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All Journal Journal Evaluation in Education (JEE) Jurnal Kajian Pendidikan dan Psikologi Psikoeduko: Jurnal Psikologi Edukasi dan Konseling
Anandha Putri Rahimsyah
Universitas Muhammadiyah Tasikmalaya
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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SELF-REGULATED LEARNING: IMPLICATION FOR SCHOOL COUNSELOR Anandha Putri Rahimsyah; Nurul Hikmah
Psikoeduko: Jurnal Psikologi Edukasi dan Konseling Vol 2, No 1 (2022)
Publisher : Study Program Guidance and Counseling, Univesitas Pendidik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/psikoeduko.v2i1.44946

Abstract

21st-century learning requires students to have many skills that support their academic achievement in school. One of the predictors of student learning achievement in school is self-regulated learning. Self-regulated learning assists students not only in establishing an efficient learning approach, but also in identifying a lack of knowledge and determining the help required to aid their learning process. Low student motivation, the adoption of inefficient tactics, and low self-regulation can all have an impact on student academic achievement. The purpose of this study is to define the role of school counselors in removing impediments to students' success, improving students' learning environments, and supporting students' academic progress as implications for school counselors. The method used in this study is a systematic literature review. Data were obtained from various research or non-research scientific articles and books relevant to the research title. The study results stated that school counselor services support students' academic achievement, namely self-regulated learning. The focus of services for self-regulated learning students is related to increasing metacognitive, motivational, and behavioral. This study explained several approaches to help students have self-regulated learning that supports academic achievement.
OVERVIEW OF SELF-ESTEEM AMONG STUDENTS AT MAN 1 TASIKMALAYA Muhammad Ramdani Alfain; Feida Noorlaila Isti'adah; Anandha Putri Rahimsyah
Jurnal Kajian Pendidikan dan Psikologi Vol. 2 No. 1 (2024): Jurnal Kajian Pendidikan dan Psikologi
Publisher : PT Altin Riset Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61397/jkpp.v2i1.200

Abstract

The purpose of this study was to describe the condition of self-esteem of grade X students of MAN 1 Tasikmalaya. This research is descriptive quantitative research with a sample size of 438 students from a population of 500 students. The sampling technique used incidental and used the Tafarodi & Swann (2001) instrument adopted by Wulandari, W (2020). In this study, it was revealed that the condition of self-esteem of class X students of MAN 1 Tasikmalaya was generally in the moderate category or if it was presented was 415 students (95%), which means that most students already have good self-esteem but have not fully shown high self-esteem as shown by students with high self-esteem. Therefore, better improvement is needed so that high self-esteem can be achieved as much as possible. There is no significant difference between male and female students in the level of self-esteem between male and female students because one of the factors that affect self-esteem is the environment. Where they have the same environment, be it at school or boarding school, the same business and activities. Therefore, there is a need for guidance and counselling services using classical guidance. Classical guidance is an efficient service, especially in dealing with the problem of the ratio of the number of counsellors and clients.
Strengthening Academic Hardiness Through Self-Reflection-Based Narrative Counseling: A Single-Case Research Muhammad Muhajirin; Agung Nugraha; Rima Irmayanti; Anandha Putri Rahimsyah; Adelia Lintang Anjarika
Journal Evaluation in Education (JEE) Vol 7 No 1 (2026): January
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i1.2464

Abstract

Purpose of the study: This study aimed to examine the effectiveness of self-reflection-based narrative counseling in strengthening academic hardiness among senior high school students who demonstrate low academic persistence and difficulties in coping with academic challenges. Methodology: This study employed a single-case research design using an A–B format. Three (n = 3) senior high school students were selected through purposive sampling based on low academic hardiness scores. The intervention consisted of five individual self-reflection–based narrative counseling sessions. Data were collected using an academic hardiness scale administered during the baseline, intervention, and three-week follow-up phases. Data were analyzed using descriptive visual analysis to examine changes in level, trend, and stability of academic hardiness across phases. Main Findings: The results indicated a clear and consistent increase in academic hardiness across all three participants during the intervention phase compared to the baseline condition. Improvements were observed in the dimensions of commitment, control, and challenge, and were maintained at the three-week follow-up, suggesting a sustained positive effect of the intervention. Novelty/Originality of this study: This results indicated a clear and consistent increase in academic hardiness across all three participants during the intervention phase compared to the baseline condition. Improvements were observed in the dimensions of commitment, control, and challenge, and were maintained at the three-week follow-up, suggesting a sustained positive effect of the intervention.
Co-Authors Adelia Lintang Anjarika Agung Nugraha Feida Noorlaila Isti'adah Gian Sugiana Sugara Jihan Nabilah Putri Wardani Muhammad Muhajirin Muhammad Ramdani Alfain Nurul Hikmah Rima Irmayanti