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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Golden Ratio of Social Science and Education
Isti Saindra
IAIN Ternate
Religion Humanities Education Social Sciences Other

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PENERAPAN TEKNIK EMPTY CHAIR UNTUK MENINGKATKAN RASA KEPERCAYAAN DIRI SISWA SMP KORBAN BULLYING DI KOTA TERNATE Rukmana Arahmin; Suryani Hi Umar; Mawardi Djamaludin; Widya Ali; Eka Deviyanti S. Djafar; Isti Saindra; Elfi Fatmona; Rahmadina Andi; Siti Naina Y. Daud; Risma Iswandi; Dwi Mahika Faradila; Iin Minisari Hi Sehe; Isabela Rainomina
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.37033

Abstract

Bullying remains a serious problem in schools because it affects students' mental health, social relationships, and self-confidence. Data from UNESCO and BPS show high rates of bullying in Indonesia, including in North Maluku. Students who are victims of bullying tend to experience anxiety, low self-esteem, and difficulty socializing. To address this problem, one approach used is the empty chair technique, a Gestalt counseling method that helps students express their feelings and resolve intrapersonal conflicts, thereby increasing their self-confidence. This study aims to describe the application of the empty chair technique in students at junior high school Kota Ternate and determine its effectiveness in increasing the self-confidence of bullying victims. The study used a quantitative approach with a quasi-experimental nonequivalent control group design. The study population consisted of 48 eleventh-grade students, with a sample of 16 students selected through proportionate stratified random sampling. The data collection instrument was a self-confidence scale, while data analysis was performed using descriptive and inferential statistical techniques. The results showed a significant increase in students' self-confidence levels after receiving treatment through the empty chair technique. Bullying victims who participated in group counseling sessions showed positive changes, such as daring to express their opinions, being more optimistic, and being able to control themselves in social interactions. Thus, this study concluded that the empty chair technique is effective in helping bullying victims rebuild their self-confidence.  
Collaboration Model between Guidance Counselors and Homeroom Teachers in Guiding Students with Discipline Problems at MTSN 1 Ternate Isti Saindra; Muhamad Taib Hi Bendar; Ria Hayati; Mawardi Djamaluiddin
Golden Ratio of Social Science and Education Vol. 6 No. 1.1 (2026): Special Issue: Transformation of Islamic and General Education in the Era of
Publisher : Manunggal Halim Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52970/grsse.v6i1.1.2343

Abstract

Student discipline issues are a major challenge in the implementation of education in Islamic schools, and require comprehensive and sustainable management. This study aims to analyze the collaboration model between Guidance and Counseling (BK) teachers and homeroom teachers in guiding students with disciplinary problems at MTsN 1 Ternate. This study used a qualitative approach with a case study design. The research subjects included BK and homeroom teachers, the madrasah principal, and students experiencing disciplinary problems. Data were collected through in-depth interviews, observations, and documentation studies and analyzed using interactive thematic methods. The results showed that collaboration between BK and homeroom teachers has been functioning well, but is still semi-formal and not yet structured in a written collaboration model. The division of roles between BK teachers and homeroom teachers is formed in practice, with homeroom teachers acting as early detectors and daily discipline coaches, and BK teachers acting as assessors and primary mentors. Collaborative interventions tend to use restorative and persuasive approaches, which are considered more effective than punitive ones. The main obstacles to collaboration include limited time, teacher workload, and lack of collaboration SOPs. This study recommends developing a systematic and sustainable collaboration model to increase the effectiveness of handling student discipline problems in madrasas.
Co-Authors Dwi Mahika Faradila Eka Deviyanti S. Djafar Elfi Fatmona Iin Minisari Hi Sehe Isabela Rainomina Mawardi Djamaludin Mawardi Djamaluiddin Muhamad Taib Hi Bendar Rahmadina Andi Ria Hayati Risma Iswandi Rukmana Arahmin Siti Naina Y. Daud Suryani Hi Umar Widya Ali