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All Journal Jurnal Konseling dan Pendidikan Journal of Education and Learning (EduLearn) Abdimas JURNAL FOKUS KONSELING Jurnal Varidika Jurnal Counsellia Jurnal CARE Jurnal Pendidikan (Teori dan Praktik) Jurnal Bimbingan dan Konseling Ar-Rahman Jurnal Psikoedukasi dan Konseling Edukasi : Jurnal Penelitian dan Artikel Pendidikan TERAPUTIK: Jurnal Bimbingan dan Konseling Bisma The Journal of Counseling JURNAL MAHASISWA BK AN-NUR : BERBEDA, BERMAKNA, MULIA Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat JURKAM: Jurnal Konseling Andi Matappa IJISH (International Journal of Islamic Studies and Humanities) Jurnal Pendidikan dan Konseling Psychocentrum Review G-Couns: Jurnal Bimbingan dan Konseling International Journal of Educational Management and Innovation (IJEMI) ProGCouns: Journal of Professionals in Guidance and Counseling LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran International Journal on Education Insight Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan JP (Jurnal Pendidikan) : Teori dan Praktik TERAPUTIK: Jurnal Bimbingan dan Konseling Al-Ihtiram: Multidisciplinary Journal of Counseling and Social Research Indonesian Journal of Guidance and Counseling: Theory and Application

Caraka Putra Bhakti

Universitas Ahmad Dahlan

Author-ID : 541247

Religion Arts Humanities Astronomy Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

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BIMBINGAN DAN KONSELING KOMPREHENSIF : DARI PARADIGMA MENUJU AKSI Bhakti, Caraka Putra
JURNAL FOKUS KONSELING Vol 1, No 2 (2015)
Publisher : JURNAL FOKUS KONSELING

Show Abstract | Download Original | Original Source | Check in Google Scholar

AbstractÂ Guidance and counseling undergo development which is quite rapid.There has been a shift in the paradigm guidance from traditional approach leads on the approach of the development and comprehensive. In line for the implementation of the guidance and counseling comprehensive a string of has done research that the results show effective for implemented.Along with that some policies the government affirmed a notch evident during the implementation guidance and counseling comprehensive. Required the follow-up to that planned in a comprehensive manner so that this approach can diimplementasi effectively. The implementation guidance and counseling comprehensive should be supported by understanding whole about the concept of development for the school counselor at. Now some way to strengthen the competence of a counselor with various activities as the seminar, workshop and training on the application of the guidance and counseling comprehensive. In the effectiveness of the implementation of the guidance and counseling comprehensive one of them supported by collaboration with relevant parties. A growing awareness that in the development of the potential of students it takes effective cooperation from various parties.Â Keywords: Guidance, Counseling,Comprehensive

BONEKA JARI SEBAGAI MEDIA UNTUK MENUMBUHKAN RASA PERCAYA DIRI ANAK USIA SEKOLAH DASAR Bhakti, Caraka Putra; Hasan, Sitti Ummi Novirizka; Indriyani, Wuni
Jurnal CARE (Children Advisory Research and Education) Vol 3, No 2 (2016)
Publisher : IKIP PGRI MADIUN

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Usia dini merupakan periode keemasan dalam rentang kehidupan seorang individu. Pada masa ini anak sangat peka/sensitif dalam menerima berbagai rangsangan. Pada masa ini juga merupakan peletak dasar pertama unutk mengembangkan seluruh kemampuan anak pada tahap berikutnya. Dengan demikian, pendidikan dan pembelajaran yang diberikan memiliki kebermaknaan bagi anak melalui pengalamann yang memungkinkan anak menjalanka tugas perkembangannya seoptimal mungkin. Salah satunya yaitu menumbuhkan rasa percaya diri pada anak usia dini. Melalui model pembelajaran Beyond Center and Circle Time(BCCT) menggunakan teknik bermain secara langsung dengan media boneka jari menjadi salah satu metode pembelajaran aktif dan menyenangkan untuk menumbuhkan rasa percaya diri pada anak usia dini.Kata Kunci : Boneka Jari, Percaya Diri, Usia Dini

Peran LPTK dalam Pengembangan Kompetensi Pedagogik Calon Guru Bhakti, Caraka Putra; Maryani, Ika
Jurnal Pendidikan (Teori dan Praktik) Vol 1, No 2 (2016): Volume 1, Nomor 2, September 2016
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jp.v1n2.p98-106

AbstrakKemajuan suatu bangsa bergantung pada kualitas sumber daya manusianya. Kualitas sumber daya manusia dihasilkan oleh pendidikan yang berkualitas, Menghasilkan pendidikan berkualitas, guru menjadi faktor kunci keberhasilan. Guru merupakanÂ faktor penentu keberhasilan penyelenggaraan pendidikan. Lembaga Pendidikan Tenaga Kependidikan (LPTK) mengemban tugas menyiapkan guru profesional, pendidik generasi bangsa masa depan. Guru merupakan jabatan profesional yang memberikan layanan ahli dan menuntut persyaratan kemampuan akademik, pedagogis, sosial, maupun profesional. Hasil uji kompetensi guruÂ pada tahun 2015 menunjukkan kompetensi pedagogis guru rendah menempatkan LPTK sebagai lembaga yang paling bertanggungjawab dengan rendahnya kompetensi yang dimiliki. Diketahui bersama, bahwa guru merupakan produk LPTK, sehingga LPTK adalah lembaga yang lebih bertanggungjawab dengan kondisi tersebut. Masalah ini perlu dijadikan bahan evaluasi bagi LPTK dalam meningkatkan kualitas calon guru. Adapun beberapa rekomendasi perbaikan mutu LPTK adalah 1) perbaikan kurikulum LPTK berbasis KKNI dan SNPT, 2) penguatan sistem pembelajaran yang efektif, 3) Pengembangan model pembelajaran berbasis student center learning, 4) penguatan program magang kependidikan, 5) penguatan pada mata kuliah dasar kependidikan, dan 6) Pengembangan mutu LPTK.Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â AbstractThe progress of a nation depends on the quality of human resources. The quality of human resources generated by education quality, Produce quality education, the teacher becomes a factor the key to success. Teachers are the critical success factors education. Education Workforce Education Institutions (LPTK) the task of preparing professional teachers, educators generation the nations future. The teacher is a professional position which gives expert services and demanding requirements of academic skills, pedagogical, socially, and professionally. Test results of competence of teachers in 2015 pedagogical competence of teachers showed low as placing LPTK the institutions most responsible for the lack of competence owned. Known, that the teacher is a product LPTK, so LPTK is more responsible institution with the condition. This issue needs to be used as an evaluation for LPTK in improving the quality of teacher candidates. As for some of the recommendations LPTK quality improvement are 1) improvement of curriculum-based LPTK KKNI and SNPT, 2) strengthening effective learning system, 3) Development of a model-based learning student learning center, 4) strengthening educational internship program, 5) strengthening the courses basic education, and 6) Development LPTK quality.

Ketersediaan Sarana dan Prasarana Bimbingan dan Konseling di Sekolah Menengah di Kabupaten Gunungkidul Bhakti, Caraka Putra
Jurnal Pendidikan (Teori dan Praktik) Vol 2, No 2 (2017): Volume 2, Nomor 2, September 2017
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jp.v2n2.p100-104

Tujuan penelitian adalah mendeskripsikan ketersediaan sarana dan prasarana bimbingan dan konseling di sekolah menengah. Salah satu keberhasilan layanan bimbingan dan konseling, ditunjang dengan fasilitas sarana dan prasarana yang memadai. Jenis penelitian ini adalah survei. Metode penelitian yang digunakan adalah mixed method. Instrumen penelitian adalah angket semi terbuka. Subjek penelitian sekolah menengah tingkat SMP, SMA, dan SMK di kabupaten gunungkidul yang berjumlah 17 sekolah. Teknik analisis data menggunakan statistik deskriptif dengan prosentase. Hasil penelitian menunjukkan : (1) seluruh sekolah telah miliki ruang kerja bimbingan dan konseling, (2) Ketersediaan ruang administrasi 10 sekoleh memiliki sedangkan 7 sekolah belum memiliki, (3) ketersediaan ruang konseling individu 10 sekolah telah miliki, 7 sekolah belum memiliki, (4) ketersediaan ruang bimbingan dan konseling kelompok terdapat 8 sekolah telah memiliki, 9 sekolah belum memiliki, (5) seluruh sekolah belum ketersedia ukuran minimal ruang bimbingann dan konseling, hasil penelitian rerata luas ruangan setiap sekolah 28,2 m2. Hambatan pengembangan sarana dan prasarana bimbingan dan konseling pada aspek pembiayaan dan lahan. Implikasi bagi guru bimbingan dan konseling di tuntut memiliki kreativitas dalam pelaksanaan layanan dengan fasilitas terbatas tanpa mengorbankan pelayanan optimal bagi pserta didikÂ Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Abstracthe purpose of research is to describe the availability of facilities and infrastructure of guidance and counseling in secondary schools. One of the successes of guidance and counseling, supported by facilities and infrastructure facilities. This type of research is a survey. The method used is a mixed method. The research instrument was a questionnaire semi-open. Subject secondary school studies junior high schools, high school and vocational school in the district Gunungkidul totaling 17 schools. Data were analyzed using descriptive statistics by percentage. The results showed: (1) The entire school has had work space guidance and counseling, (2) the availability of space administration 10 sekoleh have while 7 schools do not have, (3) the availability of space individual counseling 10 schools have had, 7 schools do not have, (4) the availability of group counseling rooms there are 8 schools have had, 9 schools do not have, (5) the whole school has not ketersedia minimum size guidance and counseling room, research room each school wide average of 28.2 m 2. Barriers to the development of infrastructure guidance and counseling on financing aspects and land. Implications for teacher guidance and counseling in demand creativity in the implementation of services with limited facilities without sacrificing the optimal service for student participants vote

Strategy of core curriculum to improving studentâs critical thinking skill Bhakti, Caraka Putra; Ghiffari, Muhammad Alfarizqi Nizamuddin; Regita, Swiejti Maghfira
TERAPUTIK: Jurnal Bimbingan dan Konseling Vol 1, No 3 (2018): TERAPUTIK: Jurnal Bimbingan dan Konseling
Publisher : Universitas Indraprasta PGRI Jakarta & Ikatan Konselor Indonesia (IKI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26539/1374

The purpose of this research is the development of core curriculum that is able to increase critical thinking skills for students. 21st Century demands that humans go on to establish themselves with various skills. There are a variety of human skills required in the 21st Century Skills Critical thinking skills to be one of the human skills needed to survive in the 21st century Critical thinking will support people in dealing with various issues it faces today through a systematic process of thinking. Core curriculum in guidance and counseling in schools will be able to improve critical thinking skills. This study is a review of the literature. From this study indicated a technique related to core curriculum that can improve critical thinking skills in students. Techniques in basic services which can be applied as blended learning, the inquiry learning, case-based learning, problem base learning and so forth.

Joyful Learning: Alternative Learning Models to Improving Student’s Happiness Bhakti, Caraka Putra; Ghiffari, Muhammad Alfarizqi Nizamuddin; Salsabil, Khansa
Jurnal VARIDIKA Volume 30, No. 2., Tahun 2018
Publisher : Universitas Muhammadiyah Surakarta

The purpose of this paper to explain the happiness learning model indeveloping student’s potential. Every human being has the potential in their self. the potential of the human being developed through an optimal education. Currently, the applied education focuses more on student learning or student center. Implementation of student center learning will right facilitate students in learning. This is because the student center learning in accordance with the needs of students and focuses on the students themselves. However, in the learning process of the student is not just learning ordinary or just formality, but need psychological attention from the students themselves. During the learning process, students also need to feel excited and happy to learn something. Happiness learning is learning to build a mentally healthy, pleasant surroundings and so forth. Thus, students are not only focused on the subject matter but also enjoy and interpret the lessons learned. Appropriate learning model will be able to realize a happiness learning. We recommend Joyful learning, which is an alternative learning that is not just learning in general, but also focusing on the student, and able tocreate meaning in learning. Joyful learning was doing with several stages, starting from creating a pleasant environment until mean in learning. In joyful learning, the teacher is important to create a positive environment, which is supported by effective learning media in the form of pictures or videos that applied learning more fun. From happiness learning model will be able to enhance human potential optimally.

PELATIHAN PEMBUATAN KRIPIK DAUN KERSEN MASYARAKAT BALIREJO, MUJA-MUJU, UMBULHARJO, YOGYAKARTA Bhakti, Caraka Putra; Hidayat, Nuim
Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat Vol 2, No 1 (2018)
Publisher : Universitas Ahmad Dahlan, Yogyakarta

Salah satu masalah di Kelurahan Muja-Muju yaitu masih banyaknya ibu rumah tangga yang hanya mengurus rumah tangga saja yaitu sebanyak 1.402 jiwa serta warga yang belum memiliki pekerjaan sebanyak 325 jiwa. Maka KKN Alternatif 61 Unit III.C.1 UAD mengadakan program LABU KRIDASEN (Pelatihan Pembuatan Kripik Daun Kersen). Metode pelaksaan yang dilakukan meliputi: (1) Pendidikan Masyarakat dengan penyuluhan mengenai khasiat daun kersen serta makanan dan minuman olahan daun kersen, (2) Praktek Langsung dengan melakukan pelatihan pembuatan kripik kersen. Program ini bertujuan untuk mengurangi pengangguran dan memanfaatkan waktu luang ibu-ibu Muja-muju, khususnya warga RW 6 Balerejo. Sehingga menciptakan masyarakat yang kreatf dan produktif. Metode pelaksanaan yang digunakan adalah pelatihan. Hasil pelatihan menunjukkan peserta mendapatkan pengetahuan manfaat daun karsen dan keterampilan dalam pembuatan kripik daun kersen.

Model Dukungan Sistem untuk Pelaksanaan Penguatan Pendidikan Karakter Bhakti, Caraka Putra; Lutfiyani, Vivi; Ghiffari, Muhammad Alfarizqi Nizamuddin; Regita, Swiejti Maghfira
Edukasi Journal Edisi Khusus: Call of Paper Seminar Nasional FKIP 2018
Publisher : Universitas Muhammadiyah Magelang

Tujuan penulisan ini adalah memberikan referensi model dukungan sistem yang mampu menguatkan pelaksanaan pendidikan karakter di Indonesia. Pendidikan merupakan unsur yang dapat menciptakan kemajuan dan peningkatan kualitas hidup suatu bangsa. Dalam penyelenggara pendidikan, pembentuk karakter dan kecakapan hidup merupakan hal yang perlu diperhatikan. Akan tetapi, saat ini berbagai peristiwa muncul dan memberikan pengaruh pada kehidupan siswa, contohnya: bullying, pergaulan bebas, kurangnya sopan santun dan lain sebagainya. Fenomena tersebut terjadi dikarenakan kurangnya karakter positif yang membantu siswa memperkokoh fondasi hidup mereka sendiri. Pendidikan karakter merupakan suatu yang urgen dalam proses pembentukan dan pengembangan sumber daya manusia yang berkualitas. Akan tetapi pendidikan karakter saat ini masih dikatakan belum optimal, hal ini dikarenakan sarana dan kualitas pendidik dalam memberikan pendidikan karakter. salah satu hal yang dapat mengoptimalkan pendidikan karakter adalah melalui dukungan sistem yang mana merupakan salah satu dari empat komponen layanan dalam bimbingan dan konseling dan juga sebagai bagian integral dalam keseluruhan praksis pendidikan pada setting persekolahan. Dukungan sistem merupakan kegiatan manajemen serta tata kerja infrastruktur guna memperlancar kegiatan layanan bimbingan dan konseling. Dalam menguatkan pendidikan karakter, dukungan sistem ini meliputi berbagai aspek kegiatan, yaitu pengembangan jejaring (networking) (seperti bekerjasama dengan psikolog, Guru PKN, dan lain sebagainya), lalu pengembangan profesionalitas (seperti mengikuti organisasi profesi, seminar, pelatihan, workshop), pemberian konsultasi dan kolaborasi antara guru, orang tua dan pihak lainnya, serta manajemen program, riset dan pengembangan program. Melalui dukungan sistem diharapkan akan membantu guru BK dalam mengembangkan potensi dan kompetensi siswa secara spiritual, akademik, pribadi/sosial, karir yang hal ini mengarah kepada penguatan pendidikan karakter.

PROGRAM BIMBINGAN DAN KONSELING KOMPREHENSIF UNTUK MENGEMBANGKAN STANDAR KOMPETENSI SISWA Bhakti, Caraka Putra
JURKAM: Jurnal Konseling Andi Matappa Volume 1 Nomor 2 Agustus 2017
Publisher : STKIP Andi Matappa

Comprehensive guidance and counseling programs are based on achievement of developmental tasks, potential development, and alleviation of counselee problems. Developmental tasks are formulated as competency standards to be achieved by counselors, so this approach is also called standard-based guidance and counseling. Standards of student competence refers to Standards Independence Competence Learners (SKKPD) which is divided into 11 aspects of development. Successful implementation of comprehensive guidance and counseling program is the fulfillment of six characteristics, namely holistic, systematic, balanced, proactive, integration in school curriculum, and reflection. Procedures in the preparation of comprehensive guidance and counseling programs are planning (planning), organizing (organizing), implementation (penging), and evaluation (evaluation). Implementation of guidance and counseling programs is supported by the availability of skilled human resources. Teacher guidance and counseling / counselors are expected a set of knowledge and skills that support the implementation of the program. A full knowledge of developmental theory. Counselor's skills are to coordinate with various parties in implementing guidance and counseling program. The counselor has a strong leadership in running the guidance program, and has a proportional time management skills that is 80% of the time counseling and guidance services are directive in the learners while 20% of the service time is for the activity of the program management and system support

Strategy Guidance and Counseling Comprehensive Based Spiritual Intelligence for Student in the Digital Era Bhakti, Caraka Putra; Rahman, Fuad Aminur; Ghiffari, Muhammad Alfarizqi Nizamuddin
IJISH (International Journal of Islamic Studies and Humanities) Vol 2, No 2 (2019)
Publisher : Universitas Ahmad Dahlan

The purpose of this paper is to discuss strategy guidance and counseling comprehensive based on spiritual intelligence for students in the digital age. Guidance and counseling comprehensive is part of education, which is also a model of guidance and counseling that adheres to the principle of developmental guidance and counseling. The basic assumption of the Guidance and development counseling approach is the idea that healthy individual development will occur in the healthy interactions of individuals with their environment. In other words, the environment for individuals becomes a learning environment, because there are various intelligences that need to be considered in the process of individual development and spiritual intelligence is one aspect of individual development that needs attention. Spiritual intelligence is the highest form of intelligence that combines the two previous forms of intelligence, namely intellectual intelligence and emotional intelligence. Spiritual intelligence is considered as the highest intelligence because it is closely related to people's awareness to be able to interpret everything and is a way to be able to feel happiness. Especially in the digital era, the era illustrates that the technological revolution phase has changed the way and human behavior in scale, scope, complexity, and transformation from previous life experiences, requires that every individual must have good spiritual intelligence, so that they can face the development of the digital era this dynamic well.

Co-Authors Abdul Lathifudin Ghafur Adnan, Muhammad Nur Agus Ria Kumara ahmad Ario Akbar Aisha Zuleyka Aji, Bayu Selo Amalia, Jihan Setyaning Anisa Puti Anita Kusuma Wardani Anne Cyntia Dewi Aprilia Tina Lidyasari Ardiningrum, Carissa Ari Widodo Ari Widodo Astrid Nabilah Anwar Azfin, Tazkiya Auliya Bayu Selo Aji Berlin Fanta Rosiani Budi Astuti Budi Astuti Budi Astuti Choirul Fajri Cucu Kurniasih Dhias Cahya Hakika Dian Ariyani Dian Damairia Difa Ardiyanti Dwi Sulisworo Edi Purwanta Edi Purwanta Evitasari, Rachma Tia Fauziah, Mufied Firdaus, Muhammad Yusron Fuad Aminur Rahman Fuad Aminur Rahman Gatot Sugiharto, Gatot Ghafur, Abdul Lathifudin Ghiffari, Muhammad Alfarizqi Nizamuddin Ghiffari, Muhammad Alfarizqi Nizamuddin Ghiffari, Muhammad Alfarizqi Nizamuddin Hartanto, Dody Hidayat, Nuim Ianah Hasnatul Prawestri Ika Maryani Indah Pratiwi Heriyanti Iriastuti, Mae Endang Kurniasih, Cucu Lestari, Rizqi Lutfiyani, Vivi Mae Endang Iriastui MAE ENDANG IRIASTUTI Mae Endang Iriastuti Mufied Fauziah Muh Farozin Muhammad Alfarizqi Nizamuddin Ghiffari Murni Amalia Chairunisya Nafi’ah, Hilda Hidayatun Nindiya Eka Safitri Nindiya Eka Safitri Nugraha, Ariadi Nuim Hidayat Nuri Cholidah Hanum Perdana, Fauzi Satria Putra, Bela Janare Rahman, Fuad Aminur Rahmi Fatmawati Regita, Swiejti Maghfira Riswanda Ardan Setiawan Rizki Dwinovi Amalia Rizqi Lestari Rizqi Lestari Robiâ€™in, Bambang Rodhiyya, Zaenab Amatillah Rosiani, Berlin Fanta Salsabil, Khansa Sari, Azahra Feiza Sedem Nunyuia Amedome Setiawan, Riswanda Ardan Siti Urbayatun Sitti Ummi Novirizka Hasan Sitti Ummi Novirizka Hasan, Sitti Ummi Novirizka Sri Hartini Sri Hartini Sunarti Suwarjo Suyatno Suyatno Swiejti Maghfira Regita Ully Permata Sari Wahyu Nila Irdasari Wuni Indriyani Wuni Indriyani, Wuni Yesi Nila Sari Zaenab Amatillah Rodhiyya Zahrul Mufrodi, Zahrul

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