<![CDATA[Abstrak Penelitian ini dilatarbelakangi salah satu Sekolah Menengah Pertama (SMP) di kota Kediri sering ditemui siswa yang memiliki kemampuan akademik yang baik namun kurang berprestasi. Salah satu faktor penting yang mempengaruhi siswa kurang berprestasi karena kurangnya kemampuan siswa mengatur dirinya dalam belajar (self-regulated learning). Salah satu pendekatan yang dapat digunakan dalam meningkatkan self-regulated learning siswa adalah pendekatan Konseling Singkat Berfokus Solusi. Karakteristik dari konseling ini adalah berfokus solusi, singkat, praktis, berorientasi tujuan, masa sekarang dan masa depan. Penelitian ini bertujuan untuk menyusun panduan konseling singkat berfokus solusi untuk meningkatkan self-regulated learning siswa SMP yang memenuhi kriteria keberterimaan melalui uji ahli, uji kelompok kecil dan uji kelompok terbatas serta menghasilkan suatu panduan Konseling Singkat Berfokus Solusi yang teruji efektif untuk meningkatkan self-regulated learning siswa SMP. Desain penelitian ini diadaptasi dari prosedur Borg & Gall (1983) yang dikemas dalam tiga tahapan yaitu studi pendahuluan, pengembangan dan uji coba. Kegiatan pada tahap studi pendahuluan adalah melakukan need asessment, studi literatur, menentukan subjek penelitian. Hasil uji ahli dengan menggunakan interrater agreement model menunjukkan kriteria 1 dalam artian prototipe yang dikembangkan dinilai sangat akseptabel. Begitu pula dengan hasil penilaian ahli produk yang diolah dengan uji statistik dekriptif menunjukkan rerata atau mean 3,57 dengan standar deviasi 0,50 artinya prototype yang dikembangkan telah akseptabel. Penilaian ahli isi yang diolah dengan uji statistik dekriptif menunjukkan rerata atau mean 3,46 dengan standar deviasi 0,58 artinya prototype yang dikembangkan telah memenuhi syarat keberterimaan. Hasil uji efektifitas menggunakan multiple baseline cross subjects terhadap tiga orang siswa, menunjukkan hasil yang nyata bahwa setelah mengikuti kegiatan konseling singkat berfokus solusi rata-rata siswa mengalami peningkatan keterampilan self-regulated learning. Hal ini dapat dilihat dari hasil skor skala self-regulated learning siswa berkategori rendah dan sedang pada baseline dan meningkat menjadi tinggi dan sangat tinggi pada intervensi. Hal ini berarti bahwa panduan Konseling Singkat Berfokus Solusi efektif untuk membantu meningkatkan self-regulated learning siswa. Oleh karena itu, disarankan kepada konselor untuk menerapkan Konseling Singkat Berfokus Solusi di sekolah untuk membantu meningkatkan self-regulated learning siswa. Bagi peneliti selanjutnya disarankan agar melakukan penelitian untuk skala yang lebih luas lagi. Selain itu, perlu dilakukan penilaian keefektifan konseling singkat berfokus solusi setelah beberapa saat dilakukan intervensi konseling singkat berfokus solusi (misalnya hasil belajar akhir semester). Kata Kunci: panduan konseling singkat berfokus solusi, self regulated learning Abstract This research is motivated by one of the Junior High Schools (SMP) in the city of Kediri often found students who have good academic abilities but lack achievements. One of the important factors that influence students' underachievement is due to the lack of students' ability to regulate themselves in learning (self-regulated learning). One approach that can be used to improve students' self-regulated learning is the Solution-Focused Brief Counseling approach. The characteristics of this counseling are solution focused, concise, practical, goal oriented, present and future. This study aims to develop a solution-focused short counseling guide to improve self-regulated learning for junior high school students who meet the acceptance criteria through expert testing, small group testing and limited group testing and to produce a Solution Focused Short Counseling guide that has been proven effective for improving self-regulated learning. junior high school students. The design of this study was adapted from the procedure of Borg & Gall (1983) which was packaged in three stages, namely preliminary study, development and trial. Activities at the preliminary study stage are conducting need assessments, literature studies, determining research subjects. The results of the expert test using the interrater agreement model showed criterion 1 in the sense that the prototype developed was considered very acceptable. Likewise, the results of product expert assessments processed by descriptive statistical tests showed a mean or mean of 3.57 with a standard deviation of 0.50 meaning that the prototype developed was acceptable. The content expert's assessment which was processed by descriptive statistical tests showed an average or mean of 3.46 with a standard deviation of 0.58, meaning that the prototype developed had met the acceptance requirements. The results of the effectiveness test using multiple baseline cross subjects on three students, showed tangible results that after participating in short solution-focused counseling activities, on average, students experienced an increase in self-regulated learning skills. This can be seen from the results of the self-regulated learning scale scores of students in the low and medium categories at the baseline and increased to high and very high in the intervention. This means that the Solution Focused Short Counseling guide is effective in helping to improve student self-regulated learning. Therefore, it is recommended for counselors to apply Solution Focused Short Counseling in schools to help improve students' self-regulated learning. For further researchers, it is recommended to conduct research on a wider scale. In addition, it is necessary to assess the effectiveness of solution-focused brief counseling after a short solution-focused counseling intervention (eg, end-of-semester learning outcomes). Keywords: handbook of solution focused brief counseling, self regulated learning]]>
