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All Journal Indonesian Journal of Counseling and Development Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Jurnal Aplikasi IPTEK Indonesia
Karnangsyah, Emi
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Efektivitas Konseling Individual dengan Pendekatan Psikoanalisis Klasik dalam Meningkatkan Resilensi Akademik Siswa Bertipe Kepribadian Sensing dan Feeling Karnangsyah, Emi; Prasetia, Agung Tri
Jurnal Aplikasi IPTEK Indonesia Vol 4, No 2 (2020)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/4.241175

Abstract

This study aims to examine the effectiveness of individual counseling services using a classical psychoanalytic approach in enhancing academic resilience among students with Sensing and Feeling personality types. The study participants consisted of 65 tenth-grade students at SMAN 2 Kota Sungai Penuh, grouped based on the MBTI test results. Resilience measurements were conducted through pretest-posttest assessments, before and after the intervention. The results indicated a significant increase in academic resilience in both personality groups, with a greater increase observed in students with the Feeling type. A paired sample t-test revealed significant differences in academic resilience before and after counseling in both personality types, while an independent sample t-test confirmed differences in the intervention’s impact across the types. These findings suggest that the classical psychoanalytic approach effectively helps students understand emotional conflicts and boosts academic resilience, particularly among Feeling-type students. This study recommends tailored counseling approaches based on personality types for optimal results
Konseling Kelompok Eksistensial Therapy dalam Perspektif Budaya dan Etika Karnangsyah, Emi
Indonesian Journal of Counseling and Development Vol. 5 No. 2 (2023): December 2023
Publisher : Institut Agama Islam Negeri Kerinci, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ijcd.v5i2.4409

Abstract

This study explores the influence of culture and ethics in group counseling using Existential Therapy, utilizing a Systematic Literature Review (SLR) to evaluate 50 key articles. Findings reveal that participants' cultural backgrounds and the ethical norms held by both participants and therapists significantly affect the dynamics and outcomes of therapy. Culture shapes how participants interpret existential issues, while ethics ensure the integrity of the therapeutic process. The results suggest that a more culturally and ethically sensitive counseling approach can enhance the quality and effectiveness of group existential therapy. This research underscores the need for more contextual ethical guidelines and increased cultural awareness among counseling professionals to provide more inclusive and effective services.
Enhancing Self-Regulated Learning in a Borderline Student: Case-Based Evidence from a Self-Management Approach Ilham, Muhammad; Ropawandi, Doni; Karnangsyah, Emi; Halimastussa’diah, Siti
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 5 No. 7 (2025)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v5.i7.2025.7

Abstract

Slow learners are often overlooked in educational systems, despite their increased vulnerability to academic underperformance, low motivation, and poor self-regulation. Homework performance, as an essential component of independent learning, is particularly problematic among this population due to cognitive limitations and unsupportive home environments. This study aimed to explore the psychological profile and academic challenges of an Indonesian adolescent with slow learner characteristics and to evaluate the effectiveness of a structured self-management intervention in improving his homework behavior. A single-case qualitative design was employed. Data were collected through psychological assessments (short-form intelligence test, projective drawings), behavioral observations, and interviews with the student, parent, and teacher. The intervention included five sessions focusing on self-monitoring, goal-setting, and parental psychoeducation over a three-week period. Pre- and post-intervention data were compared to evaluate changes in task behavior and self-efficacy. The student initially showed low homework completion (30–40%), avoidance behavior, and emotional frustration. Post-intervention results indicated significant improvement in task initiation, attention span, and completion rate (80–90%). The student demonstrated greater confidence and independence, while the parent and teacher reported increased engagement and self-regulation. The gains were sustained across subjects and home settings.
Co-Authors Halimastussa’diah, Siti Muhammad Ilham Prasetia, Agung Tri Ropawandi, Doni