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EDITORIAL BOARD Journal PAEDAGOGY (Jurnal Ilmu Pendidikan dan Psikologi) Editor in Chief Dr. Arman, M.Pd (Universitas Lampung) Journal Editor Lalu Hamdian Afandi, M.Pd (Universitas Mataram) Dr. Didi Muliadi, M.Pd (STIBA Pertiwi) Section Editor Dr. Hegar Harini, M.Pd (STKIP Kusuma Negara) Reviewer/Mitra Bestari Dr. Syarfuni, M.Pd (Universitas Bina Bangsa Getsempena) Dr. Syafaat Ariful Huda, M.Pd (STKIP Kusuma Negara) Endah Resnandari, M.Pd (Universitas Pendidikan Mandalika) Dr. Abdullah Muzakar, M.Pd (Universitas Hamzanwadi) Dr. Marzoan, M.Pd (STKIP Hamzar) Copy Editor Dr. Muhamad Suhardi, M.Pd (Universitas Pendidikan Mandalika) Online Journal System: https://www.jurnalp4i.com/index.php/paedagogy/index Journal Coresponding e-mail: jurnal.P4I@gmail.com Phone: 085239967417/ 085236615827 Address: Lingkungan Handayani, Kel. Leneng, kec. Praya, Kab. Lombok Tengah, Nusa Tenggara Barat
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INDONESIA
PAEDAGOGY : Jurnal Ilmu Pendidikan dan Psikologi
Published by Pusat Pengembangan Pendidikan dan Penelitian Indonesia
ISSN : 27973336     EISSN : 27973344     DOI : https://doi.org/10.51878/paedagogy.v1i2.473
Core Subject : Education, Social,
Languange, Linguistic, Communication & Media Social Sciences Other
PAEDAGOGY : Jurnal Ilmu Pendidikan dan Psikologi contains writings/articles on the results of thoughts and research results written by teachers, lecturers, experts, scientists, practitioners, and reviewers in all disciplines related to Educational Science and Psychology
Arjuna Subject : Umum - Umum
Articles 775 Documents
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EFEKTIVITAS COGNITIVE BEHAVIORAL GROUP THERAPY DALAM MENURUNKAN PSYCHOLOGICAL DISTRESS PADA GURU TK ABA X Faza Maulida; Rinda Kumala Wati; Hasna Uzzakiyah
PAEDAGOGY : Jurnal Ilmu Pendidikan dan Psikologi Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/paedagogy.v6i4.14620

Abstract

ABSTRACT High administrative burdens, classroom management demands, and elevated expectations from institutions and parents frequently trigger psychological distress among early childhood educators. Left unaddressed, this emotional tension can diminish work productivity, impair instructional quality, and compromise teachers' overall psychological well-being. This study aimed to examine the effectiveness of Cognitive Behavioral Group Therapy (CBGT) in reducing psychological distress among teachers at TK ABA X Yogyakarta. A quasi-experimental approach utilizing a one-group pretest-posttest design was conducted with eight teachers (N = 8) selected through purposive sampling based on initial anxiety and work stress criteria. The intervention unfolded across six group sessions focusing on identifying cognitive distortions, cognitive restructuring, emotional regulation training, and adaptive coping cultivation. Score differences before and after the intervention were evaluated using a paired sample t-test. The analysis revealed a significant reduction in psychological distress (t(7) = 10.20; p < .001) with a substantial effect size (Cohen's d = 3.60). These findings demonstrate that group-based cognitive restructuring effectively helps teachers reframe threat perceptions, mitigate emotional isolation through social support, and bolster psychological resilience to foster a supportive learning environment. ABSTRAK Beban kerja administrasi yang tinggi, tuntutan pengelolaan dinamika kelas, serta tingginya ekspektasi institusi dan orang tua murid kerap memicu psychological distress pada pendidik anak usia dini. Kondisi ketegangan emosional yang tidak tertangani ini berpotensi menurunkan produktivitas kerja, mengganggu kualitas interaksi mengajar, hingga memperburuk kesejahteraan psikologis guru secara personal. Penelitian ini bertujuan untuk menguji efektivitas Cognitive Behavioral Group Therapy (CBGT) dalam mereduksi psychological distress pada guru TK ABA X Kota Yogyakarta. Metode kuasi-eksperimen dengan rancangan one-group pretest-posttest design diterapkan pada delapan guru (N = 8) yang dipilih melalui teknik purposive sampling berdasarkan kriteria tingkat kecemasan dan stres kerja awal. Rangkaian intervensi diselenggarakan secara berkelompok selama enam sesi yang berfokus pada identifikasi distorsi berpikir, proses restrukturisasi kognitif, pelatihan regulasi emosi, serta pembentukan strategi koping adaptif. Perubahan skor sebelum dan sesudah intervensi dievaluasi menggunakan uji paired sample t-test. Hasil analisis menunjukkan adanya penurunan ketegangan psikologis yang sangat signifikan (t(7) = 10,20; p < 0,001) dengan besaran efek yang sangat kuat (Cohen’s d = 3,60). Temuan ini membuktikan bahwa rekonstruksi pola kognitif berbasis kelompok efektif membantu guru mengurai persepsi ancaman, mengikis perasaan terisolasi melalui dukungan sosial, serta memperkuat ketahanan emosional demi terciptanya iklim pembelajaran yang kondusif di sekolah.
EKSPLORASI PERILAKU SELF-HANDICAPPING PADA SISWA YANG TIDAK LULUS SELEKSI SNBT: DESAIN FENOMENOLOGI: DESAIN FENOMENOLOGI Febriana Tri Cahyanti; Ghozali Rusyid Affandi
PAEDAGOGY : Jurnal Ilmu Pendidikan dan Psikologi Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/paedagogy.v6i4.15018

Abstract

ABSTRACT Failure in the Seleksi Nasional Berdasarkan Tes (SNBT) often triggers psychological pressure that undermines prospective students' perception of competence and personal self-worth. In anticipating this threat to self-esteem, students tend to adopt self-handicapping tactics as a form of psychological compensation. This study aims to comprehensively uncover the experiential structure of self-handicapping among participants who did not pass the SNBT through a phenomenological lens. This qualitative inquiry employed a purposive sampling technique involving three informants who met specific inclusion criteria. Data collection relied on semi-structured in-depth interviews, emotional gesture observations, and verbatim transcript documentation, which were subsequently analyzed using Colaizzi's phenomenological procedure and validated via technique triangulation and member checking. Field findings confirm that self-handicapping is articulated through behavioral channels, such as study procrastination and activity diversion, as well as claimed channels involving external attributions to exam difficulty and intense competition. This self-defense dynamic is escalated by the presence of fear of failure, diminished self-efficacy, anxiety over family expectations, and a competitive environment. Nevertheless, the post-SNBT failure phase does not culminate in passive despair; instead, it transforms into a space for reflective evaluation that fosters student awareness to restructure their learning strategies more adaptively. ABSTRAK Kegagalan dalam Seleksi Nasional Berdasarkan Tes (SNBT) kerap memicu tekanan psikologis yang merusak persepsi kompetensi dan keberhargaan personal calon mahasiswa. Mengantisipasi ancaman terhadap harga diri tersebut, siswa cenderung mengadopsi taktik self-handicapping sebagai sarana kompensasi psikologis. Penelitian ini bertujuan untuk membongkar secara komprehensif struktur pengalaman self-handicapping pada peserta yang tidak lulus SNBT melalui kacamata fenomenologi. Penelusuran kualitatif mengeksekusi teknik purposive sampling terhadap tiga orang informan yang memenuhi kriteria inklusi spesifik. Pengumpulan data mengandalkan wawancara mendalam semi-terstruktur, observasi gesture emosional, dan dokumentasi transkrip verbatim, yang selanjutnya dianalisis menggunakan prosedur fenomenologi Colaizzi serta diuji keabsahannya via triangulasi teknik dan member checking. Temuan lapangan mengonfirmasi bahwa self-handicapping terartikulasi melalui saluran perilaku (behavioral) berupa penundaan belajar serta pengalihan aktivitas, dan saluran alibi (claimed) melalui atribusi eksternal atas kerumitan soal maupun ketatnya persaingan. Dinamika pertahanan diri ini tereskalasi oleh keberadaan fear of failure, penurunan self-efficacy, kecemasan atas ekspektasi keluarga, serta iklim persaingan yang kompetitif. Meskipun demikian, fase pasca-kegagalan SNBT tidak bermuara pada keputusasaan pasif, melainkan bertransformasi menjadi ruang evaluasi reflektif yang mendorong kesadaran siswa untuk merestrukturisasi strategi belajar secara lebih adaptif.
STUDI LITERATUR: KAJIAN TEORITIS DAN PRAKTIS PENGGUNAAN TEKNIK HOMEROOM DALAM BIMBINGAN KELOMPOK Khofifah Febrianti; Amanatul Qudsiyah; Nafiis 'Azmii Abdillah; M. Syauqi Akmal Fikri; Endang Ayu Larasati; Devi Meliniawati; Wiryo Nuryono
PAEDAGOGY : Jurnal Ilmu Pendidikan dan Psikologi Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/paedagogy.v6i4.15533

Abstract

ABSTRACT The homeroom technique is an approach to group guidance that places a familial atmosphere, openness, and psychological safety at the center of student interaction. This study aims to analyze the use of the homeroom technique in group guidance, covering its concept, implementation stages, advantages, and contribution to students’ academic, socio-personal, and career development. The study employed a systematic literature review by examining relevant scholarly sources and guidance and counseling service planning documents. The literature search was conducted through Google Scholar, SINTA, and institutional repositories using inclusion criteria consisting of thematic relevance, publications from 2012–2026, full-text availability, and sources written in Indonesian or English. The data were analyzed through content analysis and narrative synthesis by identifying, categorizing, comparing, and integrating findings according to the themes of the study. The results indicate that the homeroom technique contributes positively to career maturity, self-confidence, academic efficacy, learning motivation, and group cohesiveness. The familial atmosphere also supports the development of psychological safety, which encourages openness, empathy, and student participation. Integrating homeroom with SWOT analysis and a career plan strengthens students’ self-understanding, career exploration, decision-making, and career planning processes. ABSTRAK Teknik homeroom merupakan pendekatan dalam bimbingan kelompok yang menempatkan suasana kekeluargaan, keterbukaan, dan rasa aman sebagai dasar interaksi peserta didik. Kajian ini bertujuan menganalisis penggunaan teknik homeroom dalam bimbingan kelompok, meliputi konsep, tahapan pelaksanaan, keunggulan, serta kontribusinya terhadap perkembangan akademik, sosial-pribadi, dan karier peserta didik. Penelitian menggunakan studi literatur sistematis dengan menelaah sumber ilmiah yang relevan dan dokumen perencanaan layanan bimbingan dan konseling. Penelusuran dilakukan melalui Google Scholar, SINTA, dan repositori institusional dengan kriteria inklusi berupa relevansi tema, publikasi tahun 2022–2026, ketersediaan teks penuh, serta penggunaan Bahasa Indonesia atau Bahasa Inggris. Data dianalisis melalui analisis isi (content analysis) dan sintesis naratif (narrative synthesis) dengan mengidentifikasi, mengelompokkan, membandingkan, dan mengintegrasikan temuan berdasarkan tema kajian. Hasil menunjukkan bahwa teknik homeroom berkontribusi positif terhadap kematangan karier, kepercayaan diri, efikasi akademik, motivasi belajar, dan kohesivitas kelompok. Suasana kekeluargaan juga mendukung terbentuknya psychological safety yang mendorong keterbukaan, empati, dan partisipasi peserta didik. Integrasi homeroom dengan analisis SWOT dan career plan memperkuat proses pemahaman diri, eksplorasi, pengambilan keputusan, dan perencanaan karier.
GAMBARAN AVOIDANT ATTACHMENT PADA PEREMPUAN DEWASA AWAL DENGAN KECENDERUNGAN ALEXITHYMIA Inka Nefas Yahya Lase; Nancy Naomi G.P. Aritonang
PAEDAGOGY : Jurnal Ilmu Pendidikan dan Psikologi Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/paedagogy.v6i4.15997

Abstract

ABSTRAK Difficulty understanding and communicating emotions may shape how individuals manage closeness in interpersonal relationships. During early adulthood, this issue becomes particularly relevant as the need for meaningful relationships coexists with the need to maintain autonomy and personal boundaries. This study explored how avoidant attachment is experienced and interpreted by early-adult women with high tendencies toward alexithymia using a descriptive phenomenological approach. Two women aged 20 and 24 years were purposively selected following screening with the Toronto Alexithymia Scale-20 (TAS-20), with scores of 77 and 67, respectively. The instrument was used for screening purposes rather than clinical diagnosis, while two close friends were involved as supporting informants. Participants’ experiences were explored through in-depth semi-structured interviews, observation, and documentation conducted in Medan from May to August 2026. The data were examined using Reflexive Thematic Analysis through repeated reading, coding, theme development, and theme review, with source triangulation used to strengthen the interpretation. Four themes emerged: regulating boundaries and access to closeness, relying on oneself, withdrawing when relationships become uncomfortable, and seeking closeness while maintaining distance. These experiences suggest that closeness is negotiated through privacy, autonomy, and a sense of safety, indicating that avoidant attachment does not necessarily represent rejection of interpersonal relationships. ABSTRAK Kesulitan memahami dan menyampaikan emosi dapat membentuk cara seseorang mengelola kedekatan dalam hubungan interpersonal. Pada masa dewasa awal, kondisi tersebut menjadi menarik untuk ditelaah karena kebutuhan akan hubungan yang bermakna berjalan berdampingan dengan kebutuhan mempertahankan otonomi dan batas personal. Penelitian ini menelusuri bagaimana avoidant attachment dialami dan dimaknai oleh perempuan dewasa awal dengan kecenderungan alexithymia tinggi melalui pendekatan fenomenologi deskriptif. Dua perempuan berusia 20 dan 24 tahun dipilih secara purposive setelah melalui screening menggunakan Toronto Alexithymia Scale-20 (TAS-20), dengan skor 77 dan 67. Instrumen tersebut digunakan untuk screening, bukan diagnosis klinis, sementara dua teman dekat dilibatkan sebagai informan pendukung. Pengalaman partisipan digali melalui wawancara mendalam semi-terstruktur, observasi, dan dokumentasi pada Mei–Agustus 2026 di Kota Medan. Data ditelaah menggunakan Reflexive Thematic Analysis melalui pembacaan berulang, pengodean, pengembangan serta peninjauan tema, dengan triangulasi sumber untuk memperkuat interpretasi. Empat tema ditemukan: pengaturan batas dan akses terhadap kedekatan, pengandalan diri, penarikan diri ketika relasi terasa tidak nyaman, serta keinginan untuk dekat tanpa kehilangan jarak. Pengalaman tersebut memperlihatkan bahwa kedekatan dinegosiasikan melalui privasi, otonomi, dan rasa aman, sehingga avoidant attachment tidak semata-mata berarti penolakan terhadap hubungan.
MENINGKATKAN KEMAMPUAN PERENCANAAN KARIER SISWA DENGAN TEORI KONSELING TRAIT AND FACTOR Ni Komang Anggun Melati Saputra; Ni Luh Deantini; Putu Agus Semara Putra Giri
PAEDAGOGY : Jurnal Ilmu Pendidikan dan Psikologi Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/paedagogy.v6i4.16162

Abstract

ABSTRACT Career planning is an important aspect of students’ readiness to determine their further education and future career direction. However, the results of an initial assessment conducted among Grade IX F students at SMP Negeri 8 Denpasar indicated that their career planning skills were still at a low level. This condition highlights the need for guidance services that not only assist students in recognizing their personal characteristics but also connect such self-understanding with information about educational pathways and the world of work. This study aimed to improve students’ career planning skills through classical guidance services based on Trait and Factor theory. The study employed a Classroom Action Research design conducted in two cycles involving 40 Grade IX F students in the 2025/2026 academic year. All students were involved as research subjects using total sampling. Data were collected through observations and a career planning instrument consisting of 40 Likert-scale statements. The data were analyzed using descriptive quantitative analysis by comparing the mean scores, ability categories, and classical mastery at each stage of the study. The results showed that the mean score increased from 93.00 in the pre-action stage to 123.20 in Cycle I and 154.83 in Cycle II. Classical mastery also increased from 0.00% to 27.50% and 92.50%, respectively. These findings indicate a positive development in students’ career planning skills through the continuous stages of trait and factor understanding. ABSTRAK Kemampuan perencanaan karier menjadi bagian penting dalam kesiapan siswa SMP menentukan pilihan pendidikan lanjutan dan arah masa depan. Namun, hasil asesmen awal pada siswa kelas IX F SMP Negeri 8 Denpasar menunjukkan bahwa kemampuan tersebut masih berada pada kategori rendah. Kondisi ini menunjukkan perlunya layanan bimbingan yang tidak hanya membantu siswa mengenali karakteristik dirinya, tetapi juga mempertemukan pemahaman tersebut dengan informasi pendidikan dan dunia kerja. Penelitian ini bertujuan meningkatkan kemampuan perencanaan karier siswa melalui layanan bimbingan klasikal berbasis teori Trait and Factor. Penelitian menggunakan desain Penelitian Tindakan Kelas yang dilaksanakan dalam dua siklus pada 40 siswa kelas IX F tahun pelajaran 2025/2026. Seluruh siswa dilibatkan sebagai subjek dengan teknik total sampling. Data diperoleh melalui observasi dan instrumen perencanaan karier yang terdiri atas 40 pernyataan berskala Likert. Analisis data dilakukan secara deskriptif kuantitatif dengan membandingkan rata-rata skor, kategori kemampuan, dan ketuntasan klasikal pada setiap tahap penelitian. Hasil menunjukkan rata-rata skor meningkat dari 93,00 pada pra-tindakan menjadi 123,20 pada Siklus I dan 154,83 pada Siklus II. Ketuntasan klasikal juga meningkat dari 0,00% menjadi 27,50% dan 92,50%. Temuan tersebut menunjukkan perkembangan positif kemampuan perencanaan karier melalui tahapan pemahaman trait dan factor yang dilakukan secara berkelanjutan.

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