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<![CDATA[What is the Level of Self-Directed Learning among Junior High School Students? ]]>
<![CDATA[Hilda Hidayatun Nafi’ah]]>;
<![CDATA[Caraka Putra Bhakti]]>
<![CDATA[ Indonesian Journal of Guidance and Counseling: Theory and Application Vol. 14 No. 1 (2025): June 2025 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/ijgc.v14i1.22006
<![CDATA[This study aims to describe the level of Self-Directed Learning skills of students at SMP Negeri 3 Banguntapan. Self-Directed Learning is an important skill that enables students to learn independently, take the initiative in understanding the material, and develop effective learning strategies. The research method used was a descriptive survey with a sample of 224 students, selected using accidental sampling techniques. Data collection used the Self-Directed Learning scale adapted from Henisa and Restu Aulia Chairunnisa. This scale consists of 30 items with five indicators: awareness, learning strategies, learning activities, evaluation, and interpersonal skills. The analysis results showed an average Self-Directed Learning score of 75 (SD = 15). A total of 9% of students had Self-Directed Learning skills, 70% were in the moderate category, and 21% were classified as low. These findings indicate that the majority of students still need reinforcement in Self-Directed Learning skills. Factors contributing to low Self-Directed Learning include conventional learning methods, lack of opportunities for students to learn independently, and an education system that is still dominated by a top-down approach. Therefore, innovation in guidance and counseling services is needed to improve Self-Directed Learning skills, so that students can be better prepared to face challenges in education and work.]]>
<![CDATA[Efektivitas Konseling Motivational Interviewing (MI) dalam Mengurangi Agresivitas pada Siswa yang Kecanduan Game Online ]]>
<![CDATA[Pranata, Dian]]>;
<![CDATA[Kumara, Agus Ria]]>;
<![CDATA[Bhakti, Caraka Putra]]>;
<![CDATA[Saputra, Wahyu Nanda Eka]]>
<![CDATA[ GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Vol 16, No 1 (2026) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Metro ]]>
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DOI: 10.24127/gdn.v16i1.15519
<![CDATA[Aggressiveness among adolescents has become an increasingly complex psychosocial issue in line with the rising prevalence of online gaming addiction in the digital era. This study aimed to examine the effectiveness of Motivational Interviewing (MI) and Aggression Replacement Training (ART) in reducing aggressiveness among senior high school students with tendencies toward online gaming addiction. A quantitative approach with a quasi-experimental design was employed, using a mixed repeated-measures ANCOVA with online gaming addiction as a covariate. The participants consisted of 12 eleventh-grade students who exhibited high levels of aggressiveness and online gaming addiction at baseline. The results indicated that both interventions significantly reduced students’ aggressiveness from the pre-intervention phase to the post-intervention and follow-up stages. However, Motivational Interviewing demonstrated greater effectiveness than Aggression Replacement Training, as evidenced by larger, more consistent, and more sustained reductions in aggressiveness across all measurement points. In addition, a significant relationship was found between aggressiveness and online gaming addiction, underscoring the importance of controlling digital behavioral addiction when implementing psychological interventions targeting aggressive behavior. Based on these findings, the study concludes that Motivational Interviewing represents a more effective and contextually appropriate counseling approach for reducing aggressiveness associated with online gaming addiction among adolescents. This study contributes to the development of evidence-based guidance and counseling practices in school settings, particularly in addressing contemporary psychosocial challenges faced by adolescents in the digital era]]>
<![CDATA[Pengembangan Buku Panduan Kelompok Psikoedukasi Teknik Permainan untuk Mengembangkan Social Awareness Siswa SMP ]]>
<![CDATA[Caraka Putra Bhakti]]>;
<![CDATA[Caraka Putra Bhakti]]>;
<![CDATA[Tazkiya Auliya Azfinc]]>
<![CDATA[ Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 5 No. 3 (2025) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um065.v5.i3.2025.7
<![CDATA[Social awareness merupakan salah satu kompetensi penting dalam bidang sosial yang menjadi kebutuhan utama di abad ke-21. Bimbingan dan konseling berperan signifikan dalam mengembangkan social awareness siswa, salah satunya melalui layanan kelompok psikoedukasi. Untuk efektivitas layanan, diperlukan teknik interaktif seperti permainan, yang membantu proses bimbingan lebih terarah dan berdampak optimal. Penelitian ini bertujuan mengembangkan buku panduan sebagai media pendukung kelompok psikoedukasi dengan teknik permainan untuk meningkatkan social awareness siswa. Konsep pengembangan buku panduan ini menggunakan model 4D, yang mencakup tahap Define, Design, Develop, dan Disseminate. Berdasarkan hasil penelitian yang dilakukan, buku panduan tersebut telah dinilai layak digunakan sebagai pedoman konselor dalam memberikan layanan kepada siswa di sekolah. Penilaian yang diberikan oleh para ahli menunjukkan bahwa panduan ini sesuai dengan tujuan yang diharapkan dan efektif dalam meningkatkan social awareness melalui pendekatan permainan. Penilaian terdiri dari ahli materi, ahli media dan konselor. Hasil penilaian menunjukkan bahwa Indeks Aiken materi sebesar 0,86, yang termasuk dalam kategori tinggi. Sedangkan Indeks Aiken.]]>
<![CDATA[Pengembangan Buku Panduan Permainan untuk Meningkatkan Self-Directed Learning bagi Peserta Didik ]]>
<![CDATA[Caraka Putra Bhakti]]>;
<![CDATA[Caraka Putra Bhakti]]>;
<![CDATA[Hilda Hidayatun Nafi’ah]]>
<![CDATA[ Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 5 No. 6 (2025) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um065.v5.i6.2025.5
<![CDATA[Self-Directed Learning (SDL) merupakan keterampilan penting yang harus dimiliki peserta didik untuk meningkatkan kemandirian dalam belajar. Namun, masih banyak peserta didik yang memiliki tingkat SDL yang rendah, sehingga berdampak pada hasil belajar yang kurang optimal. Penelitian ini bertujuan untuk mengembangkan buku panduan permainan sebagai teknik dalam layanan bimbingan kelompok untuk meningkatkan SDL peserta didik. Metode penelitian yang digunakan adalah Research and Development(R&D) dengan model 4D yang terdiri dari Define, Design, Development, dan Dissemination. Hasil penelitian menunjukkan bahwa buku panduan permainan yang dikembangkan telah divalidasi oleh ahli media dan ahli materi dengan indeks rata-rata Aiken’s V sebesar 0,94 yang termasuk dalam kategori tinggi. Buku panduan ini terdiri dari lima sesi permainan yang dirancang untuk meningkatkan indikator SDL, yaitu awareness, learning strategies, aktivitas belajar, evaluation, dan keterampilan interpersonal. Dengan adanya buku panduan ini, diharapkan peserta didik dapat lebih aktif dalam pembelajaran, meningkatkan kemandirian, serta mampu mengembangkan strategi belajar yang sesuai dengan kebutuhan mereka.]]>
<![CDATA[Efektivitas Bimbingan Kelompok dengan Teknik Permainan untuk Meningkatkan Self-Directed Learning Peserta Didik ]]>
<![CDATA[Hilda Hidayatun Nafi’ah]]>;
<![CDATA[Hilda Hidayatun Nafi’ah]]>;
<![CDATA[Caraka Putra Bhakti]]>
<![CDATA[ Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 5 No. 4 (2025) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um065.v5.i4.2025.2
<![CDATA[Penelitian ini bertujuan untuk mengukur efektivitas layanan bimbingan kelompok dengan teknik permainan dalam meningkatkan keterampilan self-directed learning (SDL) peserta didik. SDL merupakan keterampilan abad ke-21 yang berhubungan dengan lifelong learning, di mana individu diharapkan mampu mengidentifikasi kebutuhan belajar, merancang strategi, serta mengevaluasi kemajuan secara mandiri. Namun, hasil studi pendahuluan menunjukkan bahwa peserta didik kelas VII di SMP Negeri 3 Banguntapan masih memiliki SDL yang rendah, ditandai dengan perilaku kurang bertanggung jawab dalam belajar, ketidakterlibatan aktif dalam pembelajaran, serta kurangnya kesadaran dalam mengevaluasi proses belajar mereka. Penelitian ini menggunakan metode eksperimen dengan desain one group pretest-posttest terhadap enam peserta didik dengan tingkat SDL rendah. Intervensi dilakukan melalui bimbingan kelompok dengan teknik permainan selama lima sesi. Hasil penelitian menunjukkan adanya peningkatan skor SDL peserta didik setelah intervensi, dengan rata-rata peningkatan sebesar 27,2 poin. Uji hipotesis dengan Wilcoxon Signed Rank Testmenunjukkan nilai Asymp. Sig. (2-tailed) sebesar 0,027 (<0,05), yang berarti ada perbedaan signifikan antara hasil pretest dan posttest. Temuan ini mengindikasikan bahwa teknik permainan dalam bimbingan kelompok efektif dalam meningkatkan SDL peserta didik. Dengan demikian, guru bimbingan dan konseling dapat mempertimbangkan teknik permainan sebagai pendekatan interaktif untuk membangun kemandirian belajar peserta didik. Penelitian selanjutnya dapat mengeksplorasi efektivitas teknik permainan pada jenjang pendidikan yang berbeda serta mengembangkan variasi permainan yang lebih kontekstual sesuai dengan kebutuhan siswa.]]>
<![CDATA[Pengaruh Layanan Kelompok Psikoedukasi Teknik Case Based Learning untuk Meningkatkan Individual Work Performance Student Employment ]]>
<![CDATA[Hurina Nasibatun Sholehah]]>;
<![CDATA[Caraka Putra Bhakti]]>;
<![CDATA[Tri Sutanti]]>;
<![CDATA[Arif Budi Prasetya]]>
<![CDATA[ Jurnal Bimbingan dan Konseling Ar-Rahman Vol 12, No 1 (2026): June ]]>
Publisher : <![CDATA[UPT Publikasi dan Pengelolaan Jurnal Universitas Islam Kalimantan MAB Banjarmasin ]]>
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DOI: 10.31602/jbkr.v12i1.22943
<![CDATA[Individual work performance is an abstract and multidimensional construct that reflects individual behavior in the workplace that is relevant to organizational goals. This study used an experimental method with a one-group pretest-posttest design on student employment. The intervention was carried out through psychoeducation with case-based learning techniques for four sessions. The purpose of the study was to determine the effect of psychoeducational group services using case-based learning techniques to improve individual work performance. This study used a one-group pre-test post-test design. The subjects in the study were 10 student employment / student work scholarships selected using a purposive sampling technique with scale results in the low category. The research instrument was an individual work performance scale that refers to Koopmans' theory (2011). The data results were tested for validity using product moment while reliability was tested with Cronbach's alpha. The data obtained were tested using Shapiro Wilk to determine the distribution of the instrument and then retested with the non-parametric Wilcoxon signed rank test. Based on the results of the Wilcoxon test, data was obtained that there was an influence on the pretest and posttest, so it can be concluded that psychoeducational services using case-based learning techniques have an effect on increasing individual work performance of student employment. _____________________________________________________________Individual work performance merupakan konstruk abstrak dan multidimensional yang mencerminkan perilaku individu di tempat kerja yang relevan dengan tujuan organisasi. Penelitian ini menggunakan metode eksperimen dengan desain one group pretest-posttest terhadap student employment. Intervensi dilakukan melalui psikoedukasi dengan Teknik case-based learning selama empat sesi. Tujuan penelitian untuk mengetahui pengaruh layanan kelompok psikoedukasi teknik case-based learning untuk meningkatkan individual work performance. Penelitian ini menggunakan desain one-group pre-test post-test. Subjek dalam penelitian berjumlah 10 student employment / beasiswa karya mahasiswa yang dipilih menggunakan teknik purposive sampling dengan hasil skala dengan kategori rendah. Instrumen penelitian berupa skala individual work performance yang mengacu pada teori koopmans (2011). Hasil data di uji validitas dengan menggunakan product moment sedangkan reliabilitas dengan alpha cronbach. Data yang diperoleh diuji dengan menggunakan shapiro wilk untuk mengetahui distribusi instrumen dan selanjutnya diuji kembali dengan uji non parametrik wilcoxon signed rank test. Berdasarkan hasil uji wilcoxon diperoleh data bahwa terdapat pengaruh pada pretest dan posttest sehingga dapat disimpulkan bahwa layanan psikoedukasi teknik case based learning berpengaruh meningkatkan individual work performance student employment. ]]>
<![CDATA[Pengembangan Buku Panduan Kelompok Psikoedukasi Teknik Case-Based Learning untuk Mengembangkan Individual Work Performance Mahasiswa ]]>
<![CDATA[Caraka Putra Bhakti]]>;
<![CDATA[Hurina Nasibatun Sholehah]]>
<![CDATA[ Indonesian Journal of Educational Counseling Vol 10 No 2 (2026): Juli 2026 ]]>
Publisher : <![CDATA[Universitas Mathla'ul Anwar Banten ]]>
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DOI: 10.30653/001.2026102.704
<![CDATA[Penelitian ini bertujuan untuk mengembangkan buku panduan layanan kelompok psikoedukasi teknik case-based learning untuk mengembangkan individual work performance mahasiswa. Metode yang digunakan dalam penelitian ini adalah R&D dengan teknik 4D define, design, develop dan disseminate namun hanya sampai pada pengembanagan dan validasi ahli. Subjek penelitian ini adalah mahasiswa Universitas Ahmad Dahlan. Buku panduan diuji oleh ahli materi, ahli media dan ahli layanan bimbingan dan konseling. Data yang diperoleh menunjukan buku panduan dalam kategori sedang, dengan nilai rata-rata Aiken’s V sebesar 0,72. Buku panduan terdiri dari empat pertemuan yang mengintegrasikan case-based learning dengan dimensi individual work performance. Tahapan case-based learning sebagai berikut preparation stage, case presentation stage, group discussion and problem solving stage, reflection and feedback stage. Berdasarkan uji validasi, buku panduan dinyatakan valid dan layak digunakan sebagai media pendukung pengembangan individual work performance pada mahasiswa.]]>
<![CDATA[Board Game Development to Improve College Students' Conflict Management ]]>
<![CDATA[Caraka Putra Bhakti]]>;
<![CDATA[Difa Ardiyanti]]>;
<![CDATA[Caraka Putra Bhakti]]>; Difa Ardiyanti;
<![CDATA[Tasya Amin Zakiyah]]>
<![CDATA[ Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 11 (2026) ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um065.v6.i11.2026.9
<![CDATA[The low conflict management skills of students impact psychological aspects and interpersonal relationships. This study aims to develop a learning medium in the form of a board game as a means to improve students' conflict management skills. The method used is Research and Development (R&D) with the ADDIE model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. In the analysis stage, data were obtained from 316 students, which showed that most were in the category of medium and low conflict management skills. The design stage was carried out by referring to the Thomas-Kilmann model, which includes five conflict management styles. The developed product was then validated by material, media, and service experts using the Aiken index. Next, the board game was implemented in guidance activities with a pretest and posttest design to measure its effectiveness. The results of the study indicate that the developed board game is suitable for use as a learning medium and has the potential to improve students' communication, negotiation, and conflict resolution skills. Thus, board games can be an innovative alternative in guidance and counselling services in higher education.]]>
<![CDATA[Hubungan Self-Concept, Self-Disclosure dengan Kecemasan Sosial pada Remaja Korban Bullying Verbal ]]>
<![CDATA[Devina Eka Puteri]]>;
<![CDATA[Ulfa Danni Rosada]]>;
<![CDATA[Caraka Putra Bhakti]]>;
<![CDATA[Rohmatus Naini]]>
<![CDATA[ As-Syar i: Jurnal Bimbingan & Konseling Keluarga Vol. 8 No. 1 (2026): As-Syar’i: Jurnal Bimbingan & Konseling Keluarga ]]>
Publisher : <![CDATA[Institut Agama Islam Nasional Laa Roiba Bogor ]]>
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DOI: 10.47467/as.v8i1.10545
<![CDATA[ This study aims to determine the relationship between self-concept and self-disclosure with social anxiety among adolescents who experience verbal bullying. This research employed a quantitative approach with a correlational design. The study sample consisted of 122 junior high school students from “X” School, selected using purposive sampling based on the criterion that they had experienced verbal bullying. The instruments used included a self-concept scale, a self-disclosure scale, and a social anxiety scale, all of which had been tested for validity and reliability to ensure their suitability as research measurement tools. Data analysis was conducted using multiple correlation to examine the relationships among the variables. Partial test results showed that self-concept had a significance value of .000 (< .05), indicating a significant negative relationship between self-concept a nd social anxiety among adolescents who experienced verbal bullying. This means that the higher the self-concept possessed by adolescents who experienced verbal bullying, the lower their level of social anxiety. Meanwhile, self-disclosure had a significance value of .542 (> .05), indicating that self-disclosure does not have a significant relationship with social anxiety among adolescents who experience verbal bullying. Simultaneously, the results of the multiple correlation analysis showed a Sig. F Change value of .001 (< .05), meaning that self-concept and self-disclosure together have a significant relationship with social anxiety. These findings indicate that although self-disclosure does not significantly relate to social anxiety when examined individually, when viewed simultaneously alongside self-concept, both variables contribute to variations in social anxiety among adolescents who experience verbal bullying.]]>
<![CDATA[Pengaruh Layanan Kelompok Psikoedukasi Teknik Case Based Learning untuk Meningkatkan Individual Work Performance Student Employment ]]>
<![CDATA[Hurina Nasibatun Sholehah]]>;
<![CDATA[Caraka Putra Bhakti]]>;
<![CDATA[Tri Sutanti]]>;
<![CDATA[Arif Budi Prasetya]]>
<![CDATA[ JURNAL BIMBINGAN DAN KONSELING AR-RAHMAN Vol 12 No 1 (2026): June ]]>
Publisher : <![CDATA[UPT Publikasi dan Pengelolaan Jurnal Universitas Islam Kalimantan MAB Banjarmasin ]]>
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DOI: 10.31602/jbkr.v12i1.22943
<![CDATA[Individual work performance is an abstract and multidimensional construct that reflects individual behavior in the workplace that is relevant to organizational goals. This study used an experimental method with a one-group pretest-posttest design on student employment. The intervention was carried out through psychoeducation with case-based learning techniques for four sessions. The purpose of the study was to determine the effect of psychoeducational group services using case-based learning techniques to improve individual work performance. This study used a one-group pre-test post-test design. The subjects in the study were 10 student employment / student work scholarships selected using a purposive sampling technique with scale results in the low category. The research instrument was an individual work performance scale that refers to Koopmans' theory (2011). The data results were tested for validity using product moment while reliability was tested with Cronbach's alpha. The data obtained were tested using Shapiro Wilk to determine the distribution of the instrument and then retested with the non-parametric Wilcoxon signed rank test. Based on the results of the Wilcoxon test, data was obtained that there was an influence on the pretest and posttest, so it can be concluded that psychoeducational services using case-based learning techniques have an effect on increasing individual work performance of student employment. _____________________________________________________________Individual work performance merupakan konstruk abstrak dan multidimensional yang mencerminkan perilaku individu di tempat kerja yang relevan dengan tujuan organisasi. Penelitian ini menggunakan metode eksperimen dengan desain one group pretest-posttest terhadap student employment. Intervensi dilakukan melalui psikoedukasi dengan Teknik case-based learning selama empat sesi. Tujuan penelitian untuk mengetahui pengaruh layanan kelompok psikoedukasi teknik case-based learning untuk meningkatkan individual work performance. Penelitian ini menggunakan desain one-group pre-test post-test. Subjek dalam penelitian berjumlah 10 student employment / beasiswa karya mahasiswa yang dipilih menggunakan teknik purposive sampling dengan hasil skala dengan kategori rendah. Instrumen penelitian berupa skala individual work performance yang mengacu pada teori koopmans (2011). Hasil data di uji validitas dengan menggunakan product moment sedangkan reliabilitas dengan alpha cronbach. Data yang diperoleh diuji dengan menggunakan shapiro wilk untuk mengetahui distribusi instrumen dan selanjutnya diuji kembali dengan uji non parametrik wilcoxon signed rank test. Berdasarkan hasil uji wilcoxon diperoleh data bahwa terdapat pengaruh pada pretest dan posttest sehingga dapat disimpulkan bahwa layanan psikoedukasi teknik case based learning berpengaruh meningkatkan individual work performance student employment. ]]>
