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All Journal Journal of Education and Counseling (JECO) Journal of Counseling, Education and Society
Fauziah Fauziah
Universitas Ahmad Dahlan
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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Pengaruh layanan bimbingan kelompok teknik symbolic modelling terhadap peningkatan rasa percaya diri siswa slow learner Muhammad Yasril Yusuf; Enik Nurkholidah; Drajat Edy Kurniawan; Fauziah Fauziah
Journal of Counseling, Education and Society Vol. 6 No. 1 (2025): Journal of Counseling, Education and Society
Publisher : Indonesian Institute for Counseling, Education and Theraphy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/08jces611300

Abstract

This study aimed to examine the effectiveness of the symbolic modeling method in enhancing students’ self-confidence. A quantitative approach with a pre-experimental design, specifically a one-group pre-test and post-test design, was employed. The participants were seven eighth-grade students of SMP Negeri 2 Sewon in the 2023/2024 academic year, selected through purposive sampling based on low self-confidence levels, willingness to participate, and consistent attendance. Data were collected through interviews, observations, documentation, and the Student Self-Confidence Instrument (IKD), which was developed based on seven indicators: willingness and effort, optimistic attitude, independence, self-worth, adaptability, ability to utilize strengths, and positive thinking. The instrument, constructed in the form of a Likert scale, demonstrated validity through expert judgment and reliability with a Cronbach’s Alpha above 0.70. The intervention consisted of three sessions of symbolic modeling, focusing on modeling confident behavior through symbolic stories, role models, and reflective activities. Data analysis employed descriptive statistics and a paired sample t-test. Results indicated an increase in the mean self-confidence score from 58.43 (pre-test) to 83.71 (post-test), reflecting an improvement of 25.28 points. The paired sample t-test showed a significant difference (t = 8.521; p < 0.05), confirming the effectiveness of the intervention. Thus, symbolic modeling was found to effectively enhance self-confidence among students, particularly those with learning difficulties. However, limitations include the small sample size, lack of a control group, and short intervention period. Future studies with larger samples, more rigorous designs, and extended interventions are recommended to strengthen and generalize the findings.
Enhancing Student Emotional Intelligence with Ludo Emosi: An Effective Experiential Learning Model for Group Guidance Fauziah Fauziah; Siti Partini Suardiman; Dody Hartanto; Akhmad Fajar Prasetya; Alif Muarifah; Wahyu Nanda Eka Saputra; Muya Barida; Agus Ria Kumara
Journal of Education and Counseling (JECO) Vol. 6 No. 2 (2026)
Publisher : Ma'soem University

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Abstract

Low emotional intelligence is a significant problem that hinders the social and academic development of high school students, where conventional guidance methods often fail to engage students effectively. This study aims to evaluate the effectiveness of an innovative group guidance intervention model that uses the Ludo Emosi game media in the Experiential Learning framework to improve students' emotional intelligence. This study used a pre-experimental, one-group pretest-posttest design involving eight 11th-grade students with low to moderate levels of emotional intelligence. The intervention was carried out in three structured sessions following Kolb's learning cycle, namely concrete experience, reflective observation, abstract conceptualization, and active experimentation. The results showed a statistically significant increase in participants' emotional intelligence scores from before (pretest, M=19.12) to after (posttest, M=51.75), as evidenced by the Paired Samples t-test (t(7) = -15.76, p < 0.001). Furthermore, the N-Gain Score analysis produced a value of 0.80, indicating that the intervention had a practical effectiveness level classified as “High.” These findings demonstrate that a game-based experiential learning approach can effectively improve students' emotional skills and provide a practical, validated intervention model for guidance and counseling teachers.
Co-Authors Agus Ria Kumara Akhmad Fajar Prasetya Alif Muarifah Drajat Edy Kurniawan Enik Nurkholidah Hartanto, Dody Muhammad Yasril Yusuf Muya Barida Siti Partini Suardiman Wahyu Nanda Eka Saputra, Wahyu Nanda Eka