Articles
<![CDATA[Relationship between Parenting Parents and Student Learning Discipline ]]>
<![CDATA[Mega Sentya Saputri]]>;
<![CDATA[Yusmansyah Yusmansyah]]>;
<![CDATA[Diah Utaminingsih]]>
<![CDATA[ ALIBKIN (Jurnal Bimbingan Konseling) Vol 7, No 4 (2019): ALIBKIN ]]>
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<![CDATA[The problem in the study of the relationship between parenting parents with the discipline of learning for eighth grade students of SMP Negeri 20 Bandar Lampung in Academic Year 2018/2019. The method used in this study is the korelası method. The research sample of 100 students from 400 populations, taken using quantitative, with simple random sampling correlation techniques. The results showed that there was a relationship between parenting parents and student learning discipline, this was indicated by the results of data analysis using product moment correlation obtained value r = 0437 r table = 0.256 at a significant level of 0.01 then Ho was rejected and Ha was accepted.Masalah dalam penelitian ini adalah disiplin belajar siswa rendah. Penelitian ini bertujuan untuk mengetahui hubungan antara pola asuh orang tua dengan disiplin belajar siswa kelas VIII SMP Negeri 20 Bandar Lampung Tahun Ajaran 2018/2019. Metode yang digunakan dalam penelitian ini adalah metode korelasi. Sampel penelitian sebanyak 100 siswa dari 400 populasi, diambil menggunakan kuantitatif, dengan teknik korelasi simple random sampling. Hasil penelitian menunjukan bahwa terdapat hubungan antara pola asuh orang tua dengan disiplin belajar siswa, hal ini ditunjukan hasil analisis data menggunakan korelasi product moment diperoleh r hitung = 0.437 r tabel = 0.256 pada taraf signifikan 0.01, maka Ho ditolak dan Ha diterima.Kata kunci: bimbingan konseling, disiplin belajar, pola asuh orang tua]]>
<![CDATA[PENINGKATAN SIKAP DAN KEBIASAAN BELAJAR POSITIF DENGAN MENGGUNAKAN TOKEN ECONOMY PADA SISWA KELAS V SD NEGERI 4 WAY GALIH KECAMATAN TANJUNG BINTANG TAHUN PELAJARAN 2012/2013 ]]>
<![CDATA[Rika Yuniarti]]>;
<![CDATA[Yusmansyah Yusmansyah]]>;
<![CDATA[Ratna Widiastuti]]>
<![CDATA[ ALIBKIN (Jurnal Bimbingan Konseling) Vol 2, No 1 (2013): ALIBKIN ]]>
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<![CDATA[The Problem of this research was that student’s attitudes and positive learning habits are low. Research problem of this research is “could student’s attitudes and positive learning habits be increased by using token economy?”. The purpose of this research was to know that student’s attitudes and positive learning habits were could increaseds by using token economy. The Method of this research was quasi experimental method teqhnique of the one group pretest-posttest desin. The Subject of this research were 6 students who had low of attitudes and positive learning habits. Technique in gaining the data of this research were by using observation. Result of this research showed that the student’s attitudes and positive learning habits could reduce by using token economy, it showed from the data analysis that use t-test, from the result of pretest and posttest gaining tarithmathic=15,36 ttable=2,015 so, Ho was rejected and Ha was received, it means that student’s attitudes and positive learning habits could increased by using token economy. Conclusion of this research were student’s attitudes and positive learning habits could increased by using token economy for students grade V SD Negeri 4 Way Galih Subdistrict Tanjung Bintang Year of 2012/2013. The suggestions were (1) for teacher, please give program of guidance for inform about how infortant studen’ts attitudes and positive learning habits and how did to increasing it. (2) for parent, please standing behind and apply effort increasing of student’s attitudes and positive learning habits for students when to home after got the information from teachers. (3) for researchers, in this research token economy is not suited for students who had social phobia, so researcher should to research students who had social phobia by using systematic desensitisasi. Key word: token economy, attitudes and positive learning habits]]>
<![CDATA[Peningkatan Sikap Suportif Dalam Komunikasi Interpersonal Dengan Layanan Bimbingan Kelompok Teknik Latihan Asertif ]]>
<![CDATA[Fitri Pradita Pertiwi]]>;
<![CDATA[Yusmansyah Yusmansyah]]>;
<![CDATA[Shinta Mayasari]]>
<![CDATA[ ALIBKIN (Jurnal Bimbingan Konseling) Vol 5, No 6 (2017): ALIBKIN ]]>
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<![CDATA[The major problem of this research was students have low-supportive attitude. The purpose of this research was to improve studentss supportive attitude in interpersonal communication by counseling group. The method use in this research was experimental quasi designs with techniques non-equievalent control group design. The data collecting technique used supportive attitude in interpersonal communication scale. From the result analysis used Wilcoxon test , it was obtained that probability from the experiment group Zvalue = -2,524 Ztable = 1,645, the meaning t value t table (-2,524 1,645) , then H0 rejected. The finding suggest counseling service group of assertive training technique to improve students supportive attitude in interpersonal communication.Masalah penelitian ini adalah sikap sportif dalam komunikasi interpersonal siswa. Tujuan penelitian untuk meningkatkan sikap sportif komunikasi interpersonal dengan menggunakan layanan bimbingan kelompok teknik latihan asertif. Metode penelitian ini adalah quasi eksperimen, desain penelitian nonequievalent control group design. Teknik pengumpulan data menggunakan Skala Sikap Sportif Komunikasi Interpersonal. hasil analisis data menggunakan uji wilcoxon, diperoleh nilai probabilitas pada kelompok eksperimen dengan nilai Zhitung = -2,524 Ztabel = 1,645 maka Ho1 ditolak. Kesimpulannya adalah penggunaan bimbingan kelompok teknik latihan aserif dapat meningkatkan komunikasi interpersonal khususnya pada sikap suportifKata kunci: bimbingan kelompok, komunikasi interpersonal, latihan asertif, sikap suportif]]>
<![CDATA[Peningkatan Komunikasi Interpersonal Menggunakan Layanan Konseling Kelompok Teknik Assertive Training ]]>
<![CDATA[Wika Christian Pasaribu]]>;
<![CDATA[Yusmansyah Yusmansyah]]>;
<![CDATA[Shinta Mayasari]]>
<![CDATA[ ALIBKIN (Jurnal Bimbingan Konseling) Vol 7, No 2 (2019): ALIBKIN ]]>
Publisher : <![CDATA[ALIBKIN (Jurnal Bimbingan Konseling) ]]>
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<![CDATA[The problem in this study was about students low interpersonal communication. The aim was to find out the improvement of students interpersonal communication by using the assertive training technique in a counseling group for students. The method was used to research with a pre-experimental design. The subject were 6 students who had low interpersonal communication. Data collection technique was purposive sampling by using the scale of interpersonal communication. Data analysis was using wilcoxon test. The result showed an enhancement about the students interpersonal communication after taking the assertive training in counseling group, those were indicated by the final result of the wilcoxon test obtained the value of Z calculated Z tabel= 1.7551.645 so Ho is treated and Ha is accepted. The conclusion of was the interpersonal communication can be improved using the assertive training technique in the counseling group for students.Permasalahan dalam penelitian ini adalah komunikasi interpersonal siswa rendah. Tujuan penelitian ini adalah mengetahui peningkatan komunikasi interpersonal siswa dengan menggunakan layanan konseling kelompok teknik assertive training pada siswa. Metode yang digunakan adalah penelitian dengan desain pre-eksperimental design. Subjek penelitian berjumlah 6 siswa yang memiliki komunikasi interpersonal rendah. Teknik pengumpulan data dalam penelitian ini adalah teknik purposive sampling menggunakan skala komunikasi interpersonal. Data analisis menggunakan uji wilcoxon. Hasil penelitian menunjukan terjadi peningkatan komunikasi interpersonal siswa setelah mengikuti layanan konseling kelompok teknik assertive training hal ini di tunjukkan dari hasil akhir data menggunakan uji wilcoxon diperoleh nilai Z Hitung Z tabel= -1,755 Z tabel 1,645 maka Ho ditolak dan Ha diterima. Kesimpulannya adalah komunikasi interpersonal dapat ditingkatkan menggunakan layanan konseling kelompok teknik assertive training pada siswa.Kata kunci: komunikasi interpersonal, konseling kelompok, teknik assertive training. ]]>
<![CDATA[Penggunaan Layanan Konseling Kelompok Teknik Role Playing untuk Meningkatkan Komunikasi Interpersonal Siswa Kelas XI ]]>
<![CDATA[Yulia Safitri]]>;
<![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 lack of interpersonal communication skills. The purpose of this research was to determine the increasing using of group counseling services role playing techniques to Improving Interpersonal Communication in class XI SMAN 8 Bandar Lampung in academic year 2016/2017. This research was a quasi experiment with one-group pretest-posttest design, and then analyzed using Wilcoxon test. The subjects of the study were 6 students who had low interpersonal communication skills. The data collection technique was the scale of interpersonal communication. Statistical analysis showed Zhit = -2,207 Ztab = 0,027 p = 0,027 0,05, then Ho was rejected and Ha accepted and the result of this research showed the increase for 25.50 %. This meant that there was a significant differences between interpersonal communication skills in group after given counseling group services role playing technique.Masalah penelitian ini adalah kemampuan komunikasi interpersonal rendah. Tujuan penelitian ini untuk mengetahui penggunaan layanan konseling kelompok teknik role playing untuk meningkatkan komunikasi interpersonal siswa kelas XI SMA N 8 Bandar Lampung tahun ajaran 2016/2017. Penelitian ini bersifat eksperimen dengan one group pretest-posttest design. kemudian dianalisis menggunakan uji Wilcoxon. Subjek penelitian sebanyak 6 siswa yang memiliki kemampuan komunikasi interpersonal rendah. Hasil analisis statistik menunjukkan Zhit = -2,207 Ztab = 0,027 p = 0,027 0,05, maka Ho ditolak dan Ha diterima dan hasil analisis memperlihatkan peningkatan sebesar 25.50 %. Artinya terdapat perbedaan yang signifikan antara kemampuan komunikasi interpersonal siswa sebelum dan setelah diberikan layanan konseling kelmpok teknik role playing.Kata kunci: konseling kelompok, bermain peran, komunikasi interpersonal]]>
<![CDATA[Hubungan Sikap Terhadap Guru Dengan Prestasi Belajar Pada Siswa Kelas VIII ]]>
<![CDATA[Dwi Agustina Damayanti]]>;
<![CDATA[Yusmansyah Yusmansyah]]>;
<![CDATA[Redi Eka Andriyanto]]>
<![CDATA[ ALIBKIN (Jurnal Bimbingan Konseling) Vol 5, No 5 (2017): ALIBKIN ]]>
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<![CDATA[The purpose of this study is find out the relationship between Students Attitude toward teachers with learning achievement. The problem in this research is student achievement. Research method is Product moment correlationThe sample of research is 72 students of class VIII SMP Negeri 1 Seputih Raman. The result of this research showed that there is a positive and significant relationship between students attitudes toward teachers with achievement that is proved by result of data analysis using product moment correlation of Karl Pearson. Based the result of data tabulation it was obtained r Count=0,273 r Table=0,233 which means Ho refused and Ha accepted. The conclusion of this research is there is a positive and significant relationship between students attitude toward teachers with Students learning achievementTujuan penelitian ini untuk mengetahui hubungan antara sikap siswa terhadap guru dengan prestasi belajar siswa. Masalah dalam penelitian ini adalah prestasi belajar siswa. Metode penelitian adalah korelasi Product moment. Sampel penelitian sebanayak 72 siswa kelas VIII SMP Negeri 1 Seputih Raman. Hasil penelitian menunjukkan bahwa terdapat hubungan yang positif dan signifikan antara sikap siswa terhadap guru dengan prestasi belajar terbukti dari hasil analisis data menggunakan korelasi product moment dari Karl Pearson. Dari hasil pengolahan data diperoleh r hitung = 0,273 r tabel= 0,233 yang berarti Ho ditolak dan Ha diterima. Kesimpulannya adalah terdapat hubungan positif dan signifikan antara sikap siswa terhadap guru dengan prestasi belajar siswa.Kata kunci: guru, sikap, prestasi belajar]]>
<![CDATA[PENINGKATAN PENYESUAIAN DIRI SISWA DENGAN TEMAN SEBAYA MELALUI LAYANAN KONSELING KELOMPOK ]]>
<![CDATA[Octaria Nawala]]>;
<![CDATA[Yusmansyah Yusmansyah]]>;
<![CDATA[Diah Utaminingsih]]>
<![CDATA[ ALIBKIN (Jurnal Bimbingan Konseling) Vol 2, No 3 (2013): ALIBKIN ]]>
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<![CDATA[The purpose of this study is to determine increase of students self adjutsment using group counseling. The problem of this study is low self adjustment in student. Method used quasi-experimental research one-group pretest-posttest design. Subjects were six students who have a low self adjustment. Technique to gain the data is by using study sosiometri, scale self adjustment and interview. Result shows that studens’ self adjustment can be enhanced by using group counseling, as evidenced from the analysis of the data by using Wilcoxon test different, from the pretest and posttest results Obtained Zoutput Ztabel (-2201 0) then Ha is accepted, it means that self adjustment can be enhanced by using group counseling services.Conclusion of this research is self adjustment can increase by using counselling group.Tujuan penelitian ini untuk mengetahui peningkatan penyesuaian diri menggunakan layanan konseling kelompok. Metode yang digunakan dalam penelitian ini eksperimen semu dengan one-group pretest-posttest design. Subjek penelitian sebanyak enam siswa yang memiliki penyesuaian diri rendah. Teknik pengumpulan data penelitian ini menggunakan Sosiometri, Skala Penyesuaian diri dan Wawancara.Hasil penelitian menunjukkan bahwa penyesuaian diri siswa dapat ditingkatkan menggunakan konseling kelompok, terbukti dari hasil analisis data menggunakan uji beda wilcoxon, dari hasil pretest dan posttest diperoleh zoutput ztabel(-2,201 0) maka Ha diterima, artinya penyesuaian diri siswa dapat ditingkatkan dengan menggunakan layanan konseling kelompok.Kesimpulan penelitian ini adalah penyesuaian diri dapat ditingkatkan dengan menggunakan layanan konseling kelompok. Kata kunci : bimbingan konseling, konseling kelompok, penyesuaian diri]]>
<![CDATA[PENGARUH POLA ASUH DEMOKRATIS ORANG TUA TERHADAP KEMANDIRIAN BELAJAR SISWA ]]>
<![CDATA[Ida Santika]]>;
<![CDATA[Yusmansyah Yusmansyah]]>;
<![CDATA[Ratna Widiastuti]]>
<![CDATA[ ALIBKIN (Jurnal Bimbingan Konseling) Vol 5, No 2 (2017): ALIBKIN ]]>
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<![CDATA[The problem of this study was there were any influence of democratic parenting toward learning independence. The aim of this study was to know the influence of democratic parenting students learning independence. The method of study was quntitatif. The population of this study were 227 students and the smple of the study was 25% of them, or 60 students, that choosen by sample random sampling. The result showed that there is an influence between democratic an parenting to students learning independence. The result of this study showed that there was correlation democratic parenting to students learning independence of simple linear regression there was coeficiant correlation 0,939 and determination was 0,879 and 87,9%. Thus was that democratic parenting as contribution 87,9% to the a conclusion leaerning independence in the significancy level = 0,002; p 0,005.Permasalahan penelitian adalah apakah ada pengaruh pola asuh demokratis orang tua terhadap kemandirian belajar siswa. Tujuan penelitian ini adalah untuk mengetahui pengaruh pola asuh demokratis orang tua terhadap kemandirian belajar siswa. Metode penelitian bersifat kuantitatif. Populasi berjumlah 227 siswa dan sampel penelitian 25% atau sebanyak 60 orang siswa dipilih dengan teknikrandom sampling. Hasil penelitian menunjukkan ada pengaruh pola asuh demokratis orang tua terhadap kemandirian belajar siswa. Hal ini ditunjukkan hasil korelasi pola asuh demokratis orang tua dengan kemandirian belajar dengan regresi linear sederhana di dapatkan nilai koefisien korelasi 0,722 sedangkan nilai koefisien determinasi diperoleh adalah 0,647 atau 64,7%. Dengan demikian dapat disimpulkan pola asuh demokratis orang tua memiliki kontribusi sebesar 64,7% terhadap variable kemandirian belajar dengan nilai signifikan p = 0,002 ; p 0.05.Kata kunci: bimbingan konseling, kemandirian belajar, pola asuh.]]>
<![CDATA[Hubungan Antara Pola Asuh Orang Tua Dengan Prestasi Belajar ]]>
<![CDATA[Yayu Zuliantini]]>;
<![CDATA[Yusmansyah Yusmansyah]]>;
<![CDATA[Shinta Mayasari]]>
<![CDATA[ ALIBKIN (Jurnal Bimbingan Konseling) Vol 6, No 1 (2018): ALIBKIN ]]>
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<![CDATA[The problem of this study was the lowness of students learning achievement. The purpose of this study was to determined the correlation of parenting patterns to the student learning achievement. Population amounted to 240 students and research samples as many as 133 students determined by simple random sampling technique. Data collection technique used parenting patterns questionnaires and documentation of report cards for learning achievement. Data analysis using product moment correlation. Result show there was significant correlation between authoritative parenting with student learning achievement based rcount = 0,503 rtable = 0,304. The conclusion of this research there was significant correlation between authoritative parenting with student learning achievement.Masalah penelitian ini adalah prestasi belajar siswa. Tujuan penelitian ini adalah untuk mengetahui hubungan pola asuh orang tua dengan prestasi belajar siswa. Populasi berjumlah 240 siswa dan sampel berjumlah 133 siswa yang ditentukan dengan teknik simple random sampling. Teknik pengumpulan data menggunakan angket pola asuh orang tua dan dokumentasi raport prestasi belajar. Teknik analisis data menggunakan korelasi product moment. Hasil penelitian menunjukkan terdapat hubungan yang siginifikan antara pola asuh orang tua otoritatif dengan prestasi belajar siswa yang ditunjukkan nilai rhitung = 0,503 rtabel = 0,304. Kesimpulan dari penelitian ini yaitu terdapat hubungan positif yang signifikan antara pola asuh orang tua otoritatif dengan prestasi belajar.Kata kunci:hubungan,pola asuh orang tua, prestasi belajar]]>
<![CDATA[PENINGKATAN KEMANDIRIAN BELAJAR DENGAN LAYANAN BIMBINGAN KELOMPOK ]]>
<![CDATA[Yuyun Lestari]]>;
<![CDATA[Yusmansyah Yusmansyah]]>;
<![CDATA[Ranni Rahmayanthi Z]]>
<![CDATA[ ALIBKIN (Jurnal Bimbingan Konseling) Vol 4, No 1 (2015): ALIBKIN ]]>
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<![CDATA[The problem of this research was students independent learning. The purpose of this research was to know the increase in independent learning by guidance group service. This research was quasi experiment research with pretest - posttest control group design. It was analyzed by using uncorrelated test data. The subjects of this research were 24 student of class VIII which consisted of experiment group and control group. Data collection technique used independent learning scale. The result of the research showed that there was an increase on the students independent learning, based on the result of the data analysis, the gain score of 2 research groups were t-value = 11,95 and t table= 0.05 with df 22= 2,074. Because t value t table , then Ho was rejected and Ha was accepted, it means that there are significant increase in independent learning after being given the guidance group service.Masalah dalam penelitian ini adalah kemandirian belajar siswa. Tujuan penelitian ini adalah untuk mengetahui peningkatan kemandirian belajar dengan teknik bimbingan kelompok. Penelitian ini bersifat quasi eksperimental dengan jenis desain pretest-posttest control group design. Dianalisis dengan menggunakan uji uncorrelated data. Subyek penelitian ini 24 siswa kelas VIII yang terdiri dari 2 kelompok penelitian. Teknik pengumpulan data menggunakan skala kemandirian belajar. Hasil penelitian menunjukkan bahwa terdapat peningkatan pada kemandirian belajar siswa, terbukti dari hasil analisis data gain score kelompok eksperimen dan kelompok kontrol diperoleh t hitung = 11,95 dan t tabel 0,05 dengan df 22= 2,074. Karena t hitung t tabel,maka Ho ditolak dan Ha diterima, artinya terdapat peningkatan signifikan kemandirian belajar setelah pemberian bimbingan kelompok.Kata kunci : bimbingan kelompok, bimbingan konseling, kemandirian belajar.]]>
