Meningkatkan Tanggung Jawab Belajar dengan Layanan Konseling Individual Teknik Self-Management - Ulfa, Dinia; Wibowo, Mungin Eddy; Sugiyo, Sugiyo (Indonesian Journal of Guidance and Counseling: Theory and Application, 2015)
Tujuan penelitian ini adalah untuk memperoleh data empiris tentang peningkatan tanggung jawab belajar melalui layanan konseling individual teknik self-management pada siswa kelas XI SMK Negeri 1 Pemalang. Populasinya adalah siswa kelas XI Akuntasi 2 yang berjumlah 34 siswa dan sampel yang berjumlah 6 siswa menggunakan purposive sampling. Teknik pengumpulan data menggunakan skala tanggung jawab belajar. Instrumen tersebut telah diuji validitasnya dengan rumus product moment, sedangkan reliabilitas instrumen digunakan rumus Alpha.Teknik analisis data yang digunakan meliputi analisis deskriptif persentase, sedangkan untuk uji hipotesis menggunakan uji Wilcoxon dengan hasil perhitungan Zhitung = 2.20 > Ztabel = 0 pada n= 6, dengan taraf signifikansi 5%. Simpulan penelitian ini yaitu tanggung jawab belajar dapat ditingkatkan melalui layanan konseling individual teknik self-management.Oleh karena itu diharapkan guru pembimbing dapat lebih mengintensifkan layanan konseling individual teknik self-management sebagai strategi alternatif untuk membantu siswa meningkatkan tanggung jawab belajar. The aim of this research is to obtain the empirical data about the improvement of learning responsibility through self-management technique individual counseling service. The population of this study were students of class XI Accounting 2 which consisted of 34 students. Puposive sampling technique was used to select 6 students as sample. The data collection technique used was learning responsibility scale. The instrument has been tested it’s validity with product moment formula, and reliability of the instrument with Alpha formula. Data analysis technique used were descriptive percentage and Wilcoxon test. The result of this research showed that there was improvement of learning responsibility through self-management technique individual counseling service with Zcount = 2.20> Ztable = 0, n=6, with 5% significance level. It could be concluded that learning responsibility could be improved through self-management technique individual counseling service. So, the teacher can hopefully be more intensivy the self-management technique individual counseling service as an alternative strategy to help the students increase their learning responsibility.