PENINGKATAN REGULASI EMOSI MELALUI PENDEKATAN EXPERIENTIAL LEARNING PADA MAHASISWA PPG PRA JABATAN - Stevanus, Ivan; Budhayanti, Clara Ika Sari (VOX EDUKASI: Jurnal Ilmiah Ilmu Pendidikan, 2024)
ABSTRAKTujuan penelitian ini adalah mendeskripsikan peningkatan regulasi emosi melalui pendekatan experiential learning mahasiswa Program Profesi Guru Prajabatan. Penelitian ini menggunakan metode tindakan kelas secara kolaboratif bersama Dosen Bimbingan dan Konseling melalui dua tahapan siklus penelitian tindakan. Subjek penelitian sebanyak 17 mahasiswa. Metode pengumpulan data menggunakan observasi, wawancara dan skala regulasi emosi. Hasil penelitian menunjukkan bahwa metode expressive writing dapat meningkatkan regulasi emosi mahasiswa dengan hasil rerata-skor regulasi emosi aksi pra tindakan sebesar 85,69, pada siklus I sebesar 90,60, dan pada siklus II meningkat menjadi 99,23. Rerata tersebut didukung dengan hasil observasi dan wawancara mahasiswa dan dosen disimpulkan bahwa: (1) mahasiswa terlibat aktif dalam kegiatan pemberian tindakan, (2) mahasiswa mampu mengenal emosi, dan tidak malu untuk tampil di depan umum, (3) mahasiswa lebih memahami emosi yang dirasakannya, (4) mahasiswa mengetahui strategi dalam mengurangi emosi negatif, (5) Mahasiswa mampu merespon dengan emosi yang tepat, dan mampu menyelesaikan masalah emosi mereka secara personal.Kata Kunci :Â regulasi emosi, pendekatan experiential learningABSTRACTThe aim of this research is to describe improving emotional regulation through an experiential learning approach for students in the Pre-Service Teacher Professional Program. This research uses a collaborative classroom action method with Guidance and Counseling Lecturers through two stages of the action research cycle. The research subjects were 17 students. Data collection methods use observation, interviews and emotional regulation scales. The results of the research show that the expressive writing method can improve students' emotional regulation with the average pre-action emotional regulation score of 85.69, in cycle I it was 90.60, and in cycle II it increased to 99.23. This average is supported by the results of observations and interviews of students and lecturers. It is concluded that: (1) students are actively involved in action giving activities, (2) students are able to recognize emotions, and are not embarrassed to appear in public, (3) students better understand emotions. he feels, (4) students know strategies for reducing negative emotions, (5) Students are able to respond with the right emotions, and are able to solve their emotional problems personally.Keyword:Â emotion regulation, experiential learning approach