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All Journal Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan Kognisi: Jurnal Ilmu Keguruan
Muhamad Rozikan
Universitas Islam Negeri Salatiga
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pelatihan Teknik Konseling Melalui Media Points Of You dalam Pengembangan Kompetensi Guru Madrasah Muhamad Rozikan; Anisatun Murtafiah
Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan Vol. 7 No. 2 (2026)
Publisher : Pusat Studi Penelitian dan Evaluasi Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59698/afeksi.v7i2.844

Abstract

Pelatihan Teknik Konseling Melalui Media Points of You dalam Pengembangan Kompetensi Guru Madrasah merupakan sebuah pengabdian kepada masyarakat yang bertujuan meningkatkan kompetensi konseling dan kesejahteraan psikologis guru madrasah. Penelitian terkait menunjukkan bahwa kompetensi guru sangat diperlukan dalam era modern, mencakup aspek pendidikan, teknologi, global, strategi masa depan, dan konselor. Tantangan guru modern melibatkan kemampuan soft skill dan pembekalan peserta didik dengan ketrampilan masa kini. Metode yang digunakan dalam pengabdian ini adalah Participatory Action Research (PAR), melibatkan seluruh pihak terkait secara aktif dalam meninjau tindakan yang sedang berlangsung. Langkah-langkah strategi melibatkan perencanaan proyek, koordinasi pelaksanaan program, pengendalian pelaksanaan, evaluasi, pengawasan keberlanjutan, dan pelaporan kepada pihak berwenang. Pelaksanaan pelatihan melibatkan guru BK di Kota Salatiga dan Kabupaten Semarang sebagai subjek, dengan melibatkan tim pemberdaya dan narasumber. Penggunaan kartu points of you, jenis The Coaching Game dan Punctum, sebagai instrumen pelatihan untuk memfasilitasi pengenalan diri dan pengembangan kompetensi. Hasil pelatihan menunjukkan dampak positif dalam pemahaman diri peserta, mencakup perubahan positif terkait pemahaman potensi permasalahan terpendam dan langkah awal dalam pengembangan kompetensi konseling. Indicator kesuksesan, seperti partisipasi aktif, ekspresi emosi terbuka, keterlibatan dalam proses pembelajaran, refleksi dan pengenalan diri yang mendalam, serta kemampuan menerapkan materi dalam kehidupan sehari-hari, mencerminkan pencapaian yang signifikan. Kesimpulan dari pengabdian ini menekankan pentingnya metode interaktif dalam pembelajaran, yang mampu menciptakan pengalaman berkesan dan mendalam bagi peserta. Pelatihan ini berhasil mencapai tujuannya dalam meningkatkan kompetensi konseling dan kesejahteraan psikologis guru madrasah.
Islamic Guidance and Counseling for Adolescent Emotion Management Ega Oktafiya; Muhamad Rozikan
Kognisi: Jurnal Ilmu Keguruan Vol. 4 No. 1 (2026)
Publisher : Pusat Studi Penelitian dan Evaluasi Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59698/kognisi.v4i1.596

Abstract

Adolescents' capacity to manage emotion is closely related to psychosocial adjustment, learning engagement, peer and teacher relationships, and mental health. In Islamic schools, counseling services may combine evidence-informed emotion-regulation support with religious resources that are meaningful to students. This study examined how Islamic Guidance and Counseling (IGC) was implemented to support students' emotion management at SMP Islam Ngadirejo, Temanggung, Indonesia, and identified the barriers encountered in practice. A qualitative descriptive field design was employed. Primary data were derived from interviews with the school counselor and students, while observations, documentation of counseling activities, and school-profile materials provided contextual evidence. Data were organized through reduction, display, and conclusion drawing, with source and technique triangulation used to strengthen interpretive credibility. Findings indicate a tiered service architecture comprising classroom guidance, group guidance, individual counseling, group counseling, home visits, and case conferences. These modalities were integrated with Qur'anic and Prophetic values and practices such as istighfar, Qur'an recitation, self-reflection, and encouragement of voluntary night prayer. The counselor adopted a proactive, firm-yet-persuasive, and collaborative approach involving teachers and families. Participants perceived improvements in students' emotional control and learning functioning, although the qualitative design does not permit causal claims. Major barriers included the image of counseling as disciplinary policing, reluctance to disclose personal concerns, limited time and personnel, inconsistent coordination, variable family involvement, and weak data management. The study suggests that Islamic school counseling is most promising when religious meaning-making is integrated with relational safety, confidentiality, explicit emotion-regulation skills, and school-wide coordination.
Co-Authors Anisatun Murtafiah Ega Oktafiya