Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal International Journal of Counseling and Psychotherapy Indonesian Journal of Innovative Teaching and Learning
Ebtaniz Zulwidyaningtyas
SMA Negeri 2 Pare, Kab. Kediri
Humanities Education Social Sciences

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The Effectiveness of Cognitive Restructuring Techniques in Reducing Academic Procrastination among Junior High School Students Epin Candra Buana; Ebtaniz Zulwidyaningtyas
International Journal of Counseling and Psychotherapy Vol. 2 No. 1 (2025): International Journal of Counseling and Psychotherapy, 2(1), 2025
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/ijcp.v2i1.187

Abstract

Background: Academic procrastination is a significant problem experienced by many junior high school students. This behavior often leads to decreased productivity in completing academic assignments and can negatively impact students' overall academic performance. Objective: The objective of this study is to examine the effectiveness of cognitive restructuring techniques in reducing academic procrastination among junior high school students by helping them replace negative thought patterns with more positive and productive ones. Method: This research employed a mixed-method approach using a Sequential Explanatory design, which integrates quantitative and qualitative methods. The study was conducted in 2023 at SMP Negeri 1 Kepung. Data were collected through a questionnaire, and the quantitative data were analyzed using the t-test to determine the significance of the intervention. Result: The results indicated that cognitive restructuring techniques delivered through group counseling were effective in reducing academic procrastination behavior in students. The intervention led to measurable improvements in students' ability to manage their academic tasks more responsibly. Conclusion: Cognitive restructuring is a beneficial technique for addressing academic procrastination. By modifying students' maladaptive thoughts, it contributes to improved learning behavior and increased academic engagement. Originality/Value: This study provides valuable empirical contributions to the field of Educational Guidance and Counseling by demonstrating the effectiveness of cognitive restructuring techniques delivered via group counseling in replacing maladaptive thought patterns regarding academic procrastination among junior high school students using a Sequential Explanatory mixed-method design, an area with limited comprehensive investigation at the secondary school level. These findings enrich existing empirical evidence and serve as a strategic reference for school counselors, educational psychologists, and educators in designing structured cognitive interventions to enhance students' academic responsibility and learning engagement.
Bibliotherapy Technique as an Intervention Media to Reduce Psychological Impacts on Disaster Affected Students Epin Candra Buana; Ebtaniz Zulwidyaningtyas
International Journal of Counseling and Psychotherapy Vol. 1 No. 1 (2024): International Journal of Counseling and Psychotherapy, 1(1), 2024
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/ijcp.v1i1.80

Abstract

Geological disasters such as earthquakes can cause significant psychological impacts on students, including anxiety, trauma, and social withdrawal. This study examines the use of bibliotherapy in Guidance and Counseling services to reduce these effects. Using a qualitative descriptive approach, data were collected through observations and interviews and analyzed through reduction, categorization, and interpretation. The findings show that bibliotherapy is an effective, flexible, and affordable intervention, operating through identification, catharsis, and insight. Integrated into group counseling, bibliotherapy promotes active, literacy-based emotional recovery through peer interaction. The findings support Emotional Literacy and Cognitive Behavioral Theories and provide practical guidance for counselors in developing adaptive post-disaster trauma recovery programs.
Professionalism of Junior High School Teachers' Performance in the Learning Process: Pedagogical Competency Analysis Epin Candra Buana; Ebtaniz Zulwidyaningtyas; Anang Sulistyo
Indonesian Journal of Innovative Teaching and Learning Vol. 2 No. 1 (2025): Indonesian Journal of Innovative Teaching and Learning, 2(1), 2025
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/ijitl.v2i1.198

Abstract

Background: Teacher professionalism, particularly in pedagogical competence, plays a critical role in the quality of the learning process and student outcomes. Understanding how teachers apply and develop their pedagogical skills is essential for enhancing educational effectiveness. Objective: This study aims to assess the professionalism of teacher performance in the learning process at SMP Negeri 1 Kepung, with a specific focus on pedagogical competence. Method: A qualitative-descriptive approach was employed. Data were gathered through observations, interviews, and documentation involving teachers and the principal. The data analysis process included data reduction, presentation, verification, and conclusion drawing. Result: The study identified three key aspects of pedagogical competence among teachers: (1) efforts to improve students' abilities, (2) effective performance during the learning process, and (3) strategic approaches to developing pedagogical skills. Conclusion: Teachers at SMP Negeri 1 Kepung exhibit professional pedagogical competence through various strategies aimed at improving student learning and instructional quality.Contribution: This study offers both theoretical and practical contributions by providing insights into the development of teacher professionalism, serving as a reference for future educational practices and policy improvements related to pedagogical competence.
Co-Authors Anang Sulistyo Epin Candra Buana