Articles
<![CDATA[Pengaruh Kesehatan Mental Terhadap Hasil Belajar Peserta Didik ]]>
<![CDATA[Kristina Laia]]>;
<![CDATA[Justin Foera-era Lase]]>;
<![CDATA[Hosianna Rodearni Damanik]]>;
<![CDATA[Elizama Zebua]]>
<![CDATA[ Wibawa : Jurnal Manajemen Pendidikan Vol. 4 No. 2 (2024): Jurnal Wibawa ]]>
Publisher : <![CDATA[Institute Agama Islam Tafaqquh Fiddin Dumai ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.57113/wib.v4i2.393
<![CDATA[Penelitian ini dilatar belakangi dari pengamatan penelitian pada saat melakukan magang ketiga di SMK Negeri 3 Gunungsitoli, yang selama ini masih tergolong rendahnya hasil belajar dipengaruhi oleh kesehatan mental peserta didik. Penelitian ini bertujuan untuk mengetahui pengaruh kesehatan mental terhadap hasil belajar peserta didik di SMK Negeri 3 Gunungsitoli. Jenis penelitian ini adalah metode kuantitatif strategi asosisatif. Instrumen teknik pengumpulan data menggunakan teknik berupa pertanyaan koesioner terbuka dan tertutup yang dibagikan kepada sejumlah responden. Teknik analisis data menggunakan dengan metode statistik parametrik dengan bantuan program SPSS v. 25 for windows, dengan jumlah penarikan sampel menjadi subjek penelitian 32 peserta didik dilakukan secara acak dengan teknik purposive sampling. Mengetahui bahwa pengaruh variabel kesehatan mental (X) terhadap hasil belajar variabel (Y) yaitu sebesar 45,3%. Kita dapat melihat dari analisis data SPSS dinyatakan bahwa kesehatan mental berpengaruh terhadap hasil belajar peserta didik, dan sebaliknya, semakin tinggi hasil belajar peserta didik dapat meningkatkan kesejahteraan mental peserta didik lebih baik. dibandingkan dengan individu yang memiliki kesehatan mental rendah/buruk atau tidak memiliki motivasi sama sekali dalam mewujudkan prestasi akademik yang lebih optimal.]]>
<![CDATA[Efektivitas Layanan Bimbingan Kelompok Terhadap Perilaku Konformitas ]]>
<![CDATA[Indah Jelita Harefa]]>;
<![CDATA[Elizama Zebua]]>;
<![CDATA[Famahato Lase]]>;
<![CDATA[Hosianna Rodearni Damanik]]>
<![CDATA[ Wibawa : Jurnal Manajemen Pendidikan Vol. 4 No. 2 (2024): Jurnal Wibawa ]]>
Publisher : <![CDATA[Institute Agama Islam Tafaqquh Fiddin Dumai ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.57113/wib.v4i2.394
<![CDATA[Layanan bimbingan kelompok (BKp) dapat mengentaskan masalah perilaku konformitas teman sebaya dan mengubahnya menjadi perilaku yang baik pada peserta didik. Tujuan penelitian ini adalah untuk mengungkap efektivitas layanan BKp terhadap perilaku konformitas peserta didik, menggunakan metode penelitian kuantitatif eksperimen desain one group pretest-posttest design. Data dikumpulkan dengan tes dan dianalisis secara kuantitatif dan hasilnya dideskripsikan. Populasi penelitian adalah seluruh siswa kelas XI SMA Permata Kasih Gunungsitoli dan sampel ditarik secara purposive sampling dari satu rombongan belajar kelas XI berjumlah 25 orang. Hasil penelitian menyimpulkan bahwa layanan BKp yang diberikan oleh konselor sangat ampuh dalam mengentaskan, meningkatkan dan memecahkan masalah perilaku konformitas pada peserta didik. Sebelum diberi layanan BKp perilaku konformitas teman sebaya mereka sangat buruk, sedangkan setelah diberi layanan perilaku konformitas mereka berubah menjadi berperilaku amat baik. Hal ini dibuktikan dengan hasil post-test yang menunjukan bahwa perilaku konformitas peserta didik dari 7 subjek penelitian ditemukan ada peningkatan positif pada perilaku mereka sebagai hasil dari pemberian perlakuan yakni layanan BKp. Juga didapatkan 6 peserta didik berperilaku sedang dengan tingkat persentase 24% dan 19 peserta didik atau 76% yang berperilaku menjadi tinggi atau amat baik. Artinya pemberian layanan BKp sangatlah efektif untuk memperbaiki perilaku konformitas peserta didik. Hasil perlakuan yakni selisih antara pre-test dengan post-test total rata-rata sebesar 22,24 dengan hasil uji N-Gain 0,89 atau 89,43% maka dapat dinyatakan bahwa layanan BKp dapat memberi dampak yang baik. Disarankan kepada guru BK atau konselor sekolah agar merencanakan dan melaksanakan layanan BKp untuk mengentaskan masalah konformitas dan kepada peserta didik agar mengikutinya dengan baik.]]>
<![CDATA[Pengaruh Stigma Teman Sebaya Terhadap Hubungan Interpersonal ]]>
<![CDATA[Junevalim Telaumbanua]]>;
<![CDATA[Elizama Zebua]]>;
<![CDATA[Hosianna Rodearni Damanik]]>;
<![CDATA[Famahato Lase]]>
<![CDATA[ Wibawa : Jurnal Manajemen Pendidikan Vol. 4 No. 2 (2024): Jurnal Wibawa ]]>
Publisher : <![CDATA[Institute Agama Islam Tafaqquh Fiddin Dumai ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.57113/wib.v4i2.395
<![CDATA[Kemampuan hubungan interpersonal dapat ditingkatkan dengan upaya pengentasan masalah stigma teman sebaya. Tujuan penelitian ini adalah untuk mengungkap pengaruh pengentasan masalah stigma teman sebaya (variabel X) terhadap hubungan interpersonal (variabel Y) menggunakan metode kuantitatif strategi asosiatif. Lokasi penelitian adalah UPTD SMP Negeri 1 Gunungsitoli, populasi penelitian adalah seluruh siswa kelas VIII berjumlah 320 dan sampel ditarik secara purposive sampling sebanyak 32 orang. Instrumen pengumpulan data berupa kuesioner angket tertutup yang dibagikan kepada sejumlah responden. Data dianalisis dengan menggunakan analisis regresi linier untuk menjawab pertanyaan penelitian sesuai hipotesis yang diajukan. Hasil penelitian menyimpulkan bahwa terdapat pengaruh yang signifikan stigma teman sebaya (X) terhadap hubungan interpersonal (Y) yaitu semakin dientaskan masalah stigma teman sebaya maka semakin meningkat kemampuan hubungan interpersonal peserta didik. Sumbangan atau kontribusi variabel X terhadap Y sebesar 96,1 % sedangkan sisanya sebesar 3,1 % dipengaruhi oleh variabel lain yang belum diteliti, dan pengaruh ini dikategorikan sangat besar. Nilai koefisien regresi variabel X bernilai positif, yaitu 0,491, artinya bahwa setiap peningkatan pengentasan stigma teman sebaya sebesar 1,00 % maka akan diikuti dengan peningkatan hubungan interpersonal sebesar 0,491 % dengan asumsi variabel independen lainnya tetap. Disarankan kepada guru BK agar merencanakan dan melaksanakan layanan bimbingan kelompok kepada peserta didik dengan materi yang cocok dan tepat untuk mengentaskan masalah stigma teman sebaya dan meningkatkan hubungan interpersonal peserta didik. Juga kepada peserta didik disarankan agar mengikutinya dengan baik.]]>
<![CDATA[Efektivitas Layanan Informasi untuk Meningkatkan Pemahaman Perencanaan Karir ]]>
<![CDATA[Indah Berkat Tini Gea]]>;
<![CDATA[Elizama Zebua]]>;
<![CDATA[Mondang Munthe]]>;
<![CDATA[Justin Foera-era Lase]]>
<![CDATA[ Wibawa : Jurnal Manajemen Pendidikan Vol. 4 No. 2 (2024): Jurnal Wibawa ]]>
Publisher : <![CDATA[Institute Agama Islam Tafaqquh Fiddin Dumai ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.57113/wib.v4i2.397
<![CDATA[Layanan informasi karir dapat meningkatkan pemahaman perencanaan karir peserta didik. Tujuan peneltian ini adalah untuk mengungkap efektivitas layanan informasi karir dalam meningkatkan pemahaman perencanaan karir peserta didik, menggunakan metode penelitian kuantitatif eksperimen dengan desain pre eksperimen design dengan one group pretest-posttest design. Data dikumpulkan dengan tes dan dianalisis secara kuantitatif dan hasilnya dideskripsikan. Populasi penelitian adalah seluruh siswa kelas XI SMA Negeri 1 Gido berjumlah 311 dan sampel ditarik secara purposive sampling dari satu rombongan belajar kelas XI -1 berjumlah 36 orang. Hasil penelitian menyimpulkan bahwa dari 36 peserta didik sebelum diberikan perlakuan terdapat 4 orang (11,11%) yang masih belum menentukan karirnya atau belum ada pemahaman. 26 orang siswa (72,22%) dengan tingkat pemahaman sedang yang artinya masih ragu-ragu dalam memahami perencanaan karir, dan terdapat 6 orang (16,67%) tergolong baik dalam pemahaman prencanaan karir. Sedangkan setelah diberikan perlakuan yakni diberi layanan informasi karir maka terdapat 33 orang (91,7%) yang berkategori tinggi dalam pemahaman karir dan 3 orang (8,3%) memiliki nilai sedang. Ini membuktikan bahwa layanan informasi karir sangat efektif dalam meningkatkan pemahaman peserta didik akan perencanaan karir. Hal ini dubuktikan dengan hasil layanan yang diperoleh sebesar rata-rata 22,583 dengan hasil uji N-Gain 0,96 yang telah memberikan dampak yang baik. Disarankan kepada konselor sekolah agar melaksanakan layanan informasi karir kepada setiap peserta didik untuk meningkatkan pemahaman mereka terhadap pemahaman perencanaan karir dan juga kepada peserta didik agar menerima layanan ini demi meningkatkan pemahaman mengenai pemahaman perencanaan karir.]]>
<![CDATA[Pengaruh Kemampuan Menghadapi Konflik dan Kritik Terhadap Hubungan Sosial ]]>
<![CDATA[Agustinus Ndraha]]>;
<![CDATA[Famahato Lase]]>;
<![CDATA[Elizama Zebua]]>;
<![CDATA[Mondang Munthe]]>
<![CDATA[ Conseils : Jurnal Bimbingan dan Konseling Islam Vol. 4 No. 2 (2024): Oktober : Jurnal CONSEILS: Jurnal Bimbingan dan Konseling Islam ]]>
Publisher : <![CDATA[Institut Pesantren Sunan Drajat Lamongan, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.55352/bki.v4i2.1105
<![CDATA[Social relationship abilities can be improved by the ability to deal with conflict and criticism. The aim of the research is to reveal the influence of the ability to deal with conflict (X1) with the ability to deal with criticism (X2), using a quantitative associative strategy method. The research location was SMP Negeri 2 Gido, the research population was all class VIII students and the sample was taken purposively as many as 60 people. The data collection instrument was a closed questionnaire which was distributed to a number of respondents. Data were analyzed using multiple linear regression analysis to answer research questions according to the proposed hypothesis. The research results concluded that the ability to deal with conflict (X1) partially had a significant effect on improving social relations (Y). The regression coefficient value for the variable ability to deal with conflict is negative, namely 0.071 and every 1.00% increase in ability will be followed by an increase in social relations of 0.071%. The ability to face criticism (X2) partially has a significant effect on increasing social relationship abilities (Y). The regression coefficient value for the ability to face criticism is positive, namely 1.102 and for every 1.00% increase in the ability to face criticism, it will be followed by an increase in social ability of 1.102%. Variables X1 and X2 together have a significant effect on variable Y and every increase in X1 and the contribution of the influence of variables X1 and it is recommended for school counselors to provide special guidance and counseling services to handle, develop and improve students' social abilities.]]>
<![CDATA[Efektivitas Bimbingan Kelompok Melalui Teknik Sosiodrama Dalam Meningkatkan Sikap Respek ]]>
<![CDATA[Ida Mawarni Mendrofa]]>;
<![CDATA[Hosianna Rodearni Damanik]]>;
<![CDATA[Elizama Zebua]]>;
<![CDATA[Mondang Munthe]]>
<![CDATA[ Conseils : Jurnal Bimbingan dan Konseling Islam Vol. 4 No. 2 (2024): Oktober : Jurnal CONSEILS: Jurnal Bimbingan dan Konseling Islam ]]>
Publisher : <![CDATA[Institut Pesantren Sunan Drajat Lamongan, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.55352/bki.v4i2.1106
<![CDATA[Students' respect for teachers and peers can be increased with sociodrama technique group guidance services. The aim of this research is to reveal how effective sociodrama technical group guidance services are in increasing students' respect for teachers and peers. This study uses a quantitative approach with a quasi-experimental design and an experiment with a one group pretest-posttest design. Data was collected using a questionnaire and analyzed quantitatively and the results were described. The research location is SMP Negeri 2 Gunungsitoli Utara. The research population was all 69 class VII students and the sample was drawn by purposive sampling, 48 people for the experiment and one class for the control class. The research results concluded that sociodrama technique group guidance services were effective in increasing students' respectful attitudes and lecture or conventional methods were not effective in increasing students' respectful attitudes. This is proven by the very high increase in their respect. The students' respectful attitude before being given treatment, namely sociodrama technical group guidance services to 48 people with a test average of only 69.67%, was in the ineffective category. Meanwhile, after being given treatment, namely the sociodrama technical group guidance service and the average post-test result was 97.67 with the category being effective and the treatment result was 28%. It is recommended that guidance and counseling teachers or school counselors plan and implement sociodrama technique group guidance services with appropriate material to increase students' respect.]]>
<![CDATA[Efektivitas Layanan Bimbingan Kelompok Terhadap Perilaku Konformitas ]]>
<![CDATA[Indah Jelita Harefa]]>;
<![CDATA[Elizama Zebua]]>;
<![CDATA[Famahato Lase]]>;
<![CDATA[Hosianna Rodearni Damanik]]>
<![CDATA[ Journal on Education Vol 7 No 1 (2024): Journal on Education: Volume 7 Nomor 1 Tahun 2024 ]]>
Publisher : <![CDATA[Departement of Mathematics Education ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31004/joe.v7i1.6899
<![CDATA[Group guidance services (GGS) can alleviate the problem of peer conformity behavior and turn it into good behavior in students. The aim of this research is to reveal the effectiveness of GGS on students' conformity behavior, using quantitative research methods, one group pretest-posttest design experiments. Data is collected by tests and analyzed quantitatively and the results are described. The research population was all class XI students at SMA Permata Kasih Gunungsitoli and the sample was drawn by purposive sampling from a class The research results concluded that the GGS provided by counselors were very effective in alleviating, improving and solving problems of conformity behavior in students. Before being given the GGS, their peers' conformity behavior was very bad, whereas after being given the service, their conformity behavior changed to very good behavior. This is proven by the post-test results which show that the conformity behavior of students from 7 research subjects found a positive increase in their behavior as a result of providing treatment, namely GGS. It was also found that 6 students behaved moderately with a percentage level of 24% and 19 students or 76% whose behavior was high or very good. This means that providing GGS is very effective in improving student conformity behavior. The results of the treatment, namely the difference between the pre-test and post-test, have an average total of 22.24 with an N-Gain test result of 0.89 or 89.43%, so it can be stated that BKp services can have a good impact. It is recommended for guidance and counseling teachers or school counselors to plan and implement GGS to alleviate conformity problems and for students to follow them well.]]>
<![CDATA[Pengaruh Kemampuan Menghadapi Konflik dan Kritik Terhadap Hubungan Sosial ]]>
<![CDATA[Agustinus Ndraha]]>;
<![CDATA[Famahato Lase]]>;
<![CDATA[Elizama Zebua]]>;
<![CDATA[Mondang Munthe]]>
<![CDATA[ Conseils : Jurnal Bimbingan dan Konseling Islam Vol. 4 No. 2 (2024): Oktober : Jurnal CONSEILS: Jurnal Bimbingan dan Konseling Islam ]]>
Publisher : <![CDATA[Institut Pesantren Sunan Drajat Lamongan, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.55352/bki.v4i2.1105
<![CDATA[Social relationship abilities can be improved by the ability to deal with conflict and criticism. The aim of the research is to reveal the influence of the ability to deal with conflict (X1) with the ability to deal with criticism (X2), using a quantitative associative strategy method. The research location was SMP Negeri 2 Gido, the research population was all class VIII students and the sample was taken purposively as many as 60 people. The data collection instrument was a closed questionnaire which was distributed to a number of respondents. Data were analyzed using multiple linear regression analysis to answer research questions according to the proposed hypothesis. The research results concluded that the ability to deal with conflict (X1) partially had a significant effect on improving social relations (Y). The regression coefficient value for the variable ability to deal with conflict is negative, namely 0.071 and every 1.00% increase in ability will be followed by an increase in social relations of 0.071%. The ability to face criticism (X2) partially has a significant effect on increasing social relationship abilities (Y). The regression coefficient value for the ability to face criticism is positive, namely 1.102 and for every 1.00% increase in the ability to face criticism, it will be followed by an increase in social ability of 1.102%. Variables X1 and X2 together have a significant effect on variable Y and every increase in X1 and the contribution of the influence of variables X1 and it is recommended for school counselors to provide special guidance and counseling services to handle, develop and improve students' social abilities.]]>
<![CDATA[Efektivitas Bimbingan Kelompok Melalui Teknik Sosiodrama Dalam Meningkatkan Sikap Respek ]]>
<![CDATA[Ida Mawarni Mendrofa]]>;
<![CDATA[Hosianna Rodearni Damanik]]>;
<![CDATA[Elizama Zebua]]>;
<![CDATA[Mondang Munthe]]>
<![CDATA[ Conseils : Jurnal Bimbingan dan Konseling Islam Vol. 4 No. 2 (2024): Oktober : Jurnal CONSEILS: Jurnal Bimbingan dan Konseling Islam ]]>
Publisher : <![CDATA[Institut Pesantren Sunan Drajat Lamongan, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.55352/bki.v4i2.1106
<![CDATA[Students' respect for teachers and peers can be increased with sociodrama technique group guidance services. The aim of this research is to reveal how effective sociodrama technical group guidance services are in increasing students' respect for teachers and peers. This study uses a quantitative approach with a quasi-experimental design and an experiment with a one group pretest-posttest design. Data was collected using a questionnaire and analyzed quantitatively and the results were described. The research location is SMP Negeri 2 Gunungsitoli Utara. The research population was all 69 class VII students and the sample was drawn by purposive sampling, 48 people for the experiment and one class for the control class. The research results concluded that sociodrama technique group guidance services were effective in increasing students' respectful attitudes and lecture or conventional methods were not effective in increasing students' respectful attitudes. This is proven by the very high increase in their respect. The students' respectful attitude before being given treatment, namely sociodrama technical group guidance services to 48 people with a test average of only 69.67%, was in the ineffective category. Meanwhile, after being given treatment, namely the sociodrama technical group guidance service and the average post-test result was 97.67 with the category being effective and the treatment result was 28%. It is recommended that guidance and counseling teachers or school counselors plan and implement sociodrama technique group guidance services with appropriate material to increase students' respect.]]>
