving Students’ Academic Self-Concept Ismaniar Hasanah Sagala; Nurussakinah Daulay
Lembaran Ilmu Kependidikan Vol. 54 No. 2 (2025): Technology and Innovation in Education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v54i2.33585

Abstract

Background - Based on the researcher’s observations at the Jabal Rahmah Mulia Plus Junior High School Boarding School, it was found that students exhibited a low level of academic self-concept. A low academic self-concept may cause students to become easily discouraged, lose their motivation to learn, and be reluctant to participate actively in class because they perceive themselves as less intelligent than their peers. Academic self-concept refers to an individual’s perception, evaluation, and belief in their own abilities within the academic domain. Purpose - This study aims to determine whether group guidance using the scaling technique is effective in improving students’ academic self-concept. Method/approach - This study employed a quantitative approach with a quasi-experimental design using a one-group pretest–posttest model. The participants consisted of eight students with low levels of academic self-concept, selected through purposive sampling. The research instrument used in this study was an academic self-concept questionnaire. Findings - The results of this study indicate that group guidance services using the scaling technique are effective in improving students’ academic self-concept. Data were analyzed using the Wilcoxon Signed Ranks Test, which yielded a Z value of -2.527 with a p-value of 0.012. Since the p-value < 0.05, it can be concluded that there is a significant difference between the pre-test and post-test scores. Conclusions - Group guidance services using the scaling technique can be utilized as a form of intervention to enhance students’ academic self-concept. This study is also expected to serve as a reference for the implementation of guidance and counseling services in schools, particularly in addressing psychological issues related to students’ academic aspects. Novelty/Originality/Value - This study offers novelty by emphasizing the effectiveness of group guidance using the scaling question technique in improving academic self-concept. It provides a theoretical contribution by expanding the understanding of the impact of the scaling question technique on students’ cognitive–reflective aspects, as well as a practical contribution by offering an alternative group guidance strategy for school counselors to optimize students’ academic potential.
UPAYA GURU BIMBINGAN KONSELING DALAM MENGATASI PERILAKU FEAR OF MISSING OUT (FOMO) PADA SISWA SMAN 7 MEDAN Tasya Amalia; Syaiful Akhyar Lubis; Nurussakinah Daulay
Jurnal Penelitian Pendidikan Indonesia (JPPI) Vol. 3 No. 2 (2026): Januari
Publisher : Publikasi Inspirasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62017/jppi.v3i2.6381

Abstract

Perkembangan teknologi digital dan media sosial meningkatkan fenomena Fear of Missing Out (FOMO), yaitu kecemasan seseorang ketika merasa tertinggal dari aktivitas atau informasi sosial. Siswa SMA merupakan kelompok yang paling rentan mengalami FOMO karena interaksi digital yang intens, kebutuhan pengakuan sosial, dan tekanan perbandingan sosial. Penelitian ini bertujuan mendeskripsikan upaya guru bimbingan dan konseling (BK) dalam mengatasi perilaku FOMO pada siswa SMAN 7 Medan serta menganalisis penerapan layanan konseling yang digunakan. Pendekatan yang digunakan adalah kualitatif deskriptif dengan teknik wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa guru BK melakukan upaya preventif, kuratif, dan developmental melalui layanan orientasi, layanan informasi, konseling individu, konseling kelompok, konsultasi, dan mediasi. Guru BK juga menerapkan pendekatan Rational Emotive Behavior Therapy (REBT) dan Cognitive Behavioral Therapy (CBT) untuk membantu siswa mengelola pikiran irasional terkait FOMO. Hambatan yang dihadapi berupa intensitas penggunaan media sosial yang tinggi, pengaruh teman sebaya, dan rendahnya kontrol diri siswa. Secara keseluruhan, guru BK berperan penting sebagai fasilitator, konselor, mediator, dan pengarah dalam membantu siswa mengendalikan perilaku FOMO dan mengembangkan literasi digital yang sehat.
Efektivitas bimbingan kelompok teknik rational self analysis untuk meningkatkan religiusitas siswa Alvina Khairani; Nurussakinah Daulay
SCHOULID: Indonesian Journal of School Counseling Vol. 10 No. 2 (2025): SCHOULID: Indonesian Journal of School Counseling
Publisher : Indonesian Counselor Association (IKI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23916/086106011

Abstract

Penelitian ini bertujuan untuk mengetahui efektivitas layanan bimbingan kelompok dengan teknik Rational Self-Analysis (RSA) dalam meningkatkan religiusitas siswa. Metode yang digunakan adalah kuantitatif dengan desain quasi-eksperimen, melibatkan kelompok eksperimen yang menerima intervensi RSA dan kelompok kontrol tanpa intervensi. Hasil penelitian menunjukkan bahwa intervensi RSA meningkatkan religiusitas siswa, ditunjukkan oleh uji paired sample t-test pada kelompok eksperimen dengan nilai signifikansi 0,001 (p < 0,05) dan rata-rata selisih skor -64,750, sedangkan kelompok kontrol tidak mengalami perubahan signifikan (Sig. = 0,438). Temuan ini sejalan dengan penelitian terdahulu yang menunjukkan bahwa pendekatan rasional emotif dan layanan bimbingan kelompok dapat meningkatkan pemahaman diri dan nilai-nilai spiritual siswa. Meskipun demikian, penelitian ini memiliki keterbatasan, seperti ukuran sampel yang terbatas, durasi intervensi singkat, dan kemungkinan bias partisipan, sehingga generalisasi hasil perlu dilakukan dengan hati-hati. Kesimpulannya, teknik RSA dapat digunakan secara efektif dalam layanan bimbingan kelompok untuk membantu siswa mengenali dan mengubah pola pikir irasional menjadi lebih positif, namun penerapannya perlu disesuaikan dengan konteks dan durasi intervensi.
Co-Authors Abdul Aziz Rusman Abdul Latif Syafwan Ade Chita Putri Harahap Ahmad Dai Robby Ahmad Zaki Ilman Nasution Aini Jahara Alimatuk Sakdiyah Pulungan Alvina Khairani Annisya Rahma Simanullang Astrie Anggraini Ayu Ashari Bagus Setiawan Delianti Putri Dinda Permatasari Harahap Eka Syahputri Elfidayati Elfidayati F, Muhammad Bagas Faisal Faisal Fikri Azriel Akbar Siregar Hadjam, Noor Rochman Haerani Nur Hafiz, Muhammad Hafsah Dahni Rahmayani Ikrimah Amalah Batubara Intan Kumalasari Irma Diani Hashibuan Irma Suryani Nasution Ismaniar Hasanah Sagala Khairuddin Khairuddin Khofifah Tanjung Lahmuddin Lubis Lahmuddin Lubis Lahmuddin Lubis Lenni Dalimunthe Luppi Nasution M Fajri Syahroni Siregar Mahyuddin Siregar Makmur Syukri MANURUNG, PURBATUA Masganti Sit Miftahur Rahmi Sitompul Mitha Amellia Dalimunthe Muhammad Habib Munisa Munisa Mutiara Aulia Mutiara Harahap Nadila Nadila Nasution, Muhammad Amin Nefi Darmayanti Neila Ramdhani Neila Ramdhani Nikene Sampin Noor Rochman Hadjam Noor Rochman Hadjam, Noor Rochman Nur Sahdiah Siregar Nurhalimah Br Harahap Putri Novi Azhar Rafika Syifa Nirwana Hsb Rahma Sari Putri Tambunan Rahmi Rabiatul Aulia Ramdhani, Neila Rina Mirza Risyad Fikri Abdillah Safrina Dita Maritza Saida Amini Thasfa Saiful Akhyar Lubis Salamiah Sari Dewi Salim Salim Sayidah Aulia Ul Haque Sesilia Amanda Silvia Hafida Husna Nasution Siska Ardilla Anggaraini Sit, Masganti Siti AISYAH Siti Fatmah Manik Siti Hadijah Lubis Siti Maila Faiza Tanjung Solihah Titin Sumanti Sri Ulfa Hasibuan Sri Wahyuni Suryani Hardjo Syaiful Akhyar Lubis Tasya Amalia Tasya Azizah Anwar Teguh Samta Adrian Thacker, Nancy Vera Yuliza Wiwin Hendriani Wulan Sari Dalimunthe Yudistira Fauzy Indrawan Yusnaili Budianti Zainuddin Zainuddin