Article Per Year (5 Year)
p-Index From 2021 - 2026
0.778
P-Index
This Author published in this journals
All Journal Jurnal Ilmiah Pendidikan dan Pembelajaran WIDYA LAKSANA Bisma The Journal of Counseling Mimbar Ilmu
Putu Ari Dharmayanti
Universitas Pendidikan Ganesha, Singaraja, Indonesia
Education Social Sciences Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
The Experimental-Based Visual Auditory Kinesthetic (Vak) Learning Model Improves Elementary School Science Learning Outcomes Putu Krisna Dewi; I Gusti Ayu Tri Agustiana; Putu Ari Dharmayanti
Mimbar Ilmu Vol. 28 No. 1 (2023): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v28i1.59283

Abstract

If the teacher only applies the lecture method, science learning is complex for students to understand. This study aimed to analyze the effect of the experimental-based VAK learning model on science learning outcomes in fifth-grade elementary school students. This research belongs to the quasi-experimental research (Quasi Experiment). The research design is the Non-Equivalent Post-test Only Control Group Design. The research population totaled 172 students. This research will use a random sampling technique. The research sample was 62 students. The data collection method used is the test method. The research instrument was a multiple-choice question sheet. The data analysis technique used is descriptive statistics and inferential statistics. The results of this study show a significant influence of the experimental-based Visual Auditory Kinesthetic (VAK) learning model on the science learning outcomes of fifth-grade elementary school students. It was concluded that the Experiment-based Visual Auditory Kinesthetic (VAK) learning model could improve the science learning outcomes of fifth-grade elementary school students. The VAK learning model can help students and make science learning fun.
Cognitive Behavioral Counseling Guide with Cognitive Restructuring Techniques to Reduce Social Anxiety in Students Victims of Bullying Ni Putu Harisila Mutari; Kadek Suranata; Putu Ari Dharmayanti; Ni Ketut Suarni; Nyoman Dantes
Bisma The Journal of Counseling Vol. 7 No. 3 (2023): December
Publisher : Department of Guidance and Counseling, FIP, Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/bisma.v7i3.75224

Abstract

The problem of social anxiety experienced by students who are victims of bullying has become a major concern, given its negative impact on students' mental health and academic success. This study aims to develop the cognitive behavioral counseling Handbook with Cognitive Restructuring Techniques to Reduce Social Anxiety in Students Victims of Bullying. This research method uses research and development (R&D) with a 4D (Four D) model developed by Thiagarajan, using a questionnaire instrument. Expert testers on the guidance product involve 3 Guidance and Counselling experts. The results of this study show that (1) produce a cognitive behavioral counseling guidebook, (2) test the validity with the Lawshe formula for the content of the guidebook. The results of the content validity analysis obtained the result of CVR of each item more than 0 (CVR>0) and no items of smaller value were found; from 0 (CVR<0). The CVI score was obtained with a value of 1, then it can be interpreted that the feasibility of this guidebook is high to be developed, (3) the practicality test of the guidebook on the assessment of 4 counseling guidance practitioners was declared practical (88%), (4) the effectiveness of the guidebook obtained a sig value (2-tailed) of 0.000 < 0.05 or below 0.05 then a size effectiveness test was carried out to obtain a value of 5.183 This means that the implementation of cognitive behavioral counseling with cognitive restructuring techniques is effective for reducing social anxiety in students victims of bullying.
Behavioral Counseling: Assertiveness Training Techniques to Increase Achievement Motivation and the Need to Express Oneself Ahmad Khotibul Umam; Putu Ari Dharmayanti; Nyoman Dantes; Ni Ketut Suarni
Jurnal Ilmiah Pendidikan dan Pembelajaran Vol. 9 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jipp.v9i3.94962

Abstract

Students' achievement motivation and courage in expressing their potential in the school environment are still low. This study aims to evaluate the effectiveness of behavioral counseling incorporating assertive training techniques in enhancing achievement motivation and self-expression. The study employed a quantitative approach with a quasi-experimental design, utilizing a pretest-posttest control group design. The sample consisted of 60 students, divided into an experimental group and a control group. The intervention was given to the experimental group through behavioral counseling sessions based on assertive training. Data were collected using an achievement motivation questionnaire and a questionnaire about the need to express themselves, which had been tested for validity and reliability. Data analysis employed the MANOVA test after the prerequisite analysis tests were met. The results showed that assertive training techniques were significantly effective in improving both variables simultaneously (p < 0.05). These findings suggest that a behavioral approach based on assertive training can foster students' adaptive behavior, enhance self-confidence, and promote more optimal academic and social outcomes. The practical implications of this study indicate the need to integrate this technique into school counseling services to support the character formation and profile of Pancasila Students.
Konseling Behavioral Berbasis Assertive Training dan Positive Reinforcement untuk Meningkatkan Kompetensi serta Mental Set Keguruan Ketut Sedana Arta; Ni Wayan Sukerti; Putu Ari Dharmayanti; Ni Wayan Astri Antari
JURNAL WIDYA LAKSANA Vol 14 No 2 (2025): Agustus
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jwl.v14i2.103350

Abstract

Guru sekolah dasar masih menghadapi kendala dalam mengembangkan kompetensi sosial berupa komunikasi asertif dan membangun mental set keguruan yang positif, sehingga berdampak pada efektivitas interaksi pembelajaran di kelas. Pengabdian ini bertujuan meningkatkan kompetensi sosial–komunikasi asertif sekaligus memperkuat mental set keguruan melalui pendekatan konseling behavioral berbasis assertive training dan positive reinforcement. Pengabdian ini diikuti oleh 20 orang guru sekolah dasar. Kegiatan dilaksanakan dengan pendekatan partisipatif yang didukung dengan pre-test dan post-test. Tahapan kegiatan pengabdian ini, terdiri dari (1) sosialisasi, (2) pelatihan, (3) penerapan teknologi, (4) pendampingan dan evaluasi. Data dikumpulkan melalui kuesioner skala Likert 4 poin yang memuat aspek komunikasi asertif dan mental set keguruan. Analisis dilakukan menggunakan SPSS dengan uji statistik deskriptif. Hasil menunjukkan peningkatan skor dari kategori sedang menjadi tinggi pada aspek komunikasi asertif maupun mental set keguruan. Maka, dapat disimpulkan bahwa program ini terbukti efektif memperkuat keterampilan sosial dan kesiapan mental guru, sekaligus meningkatkan kepercayaan diri dalam pengelolaan kelas dan komunikasi kolaboratif. Model pelatihan ini berpotensi direplikasi pada berbagai konteks pendidikan untuk meningkatkan profesionalisme guru.
Co-Authors Ahmad Khotibul Umam I Gusti Ayu Tri Agustiana Kadek Suranata Ketut Sedana Arta Ni Ketut Suarni Ni Putu Harisila Mutari Ni Wayan Astri Antari Ni Wayan Sukerti Nyoman Dantes Putu Krisna Dewi