Articles
373 Documents
<![CDATA[Post-Covid-19 pandemic course interest and learning: A Gender and Grade-based investigation ]]>
<![CDATA[Prasetya, Arif Budi]]>;
<![CDATA[Farozin, Muh]]>;
<![CDATA[Astuti, Budi]]>;
<![CDATA[Izzaty, Rita Eka]]>
<![CDATA[ Psikopedagogia Vol. 11 No. 2: December 2022 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.12928/psikopedagogia.v11i2.25583
<![CDATA[This study aimed to determine 1) the relationship between course interest and learning motivation. 2) Differences in course interest and learning motivation in terms of gender and grade level after the Covid-19 Pandemic. The participants were 10th, 11th, and 12th-grade vocational high school students at Bandar Lampung. Data were collected using the Course Interest Scale (CIS) and Instructional Materials Motivation Survey (IMMS) developed by Keller and analyzed using product moment correlation, Mann-Whitney, and Kruskal Wallis. While learning motivation and course interest exhibited a significant difference in terms of gender, no significant difference was noticed in terms of grade. This study found a significant relationship between course interest and learning motivation, with a value of 0.668. The results of this study can be used as a basis for developing a program in vocational high school context in Bandar Lampung.]]>
<![CDATA[Lesson Study with Positive Reinforcement Techniques: Its Impact on Resilience and Learning Motivation ]]>
<![CDATA[Dewi, Widya Novi Angga]]>;
<![CDATA[Sari, Dwi Septiana]]>
<![CDATA[ Psikopedagogia Vol. 12 No. 1: June 2023 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.12928/psikopedagogia.v12i1.25599
<![CDATA[Resilience and motivation to learn are crucial aspects that must be developed in students. However, there is a need to enhance resilience and motivation to learn in statistics courses. This research aims to determine the impact of lesson study using positive reinforcement techniques on increasing resilience and learning motivation in statistics courses. This experimental research employs a one-group pretest-posttest design. The study involved 47 first-semester students from the Counseling Guidance Study Program at Ivet University for the 2022/2023 academic year, who were randomly selected using simple random sampling. The research utilized a resilience and learning motivation scale. Pretest and posttest scores were analyzed using t-test statistics. The results show a significant influence (p-value 0.000) on resilience and learning motivation, leading to the rejection of the null hypothesis. Therefore, the research concludes that lesson study using positive reinforcement techniques effectively increases the resilience and learning motivation of Counseling Guidance students who face difficulties in learning statistics. The findings of this research can serve as a reference to help enhance the resilience and learning motivation of guidance and counseling students.]]>
<![CDATA[The Effectiveness of Group Counseling with Reinforcement Techniques to Increase Self-Efficacy ]]>
<![CDATA[Maghfiroh, Siti Laylatul]]>;
<![CDATA[Lianawati, Anyong]]>;
<![CDATA[Farid, Dimas Ardika Miftah]]>
<![CDATA[ Psikopedagogia Vol. 12 No. 1: June 2023 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.12928/psikopedagogia.v12i1.25892
<![CDATA[This study aims to determine the effectiveness of group counseling with reinforcement techniques in improving self-efficacy of students at SMA Wachid Hasyim 5 Surabaya. This study uses the one group pre-test post-test design method. The sample used was 6 students who had the lowest self-efficacy from the pre-test results that had been conducted. This study is a quantitative study where the results obtained are reviewed from the results of the pre-test and post-test. The final results of the post-test scores given to 6 students showed an increase in self-efficacy scores, which initially one student was in the low category then changed to the high category, while the other 5 students were in the same category, namely the medium category when the post-test and pre-test but experienced changes in value. The results of the statistical test where Asymp. Sig (2-tailed) is worth 0.027 because 0.027 is less than 0.05, it can be said that Ha is accepted, this can be seen by comparing the significant score of 0.05. The provision of treatment using reinforcement techniques with group counseling shows the results of this study where there are changes that occur so that it can be concluded that group counseling with reinforcement techniques is effective in increasing the self-efficacy of students at SMA Wachid Hasyim 5 Surabaya.]]>
<![CDATA[Metacognitive Skills As A Guidance Curriculum In The Age Of AI ]]>
<![CDATA[Suryahadikusumah, Ahmad Rofi]]>;
<![CDATA[Monalisa, Monalisa]]>;
<![CDATA[Syaputra, Yogi Damai]]>;
<![CDATA[Ramanda, Peni]]>;
<![CDATA[Nurmalasari, Yuli]]>;
<![CDATA[Fahriza, Irfan]]>;
<![CDATA[Nadya, Aisha]]>
<![CDATA[ Psikopedagogia Vol. 13 No. 1: June 2024 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.12928/psikopedagogia.v13i1.27427
<![CDATA[The existence of Artificial Intelligence (AI) in educational practice should increase mobility and learning outcomes and improve student learning skills. On the other hand, students see AI as a system that helps them complete practical learning tasks. This condition creates a conflict and a dilemma in using AI in learning. Studies on AI in education recommend metacognitive as an essential ability for students to utilize AI well. The research aims to find the formulation of the metacognitive competencies students need in using AI as content in curriculum guidance. The research method uses the Systematic Literature Review with the PRISMA model. The literature review results show that metacognitive studies in adolescent education and development refer to longitudinal studies conducted by Roger Azevedo. Guidance curriculum in improving metacognitive skills related to the use of AI are 1) self-regulation, 2) critical thinking, and 3) decision-making process. Guidance activities that can be carried out in developing metacognitive must be inquiry – oriented such as pair activity (brainstorming), self-assessment, experiential activity, and information selection. ]]>
<![CDATA[Personal Responsibility Correlation in View of Self-Regulated Learning and Learning Autonomy University Students ]]>
<![CDATA[Handaka, Irvan Budhi]]>;
<![CDATA[Taufiq, Agus]]>;
<![CDATA[Yusuf, Syamsu]]>;
<![CDATA[Herdiansyah, Diki]]>;
<![CDATA[Tiskova, Navy Glenda]]>
<![CDATA[ Psikopedagogia Vol. 13 No. 1: June 2024 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.12928/psikopedagogia.v13i1.27788
<![CDATA[As explained, personal responsibility is an individual's skills in taking responsibility for all decisions and actions and the results and impacts on others. A sense of responsibility can affect student academic achievement, so having a sense of personal responsibility, especially in the learning process, becomes important. Personal or personal responsibility can be developed through self-regulated learning and learning autonomy. So, this study aims to determine whether there is a correlation between personal responsibility with self-regulated learning and learning autonomy. The method used in this study is quantitative with a correlational type of research involving 141 students from semester 2 to semester ten aged 18 to 24 years. The data collection technique uses three instruments (personal responsibility, self-regulated learning, and autonomy learning). This study's results indicate a correlation between the three variables, namely personal responsibility, self-regulated learning, and autonomy learning (p> 0.000). The existence of this relationship shows that it is important for students to cultivate personal responsibility so that they can manage the learning process without depending on others (independently).]]>
<![CDATA[Exploration of Adolescent Resilience in The Slopes of Mount Merapi ]]>
<![CDATA[Purwadi, Purwadi]]>;
<![CDATA[Prasetya, Arif Budi]]>;
<![CDATA[Prasetiawan, Hardi]]>;
<![CDATA[Elsanadia, Oktolita]]>
<![CDATA[ Psikopedagogia Vol. 13 No. 1: June 2024 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.12928/psikopedagogia.v13i1.28396
<![CDATA[This study aims to determine the level of resilience based on ethnicity and family conditions. The respondents were students from various levels of education from vocational high school, high school and junior high school education levels in the Mount Merapi slope area. The instrument used is the Connor-Davidson Resilience Scale (CD-RISC) Short version-10 items that have been adapted with a reliability value of 0.801. The data analysis used was Kruskal Wallis non-parametric statistics as a test of tribal differences and family conditions. The results showed that there were no significant differences based on ethnicity and family conditions. The results of this study can be considered in designing guidance and counseling programs and services.]]>
<![CDATA[Is Group Guidance with Problem Solving Technique Effective in Enhancing Students’ Learning Independence? ]]>
<![CDATA[Herlambang, Refri Sunu]]>;
<![CDATA[Agungbudiprabowo, Agungbudiprabowo]]>;
<![CDATA[Nugraha, Ariadi]]>;
<![CDATA[Mukti, Taquddin Abd]]>;
<![CDATA[Luhanarky, Ayu]]>
<![CDATA[ Psikopedagogia Vol. 13 No. 2: December 2024 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.12928/psikopedagogia.v13i2.28409
<![CDATA[This study aims to know the effectiveness of group guidance using problem-solving technique to increase students' learning independence in junior high schools. The type of research conducted in this study is an experiment with a pre-experimental research design, utilizing the one-group pretest-posttest design model. The sample was determined using simple random sampling, consisting of a total of ten students. The data collection instrument used was a learning independence scale. Data analysis was performed using the paired sample test. The results of this study indicate that group guidance using problem-solving technique is effective in enhancing students’ learning independence. The findings of this research can serve as a technical solution for guidance and counseling services for guidance and counseling teachers in their efforts to increase students’ learning independence in junior high schools.]]>
<![CDATA[Analyzing Coping Mechanisms Among Female Students Affected by Divorce: The Role of School Guidance and Counseling ]]>
<![CDATA[Setiyowati, Arbin Janu]]>;
<![CDATA[Tri Hidayatullah, Hengki]]>;
<![CDATA[Ismail, Affero]]>
<![CDATA[ Psikopedagogia Vol. 13 No. 1: June 2024 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.12928/psikopedagogia.v13i1.28456
<![CDATA[Divorce in marriage is often considered a solution to domestic problems; However, this can have a serious psychological impact on children, especially those in adolescence. The purpose of this study is to examine the condition of adolescent girls whose parents are divorced, identify problems that arise, and understand the coping mechanism that develops as a result. This study uses a qualitative approach with a phenomenological research design. The respondents of the study were selected by the snowball sampling technique based on certain criteria, namely adolescent girls who are high school students and their parents are divorced. The research instruments used interview guidelines and observation guidelines. Data analysis using Miles and Huberman. The findings of the study show that adolescent girls experience neglect after their parents' divorce, which leads to psychological problems such as anxiety, fear, and self-harming behavior. Adolescent girls tend to develop negative coping mechanisms, including emotional-focused coping and problem-focused coping. The results of this study are expected to be the basis for further research to develop more appropriate intervention designs in dealing with the specific challenges faced by young women in this situation]]>
<![CDATA[Early Detection of Psychiatric Disorders and Counseling Service Rules: A Cross Sectional Study on University Students ]]>
<![CDATA[Hastuti, Weni]]>;
<![CDATA[Ratnasari, Nita Yunianti]]>;
<![CDATA[Hidayah, Nur]]>;
<![CDATA[Suyanti, Suyanti]]>
<![CDATA[ Psikopedagogia Vol. 13 No. 1: June 2024 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.12928/psikopedagogia.v13i2.28778
<![CDATA[Mental health become a crucial aspect in an individual's life, especially among students who are experiencing a dynamic developmental phase. The prevalence of mental health in Indonesia had reached 18,5%. It means that out of 1.000 residents are at least 185 people experiencing mental health disorders or in every household, and there is a family member suffering from mental health disorders. Several studies have shown that university students tend to experience high levels of stress and psychological distress that can negatively impact their mental well-being. Based on the above description, this study aims to determine and analyze the mental health status of university students using the SRQ 29 questionnaire. This type of research is quantitative research. The design used descriptive analytic with a cross sectional approach. This is a type of research in which the measurement of variables is carried out only once at a time. The study population involved all students on the campus of Institut Teknologi Sains dan Kesehatan (ITS) PKU Muhammadiyah Surakarta, and the sampling technique used a total sample where all those registered as FIK students in the 2023/2024 academic year and were required to be respondents in this study. The research instrument was used to measure mental emotional disorder variables and determine mental health status uses the Self-Report Questionnaire-29 (SRQ-29) from WHO. The questionnaire was given to students using Google form media. Inform consent was carried out before data collection, by explaining the purpose of the research. There is correlation between age and gender with the incidence of neurological symptoms and psychotic disorders.]]>
<![CDATA[Career Readiness of High School Students: A Comparative Study From A Gender Perspective ]]>
<![CDATA[Kumara, Agus Ria]]>;
<![CDATA[Wiyono, Bambang Budi]]>;
<![CDATA[Atmoko, Adi]]>;
<![CDATA[Hambali, IM.]]>
<![CDATA[ Psikopedagogia Vol. 13 No. 1: June 2024 ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.12928/psikopedagogia.v13i1.29698
<![CDATA[This study examines the differences in career readiness between male and female students at the high school level, with a focus on cognitive strategies, knowledge of career content, and contextual skills and awareness. This study uses a quantitative method with a survey design and involves 300 high school students in D.I. Yogyakarta who are selected through convenience sampling techniques. Data were collected using the Conley theory-based Career Readiness Scale, which has been tested with the RASCH model, and analyzed using descriptive statistics. The results of the analysis show that female students have higher career readiness than male students. Significant differences were found in cognitive strategy, knowledge of career content, and contextual skills and awareness, while there were no meaningful differences in academic behavior. These findings underscore the importance of a gender-tailored approach to career guidance and counseling services in schools.]]>
