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INDONESIA
COUNS-EDU: The International Journal of Counseling and Education
Published by Indonesian Counselor Association
ISSN : 2548348X     EISSN : 25483498     DOI : -
Core Subject : Education,
Education
COUNS-EDU: The International Journal of Counseling and Education ISSN: 2548-348X , e-ISSN: 2548-3498 is a peer-reviewed, scientific journal published by Indonesian Counselor Association (IKI). The aim of this journal is to publish high-quality articles dedicated to all aspects of the latest outstanding developments in the fields of counseling and education in all settings. The scope of this journal encompasses the applications of schools counseling, mental health, assessment, supervision in counseling, sexual abuse, violence addition counseling, multi-cultural counseling, crisis intervention, trauma counseling, ITC in counseling, counseling career, spiritual counseling, marriage and family counseling, counseling and psychotherapy, counseling in all setting; Education (teaching, development, instruction, educational projects and innovations, learning methodologies and new technologies in education and learning, assessment). It was first published in 2016.
Arjuna Subject : -
Articles 2 Documents
 1 
Search results for , issue "Inpress" : 2 Documents clear
Increased self disclosure and self adjustment through group counseling with a person centered approach of students K, Fatmah
COUNS-EDU: The International Journal of Counseling and Education Inpress
Publisher : Indonesian Counselor Association (IKI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23916/0020190417010

Abstract

This research is motivated by self-disclosure and adjustment of some students on XI grade class of Madrasah Aliyah Madania Bantul Yogyakarta which is quite low. This study aims to improve self-disclosure and self-adjustment of learners through group counseling with a person centered approach This research uses the type of action research conducted in three cycles using Kemmis and Taggart model. Each cycle consists of four stages, planning, action, observation and reflection. The subjects of this study are students on Xi grade class of Madrasah Aliyah Madania Bantul Yogyakarta who have low  self-disclosure and self-adjustment that amounted to 5 people. The results showed that group counseling with person centered approach can improve self-disclosure and adaptation students of grade XI in Madrasah Aliyah Madania Bantul Yogyakarta. This increase has been proven through research in each group, namely: (1) in group A, the number of subjects who have high self-disclosure in the 1st cycle is  40%, and getting increased in 2nd  cycle to 80%, while the number of subjects who have high self-adjustment in 1st cycle is 40%, in 2nd cycle is 60%, and getting increased in 3rd cycle to 80%. (2) in group B the number of subjects who have high self-disclosure in 1st cycle is 20%, 2nd cycle is 40% and getting increased in 3rd cycle to 80%, while for the number of subjects who have adjusted in the cycle is 40%, 60% and increased in 3rd cycle as much as 80%. The results are also reinforced through observations that show that learners have been able to communicate, express themselves and fit in well. From the interviews, learners admit that group counseling activities can improve the ability to express themselves, adjust to other people and feel helpful in solving problems.
ANALYSIS OF TEACHERS’ COMPETENCE IN THE ACCELERATED PROGRAMS IN JUNIOR HIGH SCHOOLS Ni?matuzahroh, Ni?matuzahroh
COUNS-EDU: The International Journal of Counseling and Education Inpress
Publisher : Indonesian Counselor Association (IKI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23916/0020190411340

Abstract

The purpose of this research is to discover an enhanced model of teaching capability in acceleration program in junior high schools in Malang. Subjects were chosen with purposive sampling from the teachers and students in accelerated program in SMP 1 and SMP 3 Malang. The data were collected using the methods of observation, interviews, FGD, and documentation. The analysis  was descriptive qualitative in nature. The result showed that the teachers were aware that students in the accelerated program had characteristics distinguishing themselves from others. The learning process in an accelerated class was not different from the regular class because the teachers in such a regular class applied a monotone teaching method, such lecturing and tasks oriented teaching. This research revealed that most teachers viewed that  students, who possess high cognitive capability, were able to understand the materials taught on their own by giving numerous practical  questions.  There were also only  few teachers oriented to constructing an interesting learning atmosphere alongside authentic assessment. Concerning facilities and infrastructures, teachers and students stated that the two are considered adequate as shown by the availability of classrooms, learning media such as LCD and laptop, internet, other materials. However, teachers admitted that they had a main hindrance:  limited capability in applying learning methods using IT or technology,  for example, the LCDs, laptops, and the like. The teachers find it difficult to make  combined materials from multiple grade levels. Limited time allotment and concentrated materials caused the teachers to feel that their teaching hadn?t met the expectation yet.

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