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All Journal Education and Counseling Journal EDUCATIONE: Journal of Education Research and Review
Romika, Ika
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Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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PENGARUH TEKNIK DISKUSI KELOMPOK TERHADAP MOTIVASI BELAJAR SANTRI PONDOK PESANTREN IBNU KATSIR 4 MOJOKERTO Arifin, Syamsul; Fatimah, Fita; Romika, Ika
Consilium: Education and Counseling Journal Vol 5 No 1 (2025): EDISI : MARET
Publisher : Biro 3 Kemahasiswaan dan Kerjasama Universitas Abduracman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/consilium.v5i1.6029

Abstract

Motivasi belajar sangat pendting dalam mendukung prestasi belajar siswa. Namun ada indikasi rendahnya motivasi belajar yang dimiliki oleh santri pondok pesantren IbnuKatsir 4 Mojokerto yang ditunjukkan dengan mudah berkeluh kesah dan pesimis ketika menghadapi kesulitan, sulit berjalan sendiri ketika di berikan tugas, memiliki ketergantungan terhadap orang lain, daya konsentrasi berkurang, dan semangat juang belajarnya rendah. Oleh karena itu perlu upaya-upaya untuk memperbaiki motovasi belajar tersebut. Penelitian ini bertujuan untuk mengetahui pengaruh teknik diskusi kelompok terhadap motivasi belajar santri PP IbnuKatsir 4Mojokerto. Penelitian ini termasuk penelitian kuantitatif eksperimen dengan desain one group pretest posttest design. Populasi dalam penelitian ini adalah seluruh santri kelas VIII yang berjumlah 23 orang, sedangkan sampelnya berjumlah 8 orang dipilih dengan menggunakan teknik purposive sampling yang terdiri dari 2 orang santri yang memiliki motivasi rendah dan 6 santri yang memiliki motivasi belajar sedang. Instrumen yang digunakan dalam penelitian ini berupa angket motivasi belajar yang terdiri dari 45 item pertaanyaan. Berdasarkan hasil analisis data yang telah dilakukan, Uji hipotesis menggunakan Wilcoxon menunjukkan nilai Asymsig (2-tailed) 0,012 < 0,05 yang berarti Ha diterima. Sehingga dapat disimpulkan bahwa pengaruh teknik diskusi kelompok dapat membantu meningkatkan motivasi belajar santri di Pondok Pesantren Ibnu Katsir 4 Mojokerto
REDUCING ACADEMIC PROCRASTINATION THROUGH PROBLEM SOLVING-BASED GROUP GUIDANCE IN SECONDARY EDUCATION Realfan, Riski; Masyitoh, Dewi; Romika, Ika
EDUCATIONE Volume 3, Issue 2, July 2025
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v3i2.101

Abstract

Academic procrastination remains a persistent barrier to student achievement, self-regulation, and well-being within Indonesia’s secondary education sector, contributing to low academic performance and disengagement. This study aimed to examine the effectiveness of group guidance using problem-solving techniques in reducing academic procrastination among grade XI students at SMK NU 1 Pesanggaran Banyuwangi during the 2024/2025 academic year. Employing a quantitative, pre-experimental design (one-group pretest-posttest), the research targeted six students identified with high academic procrastination from a population of 38, using a validated questionnaire. Over four intervention cycles, group counseling sessions based on problem-solving frameworks were conducted, and changes in procrastination scores were assessed through pre- and posttests. The Wilcoxon signed-rank test revealed a statistically significant reduction in academic procrastination (Z = -2.214, p = 0.027), with all participants improving from high to moderate levels. These results demonstrate the efficacy of structured group guidance rooted in cognitive-behavioral problem-solving in fostering more adaptive academic behaviors and peer-supported accountability. This research contributes to the field by offering empirical evidence for the value of group-based interventions in vocational school contexts—an area often overlooked in Indonesian educational research. The findings support the broader implementation of collaborative, solution-focused counseling practices to promote student discipline, time management, and academic success. It is recommended that future studies employ larger samples, incorporate control groups, and collect qualitative feedback to further enhance the generalizability and understanding of intervention effectiveness.
Co-Authors Fita Fatimah, Fita Masyitoh, Dewi Realfan, Riski Syamsul Arifin