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THE SOCIAL PERSONALITY AUTONOMY COMPETENCE AMONG JUNIOR HIGH-SCHOOL STUDENTS Sinaga, Juster Donal
International Journal of Indonesian Education and Teaching (IJIET) Vol 1, No 2 (2017): July 2017
Publisher : Sanata Dharma University Yogyakarta

The autonomy competence in the social personality of the adolescents became one of the development aspects which must be urgently acquired by adolescents. Failure to be autonomous in the social personality during the adolescence period would have bad impact in the subsequent ages. The aims of the research were (1) to describe the level of autonomy competence of social personality in one of private Junior High schools, (2) to identify the items of the Inventory of Adolescent Social Personality Autonomy Competence (IASPAC) in the low and very low categories as the base to propose the topics of social personality guidance in one of the private junior high schools in Yogyakarta. The research subjects were the 141 students in grades VII, VIII, and IX. The research instrument was Inventory of Adolescent Social Personality Autonomy Competence (IASPAC) numbering 39 items which were composed by the researcher on the ground of the autonomy competence standards in the American School Counselor Association (ASCA) model, at the reliability value of 0.935. The data analysis was descriptive analysis with the categorization of the average numbers. The research result showed that as a whole the autonomy competence in the social personality of the students in one of the private junior high-schools in Yogyakarta was categorized as â€˜autonomousâ€™, with the following details, 18 students (12.7%) were categorized as â€˜very highâ€™, 104 students (73.7%) were categorized as â€˜highâ€™, 19 students (13.48%) were categorized as â€˜mediumâ€™, and none of the students were categorized as â€˜lowâ€™ and â€˜very lowâ€™. There were many differences in the average of the social personality autonomy competence among the grade VII, VIII, and IX students. The grade VII studentsâ€™ level of social personality autonomy competence was higher than that of the grade VIII and IX students. The other finding was that there were 10 items of the IASPAC with the lowest scores. These items would be used as the basis to propose topics for classical guidance of the social personality.Â DOI: https://doi.org/10.24071/ijiet.2017.010202

PROGRAM PEMANTAPAN PENYESUAIAN DlRI DENGAN BlMBINGAN DAN KONSELING KELOMPOK RATIONAL EMOTIVE BEHAVIOR THERAPY (REBT): MODEL PENDAMPINGAN MAHASISWABARU Hastuti, Maria Margaretha Sri; Sinaga, Juster Donal
Widya Dharma: Jurnal Kependidikan Vol 27, No 2 (2015)
Publisher : Widya Dharma: Jurnal Kependidikan

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Penelitian ini bertujuan untuk menguji efektivitas program Pemantapan Penyesuaian Diri Mahasiswa Baru dengan Bimbingan dan Konseling Kelompok Rational Emotive Behavior Therapy (REBT) dalam bentuk eksperimen dengan menggunakan One-Group Pretest-Posttest Design. Program Pemantapan Penyesuaian Diri terdiri dari 3 program secara berkesinambungan yaitu prokrastinasi akadernik, resiliensi terhadap stress, dan kecerdasan emosi. Subjek penelilian adalah mahasiswa Angkatan 2013 kelas A Program Studi Bimbingan dan Konseling (BK), Universitas Sanata Dharma Yogyakarta, TahunAkademik 20 13/20 14 yang berjumlah 43 orang. Dari total jurnlah tersebut, 14-23 orang mengikuti program Pemantapan Penyesuaian Diri. Empat kuesioner berbentuk skala Likert digunakan dalam penelitian ini: Prokrastinasi (Ferrari, Johnson, McCown, 1995; reliabilitas Cronbach A1pha=.92I), Resiliensi Terhadap Stress (Reivich & Shatte, 2002, reliabilitas Cronbach Alpba= .906), Kecerdasan Emosi (Goleman, 1995, reliabilitas Cronbach Alpha= .872), Penyesuaian Diri (Schneiders, 1964, reliabilitas Cronbach A1pha= .919). Hasil penelitianÂ menunjukkan bahwa Program Penyesuaian Diri Mahasiswa Barn dengan Bimbingan dan Konseling Kelompok Rational Emotive Behavior Therapy (REBT) efektifuntuk memantapkan penyesuaian diri mahasiswa barn. Uji T dengan teknik Sample Paired Test menghasilkan SkOT t hitung 2, 553 (df 20), dengan tingkat signifikansi 0,019. Skot t hitung 2,553 > t tabe12,086.

KESULITAN-KESULITAN PESERTA PENDIDIKAN DAN LATmAN PROFESI GURU BK MEMPEROLEH KOMPETENSI PEDAGOGIK DAN PROFESIONAL DITINJAU DARI JENJANG SEKOLAH DAN MASA KERJA Hastuti, M.M. Sri; Sinaga, Juster Donal
Widya Dharma: Jurnal Kependidikan Vol 28, No 2 (2016)
Publisher : Widya Dharma: Jurnal Kependidikan

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Penelitian ini bertujuan untukmengidentifikasi kesulitankesulitan guru BK SMP dan SMAIK berlatar pendidikan SI Bimbingan dan Konseling memperolch kompetensi pedagogik dan profesional dari Pendidikan dan Latihan Profesi Guru BK (pLPG) pada tabun 2014 di Rayon 38 Yogyakarta yang di selenggarakan pada gelombang 7 dan 10. Kesulitan-kesulitan ituditinjau dari jenjang sekolah dan masa kerja. Data dikumpulkan melalui Kuesioner Kesulitan Peserta PLPG berbentuk skala Likert (koefisien reliabilitas Cronbach Alpha 0.908). Hasil penelitian menunjukkan, pertama, perolehan kompetensi pedagogik dan profesional bagi mayoritas guru BK berada pada tingkat: (a) sedang untuk 39,5% peserta gelombangke-7 dan 42,1% peserta gelombang ke-IO (b) sedang untuk sebagian besar guru BK SMP (63,2%) dan guru BK SMAIK (21,1%) (e) sedang untuk sebagian besar guru BK SMP dan SMAIK (63,2%), dengan masa kerja 0- IO tabun, sedang untuk sebagian guru BK (15,8% ) dengan masa kerja 11-20 tahun, dan sebagian kecil guru BK (5,3 %) dengan masa kerja 20-31 tabun. Kedua, perolehan untuk sebagian besar kompetensi profesional (pengembangan program BK, bimbingan k1asikal dan konseling individual, pemberian layanan BK dan evaluasi program BK) itu tidak mudah, dan penelitian tindakan BK itu mudah. Ketiga, perolehan kompetensi pcdagogik, khususnya pemahaman individu, itu mudah.

Indonesia and Malaysia Students’ Quality of Life After the Covid-19 Pandemic: A Mixed Methods Study Sinaga, Juster Donal; Sarif, Mawaddah; Hassan, Siti Aishah
Jurnal Kajian Bimbingan dan Konseling Vol. 8 No. 2 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um001v8i22023p102-116

Abstract: Learning from home during the COVID-19 pandemic and learning face-to-face at school with strict health protocols during the COVID-19 pandemic have long-term negative effects on the psychological health of students. This situation may impact life quality (QoL). To measure students’ quality of life, mixed methods were adopted. Participants in this research ranged in age from 12 to 19 years. The study involved a total of 139 research participants. Kidscreen-27 questionnaires with a reliability coefficient of 0.913 percent were used. The interviews were conducted according to a set of defined rules. This data was collected online. The analysis was quantitative, qualitative, and descriptive. The majority of Indonesian and Malaysian students’ quality of life fell below the average or “moderate” level (64.7 percent). Malaysian students tend to have a higher higher quality of life than Indonesian students; male students tend to have a higher quality of life than female students; and students aged 12 to 15 tend to have a higher quality of life than students aged 16 to 19 years old. In addition, this analysis found that Indonesian and Malaysian students tend to have a higher “peers and social support dimensions” quality of life. The final finding indicated that students’ quality of life is related to their social interactions, such as school and home activities with friends and family members. Abstrak: Belajar dari rumah selama pandemi COVID-19 dan belajar tatap muka di sekolah dengan protokol kesehatan yang ketat selama pandemi COVID-19 berdampak negatif jangka panjang terhadap kesehatan psikologis siswa. Situasi ini dapat memengaruhi kualitas hidup. Untuk mengukur kualitas hidup siswa, metode campuran diadopsi. Partisipan dalam penelitian ini adalah siswa berusia 12 hingga 19 tahun. Penelitian ini melibatkan total 139 peserta. Kuesioner Kidscreen-27 dengan koefisien reliabilitas 0,913 persen digunakan. Wawancara dilakukan sesuai dengan seperangkat aturan yang ditetapkan. Data dikumpulkan secara online. Analisis yang digunakan adalah kuantitatif, kualitatif, dan deskriptif. Sebagian besar kualitas hidup pelajar Indonesia dan Malaysia berada di bawah rata-rata atau tingkat “sedang” (64,7 persen). Pelajar Malaysia cenderung memiliki kualitas hidup yang lebih tinggi daripada pelajar Indonesia; siswa laki-laki cenderung memiliki kualitas hidup yang lebih tinggi daripada siswa perempuan; dan siswa berusia 12 hingga 15 tahun cenderung memiliki kualitas hidup yang lebih tinggi dibandingkan siswa berusia 16 hingga 19 tahun. Selain itu, analisis ini menemukan bahwa pelajar Indonesia dan Malaysia cenderung memiliki kualitas hidup “dimensi teman sebaya dan dukungan sosial” yang lebih tinggi. Temuan akhir menunjukkan bahwa kualitas hidup siswa berhubungan dengan interaksi sosial mereka, seperti kegiatan sekolah dan rumah dengan teman dan anggota keluarga.

Pengaruh Hasil Pendidikan Karakter Terhadap Kecerdasan Interpersonal Siswa SMP Samosir, Teresia Tina; Sinaga, Juster Donal
SOLUTION Vol 1, No 2 (2019)
Publisher : Universitas Sanata Dharma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/sol.v1i2.3041

This study aims to (1) describe SMP Santo Aloysius Turi Yogyakarta grade VIII students' achievement in character education in 2018/2019 academic year; (2) describe SMP Santo Aloysius Turi Yogyakarta grade VIII students' interpersonal intelligence in 2018/2019 academic year; (3) describe how students' performance in character education subject influences their interpersonal intelligence. This is a quantitative study with 31 grade VIII students of SMP Santo Aloysius Turi Yogyakarta 2018/2019 academic year as the subject. The data was collected through Movie Based Character Education Achievement Test which consisted of 88 multiple choices questions and Interpersonal Intelligence Questionnaire which consisted of 32 items. The reliability coefficient formula used was Alpha Cronbach (?) which was 0,933 for the Movie Based Character Education Achievement Test and 0,921 for Interpersonal Intelligence Questionnaire. The data were analyzed using simple linear regression and descriptive statistical categories which were very high, high, medium, low, and very low. The results showed that (1) all participants of the study (100%) performed well in the Movie Based Character Education Achievement Test; (2) 18 students (58%) showed that they had very high interpersonal intelligence, 11 students (35,5%) showed high interpersonal intelligence, two students (6,5%) showed medium interpersonal intelligence; (3) the result of the character education test did not significantly influence students' interpersonal intelligence. However it had positive effect. Meanwhile, the students' character education test result (X) influenced students' interpersonal intelligence (Y) as much as 0,3%, with the statistical significance score of 0,780 0,05.

Parents’ Supports For Deaf Children Sitaningrum, Cicilia Ayunda; Sinaga, Juster Donal
SOLUTION Vol 2, No 2 (2020)
Publisher : Universitas Sanata Dharma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/sol.v2i2.3301

This research aims to describe 1) parents’ knowledge about their deaf children; 2) parents’ obstacles in dealing with their deaf children; 3) forms of parents’ supports for their deaf children; 4) a process of parents’ supports for their deaf children; 5) parties involved in giving supports for deaf children.This research was qualitative research with a case study approach. The research data source was a parent whose child is deaf in a private School for Exceptional Children (SLB) in Jakarta. The data collection technique was conducted through interviews. The data analysis techniques used were data collection, data reduction, data presentation, and data verification. The research shows the following results. 1) Parents’ knowledge about their deaf children is children with hearing impairments speaking not fluently. Their knowledge increases when they take their children to an ENT specialist. Deaf children have different levels of severity, need hearing aid, and use minimal vocabularies. 2) Parents’ obstacles in dealing with their deaf children in which their children are difficult to communicate, be controlled during tantrum, and being often lazy to study or go to school. 3) Parents’ supports in the form of providing speaking training, giving love and enthusiasm, entrusting children to school dormitories to practice independence, giving rewards for their achievement, and involving children in competitions to develop their passions. 4) The process of parents’ supports for their deaf children is by trying to persuading their children when they are tired of studying or going to school and trying to meet all their children’s needs. 5) Parties involved in giving supports for deaf children are father, older siblings, and homeroom teachers

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