Articles
<![CDATA[Pengaruh Layanan Bimbingan Kelompok Terhadap Kematangan Pilihan Karir ]]>
<![CDATA[Alriza Rahayu Rahmawati]]>;
<![CDATA[Yusmansyah Yusmansyah]]>;
<![CDATA[Shinta Mayasari]]>
<![CDATA[ ALIBKIN (Jurnal Bimbingan Konseling) Vol 8, No 2 (2020): ALIBKIN ]]>
Publisher : <![CDATA[ALIBKIN (Jurnal Bimbingan Konseling) ]]>
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<![CDATA[The problem in this research was career option maturity students. The purpose of this research was to find out that group guidance can influence career maturity students in class XII of SMA Negeri 1 Tumijajar Academic Year 2019/2020. The method of this research was quasi experimental with pretest and posttest design. Research’s sample selected purposive sampling technique. The study population was 36 students with sample 11 peoples. Data collection techniques used a scale of career maturity.Permasalahan dalam penelitian ini adalah kematangan pilihan karir siswa rendah. Penelitian ini bertujuan untuk mengetahui pengaruh layanan bimbingan kelompok terhadap kematangan karir siswa kelas XII SMA Negeri 1 Tumijajar Tahun Ajaran 2019/2020. Metode yang digunakan dalam penelitian ini adalah eksperimen semu dengan desain pretest dan posttest. Sample penelitian dipilih menggunakan teknik purposive sampling. Populasi dalam penelitian ini adalah 36 siswa dengan sample 11 orang. Teknik pengumpulan data menggunakan skala kematangan karir.Kata kunci: bimbingan Konseling, layanan bimbingan kelompok, kematangan karir]]>
<![CDATA[Analisis Perilaku Bullying Siswa Sekolah Menengah Atas Negeri 15 Bandar Lampung Tahun Ajaran 2018/2019 ]]>
<![CDATA[Dian Ayu Lestari]]>;
<![CDATA[Yusmansyah Yusmansyah]]>;
<![CDATA[Redi Eka Andriyanto]]>
<![CDATA[ ALIBKIN (Jurnal Bimbingan Konseling) Vol 7, No 1 (2019): ALIBKIN ]]>
Publisher : <![CDATA[ALIBKIN (Jurnal Bimbingan Konseling) ]]>
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<![CDATA[The problem in this research is many students do bullying behavior. This study aims to analyze students bullying behavior in SMA 15 Bandar Lampung Academic Year 2018/2019. The method used in this study was Quantitative Descriptive. The technique of collecting data used was the Bullying Behavior Questionnaire and data analysis techniques using Percentage Descriptive Analysis. The sample of this study was 149 students from 740 people who were taken randomly using Simple Random Sampling and Microsoft Office Excel. The results show that 143 students (96%) carried out bullying behavior. The most bullying behavior carried out by the students is verbal bullying, which is done by 139 students (93%). Based on the results of data analysis, almost all students do bullying behavior and the form of bullying behavior that most students do is verbal bullying.Masalah dalam penelitian ini adalah banyak siswa yang melakukan perilaku bullying. Penelitian ini bertujuan untuk menganalisis Perilaku Bullying siswa SMA Negeri 15 Bandar Lampung Tahun Ajaran 2018/2019. Metode yang digunakan pada penelitian ini adalah metode Deskriftif Kuantitatif. Teknik pengumpulan data menggunakan Angket Perilaku Bullying dan teknik analisis data menggunakan Analisis Deskriptif Persentase. Sampel penelitian ini sebanyak 149 siswa dari 740 orang populasi yang diambil secara acak menggunakan Simple Random Sampling dengan bantuan Microsoft Office Excel. Hasil penelitian menunjukkan bahwa 143 siswa (96%) melakukan perilaku bullying. Perilaku bullying yang paling banyak dilakukan oleh siswa adalah bullying verbal, yaitu 139 siswa (93%). Berdasarkan hasil analisis data diperoleh hampir keseluruhan siswa melakukan perilaku bullying dan bentuk perilaku bullying yang paling banyak dilakukan siswa yaitu bullying verbal.Kata kunci: bullying elektronik, bullying fisik, bullying relasional, bullying verbal, perilaku bullying]]>
<![CDATA[Penggunaan Layanan Konseling Kelompok Teknik Role Play Untuk Meningkatkan Perilaku Asertif Pada Siswa ]]>
<![CDATA[Riska Apriyanti]]>;
<![CDATA[Yusmansyah Yusmansyah]]>;
<![CDATA[Diah Utaminingsih]]>
<![CDATA[ ALIBKIN (Jurnal Bimbingan Konseling) Vol 5, No 4 (2017): ALIBKIN ]]>
Publisher : <![CDATA[ALIBKIN (Jurnal Bimbingan Konseling) ]]>
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<![CDATA[The problem of this research was the lowness of the student assertive behavior. The objective was research to the increase in assertive behavior in students using role play technique. The research method used quasi experimental with one group pretest posttest design, then analyzed with a using the wilcoxon test. Data was collected with assertive behavior scale. The subject of the study were 7 students. who had assertive behavior was low. The results of statistical analysis showed they Zart = -2,366Ztab = 0,018, it meant Ho was rejected and Ha accepted and the results of the analysis showed that the assertive behavior of the students there was an increase for 55%. This meant that there was a significant difference between assertive behavior before and after the group group counseling services. The counslusion of this research was that students assertive behavior couldbe in creased by using group counseling services in class X Madrassah Daarul Maarif Natar South LampungMasalah dalam penelitian ini adalah perilaku asertif siswa yang rendah. Tujuan penelitian adalah mengetahui peningkatan perilaku asertif pada siswa dengan teknik role play. Metode penelitian menggunakan quasi experimental dengan teknik analisis one group pretest-posttest. Teknik pengumpulan data adalah skala perilaku asertif. Subyek penelitian sebanyak 7 orang yang memiliki perilaku asertif rendah. Teknik analisis data menggunakan uji wilcoxon. Hasil analisis statistik menunjukkan Zhit = -2,366Ztab = 0,018, maka Ho ditolak dan Ha diterima Artinya terdapat peningkatan yang signifikan antara perilaku asertif sebelum dan setelah diberikan layanan konseling kelompok. Kesimpulan penelitian ini adalah perilaku asertif siswa dapat ditingkatkan menggunakan layanan konseling kelompok pada siswa kelas X di Madrasah Daarul Maarif Natar Lampung SelatanKata kunci: konseling kelompok, bimbingan dan konseling dan perilaku asertif]]>
<![CDATA[Meningkatkan Kepercayaan Diri Siswa dalam Belajar Menggunakan Konseling Rational Emotive Behavior Therapy ]]>
<![CDATA[Agusdin Agusdin]]>;
<![CDATA[Yusmansyah Yusmansyah]]>;
<![CDATA[Ratna Widiastuti]]>
<![CDATA[ ALIBKIN (Jurnal Bimbingan Konseling) Vol 5, No 3 (2017): ALIBKIN ]]>
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<![CDATA[The aims of this study was to know the improvement self confidence of students by using rational emotive behavior therapy. The problem on this research was the low of self confidence students in activities learning. The method used in this research was Quasi experimental with one group pretest-posttest design. The data research analyzed by used non-parametric Wilcoxon test. The subjects of this study were 6 students, who had low self confidence in learning. The stastiscally analyzed showed z output= 2,207 and z table= 1,960. Because z output z table, then Ho was ignored and Ha was accepted. It meant that there was significant increases between self confidence of students before and after being given counseling rational emotive behavior therapy. The conclusion was that self confidence of students could be increased by counseling rational emotive behavior therapy of students.Tujuan penelitian ini adalah untuk mengetahui peningkatan percaya diri siswa dengan menggunakanrational emotive behavior therapy.Masalah pada penelitian ini adalah percaya diri siswa rendah dalam belajar, Metode yang digunakan dalam penelitian ini adalah Quasi experimental dengan bentukone group pretest-posttest, kemudian data hasil penelitian dianalisis dengan statistik non parametrik menggunakan uji Wilcoxon. Subyek penelitian sebanyak enam orang siswa yang memiliki percaya diri rendah dalam pembelajaran. Hasil analisis statistik menunjukkan z hitung = 2,207 dan z tabel = 1,960. Karena z hitung z tabel, maka Ho ditolak dan Ha diterima. Artinya terdapat perbedaan yang signifikan antara kepercayaan diri siswa sebelum dan setelah diberikan konselingrational emotive behavior therapy. Kesimpulan, kepercayaan diri siswa dapat ditingkatkan menggunakan konselingrationale motive behavior therapy pada siswa.Kata kunci : bimbingan dan konseling, kepercayaan diri, rational emotive behavior therapy]]>
<![CDATA[Meningkatkan Kecerdasan Emosi Dengan Menggunakan Konseling Client Centered ]]>
<![CDATA[Tri Sutisna]]>;
<![CDATA[Yusmansyah Yusmansyah]]>;
<![CDATA[Redi Eka Andriyanto]]>
<![CDATA[ ALIBKIN (Jurnal Bimbingan Konseling) Vol 6, No 2 (2018): ALIBKIN ]]>
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<![CDATA[The problem of this research was the lowness of studentss emotional intelligence. The purpose of this research was to know the improvement of the emotional intelligence by using client centered counseling in students of class XI Senior High School 3 Bandar Lampung in academic year 2017/2018. The method of this research was a quasi experiment with the pretest-posttest design. The subjects of this research were much as five students who have low emotional intelligence. The data collection technique was using emotional intelligence scale. The results of data was analyzed from pretest and posttest of emotional intelligence using Wilcoxon test. The results of statistics analyzed was showing that Zcount = -2,023 Ztable = 0,018, p = 0,043; p 0,05, so it can be concluded that Ho was rejected and Ha was accepted. That meant the students emotional intelligence can be improved with client centered counseling.Masalah dalam penelitian ini kecerdasan emosi siswa rendah. Tujuan penelitian ini adalah untuk mengetahui peningkatan kecerdasan emosi dengan menggunakan konseling client centered pada siswa kelas XI SMA Negeri 3 Bandar Lampung tahun ajaran 2017/2018. Metode penelitian ini bersifat eksperimen semu dengan pretest-posttest design. Sunjek penelitian sebanyak lima siswa yang memiliki kecerdasan emosi rendah. Teknik pengumpulan data menggunakan skala kecerdasan emosi. Hasil analisis data dari pretest dan posttest kecerdasan emosi menggunakan uji beda Wilcoxon. Hasil analisis statistik menunjukkan Zhitung = -2,023 Ztabel = 0,018, p = 0,043 ; p 0,05, maka dapat disimpulkan bahwa Ho ditolak dan Ha diterima. Ini artinya kecerdasan emsosi siswa dapat ditingkatkan dengan konseling client centered.Kata kunci: bimbingan dan konseling, kecerdasan emosi, konseling client centered]]>
<![CDATA[Analisis Kesiapan Kerja Mahasiswa Tingkat Akhir ]]>
<![CDATA[Maya Zunita]]>;
<![CDATA[Yusmansyah Yusmansyah]]>;
<![CDATA[Ratna Widiastuti]]>
<![CDATA[ ALIBKIN (Jurnal Bimbingan Konseling) Vol 6, No 3 (2018): ALIBKIN ]]>
Publisher : <![CDATA[ALIBKIN (Jurnal Bimbingan Konseling) ]]>
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<![CDATA[The purpose of this research was to find out the final-year students’ employability. This is quantitative descriptive research. The descriptive percentage and Rasch Model were used as the techniques. The sample of this research was the final-year students’ of departement language and arts education program, especially the Indonesian and Literature, English, and French Education students. The total number of the sample was 77 students. The instruments of this research were the employability scale. The result showed that the level of the final-year students’ employability of Indonesian and Literature (84%), English (94%) and French Education study program (93%) was generally high. This indicated that the employability at the final-year students’of Indonesian and Literature, English, and French Education study program was generally into high category.Tujuan penelitian ini untuk mengetahui tingkat kesiapan kerja mahasiswa tingkat akhir. Penelitian ini bersifat kuantitatif deskriptif, dengan teknik analisis data deskriptif prosentase dan Rasch model. Sampel penelitian sebanyak 77 mahasiswa yang diambil dari program studi Pendidikan Bahasa dan Sastra Indonesia, Bahasa Inggris, dan Bahasa Prancis. Teknik pengumpulan data menggunakan skala kesiapan kerja. Hasil penelitian menunjukan bahwa tingkat kesiapan kerja mahasiswa tingkat akhir program studi Pendidikan Bahasa dan Sastra Indonesia (84%), Bahasa Inggris (94%), dan Bahasa Prancis (93%) yang dapat dikategorikan tinggi. Dapat disimpulkan bahwa kesiapan kerja mahasiswa tingkat akhir program studi Pendidikan Bahasa dan Sastra Indonesia, Bahasa Inggris, dan Bahasa Prancis termasuk dalam kategori tinggi.Kata kunci: bimbingan konseling, kesiapan kerja, mahasiswa ]]>
<![CDATA[PENGGUNAAN LAYANAN KONSELING KELOMPOK UNTUK MENINGKATKAN RASA PERCAYA DIRI DALAM BELAJAR ]]>
<![CDATA[Yondariwati Yondariwati]]>;
<![CDATA[Yusmansyah Yusmansyah]]>;
<![CDATA[Ratna Widiastuti]]>
<![CDATA[ ALIBKIN (Jurnal Bimbingan Konseling) Vol 2, No 2 (2013): ALIBKIN ]]>
Publisher : <![CDATA[ALIBKIN (Jurnal Bimbingan Konseling) ]]>
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<![CDATA[The purpose of this study was to determine the increase in self-confidence in learning after attending a group counseling services in the students. The problem in this study was the low of students’ self-confidence. The question in this study was "Is there an increase in self-confidence in students' learning after attending a group counseling services to the students?". The method used in this study was pre-experimental design methods with one-group pretest-posttest design. Subject of this study were eight students of grade XI. Data collection techniques in this study using the scale techniques and supported by unstructured observation.The results obtained in this study indicate that there was an increase in self-confidence in learning after attending a group counseling services, as indicated from the results of the data analysis using the Wilcoxon test, from the pretest and posttest results we obtained p = 0.012: p 0.05. Then, Ho was rejected and Ha was accepted, which mean that there was an increase in self-confidence in learning after attending a counseling group. The conclusion of this study was that there was an increase of self-confidence in learning after attending a group counseling services in the students. The advice given are: (1) The students should be able to take part in group counseling services, thus they can increas their confidence in learning, (2) Counselling teachers should conduct group counseling activities to help students improve their self-confidence in learning.kata kunci: bimbingan konseling, konseling kelompok, percaya diri dalam belajar]]>
<![CDATA[Hubungan Antara Interaksi Teman Sebaya Dengan Prestasi Belajar ]]>
<![CDATA[Ade Ratna Mutiara]]>;
<![CDATA[Yusmansyah Yusmansyah]]>;
<![CDATA[Shinta Mayasari]]>
<![CDATA[ ALIBKIN (Jurnal Bimbingan Konseling) Vol 6, No 1 (2018): ALIBKIN ]]>
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<![CDATA[The purpose of this study was to identify the correlation between peer group interaction with learning achievement. The research method was quantitative. Population amounted160 students and research sample as many as 32 students determined by simple random sampling technique. Data collection technique used observation of peer group interaction and value of report documentation. Data analysis technique used Product Moment correlation. The result showed there was a positive and significant correlation between peer goup interaction with learning achievement value rhitung=0,528 rtabel=0,338 at the level of significant 0,05 then Ho rejected and Ha accepted. The conclusion of this research is there was a positive and significant correlation between peer group interaction with learning achievement, its mean the greater of peer group interaction will be the higher the student learning achievement.Tujuan penelitian ini adalah untuk mengetahui hubungan antara interaksi teman sebaya dengan prestasi belajar. Metode penelitian bersifat kuantitatif. Populasi dalam penelitian ini sebanyak 160 siswa dan sampel berjumlah 32 siswa yang diambil dengan tekniksimple random sampling.Teknik pengumpulan data menggunakan observasi interaksi teman sebaya dan dokumentasi nilai raport. Teknik analisis data menggunakan korelasiProduct Moment. Hasil penelitian menunjukkan terdapat hubungan yang positif dan signifikan antara interaksi teman sebaya dengan prestasi belajar dengan nilai korelasi rhitung=0,528 rtabel= 0,338 pada taraf signifikan 0,05 maka Ho ditolak dan Ha diterima. Kesimpulan hasil penelitian ini adalah terdapat hubungan positif dan signifikan antara interaksi teman sebaya dengan prestasi belajar, artinya semakin besar interaksi teman sebaya maka akan semakin tinggi pula prestasi belajar siswa.Kata kunci:hubungan, interaksi teman sebaya, prestasi belajar]]>
<![CDATA[Hubungan antara self regulated learning dan prokrastinasi akademik ]]>
<![CDATA[Noviyanti Noviyanti]]>;
<![CDATA[Yusmansyah Yusmansyah]]>;
<![CDATA[Diah Utaminingsih]]>
<![CDATA[ ALIBKIN (Jurnal Bimbingan Konseling) Vol 7, No 3 (2019): ALIBKIN ]]>
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<![CDATA[The problem in this research is academic procrastination behavior. This study aims to find out how is a significant negative correlation between self regulated learning with academic procrastination using quantitative research methods. The sample of this study was 104 students. The instrument used a scale of self regulated learning and academic procrastination scale. The analysis technique used the product moment technique with a significance level of 5%. Based on the analysis, it is known that the value of r-count = -0.810 from the level of r-table = 0,1622. The results of this study indicate that there is a significant negative relationship between self regulated learning and academic procrastination, meaning that the higher the self regulated learning, the lower the academic procrastination in students, and vice versa is the lower the self regulated learning so the higher academic procrastination for students.Masalah dalam penelitian ini adalah perilaku prokrastinasi akademik. Penelitian ini bertujuan untuk mengetahui bagaimanakah hubungan yang signifikan negatif antara self regulated learning dengan prokrastinasi akademik menggunakan metode penelitian kuantitatif. Sampel penelitian ini berjumlah 104 siswa. Instrumen penelitian menggunakan skala self regulated learning dan skala prokrastinasi akademik. Teknik analisa menggunakan teknik product moment dengan taraf signifikansi 5%. Berdasarkan hasil analisa diketahui nilai r-hitung = -0,810 dari taraf r-tabel = 0, 1622. Hasil penelitian ini menunjukkan terdapat hubungan yang signifikan negatif antara self regulated learning dengan prokrastinasi akademik, artinya semakin tinggi self regulated learning maka semakin rendah prokrastinasi akademik pada siswa, begitu juga sebaliknya yaitu semakin rendah self regulated learning maka semakin tinggi prokrastinasi akademik pada siswa.Kata kunci: bimbingan konseling, prokrastinasi akademik, self regulated learning]]>
<![CDATA[Penggunaan Konseling Behavioristik Teknik Operant Conditioning Untuk Membentuk Sikap dan Kebiasaan Belajar Yang Baik ]]>
<![CDATA[Noer Safitri]]>;
<![CDATA[Yusmansyah Yusmansyah]]>;
<![CDATA[Redi Eka Andriyanto]]>
<![CDATA[ ALIBKIN (Jurnal Bimbingan Konseling) Vol 6, No 3 (2018): ALIBKIN ]]>
Publisher : <![CDATA[ALIBKIN (Jurnal Bimbingan Konseling) ]]>
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<![CDATA[The purpose of this study is to find out the attitudes and habits of good student learning can be formed by using behavioristic counseling techniques of operant conditioning. This research method is experimental research with design type one group pre test and post test design. Research subjects were 4 students who had bad attitudes and study habits. Data collection techniques used in this research was the questionnaire PSKB. The results showed that good student attitudes and habits can be formed by using behaviouristic counseling techniques operant conditioning. Conclusion in this research is good student attitude and study habits can be formed by using behavioristic counseling technique of operant conditioning in class X student of SMA Negeri 2 Kotabumi of academic year 2017/2018.Tujuan penelitian ini adalah untuk mengetahui sikap dan kebiasaan belajar siswa yang baik dapat dibentuk dengan menggunakan konseling behavioristik teknik operant conditioning. Metode penelitian ini adalah penelitian eksperimen dengan jenis one group pre test and post test design. Subjek penelitian sebanyak 4 siswa yang memiliki sikap dan kebiasaan belajar buruk. Teknik pengumpulan data menggunakan angket PSKB. Hasil penelitian menunjukkan bahwa sikap dan kebiasaan belajar siswa yang baik dapat dibentuk dengan menggunakan konseling behavioritik teknik operant conditioning. Simpulan dalam penelitian ini adalah sikap dan kebiasaan belajar siswa yang baik dapat dibentuk dengan menggunakan konseling behavioristik teknik operant conditioning pada siswa kelas X SMA Negeri 2 Kotabumi Tahun Ajaran 2017/2018.Kata kunci: sikap dan kebiasaan belajar, konseling behavioristik, teknik operant conditioning]]>
