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All Journal Katalis Pendidikan: Jurnal Ilmu Pendidikan dan Matematika Sabar : Jurnal Pendidikan Agama Kristen dan Katolik
Utari Sanda Pare
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Religion Education Mathematics Other

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Bimbingan Konseling Multikultural dalam Meningkatkan Toleransi dan Pemahaman Antarbudaya Siswa Srimuliati Srimuliati; Tari Datu Lapik; Leni Lewi Pongdatu; Utari Sanda Pare; Ronaldo Stefanus
Katalis Pendidikan : Jurnal Ilmu Pendidikan dan Matematika Vol. 2 No. 4 (2025): Desember : Katalis Pendidikan : Jurnal Ilmu Pendidikan dan Matematika
Publisher : Lembag

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/katalis.v2i4.2677

Abstract

This paper discusses the role of multicultural counseling guidance in enhancing students’ tolerance and intercultural understanding within increasingly diverse school environments. The multicultural approach in counseling services is understood as a deliberate effort to acknowledge, appreciate, and facilitate the cultural differences each student brings. Through counseling processes that are sensitive to cultural backgrounds, students are guided to recognize their identity, understand others’ perspectives, and develop the ability to interact constructively across cultural contexts. The study highlights four key areas: strengthening cultural identity awareness, developing intercultural communication skills, preventing and addressing conflicts related to cultural differences, and fostering an inclusive school environment. The discussion shows that multicultural counseling can enhance tolerant attitudes by providing a safe space for students to express their cultural experiences. In addition, this approach helps schools build an atmosphere that respects diversity through collaboration between counselors, teachers, and other stakeholders. These findings affirm that multicultural counseling guidance is an essential component in creating a peaceful school culture that values differences and supports students’ social-emotional development amid the ongoing dynamics of diversity.
Upaya Meningkatkan Motivasi Belajar Siswa Sekolah Menengah Atas melalui Layanan Bimbingan Kelompok Berbasis Teknologi Resti Patinggi; Sri Mulyati; Utari Sanda Pare; Resky Wilfa B; Tius Kogoya
Sabar : Jurnal Pendidikan Agama Kristen dan Katolik Vol. 3 No. 2 (2026): April: Sabar : Jurnal Pendidikan Agama Kristen dan Katolik
Publisher : Asosiasi Riset Ilmu Pendidikan Agama dan Filsafat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/sabar.v3i2.2044

Abstract

Learning motivation is very important for students’ academic success, especially at the senior high school level. At SMA Negeri 3 Tana Toraja, there are still problems that cause low student motivation. These problems include lack of interest in learning, low self-confidence, and the use of technology mostly for entertainment purposes. This study aims to identify ways to improve students’ learning motivation through technology-based group guidance services. The research uses a library study method by collecting and analyzing scientific sources such as books and previous research journals. The results show that learning motivation is influenced by both internal and external factors. Internal factors include self-efficacy, while external factors include the fulfillment of needs for autonomy, competence, and social relatedness. Technology-based group guidance services can be an effective alternative because they combine social interaction with digital media that are familiar to students. Through discussions, sharing experiences, and the use of digital platforms, students become more active, open, and motivated in learning. Guidance and counseling teachers play an important role as facilitators in creating a supportive group dynamic. They provide positive reinforcement and help students develop self-confidence. Healthy group dynamics encourage supportive interactions, which in turn enhance students’ intrinsic motivation. Therefore, the integration of group guidance services and technology can be an effective strategy to improve students’ learning motivation and support optimal learning outcomes.
Co-Authors Leni Lewi Pongdatu Resky Wilfa B Resti Patinggi Ronaldo Stefanus Sri Mulyati Srimuliati Srimuliati Tari Datu Lapik Tius Kogoya