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All Journal EDUCATIONE: Journal of Education Research and Review Journal of Cultural Guidance and Counseling
Ali Murtadho
Universitas Negeri Surabaya
Humanities Education Health Professions Public Health Social Sciences

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EXPRESSIVE PATTERN DRAWING IN GROUP COUNSELING FOR VOCATIONAL STUDENTS’ EMOTIONAL REGULATION IMPROVEMENT Ali Murtadho; Asieline Wahyu Tri Ardyanti; Budi Purwoko; Evi Winingsih
EDUCATIONE Volume 4, Issue 1, January 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i1.198

Abstract

Emotional regulation is an essential aspect of students’ development, particularly for vocational high school students who are in a critical period of emotional and social adjustment. However, many students still experience difficulties in managing their emotions adaptively, which may negatively affect their learning process and social interactions. Therefore, appropriate and developmentally relevant interventions are needed. This study aimed to examine the effect of group counseling based on expressive pattern drawing on students’ emotional regulation abilities. This study employed a quantitative approach using a pre-experimental One Group Pretest–Posttest Design. The respondents consisted of eleventh-grade students at SMK Sejahtera Surabaya who demonstrated low emotional regulation abilities and were selected through purposive sampling. Data were collected using an emotional regulation questionnaire with a four-point Likert scale, which had been tested for validity and reliability, yielding a Cronbach’s Alpha coefficient of 0.832. The intervention was conducted through group counseling sessions utilizing expressive pattern drawing techniques over five sessions. Data analysis was performed using the Wilcoxon Signed Rank Test with the assistance of SPSS version 25. The results indicated an improvement in emotional regulation abilities among all participants after the intervention. The Wilcoxon test revealed an Asymp. Sig. (2-tailed) value of 0.027 (< 0.05), indicating that group counseling based on expressive pattern drawing had a significant effect on improving emotional regulation abilities among vocational high school students.
Integrating Andhap Asor Cultural Values in Sociodrama-Based Group Guidance to Prevent Arrogant Behavior: A Literature Review Dyah Nopitasari; Ali Murtadho; Nicken Larasati; Muhammad Farid Ilhamuddin
Journal of Cultural Guidance and Counseling Vol. 1 No. 1 (2025): JCGC - Volume 1, Number 1, 2025
Publisher : PSDKU Guidance and Counseling, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcgc.v1i1.42899

Abstract

One form of problem that can hinder the dynamics of personality in the classroom is the arrogant behavior of students in interpersonal relationships, such as controlling group discussions, treating classmates disrespectfully, or showing superiority. Such behavior must be prevented early on through preventive group counseling programs and education. Local cultural values, such as andhap asor, emphasize social awareness, humility, and respect. These values ​​are basic values ​​for building constructive attitudes in society. This article aims to examine the integration of local cultural values ​​​​of andhap asor into group guidance services through sociodrama techniques, as a preventive effort in shaping student character and preventing mild arrogant behavior in the school environment. This research uses the literature review method from research articles in the last five years (2021-2025) with keywords “Javanese cultural values”, “group services”, and “social role-playing techniques”. The results of this study indicate that sociodrama is a reflective and interactive technique where students can express their social experiences. If the principles of andhap asor are systematically combined with group guidance, students will learn humility, mutual respect, and independent determination of social roles. Research shows that integrating cultural values ​​into group tutoring helps students understand material, participate in activities, and connect experiences in group tutoring to real-life social contexts. Research shows that integrating cultural values ​​into group tutoring helps students understand material, participate in activities, and connect experiences in group tutoring to real-life social contexts. However, the scope of this article is limited to theoretical exploration without practical validation through field studies.
Co-Authors Asieline Wahyu Tri Ardyanti Budi Purwoko Dyah Nopitasari Evi Winingsih, Evi Muhammad Farid Ilhamuddin Nicken Larasati