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All Journal JURNAL MAHASISWA BK AN-NUR : BERBEDA, BERMAKNA, MULIA Jurnal Bimbingan dan Konseling Indonesia Indonesian Journal of Guidance and Counseling: Theory and Application
Dian Oktaviana
Universitas Negeri Surabaya
Education Social Sciences Other

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Pengaruh Latihan Asertif Terhadap Keterampilan Komunikasi Interpersonal Pada Siswa Dian Oktaviana; Hadi Warsito Wiryosutomo
Jurnal Bimbingan dan Konseling Indonesia Vol 7 No 2 (2022): Jurnal Bimbingan dan Konseling Indonesia
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jurnal_bk.v7i2.764

Abstract

This study aims to determine the effect of assertive training to improve interpersonal communication skills in class XI-TTL students of SMK Negeri 2 Surabaya. The subjects in this study were students of class X.TTL SMK Negeri 2 Surabaya who had low interpersonal communication. The data collection method used is a questionnaire to measure the level of interpersonal communication skills and observation. Analysis of the data used is the Wilcoxon test, based on the results of data analysis, the score of interpersonal communication skills between before and after being given assertive training is significant. Thus it can be concluded that the exercise of assertiveness can improve interpersonal communication skills. Abstrak: Penelitian ini dilakukan bertujuan untuk mengetahui pengaruh latihan asertif untuk meningkatkan keterampilan komunikasi interpersonal pada siswa kelas XI-TTL SMK Negeri 2 Surabaya. Subjek dalam penelitian ini adalah siswa kelas kelas X.TTL SMK Negeri 2 Surabaya yang memiliki komunikasi interpersonal rendah. Metode pengumpulan data yang digunakan adalah angket untuk mengukur tingkat keterampilan komunikasi interpersonal dan observasi. Analisis data yang digunakan adalah Uji Wilcoxon,berdasarkan hasil analisis data diperoleh skor keterampilan komunikasi interpersonal antara sebelum dan sesudah diberikan latihan asertif yaitu signifikan. Dengan demikian dapat disimpulkan bahwa latihan asertif dapat meningkatkan keterampilan komunikasi interpersonal.
CAN THE CIPP MODEL EVALUATION BE APPLIED TO HIGH SCHOOLS OR VOCATIONAL SECONDARY SCHOOLS?: EVALUATION STUDY AT SMA NU GRESIK Dian Oktaviana; Budi Purwoko; Najlatun Naqiyah
Jurnal Mahasiswa BK An-Nur : Berbeda, Bermakna, Mulia Vol 10, No 2 (2024)
Publisher : Universitas Islam Kalimantan Muhammad Arsyad Al-Banjari Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/jmbkan.v10i2.13597

Abstract

This article endeavors to delve into the intricacies of human psychology within the framework of the Quran and Hadith. The research methodology employed is a comprehensive library research approach, utilizing reputable sources such as books, journals, and pertinent prior research related to the predetermined theme. The research findings illuminate that the field of psychology delves into the very essence of the human soul, exploring various phenomena, processes, and contextual backgrounds. Viewing humans from the perspective of individual and social entities, encompassing the psychological (spiritual) and biological dimensions, they are perceived as entities harmonizing both material and spiritual components. Within the context of their relationship with the Divine, humans are esteemed as servants (makhluq) holding the highest position. The comprehension of human psychology in the Islamic perspective is elucidated through the conceptual exploration of Nafs, al-Aqlu, al-Qalbu, and ar-Ruh.Amit, A., & Sagiv, L. (2013). The PreferenSort: A holistic instrument for career counseling. Journal of Career Assessment, 21(2), 249–264.Astika, G. N. (2021). Meningkatkan Kemampuan Guru BK SMA dalam Pelaksanaan Layanan Bimbingan Klasikal Melalui Supervisi Klinis. Jurnal Ilmiah Bimbingan Konseling Undiksha, 12(1). https://ejournal.undiksha.ac.id/index.php/JIBK/article/view/32596Badrujaman, A. (2012). Faktor-Faktor Yang Mempengaruhi Keterlaksanaan Evaluasi Program Bimbingan dan Konseling. Perspektif Ilmu Pendidikan, 26(XVII), 131–137. https://journal.unj.ac.id/unj/index.php/pip/article/view/6895/4980Budiman, C., Badrujaman, A., & Wahyuni, E. (2022). Evaluasi Program Bimbingan dan Konseling Bidang Sosial dengan Teknik Contex, Input, Proses, Produk (CIPP) di Sekolah Menengah Kejuruan. Jurnal Konseling Dan Pendidikan, 10(2), 354. https://doi.org/10.29210/181300Devi Sri Raso Tampubolon, P., Anneke Rantung, D., & Naibaho, L. (2023). KAJIAN PENTINGNYA BELAJAR MENGEVALUASI PELAKSANAAN PEMBELAJARAN MENGGUNAKAN MODEL EVALUASI CIPP. EDUSAINTEK: Jurnal Pendidikan, Sains Dan Teknologi, 10(2), 582–599. https://doi.org/10.47668/edusaintek.v10i2.757Dicky Artanto, Hasan Ibadin, & Suwadi. (2023). Penerapan Evaluasi CIPP (Context, Input, Process,Product) Dalam Program Rintisan Madrasah Unggul Di MTsN 1 Yogyakarta. Al-Fahim : Jurnal Manajemen Pendidikan Islam, 5(1), 68–82. https://doi.org/10.54396/alfahim.v5i1.543Hakan, K., & Seval, F. (2011). CIPP evaluation model scale: development, reliability and validity. Procedia-Social and Behavioral Sciences, 15, 592–599.Hidayah, N. (2012). Process-Audit dalam Penyelenggaraan Pendidikan Akademik Jenjang S-1 Bimbingan dan Konseling. Jurnal Pendidikan Dan Pembelajaran (JPP), 17(2), 129–139.Hoshmand, L. T. (2004). The Transformative Potential of Counseling Education. The Journal of Humanistic Counseling, Education and Development, 43(1), 82–90. https://doi.org/10.1002/j.2164-490X.2004.tb00045.xIsriyah, M. (2023). KUALITAS LAYANAN BIMBINGAN KONSELING: PERAN SUPERVISOR DALAM PENINGKATAN MUTU. Psikodidaktika: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan Dan Konseling, 8(2), 465–473. https://doi.org/10.32663/psikodidaktika.v8i2.4128Kamilia, F. F. S., Wahyudin, D., & Dewi, L. (2023). CIPP evaluation model: E-learning based life skills training. 060001. https://doi.org/10.1063/5.0111265Kasmaini, K., Hamzah, S., & Winarto, H. (2023). CIPP Evaluation Model: Online In-service Teachers Training Program Conducted at English Language Education Study Program of Bengkulu University. ENGLISH FRANCA : Academic Journal of English Language and Education, 7(1), 105. https://doi.org/10.29240/ef.v7i1.5871Kemendikbud. (2016). Panduan Penyelenggaraan Bimbingan dan Konseling pada Pendidikan Dasar dan Pendidikan Menengah. Jakarta.Kui, H. (2023). Education Quality Evaluation Method Based on CIPP Theory (pp. 1200–1207). https://doi.org/10.1007/978-981-99-1428-9_155Kurniawati, E. W. (2021). Evaluasi Program Pendidikan Perspektif Model CIPP (Context, Input, Process, Product). GHAITSA: Islamic Education Journal, 2(1), 19–25. https://siducat.org/index.php/ghaitsa/article/view/168Lathifah, M., & Wirastania, A. (2022). Implementasi Supervisi Klinis Terhadap Keterampilan Konseling Individu Pada Mahasiswa Program Studi Bimbingan dan Konseling. Jurnal Fokus Konseling, 8(1), 52–57. https://doi.org/10.52657/jfk.v8i1.1557Maulana, C., Astuti, I., & Wicaksono, L. (2019). Evaluasi Program Layanan Informasi Dengan Model CIPP di SMP Negeri 14 Pontianak. Jurnal Pendidikan Dan Pembelajaran Khatulistiwa, 8(9). https://doi.org/10.26418/jppk.v8i9.35511Mujiyati, M., Mayasari, S., & Adiputra, S. (2020). A comparison of accountability models in school counseling programs. Konselor, 9(3), 117–124. https://doi.org/10.24036/0202093110561-0-00Muyana, S. (2017). Context Input Process Product (CIPP): Model Evaluasi Layanan Informasi. Prosiding Seminar Bimbingan Dan Konseling, 1(1), 342–347.Pambudi, Y. E., & Amini, S. N. K. (2021). Peran Kepala Sekolah Terhadap Manajemen Guru Bimbingan dan Konseling di Masa Pandemi. Edu Consilium: Jurnal Bimbingan Dan Konseling Pendidikan Islam, 2(2). https://doi.org/10.19105/ec.v2i2.4983Pujiastuti, P., Herwin, H., & Firdaus, F. M. (2021). Thematic Learning during the Pandemic: CIPP Evaluation Study. Cypriot Journal of Educational Sciences, 16(6), 2970–3980. https://doi.org/10.18844/cjes.v16i6.6481Rahmawati, R., Neviyarni, N., & Firman, F. (2016). Hubungan Motivasi Kerja dan Dukungan Sosial Kepala Sekolah dengan Pelaksanaan Tugas Guru BK di SMPN Kab. Kerinci. Konselor, 3(3), 94–100.Ratnaya, G., Indriaswuri, R., Widayanthi, D. G. C., Atmaja, I. M. P. D., & Dalem, A. A. G. P. K. P. (2022). CIPP Evaluation Model for Vocational Education: A Critical Review. Education Quarterly Reviews, 5(3). https://doi.org/10.31014/aior.1993.05.03.519Santosa, I., Setiadi, S., & Suseno, M. (2022). CIPP evaluation on emergency online learning during Covid-19 in STKIP MNC. Linguists : Journal Of Linguistics and Language Teaching, 8(2), 169. https://doi.org/10.29300/ling.v8i2.6400Siregar, S. K., Lubis, S. A., & Syukri, M. (2023). EVALUASI PROGRAM BIMBINGAN KONSELING DI SMK PENERBANGAN PBD MEDAN. Research and Development Journal of Education, 9(2), 977–989. https://doi.org/10.30998/rdje.v9i2.19515Sopha, S., & Nanni, A. (2019). The CIPP Model : Applications in Language Program Evaluation. The Journal of AsiaTEFL, 16(4), 1360–1367. https://doi.org/10.18823/asiatefl.2019.16.4.19.1360Stufflebeam, D. L. (2004). The 21st century CIPP model. Evaluation Roots, 245–266.Stufflebeam, D. L. (2007). CIPP evaluation model checklist.Stufflebeam, D. L., & Zhang, G. (2017). The CIPP Evaluation Model How to Evaluate for Improvement and Accountability. Guilford Publications.Thayyibah, J. (2020). Evaluasi Pelaksanaan Layanan Informasi Bidang Karir dengan Menggunakan Model CIPP pada Siswa Kelas XII Teknik Geomatika di SMK Negeri 5 Banjarmasin. Jurnal Pelayanan Bimbingan Dan Konseling, 2(2).Utomo, S. B., Atma, E. S., Dwikurnaningsih, Y., & Loekmono, J. T. L. (2023). EVALUASI PROGRAM BIMBINGAN DAN KONSELING BERBASIS CIPP PADA MASA PANDEMI COVID-19. Satya Widya, 39(1), 40–50. https://doi.org/10.24246/j.sw.2023.v39.i1.p40-50Warju, W. (2016). Educational Program Evaluation using CIPP Model. INVOTEC, 12(1). https://doi.org/10.17509/invotec.v12i1.4502
Career Maturity in High School Students: The Interplay of Self Efficacy and Locus of Control Dandi Prayoga; Najlatun Naqiyah; Ari Khusumadewi; Wiryo Nuryono; Dian Oktaviana
Indonesian Journal of Guidance and Counseling: Theory and Application Vol. 13 No. 2 (2024): December 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/dr981972

Abstract

The research is motivated by the need for career maturity to help students choose the right educational path, as many students lack readiness. This is due to low career planning skills, limited knowledge about further education and the workforce, and the tendency to follow peers' choices without considering their own potential. Using a quantitative approach with an ex post facto correlational design, the study involved a population of 4,383 students with a sample of 367 students selected through cluster random sampling. The instruments used include Career Maturity Inventory (validity 0.306-0.610, reliability 0.734), General Self efficacy (validity 0.488-0.748, reliability 0.850), and Rotter's Locus of control (validity 0.153-0.791, reliability 0.911). Data were analyzed using Kendall's Tau and Kendall's W techniques. The results showed a significant relationship between “self efficacy” and career maturity (p = 0.000, r = 0.387), locus of control and career maturity (p = 0.000, r = 0.137), and a significant relationship between “self efficacy” and locus of control with career maturity (p = 0.000, W = 0.755). The findings confirm that “self efficacy” and belief in locus of control significantly affect career maturity. The role of counseling teachers is needed in supporting the development of students' self-efficacy and locus of control through directed and continuous counseling services, and this research encourages the development of holistic career guidance programs and further research on external factors. Tujuan penelitian ini mengkaji keterkaitan antara “self efficacy” dan “locus of control” dengan kematangan karier siswa SMA. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis ex post facto melalui desain korelasional, yang memiliki populasi 4.383 siswa dengan sampel 367 siswa yang dipilih melalui stratified random sampling. Instrumen yang digunakan meliputi Career Maturity Inventory (validitas 0,306–0,610, reliabilitas 0,734), General Self efficacy (validitas 0,488–0,748, reliabilitas 0,850), dan Rotter's Locus of control (validitas 0,153–0,791, reliabilitas 0,911). Analisis data dilakukan dengan teknik Kendall’s Tau dan Kendall’s W. Hasil penelitian menunjukkan adanya hubungan signifikan antara self efficacy dan kematangan karier (p = 0,000, r = 0,387), locus of control dan kematangan karier (p = 0,000, r = 0,137), serta hubungan signifikan antara self efficacy dan locus of control dengan kematangan karier (p = 0,000, W = 0,755). Temuan ini menegaskan bahwasanya percaya diri dan keyakinan terhadap kontrol diri sangat memengaruhi kesiapan karier. Peran guru BK dibutuhkan dalam mendukung pengembangan self efficacy dan locus of control siswa melalui layanan konseling yang terarah dan berkesinambungan, serta penelitian ini mendorong pengembangan program bimbingan karier holistik dan penelitian lanjutan mengenai faktor eksternal.
Co-Authors Ari Khusumadewi Budi Purwoko Dandi Prayoga HADI WARSITO WIRYOSUTOMO Najlatun Naqiyah Wiryo Nuryono