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<![CDATA[PELATIHAN ANGER MANAGEMENT UNTUK MENGEMBANGKAN REGULASI EMOSI SISWA DI SMK MUHAMMADIYAH SE-KECAMATAN LENDAH, KULONPROGO, YOGYAKARTA ]]>
<![CDATA[Saputra, Wahyu Nanda Eka]]>;
<![CDATA[Supriyanto, Agus]]>;
<![CDATA[Handaka, Irvan Budhi]]>
<![CDATA[ BAGIMU NEGERI : JURNAL PENGABDIAN KEPADA MASYARAKAT Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[BAGIMU NEGERI : JURNAL PENGABDIAN KEPADA MASYARAKAT ]]>
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DOI: 10.26638/jbn.344.8651
<![CDATA[Aggressive behavior becomes a classic problem that still occurs today. One technique of changing behavior, especially aggression in students is to apply anger management training. Activities that train students to manage anger is composed of eight meetings by using counseling, training, and FGD. Anger management can train students in regulating emotions so that students are able to learn to minimize aggressive behavior. This activity can provide advice for counselors, counselors should train students in carrying out the anger management to enable them to regulate their emotions and the emotions of students not terluap in the form of aggressive behavior when they deal with certain situations.]]>
<![CDATA[STUDI DESKRIPTIF TENTANG MODEL EVALUASI PELAKSANAAN PROGRAM BIMBINGAN DAN KONSELING DI SMA NEGERI DI KABUPATEN BANTUL ]]>
<![CDATA[Handaka, Irvan Budhi]]>
<![CDATA[ JURNAL KONSELING GUSJIGANG Vol 1, No 2 (2015): Jurnal Konseling Gusjigang Desember 2015 ]]>
Publisher : <![CDATA[Universitas Muria Kudus ]]>
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DOI: 10.24176/jkg.v1i2.408
<![CDATA[Program bimbingan dan konseling yang sistematis adalah program pelaksanaannya sesuai dengan rencana, tertata baik sejak perencanaan, pendataan, implementasi dan evaluasi. Tujuan penelitian ini adalah mendeskripsikan pemahaman model evaluasi dan pelaksanaan evaluasi oleh guru BK/Konselor terhadap program Bimbingan dan Konseling. Penelitian ini menggunakan metode penelitian kuantitatif. Subjek penelitian terdiri dari guru BK SMA Negeri di Bantul. Teknik pengumpulan data dengan angket. Analisis data yang digunakan adalah analisis deskriptif kuantitatif. Hasil penelitian, (1) pemahaman model evaluasi program bimbingan dan konseling pada guru bimbingan dan konseling masuk kategori baik. (2) Pelaksanaan evaluasi program bimbingan dan konseling pada guru bimbingan dan konseling masuk kategori baik.]]>
<![CDATA[PUSAT INFORMASI DAN KONSELING GERAKAN BEBAS NARKOBA REMAJA MUHAMMADIYAH ]]>
<![CDATA[Supriyanto, Agus]]>;
<![CDATA[Wahyudi, Amien]]>;
<![CDATA[Handaka, Irvan Budhi]]>
<![CDATA[ BAGIMU NEGERI : JURNAL PENGABDIAN KEPADA MASYARAKAT Vol 2, No 2 (2018) ]]>
Publisher : <![CDATA[BAGIMU NEGERI : JURNAL PENGABDIAN KEPADA MASYARAKAT ]]>
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DOI: 10.26638/jbn.708.8651
<![CDATA[Drug prevention in adolescent Muhammadiyah can be implemented through a school program. School programs need to work with school counselors to establish a Skills-Based Free Drug Information and Counseling Center. The method used in Information and counseling center is (1) education, (2) training, and (3) forum discussion group. Peer guidance, peer support, and peer counseling centers with counselors on skills-based students. Cognitive, affective, and skill dimension as the main goal of the drug-free movement. Skills developed in students are open-ended questions, listening to reflection exercises, role-playing, motivational interview skills, and model stages of change.]]>
<![CDATA[Self-Regulated Learning Siswa SMK Muhammadiyah di Kota Yogyakarta: Kedua Orang Tua Berpengaruhkan? ]]>
<![CDATA[Saputra, Wahyu Nanda Eka]]>;
<![CDATA[Handaka, Irvan Budhi]]>;
<![CDATA[Sari, Dita Kurnia]]>
<![CDATA[ Jurnal Pendidikan (Teori dan Praktik) Vol 4, No 1 (2019): Volume 4, Nomer 1, April 2019 ]]>
Publisher : <![CDATA[Fakultas Ilmu Pendidikan Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jp.v4n1.p7-11
<![CDATA[Hasil belajar yang maksimal merupakan salah satu pencapaian yang diharapkan oleh siswa, termasuk orang tuanya. Namun, berbagai masalah tentang belajar siswa di sekolah menjadi masalah yang masih dialami oleh siswa. Sebagai contohnya siswa yang enggan melakukan proses belajar yang mandiri dan bahkan siswa cenderung belajar jika dikendalikan oleh guru di sekolah. Permasalahan tersebut tergolong siswa yang kurang mampu mengoptimalkan keterampilan self-regulated learning. Salah satu yang mengindikasi dan mempreduksi tingkat self-regulated learning adalah keberadaan kedua orang tua di rumah siswa. Tujuan penelitian ini untuk mengidentifikasi perbedaan tingkat self-regulated learning berdasarkan siswa yang tinggal bersama kedua orang tuanya dengan siswa yang tinggal tidak bersama kedua orang tuanya. Penelitian ini melibatkan jumlah sampel sebanyak 415 siswa SMK Muhammadiyah di Kota Yogyakarta yang diambil menggunakan teknik stratified random sampling. Sampel terdiri dari 143 siswa tidak tinggal bersama orang tuanya dan 272 siswa tinggal bersama kedua orang tuanya. Tingkat self-regulated learning diukur menggunakan skala self-regulated learning. Teknik analisis data yang digunakan adalah Independent Sample T-Test. Hasil penelitian menunjukkan bahwa tidak ada perbedaan rata-rata skor self-regulated learning siswa SMK yang tinggal dengan kedua orang tuanya dengan siswa siswa yang tidak tinggal dengan kedua orang tuanya. Hasil penelitian ini seyogyanya menjadi dasar bagi konselor untuk meningkatkan self-regulated learning siswa dengan melibatkan unsur internal pada diri siswa buka unsur eksternal pada diri siswa seperti peran orang tua.]]>
<![CDATA[Self-Regulated Learning Siswa SMK Muhammadiyah di Kota Yogyakarta: Kedua Orang Tua Berpengaruhkan? ]]>
<![CDATA[Saputra, Wahyu Nanda Eka]]>;
<![CDATA[Handaka, Irvan Budhi]]>;
<![CDATA[Sari, Dita Kurnia]]>
<![CDATA[ Jurnal Pendidikan (Teori dan Praktik) Vol 4, No 1 (2019): Volume 4, Nomer 1, April 2019 ]]>
Publisher : <![CDATA[Fakultas Ilmu Pendidikan Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jp.v4n1.p7-11
<![CDATA[Hasil belajar yang maksimal merupakan salah satu pencapaian yang diharapkan oleh siswa, termasuk orang tuanya. Namun, berbagai masalah tentang belajar siswa di sekolah menjadi masalah yang masih dialami oleh siswa. Sebagai contohnya siswa yang enggan melakukan proses belajar yang mandiri dan bahkan siswa cenderung belajar jika dikendalikan oleh guru di sekolah. Permasalahan tersebut tergolong siswa yang kurang mampu mengoptimalkan keterampilan self-regulated learning. Salah satu yang mengindikasi dan mempreduksi tingkat self-regulated learning adalah keberadaan kedua orang tua di rumah siswa. Tujuan penelitian ini untuk mengidentifikasi perbedaan tingkat self-regulated learning berdasarkan siswa yang tinggal bersama kedua orang tuanya dengan siswa yang tinggal tidak bersama kedua orang tuanya. Penelitian ini melibatkan jumlah sampel sebanyak 415 siswa SMK Muhammadiyah di Kota Yogyakarta yang diambil menggunakan teknik stratified random sampling. Sampel terdiri dari 143 siswa tidak tinggal bersama orang tuanya dan 272 siswa tinggal bersama kedua orang tuanya. Tingkat self-regulated learning diukur menggunakan skala self-regulated learning. Teknik analisis data yang digunakan adalah Independent Sample T-Test. Hasil penelitian menunjukkan bahwa tidak ada perbedaan rata-rata skor self-regulated learning siswa SMK yang tinggal dengan kedua orang tuanya dengan siswa siswa yang tidak tinggal dengan kedua orang tuanya. Hasil penelitian ini seyogyanya menjadi dasar bagi konselor untuk meningkatkan self-regulated learning siswa dengan melibatkan unsur internal pada diri siswa buka unsur eksternal pada diri siswa seperti peran orang tua.]]>
<![CDATA[ACADEMIC BURNOUT CONDITIONS IN INDONESIAN STUDENTS: PHYSICAL, MENTAL, AND EMOTIONAL ]]>
<![CDATA[Supriyanto, Agus]]>;
<![CDATA[Imtinan, Salsabila]]>;
<![CDATA[Arikunto, Suharsimi]]>;
<![CDATA[Handaka, Irvan Budhi]]>;
<![CDATA[Hartini, Sri]]>
<![CDATA[ EDUCATIONE Volume 2, Issue 2, July 2024 ]]>
Publisher : <![CDATA[CV. TOTUS TUUS ]]>
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DOI: 10.59397/edu.v2i2.26
<![CDATA[The unclear end of the Covid-19 pandemic has had an impact on learning in schools. Students as an affected community cause the online learning process with various limitations, even though students have begun to get used to online learning. Conditions related to online learning pose a new problem about academic burnout. This study aims to develop an academic burnout scale and describe the condition of student academic burnout. The research method uses a mix-method with academic burnout variables and the target is students. The results found three aspects of academic burnout from physical fatigue, mental exhaustion, and emotional exhaustion. The burnout scale is validly tested with reliability in the very high category. The measurement of student academic burnout found that the average student has a high burnout category as a result of online learning. The effects of burnout conditions are self-confidence, motivation, achievement, self-control or depression in students. Immediate intervention for the prevention, reduction, or alleviation of burnout by school counselors or in collaboration with psychologists or universities.]]>
<![CDATA[Perbedaan self-regulated learning siswa SMP di Yogyakarta berdasarkan keberadaan kedua orang tua ]]>
<![CDATA[Handaka, Irvan Budhi]]>;
<![CDATA[Saputra, Wahyu N.E.]]>;
<![CDATA[Alhadi, Said]]>
<![CDATA[ Counsellia: Jurnal Bimbingan dan Konseling Vol. 9 No. 1 (2019) ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
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DOI: 10.25273/counsellia.v9i1.3416
<![CDATA[Tujuan penelitian ini adalah untuk menggambarkan komparasi tingkat self-regulated learning siswa yang tinggal bersama kedua orang tuanya dengan siswa yang tinggal jauh dari kedua orang tuanya. Sampel dalam penelitian ini sebanyak 402 siswa SMP di Yogyakarta yang diambil secara stratified random sampling. Komposisi sampel penelitian terdiri dari 150 siswa tinggal jauh dari orang tuanya dan 252 siswa tinggal bersama kedua orang tuanya. Alat ukur yang digunakan untuk mengukur tingkat self-regulated learning adalah skala self-regulated learning. Penelitian ini menggunakan Independent Sample T-Test sebagai teknik analisis datanya. Hasil penelitian menyimpulkan bahwa siswa yang tinggal dengan kedua orang tuanya memiliki tingkat self-regulated learning cenderung sama dengan siswa yang tinggal jauh dari kedua orang tuanya. Hasil penelitian ini merekomendasikan dilakukan identifikasi penyebab tidak adanya perbedaan self-regulated learning pada siswa yang tinggal bersama orang tuanya dengan siswa yang tinggal jauh dari orang tuanya.The purpose of this study is to describe the comparability of the level of self-regulated learning of students who live with their parents with students who live far from their parents. The sample in this study were 402 junior high school students in Yogyakarta taken by stratified random sampling. The composition of the study sample consisted of 150 students living far from their parents and 252 students living with their parents. The measuring instrument used to measure the level of self-regulated learning is the scale of self-regulated learning. This study uses the Independent Sample T-Test as a data analysis technique. The results of the study concluded that students who live with both parents have a level of self-regulated learning tend to be the same as students who live far from their parents. The results of this study recommend identification of the causes of the absence of differences in self-regulated learning in students who live with their parents with students who live far from their parents.]]>
<![CDATA[The Department of Guidance and Counseling Students’ Learning Difficulties on Group Counseling Practicum in the Special Region of Yogyakarta ]]>
<![CDATA[Sutanti, Tri]]>;
<![CDATA[Suwarjo, Suwarjo]]>;
<![CDATA[Handaka, Irvan Budhi]]>;
<![CDATA[Astuti, Budi]]>
<![CDATA[ PSIKOPEDAGOGIA Jurnal Bimbingan dan Konseling Vol. 6 No. 2: December 2017 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/psikopedagogia.v6i2.9437
<![CDATA[This study aimed to discover the learning difficulties experienced by the guidance and counseling students on group counseling practicum. This study was categorized as a descriptive study involving 286 students of seven Universities in the Special Region of Yogyakarta as the sample of the study. The sample was taken by using purposive sampling technique. The data collection technique of this study was a learning difficulties in group counseling practicum questionnaire by open and closed-ended questions. The data of this study were analyzed by using simple descriptive analysis by calculating the percentage and the categorization of the questionnaire score. The result of the study showed that the most contributing factor to the the students’ learning difficulties on the group counseling practicum was the aspect of the lecturer' teaching method by 53.31%. Besides, the result of the open-ended questionnaire showed that lack of group counseling basic skill mastery is one of the difficulties they experience during the group counseling service at the school. It contributes 38.46%. It showed that the practicum teaching methods need improvement to optimize the students' ability in practicing group counseling in school. This study becomes the basic consideration of the needs of learning model for group counseling practicum for the students of guidance and counseling in the Special Region of Yogyakarta.]]>
<![CDATA[Novice Counselor's Work Readiness ]]>
<![CDATA[Sutanti, Tri]]>;
<![CDATA[Arikunto, Suharsimi]]>;
<![CDATA[Handaka, Irvan Budhi]]>
<![CDATA[ PSIKOPEDAGOGIA Jurnal Bimbingan dan Konseling Vol. 10 No. 1: June 2021 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/psikopedagogia.v10i1.22890
<![CDATA[This descriptive study aims to find out the novice counselors’ work readiness. To this end, fifty-four novice counselors graduated from the guidance and counseling department of Ahmad Dahlan University were recruited. The data were collected using a work readiness scale and analyzed using a quantitative descriptive technique. The result showed that the school counselors’ strongest aspect lay in work attitude, while the weakest aspect lay in interpersonal communication. Based on the focus group discussion, novice counselors still faced some difficulties when providing guidance and counseling services at school. The most frequently found obstacles were their ability to deal with the students’ mental, assertiveness, group counseling services, collaboration service, and service management. This study can be used as the basis to develop a service or training strategy to improve the novice counselors’ work readiness.]]>
<![CDATA[Personal Responsibility Correlation in View of Self-Regulated Learning and Learning Autonomy University Students ]]>
<![CDATA[Handaka, Irvan Budhi]]>;
<![CDATA[Taufiq, Agus]]>;
<![CDATA[Yusuf, Syamsu]]>;
<![CDATA[Herdiansyah, Diki]]>;
<![CDATA[Tiskova, Navy Glenda]]>
<![CDATA[ Psikopedagogia Vol. 13 No. 1: June 2024 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/psikopedagogia.v13i1.27788
<![CDATA[As explained, personal responsibility is an individual's skills in taking responsibility for all decisions and actions and the results and impacts on others. A sense of responsibility can affect student academic achievement, so having a sense of personal responsibility, especially in the learning process, becomes important. Personal or personal responsibility can be developed through self-regulated learning and learning autonomy. So, this study aims to determine whether there is a correlation between personal responsibility with self-regulated learning and learning autonomy. The method used in this study is quantitative with a correlational type of research involving 141 students from semester 2 to semester ten aged 18 to 24 years. The data collection technique uses three instruments (personal responsibility, self-regulated learning, and autonomy learning). This study's results indicate a correlation between the three variables, namely personal responsibility, self-regulated learning, and autonomy learning (p> 0.000). The existence of this relationship shows that it is important for students to cultivate personal responsibility so that they can manage the learning process without depending on others (independently).]]>
