Digital LiteracyAnd Inovation
For Guidance And Counseling Program
Ahmad Rofi Suryahadikusumah
Guidance And Counseling Departement Aisha Nadya
University PGRI Palembang Fakultas Keguruan dan Ilmu Pendidikan (FKIP)
Palembang, Indonesia Sheik-Yusuf Islam University (UNIS)
ahmadrofi@universitaspgri-palembang.ac.id Tangerang, Indonesia
aishanadya@unis.ac.id
Abstract— School counselor has a great opportunity to
innovate, but they lack interest in reading. Digital literacy is
the most important competence to make them able to
innovate. This study aims to describe the profile of digital
literacy and it's relations to develop innovative guidance
programs. A survey was used to be a research method. The
focus of the study is school counselor habits in using the
internet related to digital literacy activities, as well as the
habits in developing programs. The research was conducted
for 45 millennial school counselor, with an age range of 22-
35 years old, and a minimum working period of 1 year as a
sample. Result found that the overall sample is digital user,
and level of digital literacy for majority respondent is
communication and collaboration, and several respondents
are a content creator. If the school counselor is unusual to
create content from various information on the internet, it is
impossible to be able to create innovative guidance and
counseling program, roven by almost all of the respondents
downloading the program from the internet. This is a big
challenge of the ease of technology nowadays.
Keywords— Digital Literacy, Milllenial, Innovative Programe
I. INTRODUCTION
Innovation became a necessity and a challenge for guidance
and counseling. The era of disruption demanding each
profession must be innovating because changes happen very
quickly. School counselors in the digital era challenged to
work hard, and have a strong commitment to making
creativity. Innovations that have aimed to let the impact of
counseling services really meaningful for the
counselee. School counselors in the 21st century are
expected to innovate reciprocal with school improvement,
both in helping students achievement, lead the students to
overcome obstacles in achieving good results and creating a
positive school climate. (Dimmitt, Militello, & Janson,
2009).
Today, guidance and counseling have great opportunities in
innovating, with many generations of millennials who
became the school counselor. Millennial are who born in
between the years 1980 until 2001 (Kementrian
Pemberdayaan Perempuan dan Perlindungan Anak, 2018).
Stafford and Griffis (2008) state that the millennial
generation is the population who were born between the
years 1980 until 2000. Factually, a millennial teacher is a
fresh graduate or who was around 22-35 years old.
Please do not give the page number in the header or footer.
Millennial is known as dynamic groups to changes, quick to
adapt, fast receive diversity (Harvey & Clark, 2016). Also,
the skills of technology owned by them will help them to
understand any needs of learners as a digital native, who can
be communicated to the Chairman of the school to minimize
the gap between generations, in the form of innovative
guidance programs.
Millenials ingeniously in technology ideally can solve the
problem in the development of guidance program services,
especially the limitations of time and space. Farozin et.al
research results. (2017) showed among 40 problems in
program development, infrastructure issues, as well as
guidance and service equivalence counseling is the most
frequent problem is felt, with a percentage above 50%.
Contradicting to the characteristics of the current digital age
that can eliminate the boundaries of space and time.
Morover, the presence of millenials school counselor ideally
can produce a diversity of service content interesting and
relevant guidance. The relevance of the development of the
media information in the guidance and counseling with a
technology developed at this time became important, in
connection with the lifestyle of a rapidly changing learners
(Suryahadikusumah & Arizona, 2018). social media habits
among teachers and students should be opportunities for
understanding student lifestyle and the need for guidance
services.
As the millennial generation, they has a great opportunity to
innovate, but still, some situations should be anticipated.
The results of the study conducted by the Boston Consulting
Group (BCG) with University of Berkley year 2011,
indicating that the millennial doctrines millennial required to
have an account on social media as a tool of communication
and information center, and lead to decreased interest in
reading (Kemenpppa, 2018) .
Eventually, the most important competence that Millenials
school counselor should have to face its situation, is digital
literacy. Digital literacy refers to two things, expertise in
using technology, and a person's ability in processing the
information. Construct of digital literacy competencies in a
global are 1) Information and data literacy, 2)
Communication and collaboration, 3) Digital content
creation, 4) Safety and 5) Problem Solving (Antoninis, &
Montoya, 2018).
 Description :

According to Ahmad (Retnaningdyastuti, 2018) in context of P : Total percentage

guidance services, digital literacy shown by combining and
integrating technology into the practice of guidance and
counseling service, It is accompanied by a commitment to N : Total respondent
quality in the concept and practice of TPACK (Technology,
Paedagogy, Content, and Knowledge) . Digital literacy
competence of school counselors not only helps to find m : Total item
information that can be shared with students, moreover, but
they will also be habitual to finding new ideas that will be ∑n : Total number of respons
created more attractive and high quality. guidance program
services.

Therefore, it can be assumed that digital literacy and

innovation in guidance programs services are interrelated.
Good digital literacy develops from the habits of school
counselor in using technology and social media. In this
study, we explore the habits of school counselor, especially III. RESULT AND DISCUSSION
the millennial generation in using the internet and social
media, and those implications in developing guidance Result
service programs.

The findings in the first aspect show that in general,

II. METHODS
respondents are wonted to using social media and the
internet as a tool to find the latest information. Besides they
also share the latest information with students through social
This study was developed based on a survey method for media. The results are presented in Table 2.
millennial school counselor, with an age range of 22-35
years old, and a minimum working period of 1 year. The
Table 2 Result findings for 1st aspect
survey method was chosen to describe the real conditions of
millennial school counselor habits in using the internet Respons
related to digital literacy activities, as well as the habits in
program development.
Aspect Indicator Item Always Rarel Never
y (%)
The aspects and focus of the survey are presented in table 1
below. (%) (%)

Table 1. Survey Focus

Look for 82.6 13 4.4
Aspect Indicator student
Internet use 1.1 Exploring current issue popular
habit 1.2 Share an information topics

Data and 2.1 Filtering Exploring

information 2.2Connect and relate to students behavior current issue
Look for 71.1 28.9 -
process 2.3 Creating guidance content current
Developing 3.1 Develop relatable guidance program issue ,to
make
program 3.2Evaluate and innovate guidance program Internet guidance
use content
habit

Share the 34.8 43.5 21.7

The survey was conducted by using online instruments trending
distributed via Google forms. Total sampling is 45 school topics
counselor, who came from West Java, South Sumatra, and Share an
Central Java. The research data is the amount of response in information
each item's question. Data analyzed using the percentage Share any 39.1 60.9 -
formula bellow. interesting
information

P=
∑ n X 100
Nm Result for indicator 1.1 is 82.6% of respondents always use
social media to looking for student popular topics, 13% are
rare, and 4.3% never use. Other findings show that 71.1% of
respondents are always exploring the latest information
through the internet to be used as guidance content in the
classroom, and the rest only occasionally do that.
In indicator 1.2 the majority of respondents occasionally
shared information that became a trending topic (43.5%),
but the percentage of respondents who always automatically
shared was not so far away, which is 34.8%. Also, the
majority of respondents shared interesting articles/videos
with students through social media. Based on the data it was
concluded that respondents were wonted to sharing
information through social media.
In processing information, indicator 1.2 needs to be
emphasis, 56.5% of respondents have been difficult to
connect and relate to student behavior and lifestyle. that
oppose with habits of respondents in indicator 1.1.
Survey findings for the second aspect shown in table 3.
Processing information is at the core of digital literacy.
Based on the data obtained, half of the respondents have not
been able to use social media habits as a basis for
understanding student conditions, which can be a predictor
of irrelevant programs that are developed against student
needs. 60.9% of respondents had created guidance content
based on online videos and articles, and 39.1% of
respondents always used this method, which means they
used digital resources in guidance and counseling services.
But it needs to be re-studied how relevant are the videos and
articles used as service content.
Further findings regarding the development of the program
carried out. In the focus of this study, it was found that 63%
of respondents occasionally made changes to the program
6.5% of respondents had never, and 32.6% always made
changes to the program. The most miserable finding is that
49.1% of respondents always download guidance and
counseling programs via the internet, 49.1% also do it
occasionally, only 3.8% never do it. The detailed survey
results are presented in Table 4.

Table 3 Survey findings for the second aspect

Respons

Table 4. Result Findings for thrid aspect

Indicat Alway Rarel Never
Aspect Item Respon
or s y

(%)
(%) (%) Indicat Always Rarely Neve
Aspect Item r
or

(%) (%)
Rate 82.6 13 4.4 (%)
information
Filtering
before
sharing
Easy to 13 82.6 4.4
make topics
from a
Easy to 41.3 56.5 2.2 Develop popular
knowing relatable issue
student guidance
common program
think services
Connect Difficult to 49.3 6.6 44.1
and relate develop
to media
students
Difficult to 3.3 55.7 41 Develo because of
behavior
Data connect and ping limited
and relate to Progra facilities
Informa student m
tion behavior
Process and lifestyle
Evaluate 41.3 56.5 2.2
program
Evaluate frequently
Assesing 58.5 32.1 9.4 and
information innovate
before make guidance
a guidance program Downloadi 49.1 49.1 3.8
content ng guidance
Creating program
guidance
content
Make 39.1 60.9
online video
/ article as
guidance
content
Overall, millenials school counselor who become
respondents are digital users. They always use digital
technology as a source of information and media to share
with students. They can manage information well but are
complicated with understanding the contextual information
that will make them connected to the conditions, behavior,
and lifestyle of students. Based on concept of digital literacy
competencies, all responses indicate they are in the category
of communication and collaboration, and several
respondents are school counselor who can create content.
If the school counselor is unusual to create content from
various information on the internet, it is impossible to be
able to create innovative programs. Proven by almost 90%
of respondents downloading the program from the internet.
This is a formidable challenge of the ease of technology
nowadays.
Discussion
The importance of digital literacy as a factor in innovation
has been illustrated through the results of research. Digital
literacy that appears by respondents is felt not to be optimal,
especially in developing information content, so that in
developing programs it is also hampered in the development
of topics and media guidance.
Based on the survey results, digital literacy is still limited to
sorting out information and relaying it back, not yet
developing into an idea or new product. Martin (2006: 155)
Digital literacy is the awareness, attitude and ability of
individuals to appropriately use digital tools and facilities to
identify, access, manage, integrate, evaluate, analyze and
synthesize digital resources, construct new knowledge,
create media expressions, and communicate with others, in
the context of specific life situations, in order to enable
constructive social action; and to reflect upon this process.
The survey also found that more than 50% of respondents
had difficulty relating to the habits, lifestyles, and needs of
students. habit, contrary to the frequency with which they
update information through social media which is also used
by students. The gap between the ability to find information
by understanding information can be overcome by
increasing discussing current issues with students so that the
counselor teacher can think more contextually from the
information he gets, then creates it in a current and
innovative guidance curriculum.
The most unfortunate impact of the lack of maximum digital
literacy is the habit of downloading programs. The survey
results showed that almost all respondents used to download
guidance programs on the internet. On the other hand, this
situation cannot be easily avoided by accessing the sources
of file providers, such as Facebook and Facebook.
One of the characteristics of millennials as digital generation
is that they want to be fast and instant, making them prefer
browsing information, without wanting to linger on reading
the information in full (Law, 2009). In line with the situation
Unesco (2017) emphasizes the skills that must be possessed
after being able to access information among others using
communication technology, interpreting, making opinions
about the information found, and being able to create
information.
The availability of internet equipment and networks can be
an opportunity to develop guidance and counseling services
that can be done without space and time restrictions. Sink,
CA (2002), explains the development of technology that
easily encourages school counselors to stay focused on 1)
Developing and updating the skills needed to serve all
Students 2) Exploring innovations in the theory and practice
of education and counseling, and 3) Implementing well-
designing programs comprehensively..
Belshaw (2012) cites that important elements needed to
increase digital literacy are :
1. Cultural, cultural elements in digital literacy are not
only about understanding the various contexts of
users of the digital world but also how to be able to
see phenomena in the world from different sides of
the culture that are different from each other.
2. Cognitive means about how to 'expand the mind' is
a psychological phenomenon in which an
individual performs literacy objectively
3. Constructive, relating to creating something new,
including using and mixing back content from other
sources to create something new original work.
4. Communicative, all forms of literacy must involve
several forms of communication such as writing
and reading.
5. Confident, self-confidence arises in line with the
knowledge a person has, the more knowledge he
has, the sense of self-confidence will increase.
6. Creative. The creative element of digital literacy is
about doing new things and new ways, about how
to use technology to do tasks and achieve things
that were previously unreachable to ordinary
people.
7. Critical, critical thinking skills are needed to
understand every available information.
8. Civic. A sense of responsibility for events that
occur in the community indeed needs to be grown
in the use of digital literacy. Belshaw explained that
civic elements involve the ability to practice
literacy resulting from technology and tools to
support community development.
These elements are the basis for developing digital literacy
capabilities. It is hoped that implementing these steps will
increase the digital literacy of school counselors, and help
them innovate with a guidance program. especially in
understanding the context and can have cognitive and
communicative abilities.
The critical thinking aspect of digital literacy is very
important, because of the diversity of information on the
internet, and the ease of information content created by
internet users (Meyers, Ingrid, Ruth, 2013). This aspect will
distinguish someone who tends to be a consumer of
information, a user, or a content creator.
Digital literacy as the development of thinking, mean
awareness of thinking of tasks assigned to someone. Critical
thinking should be an important part of developing the
information literacy stage at the level of critically evaluating
information (Goodfellow, 2011). As stated by Martin (2006,
p.18), what aspects of critical thinking become important in
developing digital literacy potential, that critical thinking
and critical evaluation of what is found on the internet, as
well as being able to apply in life.
Another important element is creativity in managing
technology products. Copy, transform and combine (CTC)
are the basic principles in creativity carried out by the
counselor. Digital literacy helps counselors to transform
existing technology products into current and relevant
strategies..
Currently, innovation in the digital era is known as
Combinatorial innovation. Ciriello et .al. (2018) describe
that combinatorial innovation is new digital solutions are
often created by combining existing modules with
embedded digital capabilities or blending different modules
with the same standard. This opens up opportunities for
counselor teachers to innovate guidance service strategies.
Research showed that 49.3% of respondents always had
difficulty in developing media causes by limited facilities. If
digital literacy is maximized, these difficulties will not arise.
Guidance and counseling program innovations based on
digital literacy focus on the relevance and efficiency of
services. According to Hayden et. al (2008) Within the
school guidance curriculum, school counselors reported
using technology to increase students 'depth of
understanding of the material, increase students' exposure to
the material, and communicate with parents.
Today, the counsellor is faced with a counselee that
generally are a Z-generation. Generation Z has never known
a world without social media, smart phones, and the
Internet. They primarily rely on the Internet and videos (i.e.,
YouTube) to provide information rather than textbooks or
manuals (Pew Research Center, 2014). Consequently, they
are accustomed to fast changing technology and learn
experientially (Shatto, 2017).
Hicks & Waltz (2018) mentioning that clients from
Generation Z and Millennials have experiences and abilities
that differ from their predecessors. These generations relate
best to counselors who understand these differences and
incorporate them into counseling sessions. The same can be
said for Traditionalists, Boomers, as well as for those from
Generation X. Because digital technologies are so embedded
in young people’s lives already, perhaps schools should
simply allow students to engage with technology and
achieve competence in its use independently of the
classroom.
According to Kavanagh & O’Rourke (2016) School
counsellors may sometimes feel that their students know
more about ICTs than they do themselves, and we should be
open to learning from our students where this is indeed the
case. But the reality, now more than ever, is that young
people need guidance in the areas of treating others with
respect, avoiding bullying, being safe and critically
evaluating information found online. This is not to view
digital devices and communication methods negatively – the
possibilities are truly exciting and full of promise, opening
up new worlds of human activity and areas of scholarship
Therefore, school counselors must be able to do digital
literacy in order to meet the needs of students as Z-
generation. They should seek to develop their own digital
literacy skills, and to familiarize themselves with taking a
leading role in researching and implementing social media
policies for their guidance services.
Social media is an example of an opportunity to be
combined as a service strategy, without requiring huge
facilities and school funding. Almost all teachers and
students use social media, even schools have official social
media accounts. Tillman et. al (2013) state that use of social
media is also raising new opportunities and challenges in
clinical mental health practice.
Facebook as the most popular social media and has many
features provides opportunities to develop guidance service
strategies. It can become a source of vital information in
understanding the client's behavior, as well as a more
intimate depiction of what the client is experiencing, through
their feeds, words, emojis, and images uploaded by students.
In the group counseling process, facebook can be used as a
reminder tool for completing journals, do exercises, and
evaluate group work, whether in the form of text, audio, or
video. The most popular application is cybercounseling,
that scheduled chat on Facebook
Other social media like Instagram, Twitter and YouTube can
be used to manage service content. The media provides a
variety of information, content, and uploads that can be
discussed with students. A school counselor also can provide
scheduled posts or use live features on Instagram.
Suryahadikusumah & Ferdiansyah (2018) found factors that
anya factors contribute to the success of the use of social
media in guidance program are: 1) content information must
be engaged with lifestyle contextual, and adolescent's need,
2) share information in a simple way, 3) use trusted source
for information, 4) requires daily language for the content,
and 5) add some picture that embed with topic. They need
to be trained by school counselors regularly and consistently
Based on the results and discussion, there are
recommendations that digital literacy and innovation can be
maximized.
1. Education about the benefits of every up-to-date
digital application is necessary. The cause of the
weak digital literacy is the lack of knowledge about
the functions, features, and benefits of each digital
product. Limited education and training cause many
school counselors do not understand how to
incorporate technology effectively. Schools and
professional organizations can hold massive and
intensive workshops.
2. Equalizing perceptions about innovating. Perception
about innovation is still limited by creating media,
 whereas with digital applications innovation can be
in the form of collaboration and exploration of
various features that can be used as a guide service
strategy.
3. Use design thinking. Design thinking can stimulate
sensitivity to problems, and find relevant
alternative solutions, in this case, the development
of programs and media services. Model design
thinking has been proven successful to solve
complex problems about systems, policies, and
product development. Counselor teacher's
knowledge about various features and opportunities
of digital media can be described in design
thinking, then compared with the context of the
situation of students, so that various development
ideas that will be relevant and realistic will emerge.
These activity can help us to innovate in the digital age and
make the profession of counseling guidance more dynamic.
IV. CONCLUSION
Digital literacy needs to be maximized to teachers
counselors can be more innovative in the digital age. the
majority of respondents are digital users, and their levels of
digital are communication and collaboration, several
respondents are a content creator. If the teacher counselor is
unusual to create guidance and counseling content program,
from various information on the internet, it is impossible to
be able to create innovative programs. Critical thinking and
creativity can improve innovation through digital literacy.
Combinatorial innovation is a form of innovation that
emerges from digital literacy. Developmental attempt for
digital literacy and innovation skill i.e. workshop on the use
of ICT, equalization of perceptions about the features of the
latest digital applications, and the use of design thinking as a
medium for mapping literacy outcome
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 Social Network Sites Usage and Fear of Missing
Out of Female Instagram User
Eem Munawaroh Yuli Nurmalasari
Guidance and Counseling Guidance and Counseling
Universitas Negeri Semarang Universitas Negeri Yogyakarta
Semarang, Indonesia Yogyakarta, Indonesia
eemmunawaroh@mail.unnes.ac.id yulinurmalasari@uny.ac.id
Abstract— the purpose of this research was to examine the
correlation between social network sites usage and fear of
missing out of female instagram user with age ranged from 18
to 27. The responden involved 106 female college student of
female instagram user from various university in west, east,
and central java, Indonesia. The data collected randomly
through an online link Google Form use 2 psychological scale,
Student Form Social Media Addiction Scale (SMAS-SF)
developed by Sahin and Fear of Missing Out Scale developed
by Przybylski. The result show social network sites usage
significantly corellate with fear of missing out of female
instagram user.
Keywords— social network sites, fear of missing out
I. INTRODUCTION
Nowdays, Internet is people basic need, because it
fulfilled various need of life. The main purpose of using
internet is for communication, work, and community
enggagement. Survey of Indonesian Internet Service
Providers Association (2017) on infographics of Penetration
and the relationship of Indonesian Internet Users shows that
from 262 million people Indonesia's total population, 54,
68% or 143.26 million people are internet users [2]. This
shows an increasing in cyberspace activity by spending 79%
their time accesing the internet every day [14].
Research published by Crowdtap, Ipsos Media CT, and
The Wall Street Journal in 2014 involving 839 respondents
from 16 to 36 years of age showed that the amount of time
the audience spent accessing the internet and social media
reached 6 hours 46 minutes per day, exceeding activities to
access traditional media [8]. Facebook reports that around 1
billion active users on August 27 2015, meaning 1 in 7
people in the world use Facebook to connect with friends
and family.
The usage of social media such as Facebook, Twitter,
YouTube, Instagram and Path as one of the communication
facilities in cyberspace shows an increasing number from
year to year. Research conducted by We Are Social and
Hootsuite, revealed that Indonesian people are very fond of
visiting social media. It is recorded that 130 million
Indonesian people are activeuser in various social media,
ranging from Facebook, Instagram, Twitter and others. If
comparing to the number of internet users with social media
users, this means that around 97.9 % internet users in
Indonesia are social media user. Meanwhile, if compared
with the total population of Indonesia, this means that
Afriyadi Sofyan
Guidance and Counseling
Universitas Negeri Semarang
Semarang, Indonesia
afriyadisofyan@mail.unnes.ac.id
approximately 48 percent of Indonesia's population are
social media user [7].
Instagram is one of the most popular social media
platforms for the younger generation. Instagram is a free
mobile photo and video-sharing app, which serves two-fold
as a social networking service. Visual communication has
become the most popular communication for young people
today. At present, Instagram has more than 700 million
active users worldwide, 60% of whom are users between the
ages of 18 and 29 with a majority of women. This number is
growing, especially in Asia and South America [5]. In
Taiwan, the majority of Instagram users are female college
students or junior high school students aged 12 to 24 years.
In Indonesia, Instagram is social media with the second
largest number of users after Facebook with 19.9 million
users. [13]
Previous research has shown that females have been
the dominant users of social media, especially on Instagram
According to Sheldon and Bryant [5], gender was once the
strongest predictor of time spent on Instagram. Statistics
from the Pew Research Center Social Media Fact Sheet
from January 2017 shows that 59 percent of Instagram users
are between 18-29, conclusive with the findings in this
research. Pew Research Center also showed that women (32
percent) used the site more frequently than men (23
percent).
There are various backgrounds of the high use of
Instagram in women compared to men. Huang & Su [5]
explained that women tend to prioritize their appearance in
detail, color, and attractiveness compared to men. And this
tendency can be facilitated by features available on
Instagram, such as selfi and display it on Instagram with
attractive colors and images. Women drive the content on
Instagram and are predictably more affected by their
experiences on social media networks more than men.
Reseach of Raacke and Bond shown that women were more
likely to engage in online communication to maintain
personal relationships with friends, family and coworkers,
while men were more likely to use online communication to
pursue romantic or sexual interests [1].
Various research results link the use of social
networking with the fear of missing out or Fomo. Fomo is a
feeling of anxiety that arises because of worries of missing
information. Fomo is an intra-personal nature that makes
individuals continuously update what others do on social
media [4]. Fomo stems from psychological problems related
to individual competence and the need to connect with
 others. One way to meet this need is to use social
networking, because the dynamics of social applications can
provide satisfactory social flow and information satisfaction
for its users [4]. As many as 70% of millennials with an age
range of 18-34 years experience fear of missing out, the
higher the fear of missing out a person is, the more sticky
with the use of social media [13]. Fomo is a predictor of the
problem of internet and social media use [11]. The purpose
of this study was to determine the relationship between the
use of social media networks and the fear of missing out on
women using Instagram.
II. METHODS
This study involved 106 college female instagram user
living in Java Island include west, east, and central java. The
age of the respondents ranged from 18 to 27 years answering
and collecting the questionnaires was voluntary through an
online link using a Google Form questionnaire, distributed
through messages and social media. To find out the level of
use of social networking sites, used Student Form Social
Media Addiction Scale (SMAS-SF) developed by Sahin
[12]. This scale contains 29 items divided into 4 factors,
expenditure , virtual communication, virtual problem, and
virtual information factors. The Social Media Addiction
Scale Student Form (SMAS-SF) is answered using a Likert
point rating scale of 1 to 5. 1 means it is very inappropriate
and 5 is very appropriate. Based on the results of sahin
research (2018) the Social Media Addiction Scale Student
Form (SMAS-SF) is very valid and can be relied upon to
measure the use of social networking sites or Social
Networking Sites.
To measure the Fear of Missing Out used The Fear of
Missing Out Scale developed by Przybylski et al. (2013).
This scale contains 10 items aimed to measuring the level of
FoMo. Examples of statement items are "I am afraid that
other people will experience events that are more pleasant
than mine" and "I feel anxious when I do not know how
other friends feel." The scale is answered by using the 5-
point likert scale starting from 1 = incompatible and 5 =
very appropriate. Data were analyzed using Pearson
correlation analysis.
III. RESULT AND DISCUSSION
Table 1
Correlation social network Use and Fear of Missing Out
Social Network
Variabels Fomo
Use
Social Network Use 1,000
correlation coefficient
Sig. (2- .
tailed)
N 106
FOMO correlation ,573**
coefficient
Sig. (2- ,000 .
tailed)
N 106
Table 1 provide evidence that social media addiction is
positively associated with the FoMO, a Spearman
correlation was conducted. A significant positive correlation
emerged between social media addiction and FoMO, r(106)
= .573, p < .01.
This research In line with the findings which state that the
higher the level of social media addiction, the higher the
level of Fomo, to intensively check the online status of
others, and update their own status as often as possible [17].
The use of the internet is no longer as needed. Fomo is one
of the behavior that represent individuals who are in a state
of being dissolved in accessing the internet, unable to
control usage so that it adversely affects work, relationships,
or other important activities.
Accessing the internet has become easier
because of the of increasingly portable communication
technology through tablets, smartphones, and even internet-
based watches. This ease heightens the potential of the
individual to experience Fomo at a high level. Through
devices that are connected to the Internet and are always
online, individuals do not realize that they are online even
though they are doing status updates on Instagram,
Facebook and other social media via mobile devices. High
social media addiction is also determined by the type of
social media used. As expressed by Franchina et al, persons
who have a greater FOMO are assumed to have a greater
desire to stay continuously up to date of what others are
doing. FOMO positively predicted the use of the four most
popular social media platforms: Facebook, Snapchat,
Instagram and Youtube. FOMO appears to be the modest
predictor of the most common social media platforms.
Beside of technology development, the adolescents
characteristic contributes to the problem of dependence on
social media and fomo. The age range of adolescents is
suspected as the dominant internet access as stated by
Comscore data, internet usage among adolescents has
experienced the biggest increase compared to other age
ranges of 84.4% [3]. According to Orford, internet features
that are often accessed by teenagers which include
gambling, shopping, pornography, games, online chat can
improve the condition of compulsiveness in accessing the
internet that can encourage a person to repeat accessing the
internet [9]. Referring to Orford, the availability and ease of
accessing the internet, is a factor that can increase the
likelihood of individuals getting emotional satisfaction, then
the repetition or sustainability characteristics increase the
likelihood of students to maintain internet access behavior.
IV. CONCLUSION
In conclusion, that the higher the level of social media
addiction, the higher the level of Fomo on female instagram
user. Female students use Instagram more than male
,573** students do. Most of their activities are followed artis and
celebrities, promote themselves, and even online shopping.
,000 This contionous behavior cause addiction in social media
especially instagram and cause of Fomo. The limitations of
106 this study are the samples were limited and the distinction
1,000 between heavy and light users are not inform.
106
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 INTERACTIVE MEDIA BASED ON WEBSITE
FOR EXPANSION OF GUIDANCE AND
COUNSELING SERVICES TO ADOLESCENT
Harlina
Rani Mega Putri
Universitas Sriwijaya
Universitas Sriwijaya
Palembang, Indonesia
Palembang, Indonesia
harlina_zam@yahoo.co.id
rani@konselor.org
Abstract— This research and development is based on not
many media measuring things that develop in the youth
community, especially about the influence of technological
developments that become habits / culture of adolescents in the
communities they follow. The purpose of this research is to make a
media that is useful to measure the level of influence of technology
on culture in the website-based youth community. Next to measure
how feasible and efficient the media developed and finally to
prepare the media to be able to be used for general purposes.
Keywords— guidance and counseling, media guidance
and counseling
I. Introduction
We now live in an era of technology where we can
relax while doing social activities with distant relatives very
easily. With the development of this technology, a social
network is created, social networking is a software that
allows us to communicate and meet with people in the world
quickly and easily.
Social networks in general have a broad impact on
its users. according to one website called hootsuite, data on
social media users in 2019 have reached 3.4 billion, 3.2
billion of which use smartphones. And the highest use is
Facebook and the second is YouTube.
Users of social networks in Indonesia reached 150
million users from 256 million people in Indonesia, this
number reached 56% of the total population in Indonesia.
91% of people use mobile phones and 60% use
smartphones. The average internet usage reaches 8 hours 36
minutes every day and 3 hours 26 minutes for social media
usage. Source www.datareportal.com
While 130 million active users use social media
with their smartphones this number reaches 48% of the
population in Indonesia. The average user ranges from 18-
34 years old male and female.
The frequency of internet usage in Indonesia,
namely daily usage reaches 76%, once a week 14%, once a
month 6%, and users at least once a year reaches 1%. The
amount of time spent on social networks is even higher than
in previous years.
One social media that is often used is Facebook. This
social network has a high level of interest, Facebook
occupies the 3 most use of social media after YouTube and
Please do not give the page number in the header or footer.
Chreisna Lapriyandi
Universitas Sriwijaya
Palembang, Indonesia
chreisnalapriyandi@gmail.com
WhatsApp. According to data on Facebook usage in
Indonesia it reaches 130 million users.
Facebook is a social network that is useful for
finding friends, finding information, a place to express self-
expression. While youtube is a place to find or watch videos
that have been made by its users which contain a lot of
positive and entertaining content. Whatsapp is an
application that is used to send messages to fellow users, the
message sent is not only in the form of text but can send
pictures and videos and be able to call and make video calls.
From the above data we can conclude that the use of
the internet in Indonesia is very large and very time-
consuming users, just imagine that in one day they can
spend time surfing the virtual world for 8 hours. For this
reason the writer wants to be more active in developing
guidance and counseling. Because it is time for counseling
to advance to a stage that is more easily accessible by the
counselee and will make the counselee increasingly receive
the benefits of counseling itself.
From the data presented above, it can be concluded
that the use of social media and the internet in Indonesia is
very high and most of the time spent surfing the internet is
only for social networking activities. Because if the time
used 8 hours a day is only to open social networking then it
is very unfortunate, therefore making interactive media
based on counseling guidance website can easily reach
counselees who really understand the virtual world itself.
II. METHODS
the meaning of media
Media is a tool or means used to convey messages
from communicators to the public. There are some
psychologists who view that in communication between
humans, the most dominating media in communication is
the human senses such as the eyes and ears. The messages
received by the senses are then processed by the human
mind to control and determine their attitude towards
something, before it is stated in action (Cangara, 2006 ; 119)
 Interactive Media is one of the media that can be
used for guidance and counseling services, especially
targeting students in secondary schools. According to Seels
and Glalgow (in Sofah and Sucipto, 2017: 63) that
interactive media is a media delivery system that presents
recorded video material with computer control to the
audience (students) who not only hear and see video and
sound, but also provide responses that are active and
response that determines the speed and sequence of
presentation. Interactive media has an audio-visual element
(including animation) and is called interactive because this
media is designed to actively involve the user's response.
In addition, according to the Big Indonesian
Language Dictionary (KBBI) interactive media is an
intermediary tool or liaison related to computers that are
mutually interrelating and mutually active.
The most important characteristic of this media
group is that students not only pay attention to the media or
objects, but are also required to interact while attending
guidance and counseling services.
There is an interaction that shows students
interacting with a program, for example being asked to fill
in questionnaires or inventory in a particular application
program using a computer. Through this interaction students
are finally able to hold back and solve their problems, for
example interest understanding programs, self-development
programs, interactive counseling programs and so on.
Manage interactions between students on a regular
basis; for example various game or group dynamics used in
group guidance, classical guidance and group counseling.
Thus it can be concluded that interactive media is an
intermediary tool designed with the use of computers using
elements such as sound (audio), images (visual) and text to
convey a message within the scope of guidance and
counseling activities.
The media developed is website-based interactive media,
because website-based interactive media is very easily
accessed by all groups, including school students,
students, and even office employees and housewives.
The media can also be accessed in realtime or 24 hours
which will give you the breadth of accessing the page
they can access in their free time without interrupting
other work.
Another reason is that interactive media is not only an active
counselor but counselors / students take part in
developing media so that they can experience directly
the learning experience itself. This will be interesting
for them because they can interact directly with the
material provided by the counselor.
Technology that is currently developing among adolescents
is very fast and is able to make teens too focused on the
technology itself and they will easily spend time in
social networking and games, which may not be able to
support individual self-development. Technological
developments such as internet technology have positive
and negative influences among adolescents. The
positive influence of the development of these
technologies among adolescents:
1. With the internet teenagers can communicate with other
users from all over the world.
2. With the internet as a medium for data exchange, using e-
mail teenagers can exchange information quickly and
cheaply.
3. Facilitate the learning process for teenagers, especially in
the field of education.
4. Facilitate communication to connect friendship between
teenagers with one another.
5. Make it easy for teenagers to transact and do business in
the field of trade so that there is no need to go to the
place of offer or sale.
6. Teenagers are not technologically illiterate, teenagers can
follow the development of the World Technological Era
so that teenagers are more productive.
In addition there are several negative impacts of
technological development for adolescents:
1. Teenagers will often visit sites that smell pornographic.
2. With the internet, it will become an online gambling arena
among teenagers.
3. The occurrence of a lot of fraud among adolescents,
especially in the field of buying and selling online.
4. Will cause many crimes that occur such as kidnapping,
raping, etc..
In this modern era, there is a lot of polarization that
occurs among adolescents who follow the times without first
filtering the information they get. For example in today's
teenage girls who are much interested in Korean culture and
idolize artists from Korea and begin to imitate the language
and style of the country. Whereas many young men become
addicted to video games that are trending today. These
influences can change the character of adolescents to be
different from usual, they can become more active or
become passive to the environment.
In the field of culture
Having an identity is indeed a basic process for
every individual. Identity is usually obtained in certain
cultures. The globalization process that has taken place in
the last few decades is considered to have a dual impact on
the formation of cultural identity. The process of cultural
globalization allows the encounter or crossing of cultures
from cultures that come from various parts of the world and
are interconnected with one another. On the one hand, this is
considered to interfere with the formation of identity, but on
the other hand it causes the emergence of "multiple cultural
identities", namely the inclusion of two identities in the
same individual: local culture and global culture.
This identity implies an orientation towards the way a
person sees himself in relation to others, which in turn
influences his behavior in social situations. The identity of
adolescents who use slang on social media, is therefore their
orientation in viewing themselves. When they see that
adolescents who are not involved in the community on
social media are considered to be teenagers who do not get
along or do not have many friends and do not know the
issues that develop around the association of adolescents,
then adolescents are finally influenced to get involved in the
community on social media to be labeled as a cool kid.
Then, when they find out that there are unique languages in
each community, they try to learn, understand, and interpret
the slang so that they are not 'knowledgeable' by their
community members.
In other words, "a cultural identity is created by
exchanging messages between people who interact
(interactants); it is a certain character of the group
communication system that arises in special situations
"(Collier, 1994 in Sha, 2006: 51). In this view,
communication is the meaning in which individuals and
groups negotiate, create together, strengthen, and express
their cultural identity.
The act of asserting or portraying an identity
becomes the basis for a communicative perspective on
cultural identity. When an individual recognizes a cultural
identity, he identifies himself with a cultural group and
confirms his membership. As confirmed by Rotheram and
Phinney (1987), "reference groups are groups in which a
person chooses consciously to imitate" (Sha, 2006: 52). In
other words, an identity is expressed when the reference
group is attached to one person by another person as well as
the cultural identity recognized by that person.
That way young people will be easily attracted to
foreign culture compared to their own culture. They are able
to easily absorb foreign culture which is considered as a
cool thing and present among the teenagers themselves.
In the language field
By advancing this technology, there are many
things that come from abroad, for example teenagers can
easily know about foreign languages quickly. In fact, many
teenagers use slang from the internet they see every
day.Beberapa bahasa gaul yang diserap oleh remaja :
1. K-Pop Absorption Slang
The slang used by the K-Pop-loving community or
the so-called K-Popers community, where slang is used is
absorbed by Korean, especially the commonly used words
and new terms introduced by Korean idol artists.
2. Animation Absorption Slang Language
The slang used by the East Asian and Asian
animation community is referred to as the anime
community, where the slang used in this community is
absorbed by various languages, such as Japanese, Korean,
English, and even Indonesian.
3. Slang Games Uptake Language.
Slang used by the community who like games or
called the gamers community, where slang is used is
absorbed by English.
4. British Absorption Slang
Slang is used by the community who like films,
songs, and novels from the Western world, so the language
used in Twitter is absorbed by English.
The findings reinforce the explanation ‘how
language, culture and technology can join and influence
communication.
The use of slang on social media is clearly based
on motives. Motive can be interpreted as a "Driving Force"
that moves people to behave and act with a specific purpose.
Moekijat said, "Motive is an understanding that contains all
the driving forces for reasons or impulses in humans that
cause it to do something" (Hasibuan , 2007: 95).
Then, Bernard Berelson and Gray A. Steiner stated,
a motive is an inner state that energizes, actives or moves
and that direct channel behavior toward goals (the motive is
an internal impulse to move or move and directly or leads to
the final goal) .
The motives of teens in using slang are:
(1) to communicate with friends and their
community, they use slang in an effort to increase
familiarity with their friends or togetherness,
(2) to show their identity as teenagers who are 'out-
of-date' so they can show their existence to others,
(3) to show their identity as ‘global’ teenagers,
where they can interact with their fellow k-pop fans, games,
animations, and British foreigners, and
(4) to get entertainment and relaxation from
various tasks from school, because they can 'laugh' when
communicating using the slang.
But because they are too often and like to use their
slang they eventually become accustomed to using it in
every situation and condition so that they sometimes exceed
the limits that already exist in the surrounding environment.
V. Implications in Guidance and Counseling
Guidance and counseling in general use the media
as a tool in providing services. The media used are graphic
and audio visual media, rarely does a counselor use other
technology to assist the guidance and counseling process.
If a counselor is able to develop a forum in the
virtual world where all people can easily access the
information provided and be able to oversee the course of
the information, the counselor has made a new breakthrough
in the world of guidance and counseling. The use of the
internet is much higher than the time of study and rest itself,
so a counselor must be able to keep up with the changing
times by running a website-based service media.
With website based media the counselor can easily
share information. Readers will also be diverse and touch
many parties, not only students but general counselees who
are outside the school as well, this will have an even greater
impact in the process of guidance and counseling.
The features offered are not only in the form of
written information submitted, but many more things that
can be done include the live chat feature which makes it
easier for the counselee to ask if there are things that are
difficult to understand in the information shared.
Another thing is to be able to do e-counseling
where the counseling process is carried out without making
face-to-face meetings directly by the counselor and
counselee, and also if the counselee wants to do the
counseling face to face then they can schedule the
counseling process in accordance with the agreed time.
Website-based interactive media is focused so that
students can always be connected with guidance and
counseling in activities outside and at school, because they
can easily access the page. Another thing is that they can
also spend time by reading and understanding the contents
of the material that has been loaded on the page so that the
use of technology and even the time spent in cyberspace
will be even more useful.
It is time for guidance and counseling to enter a
new era because there is currently no special website for
counseling guidance. Because later not only websites that
were developed but other applications that support the way
the counseling process is easier and faster, even more
flexible.
With this, it is hoped that counselees can easily
understand the importance of the role of guidance and
counseling in shaping their own personal character and
abilities. And this also indicates that counseling guidance
continues to follow the growing era so that guidance and
counseling is not inferior to the technology itself.
Not only for counselees but also for counselors
themselves to be able to develop in line with the times that
are changing drastically, it is our duty to always keep pace
with the changing times so that we are not left behind
Technology
The term technology comes from the words techne
and logia, the ancient Greek word techne means craft art.
From techne then the word technikos is born which means
people who have certain expertise. With the development of
a person's skills that become increasingly fixed because it
shows a certain pattern, step, and method, the skill becomes
more technical (Tumanggor; 2010). According to
Alisyahbana in his book Nanang Martono (2011),
technology is a way to do something to meet human needs
with the help of tools and reason, so as if technology can
extend, strengthen, or make more powerful members of the
body, senses, and the human brain.
First, technology promises change. Every new
discovery will give birth to various changes in a society.
Like a subsystem, the presence of new technology as a new
subsystem in society will bring a variety of consequences,
other subsystems in the system will inevitably have to adjust
due to the presence of such technology as Parson's analysis.
Technology will definitely change the pattern of individual
daily activities, like a teenager. For example the presence of
television at home can cause a new agenda to appear every
day. Bath schedule, meal schedule, study schedule, until the
sleep schedule will be adjusted to the program schedule on
television.
Second, technology promises progress. Technology
is a symbol of progress. Anyone who is able to access
technology, then he will experience little or much progress
in any form. A teenager will not miss information when he
holds a technology. Technology has influenced the lifestyle
of a teenager and even technology has become a lifestyle
itself. Third, technology promises convenience. Technology
was created to make it easy for individuals, for example
teenagers, when they need information, they can simply
search it through google search or other website addresses.
Especially now that internet facilities can be found on
mobile phones, a teenager can access the internet anytime
they need it.
Fourth, technology promises to increase
productivity. Large companies make use of technology for
reasons of efficiency and increased productivity rather than
having to employ human workers who consume a lot of
budget to pay them. Technology can also increase company
profits doubled. Technology can also be used as a control
tool to evaluate one's performance. Fifth, technology
promises speed. Various jobs can be completed quickly
when we utilize technology. The existence of a computer
will help students accelerate completing their learning tasks.
Sixth, technology promises popularity. Humans
easily appear on the screen through the internet. You Tube
site is widely used by teenagers to upload their videos. They
can be stylish, narcissistic, display and promote their faces
and appearance on the internet, armed with cameras and
modems to be able to upload their recorded images. They
can style as they like and people around the world can easily
watch their actions. Even videos that deviate from the values
and norms prevailing in society sometimes they upload via
the internet just to gain popularity.
VI. CONCLUSION
As technology develops, many aspects of society
change with the changing times. People must always be
demanded to follow technology if they cannot keep up with
technological developments then they will be left behind.
Guidance and counseling services are generally
carried out indoors but not infrequently done outdoors such
as in the field and garden. But very rarely the service is
carried out in a virtual or virtual world. Many factors
underlie why this is rarely done, one of which is the media
to accommodate it that is not yet available. This is done
because the development of technology and social media
that is so rapid among adolescents that making a media that
is rife among adolescents will attract teenagers to access it.
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 Android-Based Intervention Model for the
Developing the Religious Identity Status of Late
Adolescent
Aulia Diah Pratiwi
Graduate Program
Yogyakarta State University
Yogyakarta, Indonesia
auliadiah.2017@student.uny.ac.id
Abstract— This work produces an application of the Android-
based intervention model (RIDE) to develop the religious identity
status of late adolescent that met the appropriate and effective
criteria. This study used a research and development approach with
a 4D (Four D) model and included four stages, namely define,
design, develop, and disseminate. This research was conducted at
Yogyakarta State University with a material expert, a media expert,
10 late adolescents for limited trial respondents and 30 late
adolescents as extended field test respondents. The data collection
techniques used material expert and media expert validation sheets
and student evaluation sheets. The data analysis techniques to
determine the feasibility and effectiveness of RIDE applications
used quantitative descriptive techniques with the categorization
approach. The results of the research and development of RIDE
applications indicated that RIDE applications met the very feasible
criteria of the material experts, media experts, and limited trial
respondents. The RIDE application was also effective in
developing the religious identity status of late adolescent on the
expanded field test subjects. Thus, this research and development
shows that the RIDE application was feasible and effective in
developing the religious identity status of late adolescents in
achievement.
Keywords— android application, religious identity, late
adolescents
I. INTRODUCTION
Guidance and counseling at the moment is very
important to see many challenges that must be faced by
students, especially adolescent. Guidance and counseling
services intended for adolescents exist in secondary
education until early college entry, with an age limit of 14 to
25 years [1]. Adolescence which is also a transition from
childhood to adulthood is often referred to as the process of
finding an identity. The process is relatively free from
responsibility often resulting in the loss of some of the
identities they should have [2]. Not infrequently the loss of
important identities in adolescents raises juvenile
delinquency problems, such as smoking, drug abuse, brawl,
free sex, and many more.
UNICEF 2016 data shows that violence among
adolescents in Indonesia is estimated at 50%. Reporting
from the Ministry of Health of the Republic of Indonesia
2017, there are 3.8% of students who claim to have abused
drugs and dangerous drugs (fk.ugm.ac.id, 3/14/2018). The
April 2017 case recorded 30 drug abusers involved in the
Progo Narcotics operation 2017 and 14 of them were
students (Kompas.com, 18/4/2017). Kompas.com (1/6/2017)
explained the case of a PTS student in Yogyakarta molested
12 high school students. Another case of teenagers who are
very troubling lately is the act of hijacking (begal) or klithih.
Mapolda DIY noted that in 2016, cases of klithih in DIY
Suwarjo
Graduate Program
Yogyakarta State University
Yogyakarta, Indonesia
suwarjo@uny.ac.id
reached 43 cases. The most recent case is the May Day
demo riots and the DIY Police set three suspects who are
still status as students (Kompas.com, 2/5/2018).
Adolescent problems that are reflected in the cases above
become a form of experiments conducted by adolescents in
several different roles or behaviors and personalities.
Adolescents conducting experiments or exploring the roles
and behaviors that exist in themselves will be able to
provide experience to them in finding the one role or
personality that best suits themselves [2]. Teenagers who are
in the process of searching for identity need guidance and
support from the surrounding environment so that they are
not trapped in a negative experimentation cycle or even
experience identity confusion [2]. Guidance and counseling
service units in high schools and colleges should be aware
that such things will happen to their students or students.
Research conducted [3] on late teens shows that there is
a fear of real responsibility that must be carried as an adult,
doubts about the ability to overcome these responsibilities
and hopes to achieve a more meaningful life but
accompanied by fear will fail. Research from [4] also shows
that the transition from late adolescence to early adulthood
occurs in several aspects of life, such as confusion in the
choice of education, employment, busy work, college,
change of residence, unemployment, romantic partners, as
well as differences in environmental cultural conditions
from high school as students to college as students.
The condition of confusion often experienced by
adolescents is called identity confusion [2]. Erikson
formulated identity versus identity confusion with the
definition of a certain stage of development experienced by
individuals during adolescence in establishing social
relationships. At this, stage adolescents will be brought
together with various roles and various problems about who
they are, what is most important to them, and what their life
goals are. Adolescents who can survive and face conflicting
roles and identities will have a new belief and be able to
accept themselves, while adolescents who are unable to
overcome the identity crisis will experience identity
confusion [5, 6].
Marcia [7] is an expert who expands the theory of
identity development in adolescence from Erikson and
draws conclusions about the four status identities in
individuals, namely the spread (diffusion), closure
(foreclosure), delay (moratorium), and achievement
(achievement). The four classifications of identity status
reflect the way young people find solutions to identity crises
and the division of classes is based on a variety of youth
exploration and commitment activities. Papalia & Feldman
[8] states that a teenager who has a diffusion status has no
seriousness in calculating choices and avoids being
committed. Conversely, individuals who have chosen
decisions and are committed to their choices mean that these
individuals have reached achievement status [8].
The findings from other studies can also prove a
relationship between the status of late adolescent identity
with psychological well-being. Adolescents who have
mature identities (status achievement) have high scores on
aspects of psychological functioning (including internal
locus of control, psychological well-being, self-esteem,
satisfaction with life, self-adjustment and being realistic),
having a positive personality, and have a high level of
awareness and emotional stability [9, 10]. Conversely,
adolescents with diffusion identity status have low internal
control, self-esteem and psychological well-being scores and
show a high tendency to engage in antisocial behavior and
risk-related behaviors related to health, such as substance
abuse.
The identity status of a teenager in one domain can show
differences in other domains [11, 12, 13, 14]. A teenager can
have identity achievement status in domain X, but diffusion
in domain Y. Initially, Marcia [15] only focused on
researching three identity domains, namely career, politics,
and religion. Then, Grotevant and Cooper [16] expand by
adding three other domains (relationships with friends,
relationships with girlfriends, and gender roles). Until now,
other researchers have continued to develop research on the
identity domain and classify these domains into two broad
groups, namely ideological and interpersonal [17, 18]. The
ideological domain consists of political, career, moral, and
religious domains; while the interpersonal domain consists
of the domain of relationships with family, close
friends/girlfriends and friends [19, 20, 21, 22].
Marcia [23] explains that one way to determine and
select these domains is by assessing the domains that will be
very important at that time. The author believes that the
religious domain is one of the important domains to be
developed in adolescence. Religious identity is something
that reflects religious beliefs, attitudes toward religion and
spirituality; reflection on religious practices and behaviors;
and matters relating to a certain moral and ethical code [2].
A comprehensive understanding of adolescent religious
experience is important to be explored given the
development of a substantial identity that occurred during
late adolescence [24, 25]. Erikson [26] says that adolescence
is a period that will experience a period of crisis where they
are busy trying to determine their position in the world. An
important substance during this process is that adopting a
particular belief system (belief) that can provide an
understanding of adolescent beliefs about various views
about the world and religion is one source of such beliefs
[27].
Researchers have also provided evidence of a positive
relationship between religious identity and other
psychological variables, such as psychological well-being
[28, 29], self-esteem, the meaning of life and positive affect
[27, 30] Some of the above studies reinforce the author of
the importance of developing an intervention model for the
development of the status of religious identity of late
adolescents, because, in the late adolescence, individuals are
experiencing the process of forming social relationships and
choosing important roles for their lives for the future [14].
Religious identity explores what aspects of religious
influence the formation and development of individual
identities. Like the definition of identity status in general,
the status of religious domain identity includes the status of
diffusion, foreclosure, moratorium, and achievement [30].
The expert who first developed the ecological theory,
Bronfenbrenner said that the theory is a model that
conceptualizes the shape of the framework to observe
several factors that influence human self-development [2].
Brofenbrenner (1986) also mentions that social contexts that
can exert influence on human psychology consist of five
layers that are interconnected with each other, namely
microsystems, mesosystems, ecosystems, macrosystems,
and chronosystems. Of the five layers, the microsystem is
the layer closest to the individual and because the closest
layer has a great influence on individual development.
Microsystem layers include parents, peers, educational
environments, and individual residential environments [5].
Other studies have also found a relationship between
identity status with the type of interaction and
communication carried out in the family and attachment
between adolescents and parents. Individuality and
connectedness are characteristics of late adolescent families
who have achievement status and/or moratorium identity
[3]. The emotional attachment aspect of parents is high, but
coupled with support for low autonomy is a characteristic of
adolescent families who have foreclosure identity status.
Environment with a little conflict is also one of the
characteristics of adolescent families who have foreclosure
status, while low emotional attachment with parents and the
provision of minimal independent behavior is a
characteristic of adolescent families who have diffusion
status [3].
In the context of Guidance and Counseling, this research
is expected to be able to increase the theoretical knowledge
of the counselor in fulfilling the function of understanding
by helping counselees to have a new better understanding of
themselves and the environment, such as the family
environment, work, education, religious norms, and cultural
norms and functions adaptation is to help the counselee to be
able to adjust to themselves and the environment
dynamically and constructively. Gysbers and Henderson
[31] mention that the topic of self-identity is one of the
topics included in the counselee's self-development
dimension that must be explored by the counselor to develop
a comprehensive guidance and counseling program. RIDE
application development (Religion, Identity, Dynamic,
Energy) based on Android applications that are developed is
expected to be one of the new media innovations in
providing guidance and counseling services, especially for
the private field in tertiary institutions. The RIDE
application is also expected to be able to guide users, in this
case, late teens to avoid identity confusion but can help in
establishing their identity (status achievement), especially in
the religious domain.
II. METHODS
This research uses research and development (R&D).
There are several research and development methods, but
the one used in this study is the 4D (Four D Models)
development model from Thiagarajan S., Dorothy S.
Semmel, and Melvyn S. Semmel
III. RESULT AND DISCUSSION
Result
RIDE application development is carried out with the 4D
model development method, namely define, design, develop
and disseminate. Stages by stages are passed to create a
RIDE application that is used as a medium to develop the
status of late-based Android adolescent religious identity.
The final product developed is in the form of a RIDE
application. RIDE stands for Religion, Identity, Dynamic,
Energy. RIDE is an online application that contains an
intervention model as outlined in the form of assignments,
the scale of the status of late adolescent religious identity to
measure the profile of religious identity status before and
after the intervention, and reporting on the intervention
process during the operation of the RIDE application. RIDE
can only be run and operated on smartphone devices with
the Android operating system. The purpose of developing
this application is to encourage late teens to develop their
religious identity status to avoid identity confusion [28]
RIDE has the main content in developing the status of
late adolescent religious identity. The main content in this
application refers to the intervention model of the
development of the status of religious identity according to
[31]. The figures mentioned that identity development in
individuals consists of three aspects, namely commitment,
in-depth exploration and reconsideration of commitment.
Commitment is an effort of adolescents in determining
choices that are still accompanied by self-confidence born of
efforts to determine those choices [32]. In-depth exploration
represents the extent to which adolescents can think actively
about the commitments they have chosen, reflect existing
choices, find additional information about their
commitments, and open themselves to willing to discuss
with others about these commitments [34, 35].
Reconsideration of commitment refers to a comparison
between commitments that have been made now with
choices that arise because previous commitments are
considered unsatisfactory.
Based on the level of adolescent activity in the aspects of
commitment, in-depth exploration and reconsideration of
commitment, Crocetti [33] formulate five statuses of
religious identity, namely achievement, foreclosure,
searching moratorium, moratorium, and diffusion.
Achievement status has a high level of commitment and in-
depth exploration, but a low reconsideration of commitment.
Foreclosure status has a high commitment, but low in
aspects of in-depth exploration and reconsideration of
commitment. The moratorium status has a low commitment,
average in-depth exploration, and high for reconsideration of
commitment [36]. Status diffusion has a low commitment,
in-depth exploration and reconsideration of commitment.
Status searching moratorium is the opposite of diffusion
status, which is high in all aspects of commitment, in-depth
exploration and reconsideration of commitment. The
intervention model created and packaged in the RIDE
application encourages late adolescents to have a steady
status of religious identity or to have a status of religious
identity achievement [20]. Thus, in the provision of
interventions in the form of this assignment is aimed at
increasing commitment based on the results of high in-depth
exploration activities, and these activities can reduce
reconsideration of commitment [19, 21]
Discussion
The feasibility and effectiveness testing of the RIDE
application is carried out through expert validation and
testing. Expert validation to test the feasibility of the product
is carried out by material experts and media experts [37].
Material experts provide a material feasibility assessment of
90.5%, which falls into the "Very Eligible" category. Media
experts gave a media feasibility assessment of 92.63%,
which was included in the "Very Eligible" category. While
the feasibility assessment of the user obtained a score of
80.8%, included in the "Very Eligible" category. So, it can
be concluded that the Android-based RIDE application
developed is very feasible to use and operate to develop the
status of religious identity [3, 38]. The RIDE application
presents and provides an intervention model that encourages
late teens in developing and accustoming better behavior in
a religious context [39, 40]. The feasibility of interventions
in developing good habits (good behavior) is a good way to
develop individual abilities in all aspects [41] (Table 1).
Table 1. Recapitulation of Percentage of Eligibility of RIDE
Applications
Num Percentage of
Subject Category
b Feasibility
1 Material Expert 90.5% Very feasible
2 Media Expert 92.63% Very feasible
3 College student 80.8% Very feasible
Average 87.97% Very feasible
Based on product effectiveness testing through the
categorization of the status of religious identity shows that
the profile of the adolescent's religious identity status after
being intervened through assignments in the application has
increased (Palotzian & Park, 2013: 354). The initial
religious identity status before getting intervention showed
that 23 students (76.67%) had a religious identity status
searching for a moratorium and 7 students (23.33%) others
had a status of religious identity achievement. Meanwhile,
after re-measuring their religious identity status after getting
intervention, as many as 6 students (20%) had a religious
identity status searching for a moratorium and another 24
students (80%) had a status of religious identity achievement
(figure 1).
Fig. 1 Increased Religious Identity Status
Based on the results of categorical scores of religious
identity status profiles on 30 late teens, the RIDE application
effectively improves the status of late adolescent religious
identity to be better than searching a moratorium to
achievement [13, 42]. Based on the results of the research
and development of Android-based RIDE applications to
develop the status of the religious identity of late
adolescents, late adolescents of application users have been
able to improve the status of religious identity that they have
become more stable [43,44].
IV. CONCLUSION
Based on the categorization of the status of religious
identity, it shows that the profile of the status of the religious
adolescent's religious identity after being intervened through
assignments in applications has increased. The initial
religious identity status before getting intervention showed
that 23 students (76.67%) had a religious identity status
searching for a moratorium and 7 students (23.33%) others
had a status of religious identity achievement. Meanwhile,
after re-measuring their religious identity status after getting
intervention, as many as 6 students (20%) had a religious
identity status searching for a moratorium and 24 students
(80%) others had a status of religious identity achievement.
So, based on the results of categorical scores of religious
identity status profiles on 30 late teens, the RIDE application
effectively improves the status of late adolescent religious
identity to be better than searching a moratorium to
achievement.
ACKNOWLEDGMENT
For future researchers, because this RIDE application
only provides a short amount of time in the process of
implementing the intervention, so it might not be too mean
for users. So, for the next researcher can make similar media
to intervene individuals can be given enough time for the
implementation of the intervention. It is recommended that
trials and field tests can be done in more than one place or
university so that the conclusions of the research results can
be generalized.
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 The Effect of Using the Blended Learning Method on
Interest in Reading Through Group Procedures in
Counseling Subjects for Students of Guidance and
Counseling FKIP UNJA
1st Rasimin 2rd affan yusra
Departement Guidance and counseling Departement Guidance and counseling
Jambi Of Universty Jambi Of Universty
Jambi, indonesia Jambi, indonesia
Rasimin.fkip@unja.ac.id
Abstract— This study aims to: 1) Describe the interest in
reading through the group procedure course in counseling
for guidance and counseling students faculty of occurrence
and education science jambi university class of 2017/2018.
2) Describe the blended approach in the group procedure
course in counseling to the students of the Faculty of Law
class of 2017/2018. 3) Describe the effect of the blended
learning method on the interest in reading through group
procedure courses in counseling for bimbingan and
conceling faculty of occurrence and education science jambi
university class of 2017/2018. This type of research is
quantitative research with Exfo-facto research design, ex
post facto research. For the hypothesis in this study using a
simple regression test with a significance level of 0.050 ,.
Tcount is 9,886 at the significant level of 0,000. And the
ttable calculation result is 1,225, so t arithmetic  t table
then Ho is rejected, meaning that the regression coefficient
is significant. It can be concluded that blended learning has
an effect on the reading interest of students of the 2017/2018
BK Force.
Keywords; Blended Learning Method, Interest in Reading
I. Introduction
Reading is an activity in the form of seeing and
understanding the contents of the text being read. With
frequent reading activities carried out by individuals, it will
increase their knowledge, but also will draw closer to the
creator.
But at this time reading activities in the world,
especially in developing countries, one of which Indonesia
tends to be less attractive to individuals, this is caused by
several things as follows; very rapid technological
developments, facilities and infrastructure, costs and
education levels of this data obtained from the results of a
survey conducted by UNESCO in 61 countries in 2017 the
country of Indonesia was in the 60th position.
As shown in the results of the following research;
[9] in his research stated that the causes of low interest in
reading include experience, self-concept, values, the
significance of the field of study, individual differences, the
level of obligation to be involved, and the suitability of the
field of study. [17] in his research shows that the low interest
in reading is reviewed in terms of suggestions and
infrastructure.
0000-0003-0505-
2398/affan15yusra@unja.ac.id
interest in reading is a strong desire to do the
reading activity from someone without any coercion from
others. Interest in reading is an encouragement arising from
within yourself to read [16]. interest in reading is a
motivation from within a very strong individual that will be
realized in his willingness to look for and then read it [11].
Some forms of low interest in reading in some
students of FKIP UNJA in semester 4 of the 2017/2018
academic year are students who are lazy to read books, want
instant ones from Google, low desire to learn, copy their
friends' assignments in studying or examinations. In this
case, the interest in reading can also be influenced by the
method of learning, one of them is the blanded learning
method.
Blanded learning which is also known as hybrid
learning is a learning method that combines face-to-face and
computer-based learning[10]. The position of the blended
learning approach in the learning process as expressed is as
follows: a) Face to face; b) M-Learning; c) e-learning[16].
revealed from the results of his research that the
blanded learning approach can contribute to pharmacy
students in their activities in learning[7]. showed the method
of blended learning in group discussions in learning can
foster positive relationships and be able foster positive
learning outcomes[8].
Refer to the results of surveys, grand theories and
research relevant to this problem. the researcher is
interested in examining this issue with the title "The Effect
of Using the Blended Learning Method on Interest in
Reading Through Group Procedures in Counseling Subjects
for Students of Guidance and Counseling FKIP UNJA
2017/2018. The main objective in this research is to reveal
the effect of using the Blended learning approach in
increasing student reading interest. Furthermore, the
specific objectives of this research are to: 1) Describe the
interest in reading through the group procedures in
counseling courses for students of the Faculty of Teacher
Training and Education Faculty of UNJA class of
2017/2018. 2) Describe the blended approach in the group
procedure course in counseling to the students of the
Faculty of Law class of 2017/2018. 3) Describe the effect
of the blended learning method on the interest in reading
through group procedure courses in counseling for the
students of the FK FKIP UNJA 2017-2018 class.
I. Methods
This type of research is quantitative research with Exfo-
facto research design, ex post facto research or after-fact
research is a research design category in which the
investigation begins after the fact occurs without
interference from the researcher. The majority of social
research, in contexts where it is impossible or not acceptable
to manipulate the characteristics of human participants, is II. RESULT AND DISCUSSION
based on an ex post facto research design. It is also often
applied as a substitute for true experimental research to test
hypotheses about causal relationships or in situations where
it is impractical or ethically acceptable to apply the full
protocol of a true experimental design. Despite studying the
facts that have taken place, ex-post facto research shares
with the experimental research design some of the basic
logic of the [3].
Research subjects are people who decide to participate
in research [2]. This is completely voluntary. You help the
researcher see the questions he wants to learn. researched
are located and observed by researchers as for the samples in
this study were students of FKIP UNJA BKIP 2017-2018. Its
position is very central then in the sampling technique using
purposive sampling method, [15] Purposive sample is a non-
probability sample selected based on population
characteristics and research objectives. Purposive sampling
is also known as judgmental, selective, or subjective
sampling.
he instrument used in research that is the ratio scale is
the highest level of measurement and is not often available
in social research. The factor that clearly defines the ratio
scale is that it has a correct zero point, as [1] explains the
scale will be in the form of a question or statement that
expresses the behavioral indicators of the attribute in
question. The use of scales is based on factual data felt by
subjects based on predetermined indicators.
Furthermore, in the process of the instrument to be given
that is related to reading interest, namely the reading interest factors are factors that affect the individual. Factors which
scale, in this study the scoring that will be used is the Likert include physical and psychological. Physical factors are
scale model with a frequency scale consisting of Always
(SL), Often (S), Sometimes (KK) , Rarely (J) and Never
(TP). Data collection techniques in this research use a
questionnaire (questionnaire) Questionnaire is part of a
research tool consisting of a series of questions for the
purpose of gathering information from respondents [16]
Questionnaire (Questionnaire) was used to obtain research
data related to the influence of the use of the blended
learning method on the reading interest of the FKIP UNJA
BK students.
analysis is the process of systematically searching and
compiling data obtained from interviews, field notes, and
documentation by grouping data so that it is easily
understood by oneself and others. This study includes
quantitative research whose data analysis is directed at
answering problem formulations or testing hypotheses that
have been formulated by statistical methods.
According to descriptive statistics are statistics that
function to describe or provide an overview of the object
under study through sample data or population as they are,
without doing analysis and making general conclusions. In
descriptive statistics used to describe data or determine the
central tendency which includes the calculation of the mean
or mean (M), mode (Mo), Median (Me), and standard
deviation (SD), frequency and histogram of each
variable[14].
The data analysis technique used is parametric analysis
technique because the type of data being analyzed is interval
and ratio data. Where in simple linear regression analysis
techniques that are parametric to determine the effect of the
independent variable (X) on the variable (Y) and the
magnitude of the influence of the independent variable (X)
on the variable (Y) with a simple linear regression equation
used as a hypothesis test
Based on the test results that have been described, it is
proven that blended learning affects the reading interest of
BK students. In the following sections, the discussion for
each of the variables examined in the study will be
explained.
Interest in reading
BK students The results of the descriptive analysis
showed that the interest in reading BK students as a whole
was in the medium category. One of the main factors being
interest in reading BK students is that those who have an
interest in reading on BK students.
Based on the results found, students who have an interest
in reading can be influenced by blended learning methods.
In the course group procedures in BK have applied a long
time applying the blended learning method. One of them in
this subject is often combining face-to-face learning with
laptop media as one of the media presentation facilities in
learning. Based on the results of research conducted [17]
revealed the results of his research, interest in reading is the
desire to carry out reading activities without coercion from
others. Furthermore [12] expressed interest in reading is
motivation that comes from within an individual who is
realized with his own desire to read.
Based on the above research exposure, this proves that
the blended learning method can make students more active
in learning and reading. Interest in reading can be influenced
by several things as expressed [6] while the factors that
affect reading interest are influenced by two: a) Internal
influenced by physical health while psychological factors
consist of intelligence, attention, motivation and maturity. b)
External factors are factors that affect the individual from
the outside. Factors include, family, playmates, campus
environment, economic conditions, and facilitie
learning as a learning method provided by lecturers
Based on the analysis results it is known that blended
learning used as a learning method is in the high category
with a score of 34.4 one of the main factors causing the
blended learning method in the moderate category. This
reveals that the blended learning method is a combination of
face-to-face and online learning [4]. Based on the findings
during the use of this method, lecturers often illustrate both
direct and indirect modeling.
The characteristics of blended learning refer to the
definition [16], namely learning that combines synchronous
and asynchronous learning settings appropriately to achieve
learning objectives, then the characteristics of the blended
learning model with a constructive approach have two
learning settings namely: synchronous and asynchronous
learning. From the findings it can be concluded that learning
with blended learning has been carried out in accordance
with its characteristics.
The effect of blended learning on interest in reading BK
students
blended learning The results of this study are in line with the
results of research conducted [16], namely learning that
combines synchronous and asynchronous learning
arrangements for the use of learning objectives, the blended
 learning model of learning with constructive development
(constructive approach) has two learning settings namely:
learning synchronous and asynchronous. From the findings,
it can be concluded that learning with blended learning has
been carried out in accordance with its characteristics.
But the good thing is that blended learning does not
become a major factor influencing the reading interest of
BK students. Hoping there will be another 96.6% of other
factors that attract interest in reading BK students. As view
[6]: 1) Internal factors are factors that are influenced from
within the individual. The loading factors, physical and
psychological. Physical factors are physical factors, while
psychological factors consist of intelligence, attention,
motivation and maturity. 2) External factors are factors that
affect the individual from the outside. Factors that include,
family, playmates, campus environment, economic
conditions, and facilities.
This is contrary to the findings of research
conducted [11] The era of "digital literacy" is a question
about the questions asked. This study discusses how to read
and read various reading modes and various reading goals.
Findings showing interest in reading are best represented by
subcomponents of the psycho-behavioral dimension. The
high level factor structure shows the general factors of
reading in the order of three levels and the five second order
factors representing reading in print settings, reading online,
reading social media, academic reading, and recreational
reading. We read with implications for future research on the
psychological significance of readings.
The results of research conducted by research
conducted [5] are as follows: This research underscores the
importance of interest in reading in one's learning process
and analyzes different opportunities. that influenced them
and their breadth. It emphasizes the important features of
independent factors and variables that function as correlates.
The results of the analysis prove the influence of
blended learning (X) on the reading interest of BK (Y)
students. This finding was obtained based on a collection of
data analysis which showed that the contribution of blended
learning to the reading interest of BK students was 3.4%.
This shows the hypothesis which states that blended learning
significantly contributes to the interest in reading BK
students accepting the truth. This shows the higher blended
learning received by BK students will tend to interest in
reading BK students.
III. conclusion
Based on the findings and discussion of the results of the
research conclusions can be made as follows: 1) Description
of the reading interest of students in the class of 2017/2018,
on average the overall reading interest of students of the
class of 2017/2018 is in the medium category. 2) The
description of the blended learning approach used by
lecturers on average the overall reading interest of students
in the class of 2017/2018 is in the medium category. 3) The
description found that the blended learning approach
contributes significantly to the reading of 2017/2018
students.
IV. Figure
Fig. 1. RESEARC PROCEDUR
ACKNOWLEDGMENT
Authors thank you to full funders of the research fund,
funded by PNBP faculty of education and education science
with basic faculty research funds with contract number:
2019 2450 / un21.18 / pt.03 / pt.03 / 201.03.
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[1] Azwar, S. 2010. Sikap Manusia Teori dan
Pengukurannya, adisi 2, Yogyakarta : Pustaka Pelajar
[2] Arikunto, S. 2010. Prosedur Penelitian Suatu
pendekatan praktik. Jakarta : Rineka Cipta.
[3] Borg dan Gall (2010). Educational Research, An
Introduction. New York and London. Longman Inc
[4] Cheung at, all Hew. 2011. Critical Thinking in
Asynchronous Online Discussion: An Investigation of
Student Facilitation Techniques. National Institute of
Education, Singapure.
[5] Dai. 2013. Correlates Of The Reading Interest Of
Chinese High School Students In International
Schools. Canadian Center Of Science And Education.
DOI : 10.5539/ass.v9n3p164.
[6] Darmono. 2008. Perpustakaan Sekolah : Pendekatan
aspek manjemen dan tata kerja. Grasindo. Jakarta.
[7] Extavour & Gillin. 2018. Students’ perceptions of a
blended learning pharmacy seminarcourse in a
Caribbean school of pharmacy. The University of the
westIndies,Tobago&Trinidad.https://doi.org/10.1016/j.
cptl.2017.12.007
[8] Han & Robert. 2019. Identifying consistent patterns of
quality learning discussions in blended learning.
https://doi.org/10.1016/j.iheduc.2018.09.002Get
[9] Khasanah, Rofiqul. 2015. Faktor-Faktor Yang
Mempengaruhi Minat Membaca Siswa Kelas Iv B Sd
Negeri Ngoto Sewon Bantul Tahun Ajaran 2014/2015.
Universitas Negeri Yogyakarta.
https://eprints.uny.ac.id/27231/
[10] Munir. 2017. Pembelajaran Digital. Bandung
Alfabeta.
[11] Putro And Jihyun Lee. 2017. Reading Interest In
A Digital Age. Routledge:Taylor & Francis
Group. DOI :10.1080/0270271.2017.1341966.
[12] Rahim, Farida. 2017. Pengajaran Membaca di Sekolah
Dasar. Jakarta Bumi Aksara.
[13] Siregar, S. 2014. Statistik Parametrik untuk Penelitian
Kuantitatif. Jakarta: Bumi Aksara
[14] Sugiyono. 2018. Metode Penelitian Pendidikan.
Bandung : Alfabeta.
[15] Usman, Husaini. 2011. Manajemen. Teori, Praktik, dan
Riset Pendidikan. Jakarta: Bumi Aksara.
[16] Uwes A. Chaeruman. 2017. Pengembangan Model
Desain Sistem Pembelajaran Blended Untuk Program
Spada Indonesia. Pascasarjana Universitas Negeri
Jakarta.
https://www.researchgate.net/profile/Uwes_Chaeruman
2/publication/324390089_Pengembangan_Model_Des
ain_Sistem_Pembelajaran_Blended/links/5acc84720f7
e9bcd519b5a72/Pengembangan-Model-Desain-Sistem-
Pembelajaran-Blended.pdf
[17] Wakijo, N. (2017). Pengaruh Pemanfaatan
Perpustakaan Sekolah dan Minat Baca Siswa Terhadap
Hasil Belajar IPS Terpadu Siswa Kelas VII Semester
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 Development of Interactive Multimedia Learning Media Based on
Video Tutorial Editing Audiovisual Media Materials in IT Media
Courses and Guidance and Counseling Innovation
at Sriwijaya University

Sigit Dwi Sucipto1 Rahmi Sofah2 Syarifuddin Gani3

Sriwijaya University Sriwijaya University Sriwijaya University
Palembang, Indonesia Palembang, Indonesia Palembang, Indonesia
sigitdwis@unsri.ac.id rahmi.bimb@gmail.com syariefgani363@gmail.com

Abstract

This type of research is development research using the ADDIE model. This study aims to produce products in the form of audio
visual media that are valid, practical and effective. This research consists of 5 stages, namely analysis (pre-test), design (making
plans for implementation of services and media manuscripts), development (making media, after the media is completed, then the
researcher validates with three experts: material expert, media expert and linguist) , implementation (small group test and field
test), evaluation (post-test). Based on the results of the comments and suggestions given by the three experts, the results of the
media are valid and worth testing. The results of the field test questionnaire, obtained a percentage of questionnaire scores of
87.4%. This percentage is in the range of 80% -100% which is included in the category of very practical whereas, the results of
student guidance tests obtained results from all three aspects at 42.6% pre-test and 66.4% post-test with an N-gain of 0.7
including in category (g) ≥0.70, which is high, it shows that interactive multimedia learning media based on video tutorials
editing audiovisual media material is effective in IT media courses and guidance and innovation innovation at Sriwijaya
University.

Keywords: Interactive Multimedia, Video Tutorials, Audiovisual

I. INTRODUCTION settings, as well as being able to adapt to the

II. In connection with the
implementation of a curriculum that does
not work, Government Regulation No. 08 of
2012 and the Higher Education Law No. 12
of 2012 concerning the S1 curriculum based
on the Indonesian National Qualification
Framework (KKNI) which refers to the
achievement of graduate profile learning.
The curriculum implemented at Sriwijaya
University is the Indonesian National
Qualification Framework (KKNI). Atmoko
(2016: 10) formulated the concept map
description of KKNI level 6 Guidance and
counseling study programs, one of which is
that students have rights and responsibilities
as follows able to apply the BK expertise
area and utilize IPTEKS in the BK field in
solving problems related to students in their
development, especially in educational
changing situations in society encountered
III. Technology is currently
experiencing very rapid development, so
technology can provide useful information
in the field of education. With the
advancement of the education system
resulted in competition between nations in
improving science. This certainly will be a
problem for human resources (HR) to
improve the quality and quantity of
education. One of them is the teaching and
learning process, technology is often used to
convey learning so that the learning process
is more interesting and not monotonous, for
example is the use of interactive learning
media.
IV. The use of interactive
multimedia-based learning media in the
learning process will shift boring learning
into enjoyable learning. Utilizing interactive

1
multimedia makes teachers no longer the
only source of student learning and
multimedia is expected to make students
active in learning. Students' interest in
interactive multimedia-based learning media
will also increase student motivation.
Multimedia learning provides opportunities
for students to learn independently, so
learning can be done anytime. According to
Pujiriyanto (2012: 160), interactive media is
a system of presenting learning material that
is recorded (visual, sound and video) and
displayed with computer control.
V. The user does not merely
see and listen to the presentation but is
actively involved in responding, and the
user's response determines the pace and
order of the presentation. Multimedia brings
a good impact for educators, because with
multimedia educators have the opportunity
to develop learning techniques so that they
can improve learning outcomes for the
better. Multimedia for students is expected
to facilitate them in absorbing subject matter
quickly and efficiently and independent
learning can be applied.
VI. This research is
continuation of previous research which is
about the development of interactive
multimedia instructional materials for
graphic media, and now the research
continues with the development of
interactive multimedia based on audiovisual
material tutorials. The tutorial model is a
program designed to act as a tutor for
students. This means that this model is
presented in a dialogue format with students.
The tutorial model contains concepts,
explanations, formulas, principles, charts,
tables, definitions, terms and exercises. This
model, in addition to presenting information
about the contents of the lesson material. In
a learning interaction in the form of a
tutorial, information and knowledge are
communicated in such a way as the situation
at the time of the educator / lecturer who
gives teaching to students (Munir, 2010).
VII. However, in this
interactive multimedia highlighting the
elements of video tutorials that later guide
students / students in the process of lecturing
on technology and information media
guidance and counseling because Jam / SKS
for Technology courses and information
media guidance and counseling including
only 2 SKS, so that the eyes practical
lectures on making graphic / audio visual
design products become less optimal, so
with the development of interactive
multimedia based on video tutorials it is
hoped that students will be able to continue
their design activities / assignments in their
homes with video tutorial guides so that they
are able to overcome learning problems,
especially in the guidance study program
and FKIP counseling at Sriwijaya
University.
VIII.
IX.
X. METHOD
A. Development Model
XI. This research uses
research and development (research and
development). This type of research is
development research using the ADDIE
a Analysis, Design, Development,
Implementation, and Evaluation
development model. which is one of the
development models that can be used in
development research (Tegeh et al, 2014).
2
 XII.
XIII.
1) Analysis
XIV. In this first stage, researchers
conducted an analysis based on literature review
and identified problems in the field regarding the
use of instructional media. The researcher will
analyze the students' needs regarding knowledge
of the theory of making audiovisual media and
knowledge of techniques for making audiovisual
media by giving test questions (pre-test) to
students.
2) Design
XV. The product framework compiled
as a guide for the stages of development and
implementation includes:
a. Develop SAP (Unit of Lecture)
b. Make a Flowchart that contains a
multimedia flow of interactive learning in a
concise manner. Flowcharts are developed
based on the navigation structure that was
created at the beginning.
c. Composing interactive multimedia learning
media scripts based on video editing
tutorials.
d. Develop Storyboard which is a concise
descriptive description of the story line in
interactive learning multimedia on technical
drawing subjects from the beginning to the
end of the program.
3) Development
XVI. At this stage the researchers made a video
tutorial by opening the Corel Studio application,
and recorded it through the CamStudio
application. After going through the process of
making a video, then the video results are edited
using the videoscibe application and Corelstudio
application, in the editing process the researchers
add sound recordings with the aim of facilitating
understanding for students when viewing this
video editing show. The edited video is a short
film video. and to include in interactive media
researchers will use PowerPoint. After the
prototype is complete, the researcher will ask for
opinions which include comments / suggestions
regarding the validity of the media to three
experts / expert validation, namely: validation of
the material expert, validation of the media expert
and validation of the linguist.
4) Implementation
XVII. In the implementation phase, the
prototype will be developed and then applied in
the classroom with the aim of knowing students'
responses regarding the prototype. The
implementation phase is divided into two, namely
the small group test and the field test.
5) Evaluation
XVIII. At this stage the
researcher will evaluate the product that has been
implemented by giving back the test questions
(post-test) to the same respondents as in the pre-
test. This evaluation is intended to determine the
level of effectiveness of future ore material
displayed via video. This evaluation also intends
to find out the strengths and weaknesses of
interactive multimedia learning media based on
video tutorials that will be developed.
XIX.
B. Data Collection Techniques and Instruments
XX. Data collection techniques
are used to obtain data from test subjects.
So, developers in collecting data using
interview techniques, questionnaires
(questionnaire) and tests as follows
a) Interview
XXI. Interview or Interview is a meeting
of two people to exchange information and ideas
through question and answer, so that the meaning
can be constructed in a particular topic.
3
 (Estenberg: 2002 in Sugiyono, 2010: 231).
Interviews are divided into 3 types, namely:
1) Structured interviews, developers in
conducting interviews using research
instruments as guidelines for interviews that
are arranged in detail so that it resembles a
check-list, or can be in the form of written
questions for which alternative answers have
also been prepared.
2) Unstructured interviews are free interviews
where the developer does not use interview
guidelines that are arranged systematically and
completely for the collection of data. The
interview guidelines used only contain an
outline to be asked.
3) Semi-structured interview, where the
developer gives questions that have been
structured, then the questions one by one
deepened by further digging in information.
XXII. Interviews conducted by
developers are structured interviews aimed at
material experts and media experts in Educational
Technology study programs.
XXIII.
b) Questionnaire
XXIV. Questionnaire or questionnaire is a
data collection technique that is done by giving a
set of questions or written statements to
respondents to answer. (Sugiyono, 2010: 142).
Questionnaires are aimed at guidance and
counseling study program students after being
given treatment.
XXV.
c) Test
XXVI. The test is an instrument that serves
to measure the presence or absence and the
magnitude of the ability of the object under study,
used the test. (Arikunto, 2010: 266)
XXVII. According to Arifin (2010), if seen
from the form of students' answers, then the test
can be divided into three types, namely a written
test, an oral test, and an action test. Written tests
can be divided into two forms, namely the
description and objective forms.
XXVIII.In testing the Multimedia Tutorial
product, the developer uses 2 tests, namely an
objective test and an action test.
1) Multiple choice objective test. Objective tests
require students to choose the right answer
among the possible answers that have been
provided, give short answers, and complete
questions or statements that have not been
perfect. Multiple choice test questions can be
used to measure learning outcomes that are
more complex and pleasing with aspects of
memory, understanding, application, analysis,
synthesis, and evaluation. The multiple-choice
test questions consist of the main bearer of the
problem and the choice of answers. The
researcher measures the success of students by
giving tests to participants namely pre-test
before students are treated, and post-test after
students are treated.
2) Act tests or practical tests are tests that require
students' answers in the form of behavior,
actions, or deeds. Learners act according to
what is ordered and asked. The developer
measures the success of students by giving
tests to students in the form of 2 practice tests,
namely pre-test practice, before students are
given treatment, and post-test practice, after
students are given treatment.
XXIX.
C. Data Analysis Techniques
1) Analysis of data validity of Interactive Media
XXX. The data analysis technique used in
this study is quantitative data analysis. In addition
to the preliminary study data, questionnaire data
relating to product validity were also analyzed
using descriptive analysis
XXXI.
XXXII.
2) Analysis of Interactive Media Effectiveness Test
Data
XXXIII. To calculate the
effectiveness level, the researcher uses the
following formula: N-Gain =
XXXIV. =
skor posttest−skor pretest
skor ideal−skor pretest
3) Analysis of the Media Practical Questionnaire
Data
XXXV. To obtain the percentage
of answers given by students, the researcher
uses the formula:
P=
∑ X x 10 0
XXXVI.
∑ Xi
4
 XXXVII. contained in this teaching material is valid
XXXVIII. To see students' responses with a validation value of 88.5%.
regarding audio visual media can be 2) Language Validation
seen using table 3 XLVII. Based on the validation results
XXXIX.Table 3: Practicality Media Criteria from linguists, the teaching material is
I. Scor II. Criteria categorized as valid with a validation value of
( 85%.
XLVIII.
%
XLIX.
)
3) Media Validation
III. 81 – IV. Very Practical
L. Based on the results of validation
10
from media experts, the teaching material is
0
categorized as valid with a validation value of
V. 61 – VI. Practical
83.3%
80
4. Implementation Phase
VII. 41 VIII. Pretty Practical
LI. The implementation phase is divided into
–
two namely small group test and field test. This
69
trial was conducted by taking three students, these
IX. 21 – X. Not Practical
three people have different abilities in the high,
40
medium and low categories. Based on the results
XI. 0 XII. Very
of the questionnaire, then obtained a response of
– Impractical
84%. Next try the small group. The trial phase is
20
carried out by taking 6 students who have
XL.
different abilities, namely low, high and medium
XLI. RESULT AND DISCUSSION
categories. Based on the results of the
XLII. Result
questionnaire, then obtained a response of 86%, it
1. Analysis Phase
shows the response of students included in the
XLIII. At this stage the researcher also
excellent category. Furthermore, the researchers
gave questions (pre-test) to the 3rd semester
conducted a field test on a field test on 25
students of Palembang FKIP Sriwijaya University
respondents and obtained an average value
as many as 25 students. The following pre-test
categorized as very practical with a value of
results have obtained an average of 42.6 with the
87.4%.
medium category,
5. Evaluation Phase
2. Design Stage
LII. In the evaluation phase, the researcher
XLIV. The initial design of interactive
conducted an evaluation of the product that had
multimedia that is at the design stage contains the
been implemented by giving back the test
framework of learning media, at this stage the
questions (post-test) to the same respondents as in
researchers load SAP, design storyboards / media
the pre-test which numbered 25 respondents. This
scripts, in addition to SAP the researcher also
evaluation is intended to determine the level of
makes an expert validation sheet consisting of
effectiveness and understanding of students, and
material experts, media experts and linguists. .
the average pre test score is 42.6% while the post
3. Development Stage
test average is 66.4%. It can be concluded that
XLV.This development phase includes the
there is an increase of 23.7% and get an N- Gain
activity of making and modifying audio-visual
of 0.7 with a high category.
media based on the results at the design stage. LIII.
1) Material Validation LIV. Discussion
XLVI. Based on the validation results LV. This development research
from the material experts, the material aims to develop a product through the
development process. The product

5
developed in this research is an interactive
multimedia learning media based on video
editing tutorials. This learning media is used
for learning media for semester 3 students
taking IT media courses and innovation
guidance and counseling at Sriwijaya
University. To develop this video,
researchers used the ADDIE model which
was divided into 5 stages, namely the
analysis, design, development,
implementation and evaluation stages.
LVI. In the analysis phase,
researchers conducted a student analysis of
understanding regarding the understanding
of the aspects of memory, understanding,
application, analysis, synthesis, and
evaluation, by giving test questions (pre-
test), on the 3rd semester students of
Palembang FKIP Sriwijaya University as
many as 25 students . Obtained average
results of 42.6 with the medium category, it
can be concluded that the data obtained in
the pre-test occupies the medium category
which means students still need
improvement in the learning process so that
students can better understand the
application to make audiovisual media.
LVII. After the researcher
knows the students' needs, the researcher
then goes to the design stage, at this stage
the researcher makes SAP, designs a
storyboard / media script, in addition to SAP
the researcher also makes an expert
validation sheet consisting of material
experts, media experts and linguists. The
development phase includes the activity of
making and modifying audio-visual media
based on the results at the design stage.
LVIII. This development phase
includes the activity of making and
modifying audio-visual media based on the
results at the design stage. The first step the
researcher installs and activates the
application used to make the video, after all
the applications are installed then the
researcher starts making the video by
starting to make a video tutorial by opening
the Corel Studio application, and recording
it through the CamStudio application. After
going through the process of making a
video, then the video results are edited using
the videoscibe application and Corelstudio
application, in the editing process the
researchers add sound recordings with the
aim of facilitating understanding for
students when viewing this video editing
show. The edited video is a short film video.
and to include in interactive media
researchers will use PowerPoint.
LIX. After the media is
finished, the researcher then conducts the
first expert test, namely material expert.
Based on the validation results from the
material expert, the material contained in
this teaching material is valid with a
validation value of 88.5%. Although the
material has been declared valid, there are a
number of comments from the validator that
need to be improved before being tested.
The validator asks for the examples
presented to make it easier for students to
quickly understand the material to be studied
LX. Furthermore, the results of
the first validation test conducted by the
language validator, Based on the validation
results from linguists, the teaching material
is categorized as valid with a validation
value of 85%. There are comments from the
validator to correct some sentences that are
less effective and need to be adjusted to
EYD. Based on the validation of the
material, media, and language, it can be
concluded that this teaching material shows
valid criteria so that it can be tested in
classroom learning to see the effects of its
use in understanding teaching material. And
the last is media validation, based on the
results of validation from media experts, the
teaching material is categorized as valid
with a validation value of 83.3%. Based on
the validation criteria table, the teaching
material is said to be valid and can be
directly tested.
LXI. The fourth stage is the
implementation phase, the implementation
phase is divided into two namely small
group test and field test. This trial was
carried out by taking three students from the
6
Indralaya campus Guidance and Counseling
study program who are currently taking
citizenship courses. These three people have
different abilities with high, medium and
low categories. Based on the results of the
questionnaire, the response obtained by 84%
shows that this teaching material is practical
to be used in the teaching practice of IT
Media Guidance and Counseling courses.
Next try the small group. The trial phase is
carried out by taking 6 students who have
different abilities, namely low, high and
medium categories. Based on the results of
the questionnaire, then obtained a response
of 86%, it shows the response of students
included in the excellent category.
LXII. After the completion of
the small group test and suggestions for
improvement given by respondents have
been improved, then the researchers
conducted a field test on a field test on 25
respondents or third semester students of the
Palembang campus guidance and counseling
study program. And obtained the average
value of student responses that use
interactive multimedia learning media based
on video editing tutorials is categorized very
practical with a value of 87.4%. According
to students who use Meida interactive
multimedia learning, it is very helpful in
understanding and practical tutorials on
making audiovisual media.
LXIII. In the evaluation phase,
the researcher conducted an evaluation of
the product that had been implemented by
giving back the test questions (post-test) to
the same respondents as in the pre-test
which numbered 25 respondents. This
evaluation is intended to determine the level
of effectiveness and understanding of
students, and the average pre test score is
42.6% while the post test average is 66.4%.
It can be concluded that there is an increase
of 23.7% and get an N- Gain of 0.7 with a
high category. This shows that interactive
multimedia learning media based on video
tutorials editing audiovisual media material
is effective in IT media courses and
innovation guidance and counseling at
Sriwijaya University.
LXIV.
LXV. CONCLUSION
1. Validity of interactive multimedia learning media
based on video tutorial editing audiovisual media
material can be seen from the results of the
interview equipped with expert validation sheets
that researchers have done with the three experts
namely, material experts, media experts and
linguists obtained the results that the audio visual
media has been valid and deserves to be tested.
2. Practicality of interactive multimedia learning
media based on video editing tutorials on
audiovisual media material can be seen from the
results of the field test questionnaire, obtained a
percentage of questionnaire scores of 87.4%. This
percentage is in the range of 80% -100% which is
included in the category of very practical
whereas,
3. From the results of the student guidance test
obtained results from all three aspects at 42.6%
pre-test and 66.4% post-test with an N-gain of 0.7
included in the category (g) ≥0.70, namely high,
It shows that interactive multimedia learning
media based on video tutorials editing audiovisual
media materials is effective in IT media courses
and innovation guidance and counseling at
Sriwijaya University
LXVI.
LXVII.
LXVIII.
LXIX.
LXX. REFERENCES
[1] Nugrahadi , Eko Wahyu dkk. (2018) Analisis
Implementasi Kurikulum Berbasis KKNI di
Fakultas Ekonomi Unimed. Jurnal NIAGAWAN
Vol 7 No 1 Maret 2018 p-ISSN : 2301-7775 e-
ISSN : 2579-8014.
[2] Atmoko, Adi (2016) Pengembangan Capaian
Pembelajaran Dalam Kurikulum Lulusan
Sarjana (S1)Program Studi Bimbingan Dan
Konseling Indonesia (Prosding).
7
[3] Pujiriyanto. (2012). Teknologi Pengembangan
Media dan Pembelajaran. Yogyakarta: UNY
Press.
[4] Williyana, Baiq Ade Irma (2018)
Pengembangan Media Pembelajaran Berbasis
Video Tutorial Interaktif Pada Mata Pelajaran
(jurnal) Edumatic Vol 2, No 2 2018
[5] Kusuma, Dwi Hendra (Pengembangan Media
Pembelajaran Video Tutorial Berbasis Website
Untuk Meningkatkan Hasil Belajar Peserta
Didik Mata Pelajaran Pemasaran Online Smk
Negeri Kabupaten Sukoharjo . Jurnal BISE:
Jurnal Pendidikan Bisnis dan Ekonomi e-ISSN
2548-7175 | Volume 4 Nomor 1 (2018)
[6] Mustholiq, Imam, dkk. 2007.Pengembangan
Media Pembelajaran Interaktif Berbasis
Multimedia Pada Mata Kuliah Dasar Listrik.
Journal Pendidikan Teknologi dan Kejuruan. 16
(1), 1-18
[7] Daryanto. (2012). Media Pembelajaran.
Bandung: PT Sarana Tutorial Nurani Sejahtera.
[8] Prasetiawan , Hardi (2017) Media Dalam
Layanan Bimbingan dan Konseling, The 5th
URECOL Proceeding UAD, Yogyakarta ISBN
978-979-3812-42-7
[9] Cecep Kustandi dan Bambang Sutjipto. (2013).
Media Pembelajaran. Bogor: Ghalia.
[10] Merrill, M. David. 2007. A Task-Centered
Instructional Strategy. Journal of Research on
Technology in Education. Volume 40 No 1. Hal
15. Florida State University, Brigham Young
University-Hawaii, and Utah State University:
Canada.www.mdavidmerrill.com/Papers/Task_
Centered_Strategy_publishe.pdf. (diunduh pada
tanggal 10 Agustus 2015).
[11] Dina Indriana. (2011). Ragam Alat Bantu Media
Pengajaran. Yogyakarta: DIVA Press.
[12] Tegeh, M, I., Jampel, N, I., & Pudjawan, K.
2014. Model Penelitian Pengembangan.
Yogyakarta: Graha Ilmu.
[13] Yuliawan, Seta. 2015. Keefektifan Model
Project Based Learning Berbantuan Software
Multisim Pada Peningkatan Kompetensi
Perancangan Rangkaian Digital Dasar Di SMK
N 1 Sedayu. Skripsi. Yogyakarta: Universitas
Negeri Yogyakarta. (diakses Pada Tanggal 18
Februari 2019)
8
LXXI.
 Android application that can be downloaded in
playstore for z-generation counseli as a
development of guidance and counseling media: a
suggestion for development of Permendikbud 111
Mrs. Mutiara Harlina
Program Pascasarjana
Yogyakarta State University
Yogyakarta, Indonesia
mutiaraharlina.2017@student.uny.ac.id
Abstract—There are research results among 109 subjects of z-
generation student who find that the most popular media to
develop their friendship self identity is 80.58% of subjects
chose an android application that can be downloaded at
playstore, 2.91% subjects chose modules, 2.91% subjects chose
CD/DVD cassette, 1.94% subjects chose the guidance board,
2.91% subjects chose leaflets/pamphlets, and 14.56% subjects
chose others. Other research also shows that 98% of the total
123 subjects of late adolescents agree to develop android
application for the development of their religious self identity.
Thus, some of the media mentioned in Permendikbud 111 subh
as leaflets and guidance board have small percentage. This is
an evaluation of the guidance and counseling policy makers to
review the existing policies. Ideally, existing policies should
adjust the needs of counseli in the 4.0 industrial revolution era.
That way, Permendikbud 111 which is making media
development on mobile phones as one of the addition to the
description and output of media development activities in
guidance and counseling.
Keywords—guidance and counseling media, Permendikbud 111,
policy suggest
I. INTRODUCTION
One of renewable policy in guidance and counseling in
Indonesia is Permendikbud (Peraturan Menteri Pendidikan
dan Kebudayaan Republik Indonesia) Number 111 of 2014
that concerning guidance and counseling in primary and
secondary education. One of content in this policy
attachment is relate to guidance activities namely
management of guidance board and management of leaflet.
In addition, there’re other activity namely development of
guidance and counseling media with description that these
activities are create or develop the creativity of guidance and
counseling teacher or school counselor in the form of visual
aids, print, electronic, film, and computer. While the result
of media development is in the form of softcopy (power
point, excel development), film and flash development,
electronic and nonelectronic. [1]
This explanation is quite intriguing because since 2014 to
2019 Indonesia continue to experience various change. The
change that has been known is Indonesia continue to adjust
various aspects, especially education, in this 4.0 industrial
revolution era. In this era, one of impact is development of
technological flow rapidly. When looking further, nowadays
technology has become needs by people. Technology is no
longer solely a media in form of power point and excel
development, film and flash development, or even electronic
Mr. Suwarjo
Program Pascasarjana
Yogyakarta State University
Yogyakarta, Indonesia
suwarjo@uny.ac.id
and nonelectronic, currently various learning media that can
automatically operated on mobile phone so that student can
learn independently. We can see fact nowadays that are the
lattest and on rising in recent times like ‘ruang guru’
application that is demand among students. As part of
education, guidance and counseling should ideally also
follow existing development, one of them is developing
media that can be used on student’s phone.
II. EXPLANATION
1. Guidance and counseling services based on need
assessments
As we know, guidance and counseling service is have to
based on result of need assessment. The whole framework of
guidance and counseling start with assessment of
student/counseli development and environmental
assessment. Then it continue to mapping of program
component then strategy of guidance and counseling service
in accordance with analysis of assessment result. [2]
The student in high school or vocational school is really
need guidance and counseling service that can prepare them
for their life in future. The student will face the campus and
world of work so that its require maturity in social personal
aspect so they able to prepare themselves to face all
dynamics. Guidance and counseling service in social
personal field should ideally present the need of student who
are in process of reaching late adolescent stage in their life.
This field certainly adjust to stage of these student/counseli
development and also adjust to the times development.
2. Friendship self identity as part of social personal
guidance
The crucial problem faced by late adolescent is finding their
identity or how to deal with their identity confusion. In
development terminology, chronological age of 18-22 year
included in late adolescent that include in z-generation
student. Late adolescent must have ability to think more
mature than early adolescent. Maturity of thinking influence
how late adolescent make decision about result of their
exploration and commitment in friendship. Late adolescent
also have enough age to build relationship with people who
are more mature in community so they are expected to have
social identity. In addition, they able to describe themselves
clearly about who they are as part of self identity. Late
 adolescent are expected to have social identity that of
distinguish themselves in society. Subject
e n
Choosin
Friendship is subdomain of identity. The consideration for g
choosing friendship as one of variable to be discussed is Android
because selection of this variable has been determined by application that
Very
follow Marcia’s rule. Marcia’s rule at least explain that this can be 83 80.58
appropriate
downloaded in
subdomain has variety responses and significance at this playstore
chronological age. The identity of friendship in late
adolescent is seen as important subdomain because it is Not
Module 3 2.91
appropriate
basis for developing attachment in early adulthood. Thus,
experience of separating and leaving friends is not CD/DVD
3 2.91
Not
something to be seen negatively. This is an important part of cassette appropriate
one’s exploration of friendship so that late adolescent can Not
think or clearly describe identity of their friendship. Guidance board 2 1.94
appropriate
Someone can identify themselves clearly if they not only
Leaflet / Not
explore but also take on important values, or they are pamphlet
3 2.91
appropriate
committed to result of their exploration. [3]
Face to face,
Not game,
Other 15 14.56
3. Guidance and counseling media in 4.0 era appropriate seminar,
youtube
When seeing development in this 4.0 era where technology
is main motor in all lines of community life, guidance and
counseling teacher naturally follow development in From the table above, it can be seen that the most wanted
appropriate media to develop student/counseli’s friendship media for develop self identity of friendship by z-generation
self identity. Many researchers make theory to determine student is android application that can be downloaded in
generation on their own era. In development terminology, playstore with total of 83 subjects choose, so that it is
chronological age 18-22 year is include in late adolescent percentage of 80.58% which is include in very appropriate
that is in z-generation where technology coloring their life. category. This finding can be undersand because student in
As we know, media such as module, guidance board, and z-generation have characteristic that very close to
leaflet or pamphlet have not been work out optimally in technology, this is indicate by 98% of subject have an
accordance with development of existing technology. One of android gadget with range of checking is every minute as
data obtained from The Infinite Dial is that smartphone maximum and every few hours as minimum. This finding is
ownership in American population in 2019 touched 84 also reinforce by other research which state that 98% of total
million, while tablet ownership was 56 million. [4] 123 late adolescent subjects agree to develop android
application for development of their religious self identity.
[5]
III. RESULT AND DISCUSSION
1. Android application that can be downloaded in playstore 2. Policy suggest
as the most wanted media Through the finding above, it can be seen that some of
Through the research below, we can see that android media that mentioned in Permendikbud 111 such as leaflet
application that can be downloaded in playstore is the most and guidance board have very small percentage, not even
wanted media for student/counseli. The approach in this more than 3%. This shows that in this era, guidance board
research is quantitative research. Subject is late adolescent and manual leaflet are no longer in demand by
including z-generation student born in 1997-2001 with total student/counseli. This is certainly an evaluation for guidance
109 subjects. This research has an object which is the most and counseling teacher and policy maker to review existing
wanted media of z-generation student to develop friendship policy. Ideally, existing policy should be adjust the needs of
self identity. Data collection technique was questionnaire student/counseli and adjust the time nowadays. In this 4.0
through whatsapp application that is answered online by industrial revolution era, technology cannot be separated
subject. The validity of instrument used expert judgement. from education, specifically guidance and counseling.
While data analysis technique is univariate analysis for Therefore, Permendikbud 111 need to be studied further to
quantitative data which is grouped into four categories, match this need.
which are very appropriate (75-100%), appropriate (50-
75%), less appropriate (25-50%), and not appropriate (0-
25%). IV. CONCLUSION
Guidance and counseling teacher in secondary school are
expected to facilitate media development which is android
application that can be downloaded in playstore as the most
wanted media for z-generation student/counseli to develop
their friendship self identity. Furthermore, there is certainly
a suggest for Permendikbud 111 to use media development
on mobile as an additional part in description and output of
media development activities in guidance and counseling. In
addition, of course it is expected that there will be practical
TABLE I. TABLE RESULT OF THE MOST WANTED MEDIA TO DEVELOP SELF development in android application that can be downloaded
IDENTITY OF FRIENDSHIP BY Z-GENERATION STUDENT/COUNSELI
in playstore as follow up to this research and policy.
Media Number Percentag Category Informatio
 REFERENCES
[1] Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia
Number 111 of 2014, Bimbingan dan Konseling pada Pendidikan Dasar dan
Pendidikan Menengah, 2014, pp. 21-27.
[2] Direktorat Jenderal Peningkatan Mutu Pendidikan dan Tenaga
Kependidikan, Rambu-rambu Penyelenggaraan Bimbingan dan Konseling[5]
dalam Jalur Pendidikan Formal, Jakarta: Departemen Pendidikan Nasional,
2007, pp. 219.
[3] Ruly Ningsih, Status Identitas Friendship berdasarkan Konteks Mikrosistem
pada Mahasiswa Tahun Pertama Universitas Negeri Yogyakarta,
Yogyakarta: Yogyakarta State University, 2018, pp. 66-67.
[4] Infinite Dial, The Infinite Dial 2019, United States: Infinite Dial, 2019, pp.
16-17.
Aulia Diah Pratiwi and Suwarjo, Importance of Android Application To
Developing Identity Status of Religious for Late Adolescents, Yogyakarta:
unpublished, 2019.
Developing Augmented Reality study, the method that had been implemented
was the researchers and development model
in the Guidance and
proposed by Borg & Gall up to the stage of
Counselling Service for product validation. Then, the activity plan
consists of: needs analysis, planning,
Elementary School Students
preliminary product development and product
validation test. The results of the research
Haryani
and development study show that the
Elementary School Education Study Program
augmented reality media of Guidance and
Faculty of Education Science Universitas
Counselling service has been validated and
Negeri Yogyakarta
has been feasible for test. The statement
Yogyakarta, Indonesia
might be confirmed by the validation results
haryani@uny.ac.id
from the material expert, which show that the
learning materials have been in accordance
Unik Ambarwati.
to the learning objectives and the learning
Elementary School Education Study Program
characteristics of elementary school students.
Faculty of Education Science Universitas
On the other hand, it is also confirmed that
Negeri Yogyakarta
the media validation has been in accordance
Yogyakarta, Indonesia
to the criteria of augmented reality media.
unik@uny.ac.id
The feasibility of the media might be
confirmed through the following findings: 1)
Sigit Dwi Kusrahmadi
the score of material expert validation is 4.80
Elementary School Education Study Program
(very good); and 2) the score of media expert
Faculty of Education Science Universitas
validation is 4.44 (very good).
Negeri Yogyakarta
Keyword : augmented reality, Guidance
Yogyakarta, Indonesia
and Counselling, elementary
sigitdk@uny.ac.id
school students

Abstract – The objective of the study is to

INTRODUCTION
develop augmented reality media of the
Recently, the phenomenon of violence
Guidance and Counselling service for Grade
has been a tradition attached to the
V students in Cepit Public Elementary School
Indonesian people. There has not been any
Bantul. Then, the other objective of the study
day that pass without the news of violence.
is to validate the augmented reality media so
Indeed, violence has been increasing in
that the augmented reality media will be
terms of number, type and quality.
feasible for test. Within the conduct of the
Furthermore, both perpetrators and victims
become more various in terms of sex,
background and age level. The culture of
violence itself has even reached the domain
of education. Not only in the level of high
education, the culture of violence also takes
place in the lowest educational degree
namely elementary school. The violence that
occurs among elementary school students is
a very concerning phenomenon. In this case,
the term violence might be described as an
action that utilizes physical power, threat or
action in attacking other students or other
group of students that are harmless resulting
in death, physical disorder and loss or
maldevelopment (Lee, Cheen, Lee, Kaur,
2007).
Quoting from the official page of KPAI,
84% students used to suffer from violence in
the school, 45% male students mention that
teachers or school officers are the perpetrator
of the violence, 75% students admit that they
used to commit violence in the school, 22%
female students mention that teachers or
school officers are the perpetrator of the
violence and 50% students report that they
suffer from bullying in the school (2016).
Departing from these data, it is apparent that
the act of violence committed by the peers in
the school throughout Indonesia has been
increasing. The act of mocking, making fun
and insulting among the students still occur
up to date. These behaviours are considered
as normal behaviours and as part of social
relationship among the students whereas
actually these behaviours lead to the form of
bullying. People are not aware of the
consequence that will appear if the students
experience bullying. Not to mention, the
cases that have been previously mentioned
are also part of bullying. In education, the
term bullying refers to the aggressive
behaviours displayed concurrently by a
stronger student or a group of stronger
students to the weak students under the
objective of hurt the weak ones.
In the level of elementary school,
classroom teachers are demanded to perform
the Guidance and Counselling while they are
teaching altogether in the same time. The
reason is that elementary schools have not
been equipped with Guidance and
Counselling teachers. Then, in conducting the
Guidance and Counselling functions, the
presence of facilitative instruments for
delivering the learning materials becomes
highly important since the clients are the
elementary school students. In Guidance and
Counselling, the term media refers to all kinds
of objects that might be benefitted for
delivering the Guidance and Counselling
messages that might stimulate the mind, the
sense, the attention and the willingness of the
students/the counselees to understand
themselves, to direct themselves, to make
decisions and to solve the problems that the
students/the counselees have been dealing
with. The creative use of media will expand
the opportunity for the students to be
interested with Guidance and Counselling
service, to learn more and to perform skills in
accordance to the objectives of Guidance and
Counselling.
 Within the provision of Guidance and
Counselling service, especially
elementary schools throughout Indonesia, the
role of classroom teachers in implementing
the Guidance and Counselling functions has
not been optimum yet whereas the conduct of
comprehensive Guidance and Counselling
service might provide a space for the
classroom teachers to implement the service
within the learning process under
integrative manner. Furthermore,
information in relation to the prevention of
violence and bullying is one of the important
materials for the efforts of preventing the act
of violence and bullying within the elementary
schools. With regards to the situation, media
can be one of the facilities that help the
teacher to deliver the information in the
Guidance and Counselling service. The
results of the preliminary questionnaire
distribution show that most of the students
have not understood that their behaviours are
the actions that lead to bullying since they
consider that their behaviours are merely
parts of jokes. Up to date, there has not been
any special socialization on this matter since
the position of Guidance and Counselling
teacher is absent. Not to mention, the
materials available in the mass media and the
social media are sufficient to
knowledge about the characteristics, the
behaviours and the impacts of bullying but,
unfortunately, these materials
interactive and most of the
information have not been appropriate to the
context of elementary school students. On
the contrary, most of the Grade V students in
in the Cepit Public Elementary School in the
Regency of Bantul already possess and
actively use their gadget; consequently, these
students have already been familiar with
technology.
One of the ways for solving the problem
that has been elaborated above is developing
augmented reality media as part of Guidance
an and Counselling information service in order
the to prevent violence and bullying among the
elementary school students. The presence of
the media will not only help the elementary
school students to understand the danger of
violence but also the teachers to conduct the
Guidance and Counselling service in the
elementary schools. Therefore, within the
study the researchers would like to develop
the augmented reality media for the Guidance
and Counselling information service among
the Grade V students of Cepit Public
Elementary School in the Regency of Bantul.
METHOD
Within the conduct of the study, the
researchers adopted the research and
development model proposed by Borg & Gall
(1989). The product that should be generated
was the augmented reality media of the
provide Guidance and Counselling service for the
elementary school students. Then, within the
conduct of the study the researchers only
are less implemented four stages of the model namely
available needs analysis, planning, preliminary product
development and product validation test. After
the data had been attained, the researchers
implemented the qualitative analysis and also be further defined that the development of
the descriptive analysis. The data were augmented reality media had been in
gathered by means of questionnaire accordance to the students’ interest.
2. Planning
distribution. The questionnaire later would
In this stage, the researchers gathered
serve as part of material expert and media
relevant literatures in order to develop the
expert validation.
materials. On the contrary, the researchers
used Reveal Studio smartphone
RESULTS AND DISCUSSIONS
application, Corel Draw X7, Adobe
In this section, the researchers would
Photoshop and Adobe Premiere Pro.
like to deliver and discuss the results that 3. Preliminary Product Development
The steps in the preliminary product
have been attained in the study. These
development were as follows:
results and their discussions might be
a. Developing the shape and the model of
consulted in the following section.
the product that would be developed,
namely the puzzle about bullying.
Results b. Identifying the hardware for developing
The overall results of the study might be and running the media, namely
described as follows: smartphone.
c. Defining the software that might
1. Needs Analysis
In this stage, the researchers conducted a support the media development,
needs analysis by distributing namely Reveal Studio smartphone
questionnaire about bullying to the application, Unity 3D and Vofuria.sdk,
elementary students in order to attain the Corel Draw X7, Adobe Photoshop and
preliminary data. From the preliminary data Adobe Premiere Pro.
d. Gathering references as the media
that had been attained, the researchers
material, namely Sahabat Keluarga
found that the elementary school students
Official Website by Kemdikbud.
had not fully understood that their
e. Developing the system components
behaviours had led to the form of bullying.
and the application design in the form
On the other hand, most of Cepit Public
of storyboard.
Elementary School students already f. Creating the interface design; in this
possessed and actively used gadget and stage, Corel Draw X7 and Adobe
therefore it might be defined that the Photoshop were operated in order to
students had been familiar with technology. create the pictures that would be stuck
The material delivery by means of on the puzzle, while the Adobe
technology had proven to draw the Premiere Pro was operated in order to
students’ attention and to motivate the create video content that consisted of
students to learn more. Therefore, it might the material that would appear when
 the puzzle was scanned. Furthermore,
Reveal Studio smartphone application
was operated in order to create the
augmented reality (AR) system. This
application served to process
picture when the picture was scanned.
This application might be downloaded
from Playstore.
4. Product Validation
In this stage, the product that had been
generated was consulted to the material
expert and the media expert. The results of
the product validation might be consulted
in the following sub-sections.
a. Material Expert Validation
The material expert validation was
performed in order to attain feedback
on the materials that had
developed. The mean score that the
material expert had provided was 4.8
and thus the product belonged to the
“Good” category and was feasible for
test.
b. Media Expert Validation
The media expert validation
performed in order to attain feedback
on the media that had been developed.
The mean score that the media expert
had provided was 4.4 and thus the
product belonged to the “Good”
category and was feasible for test.
Discussions
The augmented reality media has been
developed based on the needs analysis
elaborated in the sub-planning section. The
manufacture process of the media
technical by gathering relevant references for
the material development. On the contrary, for
the media development the researchers has
operated Reveal Studio smartphone
application, Corel Draw X7, Adobe Photoshop
the and Adobe Premiere Pro.
Then, the product validation proceeds
through several stages namely material
validation and media validation. The product
validation is performed by involving
academically and professionally competent
validators in their respective domain so that
the researchers might attain comprehensive
feedback for the feasibility of augmented
reality media in the test. The advantages of
the augmented reality media that have been
developed are: (1) the augmented reality
been
media might be one of the learning source
alternatives that are in accordance to the
digital era; and (2) the augmented reality
media might provide insight about bullying to
the students.
Another element that becomes the
was advantages of the augmented reality media
lies in the puzzle. The puzzle is involved in
the learning process because it is able to
trigger the students’ curiosity and to provide
alternative activities that elicit the students’
psychomotor skills in combination with video,
animation and figure. This combination will
ease the students for understanding the
learning materials. A study by R.M. Garrido
(2015) show that augmented reality has an
important role in facilitating the users or the
visitors in understanding the inheritance of
is their education. The reason is that
augmented reality is able to facilitate the
learning process and to provide enjoyable 1. The research and development initiative
learning process. As a result, the users or the have been conducted through several
students provide good and positive response. stages namely: (1) needs analysis; (2)
On the contrary, the weakness of the planning; (3) preliminary product
augmented reality media is that the development; and (4) product validation.
augmented reality media is highly sensitive to The needs analysis is conducted in order
the point switch. Consequently, the point to review the matters that have relevance
should be the same. Not to mention, the to the product that should be developed.
operation of the augmented reality highly Then, the planning is conducted in order to
depends on the smartphone network and define the product that should be
therefore the researchers suffer from developed in accordance to the results of
technical obstacles in displaying the material. the needs analysis and the theory. Next,
With regards to the situation, there should be the preliminary product development is
more fixed software. conducted in order to design the product
From the aspect of materials, the that should be developed. Last but not the
materials that have been delivered in relation least, the product validation is performed in
to bullying already in accordance to the order to attain the constructive feedback
objective. The accordance has already met from the experts for the product.
2. The quality of augmented reality media for
one of Competence Standards for Student
bullying prevention belongs to the “Very
Independency (Depdiknas, 2007) within the
Good” category with the mean score 4.8.
Foundation of Ethical Behaviour, namely
Then, the augmented reality media have
identifying the benchmark of good deeds and
been scored 4.4 by the media expert. If the
bad deeds. Furthermore, the statement is
score is converted into the qualitative
also supported by the opinion one of the
assessment, then it might be concluded
contents or the topics of guidance in the
that the augmented reality media have
Guidance fundamental service is the personal
been very good and feasible for test.
and social development which consists of: (1)
character education; (2)conflict resolution; (3)
ACKNOWLEDGEMENT
violence prevention; (4) life significance
The researchers would like to show their
designation; (5) drug abuse prevention; and
gratitude to the Directorate of Higher
(6) culture understanding.
Education, the Ministry of Research and
Technology and Universitas Negeri
CONCLUSIONS
Yogyakarta who has provided the opportunity
Based on the results of the research
and the fund for the conduct of the study.
and development initiative, the researchers
would like to draw several conclusions:
LIST OF REFERENCES
1 Amy L Eva, Ph.D, Bridget walker Ph.D . Preparing
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10 Safitri, Y.R. Inovasi Pembelajaran dan
Pengembangan Media SD. Buku Pegangan
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The Influence of Self-Efficacy on Career Maturity
of High School Students in Pacitan Regency
1st Riszal Purwandika
Guidance and Counseling, Postgraduate
Program
Yogyakarta State University 2nd Yulia Ayriza
Yogyakarta, Indonesia Psychology, Postgraduate Program
purwandikar@gmail.com Yogyakarta State University
Abstract—The study aims to determine the influence of self-
efficacy towards career maturity of high school students in
Pacitan district. This research is an ex-post facto study with a
quantitative approach. The population in this study were all
public high school students in Pacitan District with a total of
3952 students. The sample size in this study was 371 students
who were determined by a multi stage proportional random
sampling technique. Data collection used a self-efficacy
questionnaire adapted from scale to Eggen & Kauchak self-
efficacy, and career maturity questionnaire adapted from
Dybwad's Career Maturity Scale. Validity is tested by content
validity through Expert Judgment. Data were analyzed by
simple regression analysis with the help of SPSS 20.0 for
Windows. The results showed that self-efficacy had a positive
effect on the career maturity of students.
Keywords: self-efficacy, career maturity.
I. INTRODUCTION
Career maturity is one of the important aspects possessed by
each student. Because this is related to determining the
future, each student should have a clear picture of what will
be the task of development and responsibility. There are still
many students who have not yet gotten a picture of their
chosen career that will be difficult to determine their careers.
Career maturity is characterized by the maturity process that
exists in the students themselves.
There are various problems experienced by students when
they will determine where the career will be, and this can be
seen in a variety of problems related to the study selection or
when they will go directly into the world of work. Career
maturity is characterized by the ability to decide what to
choose.
Construction of this career maturity was introduced by
Super (1957). Super (1957: 186) claims that career maturity
represents "the place achieved in the continuum of
vocational development from exploration to decline." Mabel
& Nagarenitha (2016: 56), also explains that the
conceptualization of career maturity is based on the
assumption that career readiness is related to one's stage in
vocational development. In line with this opinion Supreet &
Mamta (2018: 31) also explains, career maturity is defined
as the level of professional knowledge in determining career
choices.Based on the explanation of career maturity, it can
be concluded that career maturity as self-understanding and
awareness in individuals to plan, prepare, take appropriate
career decisions, as well as readiness for various challenges
that may be encountered during each individual's life
journey in accordance with his abilities.
Researchers have also conducted interviews with several
students in 1 Punung Public High School in the week two in
July 2018. Students interviewed by researchers numbered 10
Yogyakarta, Indonesia
Yulia_ayriza@uny.ac.id
people, including 5 of these students experiencing
difficulties in career maturity. Due to several factors
including a lack of understanding of the strengths and
weaknesses of each student, there is still an attitude from
parents who must obey later to have a career or choose a
department in a predetermined place, just follow their
friends so they can still gather , lack of self-confidence in
making choices related to his career, lack of motivation and
supporting factors to strengthen his career choices.
Low career maturity of students can cause losses in
determining success in the future. Especially if students do
not understand the obstacles that will come from within
themselves and from outside of the students themselves.
Internal obstacles are more often found such as problems
with the psychological and family environment that are less
supportive. Mubiana (2010: 35) argues, the appropriate stage
of readiness in shaping career maturity means that the
person must have the right cognitive abilities to be handled
in a variety of career challenges that may arise in the course
of their life time. So that it can be stated that career maturity
is a construction that is useful for measuring the level of
career development in students (Rojewski et.al; in Kim &
Oh 2013: 221).
Students who are ready with the career maturity they have,
will always be sure of the obstacles that will be passed later.
Confidence in oneself also plays an important role in
strengthening established behavior. Such behavior is a
picture that is on students in stabilizing the objectives to be
chosen. Students who have already planted their confidence
well, the obstacles that affect them will be passed with full
confidence that he can. And this will strengthen the career
maturity that began to be determined. Self-confidence is
actually related to the stability that is embedded in each
individual. Bandura (2012: 15) also explains that self-
efficacy is a belief held in a person with his ability to
achieve a certain goal.
Gregory (2011: 212), defines that self-efficacyself-
asconfidence to know its capabilities so that it can carry out
a form of control of the benefits of the person himself and
events in the surrounding environment. McCoach, Gable, &
Madura (2013: 16) also explained that, self-efficacy also
connects humans with the motivation they have, the process
of thinking, and acting in believing what they want. In line
with this, Cera, Mancini, & Antonietti (2013: 118) also state
that self-efficacy is a belief in individuals with abilities
possessed in increasing expectations, motivation, cognitive
power, and carrying out an action needed to carry out tasks.
The results of related studies conducted by Gaylor & Nicol
(2016) revealed the existence of positive findings when
students were asked to complete career decisions by
inculcating self-efficacy adjusted. This is very helpful for
students when teachers in schools are also active in making
students feel confident about career maturity later. So, it can correlation coefficient (rix), which then results in a minimum
be concluded that self-efficacy is a belief about itself in score of 0.360 so that the item is feasible.
dealing with situations and how confident students are to The reliability test in this study used the Cronbach's
reach the goals they will achieve. Alphamethod, with the decision-making method using the
Self-efficacy has a big role in behavior, especially in limit of 0.60. If thevalue is cronbach alpha > 0.60 then it is
determining career selection, because it can determine the reliable, conversely if thevalue is cronbach alpha <0.60 then
future of participants in the class. High self-efficacy it is declared unreliable. The data analysis technique used in
certainly has an impact on the solidity of students in career this study is a simple regression analysis.
maturity, and is able to complete tasks and problems faced To simplify the statistical calculation process, the overall
with confidence. On the contrary, participants who had self- calculation in this study uses the SPSS 20.0 for Windows
efficacy lowfelt reluctant to determine the future. The program.
relevant research results conducted by Tarigan & Wimbarti
(2011), revealed that there were positive findings regarding III. RESULT AND DISCUSSION
career planning programs that were very effective in
increasing self-confidence in career searches for 39 new Result
undergraduate graduates who had been divided into control Descriptive statistics provide a description of the data in this
groups not treated with experimental design pre-tests and study that applies to each research variable.
post-tests that have been carried out in the study. This is
very helpful for students when the teacher in the school is TABLE 1. RESULTS OF FREQUENCY
also actively encouraging his confidence in career maturity DISTRIBUTIONVARIABLES SELF-EFFICACY
that will help him achieve his goals.
Interval Category Frequency Percentage
Students who have self-efficacy strongin themselves can X ≤ 30 Very Low 23 6%
encourage the level of career maturity dreamed about in 30 < X ≤ 34 Low 123 33%
relation to their ideals. And high self-efficacy can convince 34 < X ≤ 38 Enough 160 43%
students to always be sure of the choices that will be
pursued related to later careers. From the explanation above, 38 < X ≤ 42 High 43 12%
the researcher is interested in knowing the effect of self- X > 42 Very High 22 6%
efficacy on career maturity in high school students in Jumlah 371 100%
Pacitan Regency. From Table 1, it can be seen that the majority of self-
efficacyschool of highstudents in Pacitan Regency is in a
II. METHODS sufficient percentage with 43%.
Type of research used in this study is ex-post facto with a
quantitative approach. It is known that the total population TABLE 2. RESULTS OF FREQUENCY DISTRIBUTION
of public high school students in Pacitan Regency is 3,952 VARIABLES MATURITY CAREER
students. The sample size taken in this study uses a reference Interval Kategori Frekuensi Presentase
from the sampling technique in the Krejcie & Morgan table X ≤ 26 Very Low 62 17%
using a multi stage proportional random sampling technique. 26 < X ≤ 30 Low 148 40%
Thestage firstdistinguishes the school based on its class, 30 < X ≤ 34 Enough 114 31%
namely each school is taken class X, class XI, and class XII. 34 < X ≤ 38 High 33 9%
Thestage secondselects schools randomly in proportion to X > 38 Very High 14 4%
the number of students per class of approximately 30 Jumlah 371 100%
students. The selected schools were SMAN 1 Punung, From Table 2, it can be seen that the majority of the career
SMAN 2 Pacitan, SMAN 1 Pacitan, and SMAN 1 maturity of high school students in Pacitan Regency is at a
Ngadirojo. Which then obtained a sample of 371 students. low percentage with 40%.
Data collection in this study was conducted using the scale
of adaptation, namely, the scale of self-efficacy that has been Analysis prerequisite test results
described based on the scale to be the characteristic of self- To prove the truth of the hypothesis, the data to be analyzed
efficacy of Eggen & Kauchak (2010: 299). These requires several test requirements. Ghozali (2011: 103)
characteristics consist of task orientation, effort, persistence, states that prior to the regression analysis it is necessary to
confidence, use of strategy, and performance. The total items test the classical assumptions first. For this analysis
consist of 13 items that have been adjusted based on the prerequisite test includes multicollinearity test the results
needs of students in high school. The reliability results on obtained tolerance value of the variable self-efficacy of
thescale self-efficacyare 0.615. And, scale adaptation from 0.559> from 0.10 and the VIF value of 1.789 <from 10.00, it
Dybwad (2008) which has been compiled based on finished can be concluded that the data on these variables do not
scale in the form of attitudes, support, career confidence, occur multicollinearity, and linearity test obtained the
uncertainty of career choice, and career knowledge. Total significance value of devitiation from linearity = 0.066> of
items consist of 12 statement items that have been adapted 0.05, which means there is a significant linear relationship
to the needs of high school students. The reliability results between the variables of self-efficacy on students career
on the scale of career maturity are 0.736. maturity variable. Below this table presents the results of
The validity technique uses content validity which is then multicolinearity and linerity.
carried out throughtesting expert judgment. So aftertesting
expert judgment, the researcher selects items by using the TABEL 3. SUMMARY OF MULTICOLINEARITY TEST
total item correlation coefficient technique (r ix) which is
commonly called a different item power index with a criteria Collinearity Statistics
limit of 0.30. Azwar (2017: 80) states, the different power Model Tolerance VIF
tests are carried out by calculating the total item score
1 (Constant)
Self-Efficacy 0,559 1,789
TABLE 4. SUMMARY OF THE RESULTS OF THE
LINEARITY OF SELF EFFICACY TO CAREER
MATURITY
Sig
Career Maturty * Self- 0,066
Efficacy
The hypothesis
Hypothesisproposed in this study is:
Ho = There is no significant effect of self-efficacy on
student career maturity.
Ha = There is a significant effect between self-efficacy on
student career maturity.
TABLE 5. RESULT OF HYPOTHESIS
Unstandardized Coefficients Standardized
Coefficients
Model B Std. Beta t Sig.
Error
(Constant 5,993 1,896 3,161 0,002
) wants to look back at the self-confidence factor in career
Self- 0,163 0,058 0,154 2,788 0,006
Efficacy
Based on Table 6, the results of the hypothesis test can be
explained, namely, the results of t count 2.788 and the
significance value of 0.006 < 0.05 (p < 0.05) which means
that Ho is rejected and Ha is accepted, namely the self-
efficacy variable has a significant effect on the variable
career maturity. This means that self-efficacy can predict the
career maturity of students. To see the regression line in
Table 6, it can be seen by looking at the beta value, it can be
formed a regression line equation, namely Y '= a + b 1X1 . If
a = constant (5.993) and b = coefficient X 1 (0.154), the
regression line equation is obtained, if X1 is increased by
one unit then Y = 5.993 + 0.154 x 1. And if X 1 is increased
to two units then Y = 5,993 + 0.154 x 2. This means that if
seen in a simple way, self-efficacy can predict career
maturity in students.
Discussion
In terms of age and stage of career development, in general
high school students are classified as middle-aged
adolescents. In this middle adolescence, high school
students in their cognitive development will continue to
increase, have begun to be able to set and choose a goal, and
are interested in things that are more rational and start
thinking about the meaning of life. Developments in middle
adolescence also have an impact in terms of career maturity
in students.
Students who have high self-confidence will be able to
adjust and prepare for career maturity related to careers for
future goals. This study aims to determine the magnitude of
the effect of self-efficacy on career maturity of high school
students in Pacitan District. The results showed that self-
efficacy can predict career maturity. Relevant research
conducted by Cardoso & Moreira (2009) in 583 adolescents
in a public school in Portugal with male and female
participants in the age range 13-23 years found findings that
self-efficacy in career selection plays a positive role with
career planning that they will specify. The choice of career is
also part of the career maturity students will pass later.
Other relevant research, Kounenou (2011) examined the
Career decision making of Greek student post secondary
vocational: the impact of parents and career decision making
self-efficacy. The purpose of the study was to determine the
influence of parents in making career decisions after
graduating in high school. The study was survey research
using a questionnaire with a total of 148 student
respondents. The results showed that there was a significant
correlation between student career self-efficacy and career
decision making. Furthermore the results of the study also
showed a strong correlation between the influence of parents
and career decision-making abilities. Agreeing with the
results of the study, Cervone & Pervin (2012: 298) also
stated that people with low self-efficacy would be
potentially threatened with high anxiety and anxiety,
including being threatened in their future careers.
The equation of this research with previous research is
together to discuss the factors of career maturity and self-
confidence. And in this study, researchers want to see the
influence of independent variables on dependent variables
without taking action to change the cause and effect of each
variable under study. Because basically ex-post facto is a
phenomenon or event that has taken place, the researcher
maturity in the students of Public High School in Pacitan
Regency. It can be concluded if students who have positive
self-confidence, career maturity in students will show
readiness in determining future careers.
IV. CONCLUSION
Based on the results of research and discussion that has been
stated, it can be explained that in order to improve career
maturity an intervention is carried out on the variable self-
efficacy. For further researchers, this research can be used as
a reference and reference material in the personal and career
fields in the future.
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[1] Azwar, Saifuddin. (2017). Compilation of the
psychological scale (edition 2). Yogyakarta: Student Library.
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psychology: Windows on classrooms. 8th ed. Pearson
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Gregory, J. F. (2011). Personality theory. Jakarta:
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Kounenou, K. (2011). Career decision making of
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Analysis Of Career Maturity On
High School Students

Yanuari Srianturi, M.Pd.

Guidance and Counseling School of
Postgraduate Studies
Indonesia University of Education
Bandung, Indonesia
Yanuaris17@yahoo.com.
Dr. Mamat Supriatna, M.Pd.
Guidance and Counseling School of
Postgraduate Studies
Indionesia University of Education
Bandung, Indonesia
Ma2t.supri@upi.edu
Abstract: This article aims to determine the career maturity
profile of high school students based on the results of a review of
the theories of John Milton Dillard, Donald Edwin Super, John
Lewis Holland and the results of previous relevant research on
career maturity. Career maturity is needed by teenagers to be
able to choose and prepare themselves to enter the career world
well. Career maturity should be owned by high school students by
making the right career choices to continue further study or
enter the workforce. The results of this study indicate that the
general profile of career maturity of class XI high school
students is in the quite capable category as seen from the
cognitive, affective and psychomotor aspects, meaning that the
majority of students have knowledge, attitudes and skills related
to career maturity that are not yet optimal. The results showed
that the aspect that had the highest percentage was the cognitive
aspect, while the psychomotor aspect had the lowest percentage.
Indicators on the psychomotor aspects are building motivation,
operating facilities and infrastructure and managing planning.
This research employed survey method. The research instrument
trials were conducted on 305 students of class XI at SMA N 6
Bandung. Instrument trials include testing the validity and
reliability testing. The data needed in this study is the career
maturity profile of class XI high school students. To obtain
student career maturity profile data used an instrument of
student career maturity that is made based on three aspects,
namely cognitive aspects, affective aspects, and psychomotor
aspects.
Keywords : Career Maturity, Career Development
I. INTRODUCTION
Career maturity is needed by teenagers to be able to
choose and prepare themselves to enter the career world
well. Super believes that the success and readiness of
adolescents to fulfill organized tasks contained in each stage
of career development is called career maturity (Gonzales,
2008: 749). According to Super (Sharf, 2006:110) explained
that high school students belong to the exploration stage. At
this stage the task of adolescent career development is to
develop a realistic self-concept, learn more about broad
opportunities and start choosing majors in college. Career
maturity should be owned by high school students, who
have made career choices to continue their studies or enter
the workforce. The problem of career maturity can cause
mistakes in making career decisions for high school
students. In fact, there are high school students who choose
an education major without considering their abilities,
talents, interests, and personality. They tend to follow the
choices of parents, friends, on the basis of job popularity or
identification of jobs suggested by parents. Seligman
(Aquila, 2012: 16) emphasizes the importance of career
maturity for life such as increasing competence, career goals
and realizing careers related to independent attitude, careful
planning, commitment, motivation and self-efficacy. During
high school students should have started gathering
information about themselves and the world of work through
an exploration process with the aim of crystallizing and
making wise career choices. High school students especially
in class XI should be able to direct their ideals and learn to
make career aspirations based on their interests and abilities.
Super (in Watkins & Campbell, 2000: 81) that one's career
maturity has dimensions or factors that influence it including
career planning, career exploration, knowledge about career
decision making, information about the world of work,
knowledge about work groups that preferred and the
realization of career decisions. According to the Super
theory (Sharf, 2006, p.76) aspects of career maturity consist
of 3 namely covering aspects of self-knowledge, attitudes
and skills.
The results of the Central Statistics Agency (BPS, 2017)
survey data related to unemployment based on the highest
education completed as of February 2017 revealed that high
school graduates ranked highest against the unemployment
rate of 1,552,894 people. This is because high school
graduates have not mastered attitudes and skills about the
world of work so they are less able to continue to tertiary
level. This fact serves as a guideline that the importance of
career guidance in every line of education is so that in the
future it can minimize the high unemployment rate in
Indonesia. According to (Hamid, 2013) many of the high
school graduates in Indonesia are not in accordance with the
qualifications needed by the world of work or do not have
qualified work experience, so it requires a direction such as
training or internships.
Based on the results of observations by researchers when
conducting internship activities for approximately two
months at SMA N 6 Bandung obtained information that
most students of class XI do not have optimal career
maturity marked by not having maximum career planning,
they still experience doubts and confusion in determining
work what will be lived later. Most students of class XI do
not have a clear picture of the future. Students lack
comprehensive information such as identifying work groups,
specific college majors information and how strategies for
making career decisions that are relevant to their talents and
interests. Saifuddin's findings (2017) show that there are still
many high school students who have low career maturity
because of a lack of insight into career planning information,
lack of career guidance from teachers and parents,
environmental influences and peers and family environment.
Career maturity is one aspect of the whole process of
individual development and choices concerning future
positions that go in harmony with career development. The
problem of career maturity is a problem of the future of
adolescents, so it must be prepared as well as possible in
terms of planning and making a career decision. In an effort
to develop student career maturity, career guidance
strategies or programs are needed that are designed in
accordance with the needs of students.
II. METHODS
This research employed survey method. The study was
conducted at SMA N 6 Bandung. The data needed in this
study is the career maturity profile of high school students.
To obtain student career maturity profile data used career
maturity instruments. The instrument test was conducted on
305 students of class XI at SMA N 6 Bandung. The career
maturity instrument used is an instrument developed based
on the procedure: 1) formulation of the conceptual definition
of career maturity based on the opinions of experts; 2)
formulation of operational definitions of career maturity; 3)
formulation of instrument of career maturity; 4) scoring and
interpretation guidelines; 5) testing the judgment of the
instrument statement; 6) instrument results. Career maturity
instruments are arranged based on 3 career maturity
theorists, Dillard (1985), Donald Edwin Super (Sharf, 2006)
and John Holland (Andersen, 2012). Career maturity
instrument consists of cognitive aspects, affective aspects
and psychomotor aspects. The cognitive aspect consists of
indicators exploring self potential, considering values and
inferring. Affective aspect consists of indicators judging,
manage and appreciate. Psychomotor aspect consists of
aspects of building motivation, operating facilities and
planning. The instrument used in this study is the linkert
 scale. The instrument validity test was performed using the then the category of underprivileged as many as 37% is as
product moment formula with a significance of 5%. After many as 113 people. There are three aspects of career
revisions and improvements provided by the guidance and maturity, each of which consists of three indicators. Visually
counseling experts, the instruments used as research were 43 the research findings of indicators of career maturity in each
items. aspect are illustrated in figure 2, figure 3 and figure 4 as
III. RESULT AND DISCUSSION follows.
Result 64%
The career maturity profile of High School students 70%
60% 47%
is revealed through the career maturity instrument. The 50% 39% 44%
40% 33%
instrument was distributed to 305 students of class XI at 20% 25%
30% 17%
20% 11%
SMA N 6 Bandung in the academic year 2019/2020. The 10%
research findings show that the greatest percentage of career 0% Excellent M oderate Poor
maturity of class XI students of SMA N 6 Bandung in the
academic year 2019/2020 is in the quite capable category,
which is 72% or as many as 213 students. This means that
the majority of students have the knowledge, attitudes and
skills needed related to career maturity in the medium
category with marked achievements in the cognitive, Figure 3. Career Maturity Profile of Students in
affective and psychomotor aspects. An overview of the Cognitive Aspects
general profile of career maturity of class XI students of
SMA N 6 Bandung in the academic year 2019/2020 will be The indicator that has the highest percentage of the
presented in figure 1 below. underprivileged is the indicator of exploring self potential
means that students in SMA N 6 Bandung are still less able
to fully involve themselves in exploring their potential, in
Profile of Career Maturity's Student
the indicator of exploring self potential there are only 17%
of students who are able to explore their self potential as
70% many as 52 student people. Teenagers can search for career
related information that they are interested in from various
sources, such as from family and school. In addition, what is
22%
8% needed by adolescents in achieving career maturity is
Excellent Moderate Poor knowing their potential so that adolescents are able to make
Figure. 1 Profile of Career Maturity’s Student appropriate career choices (Worthington, Flores, & Navarro,
2005). Followed by as many as 61 students belonging to the
After describing the profile of career maturity’s category of underprivileged on indicators considering the
student of SMA N 6 Bandung, the profile of career maturity values in planning a career, meaning students understand
of class XI Bandung N 6 Bandung will be presented in terms about the values and norms that develop in society related to
of every aspect is cognitive aspects, affective aspects and career exploration, but in fact students have not been able to
psychomotor aspects. Visually, career maturity profiles on apply it in everyday life. Dillard (Supriatna, 2010: 36)
each aspect can be illustrated in figure 2 as follows. argues that a person's values can affect his career
performance. When someone is active in accordance with
Profile of Aspects Career Maturity's Student 
their values, he will feel happy and happy doing his
65% activities.
53% 51% 100%
78%
80% 70%
37% 60%
Excellent M oderate Poor 60%
27% 28%
20%
40% 24% 25%
16%
12% 20% 10% 12% 5%
7%
0%
Judging Manage Appreciate
Cognitive Affective Psychomotor Excellent Moderate Poor
Figure 2. Profile of Aspects Career Maturity’s Student Figure 4. Career Maturity Profile of Students in
Affective Aspects
In cognitive aspects as many as 161 students are in
the category of capable enough with a percentage of 53%. In Figure 4 illustrates the profile of career maturity
the affective aspect, the majority of students are in the quite indicators of XI class X SMA N 6 Bandung students on
capable category that is equal to 65% or 198 people. The affective aspects. The effective aspect of career maturity
research findings also reveal the career maturity profile of consists of indicators assessing, managing and living. Of the
class XI students of SMA N 6 Bandung in the 2019/2020 three indicators there is one indicator that has the category
school year on each indicator. In the psychomotor aspect, of being able to namely the indicator rate of 43% means that
most of the students are in the quite capable category as as many as 131 students have good abilities in assessing
many as 156 people, with a percentage of 51%. In the accurately and precisely about themselves and career
category of being able to get by 12% as many as 37 people
 exploration as many as 61 students or by 24% who have a
category of underprivileged indicator rate. The majority of
students are quite capable in managing career planning well,
this is by obtaining 60% of data in the category of quite
capable in managing indicators. In the living indicator only
5% or 15 students are included in the able category, but 70%
or 213 students in the quite capable category are obtained. If
we look at the percentage acquisition, it can be interpreted
that there is a difference in the percentage level that is not
too far in the category of underprivileged in the affective
aspects. The findings of the study showed that in general
students in the category of underprivileged in all indicators
were in the range of 20% -25%, meaning that as many as 61
students to 76 students had not been able to master optimally
on the affective aspects of career maturity.
100%
78%
80% 70%
60%
60%
40% 24% 25%
16%
20% 10% 12% 5%
0%
Judging M anage Appreciate
Excellent M oderate Poor
Figure 5. Career Maturity Profile of Students in
Psychomotor Aspects
Figure 4 shows the profile of career maturity
indicators on psychomotor aspects. Psychomotor aspects of
career maturity consist of three indicators, namely building
motivation, operating facilities and infrastructure and
managing planning. In the indicator set planning the majority
of students are in the category of moderately able with a
percentage of 75%, as many as 228 students, only 25% of
students or as many as 76 people belonging to the category of
underprivileged in the category of manage planning.
Discussion
From a total of nine indicators of career maturity there
are two indicators of career maturity that are in the category
of being able, namely indicators assessing on the affective
aspects and indicators of building motivation on
psychomotor aspects. The five indicators which the majority
are in the category of being quite capable are indicators
considering values and indicators analyzing on cognitive
aspects then managing indicators and indicators live on
affective aspects then indicators operating infrastructure and
organizing planning on psychomotor aspects. In the research
findings there is one indicator that the majority of students
classified as less able, namely the indicator to explore their
potential in cognitive aspects with the acquisition of a
percentage of 44% or as many as 134 students. The research
findings also reveal the average achievement score of
indicators of student career maturity in the range of 58% -
72% of the ideal score. The highest average score achieved
by the indicator assesses 72% and indicators build
motivation by 70%. While the lowest average score is 59%
and the indicator regulates planning by 58%.
According to Dillard (1985), determining career maturity
is an individual decision in career decision making that is
revealed by the level of consistency in career choices within
a certain period. Holland (Andersen, 2012: 40) Mastery of
skills is very necessary in adolescence has begun to be
needed. By the time teenagers have started the future in
earnest. In future discussions, career interest is often a
source of teenage thinking in terms of distinguishing
between better and aspired job choices.
Problems in career planning also occur in MAN
Wonokromo Bantul students. Student interest in continuing
studies is very minimal, overall tend to choose to work.
However, when there is a question "where will work and
what work" they are still confused, do not have a definite
answer, and only rely on limited skills with minimal
working knowledge. This is reinforced by Atmaja (2014)
that in the career planning process individuals will gain
knowledge about the potential that exists in themselves
which includes skills, interests, knowledge, motivation, and
characteristics that are used as a basis in career selection
which then continues with determining the stages to be able
to achieve a chosen career. In accordance with Holland's
theory (Andersen, 2012: 45) states that there is a relationship
between personality characteristics, the environment and
work that allows one to hone skills and abilities so as to
achieve career maturity. This phenomenon is reinforced by
the findings of a study conducted by Supriatna (2017) that
career problems of class XI high school students are less
able to plan a career due to lack of information and
motivation in choosing a career in the future.
The findings of the research Juwitaningrum (2011) found
that the career maturity of students in general in SMK N 1
Bandung has a moderate or quite capable category that is
equal to 48%. However, the findings of this study differ
from the results of research conducted by Nurlela (2015)
finding that the majority of students in SMA PGRI 2
Palembang as much as 65.88% have career maturity in the
underdone category, a small proportion of students 12.94%
have career maturity in the mature category, and the other
21.17% actually have career maturity in the immature
category.The difference in the findings of this study is due to
differences in environmental factors and different
characteristic factors of each student.
The research conducted by Nurlela was carried out at
SMA PGRI 2 Bandung and the research conducted by
Lestari was conducted at SMA N 81 Jakarta while the
research was conducted at SMA N 6 Bandung. The
difference in schools gives an influence on the students'
career maturity. This is in line with the opinion of Super
(Sharf, 2006) explaining that there are several factors that
influence the achievement of individual career maturity,
namely biosocial factors, such as age and intelligence,
environmental factors, namely the level of work of parents,
schools, cultural stimulus and family cohesiveness,
personality, including self concept, control focus, special
talents, values or norms and life goals. vocational factors,
suitability level of aspirations and career expectations,
individual achievements.This difference is due to differences
in career expectations and strong self-concepts between
students of SMK Muhammadiyah Imogiri and SMA N 6
Bandung. As mentioned by Marcia (1993) that the
characteristics of individuals who experience diffusion
identity are individuals who lack a strong self-concept.
Students tend to lack the knowledge shown by the low
breadth and depth of information gathered about various
alternatives in the formation of identity.
John L. Holland formulates personality types in job
selection based on an inventory of personalities based on
interests. Each type of personality is translated into a
theoretical model called the model orientation. This
orientation model is a typical family of adjustment
behaviors. Every person has a different order of orientation,
and this is why everyone has a different style of life.
Holland in the Career Typology Theory of Vocational
Behavior believes that it is important to establish links or
compatibility between individual personality types and
specific career choices. The point is career selection and
adjustment is a picture of one's personality. Individuals are
said to reach maturity in their careers if they already have
the readiness to make decisions about their career choices
correctly and wisely (Savickas, 2001).
The contribution of these influencing factors is also
reinforced by Prabowo's findings (2018) that in general XI
grade students of Muhammadiyah Vocational High School
Imogiri are in diffusion status, where in this status shows
that students are still not optimal in conducting career
exploration, and do not yet have career commitment.
Students have not sought information about vocational
alternatives and have not tried to establish a vocational
choice to be made. So that the majority of students have a
career maturity that is not yet optimal. This difference is due
to differences in career expectations and strong self-concepts
between students of SMK Muhammadiyah Imogiri and
SMA N 6 Bandung. As mentioned by Marcia (1993) that the
characteristics of individuals who experience diffusion
identity are individuals who lack strong self-concepts.
Students tend to lack in-depth knowledge which is indicated
by low in breadth and depth of information gathered about
various alternatives in the formation of identity. According
to Super (Sharf, 2006) self-concept is the result of
interactions of innate abilities, physical conditions, role
opportunities, and evaluations of whether the role played
gets the approval of an older person or superior. In the
rhythm of one's life dynamic changes occur and this affects
the effort to realize that self-concept.
Career maturity consists of three aspects, namely
cognitive aspects, affective aspects and psychomotor
aspects. In terms of every aspect, the career maturity profile
of students of SMA N 6 Bandung class XI in the academic
year 2019/2020 is in the quite capable category. This means
that these students have understanding, attitudes and skills
that are in the medium category in every aspect so that it has
not yet reached optimal career maturity. The profile
achievement of career maturity aspects at SMA N 6
Bandung shows that the highest average score of students is
in the psychomotor aspect with an average percentage of
70% of the ideal score. Then followed by affective aspects
with an average score of 61% of the ideal score. While in the
cognitive aspect, students get the lowest score with an
average score of 60% of the ideal score. Achievement scores
in all indicators of career maturity on the cognitive aspects
show a figure of more than 11%. The indicator which has
the highest percentage of poor is on the indicator of
exploring self potential meaning that students in class XI
SMA N Bandung are still unable to fully involve themselves
in exploring their potential, in the indicator of exploring self
potential there are only 17% students who are able to
explore their potential namely as much as 52 students.
Teenagers can search for career related information that they
are interested in from various sources, such as from family
and school. In addition, what is needed by adolescents in
achieving career maturity is knowing their potential so that
adolescents are able to make appropriate career choices
(Worthington, Flores, & Navarro, 2005).
According to the Super theory (Sharf, 2006, p.76)
aspects of career maturity consist of 3 namely covering
aspects of self-knowledge, attitudes and skills. This aspect is
in accordance with individual career development. (1) Self-
knowledge expanded: clear goals after completing
education, challenging perceptions of oneself and the
environment such as knowing interests and talents, (2) to
advance in the fields of education, work and values, be
independent and mature and capable in the process decision
making, (3) skills include: the ability to group jobs that are
of interest and determine challenging ways of achieving self,
understanding of values and understanding of career
opportunities. This theory led to the concept of work itself.
Connect with other people and he needs self-concept by
choosing a job, things that suit this person are the most
possible self-expression.
John Holland defines that career maturity is a career
selection and adjustment based on a description of a person's
personality characteristics. The advantage of this theory is
that it has a more comprehensive approach. In an effort to
develop career maturity Holland developed several tests that
can help individuals to get to know themselves such as The
Vocational Preference Inventory and Self-directed Search
which asks for activities or activities they like, various
competencies they have, areas of work they are interested in,
and evaluations the self in some skills, must be matched
with an occupational classification system based on the
same theory, thus. young people can find a number of
alternative occupational options for further consideration
(Winkel & Hastuti, 2013: 639). Holland also developed an
Occupational Classification System that classifies 500
occupations in six occupational categories, namely: Realistic
Occupations, Investigative Occupations, Artistic
Occupations, Social Occupations, Entreprising Occupations,
and Conventional Occupations. Holland (Andersen, 2012
p.40) explains personality types can be divided into six types
that are parallel with the work environment.
Descriptions of six personality categories using
mnemonic Holland, called RIASEC (realistic, investigative,
artistic, social, enterprising / business, and conventional).
Following this RIASEC in the work environment and
personality patterns include: 1) Realistic environment
involves physical tasks that require mechanical skills,
technical competence, perseverance, and physical
movement. People in realistic environments have direct
coping methods and handle pragmatic problems. Examples
of the work of people with this orientation model are,
machine / radio operators, truck drivers, farmers, pilots,
building supervisors, electricians, and other similar work, 2)
Investigation Environment This type of model has a
tendency to choose jobs that are academic. This type
requires the use of abstract and creative abilities. satisfactory
performance demands intelligence and analytical skills. This
work is with ideas and things rather than people.
Interaction between rational, analytical workers. and
indirectly. Common settings include research laboratories,
libraries, or work groups of scientists, mathematicians, or
research engineers, 3) Artistic Environment requires creative
use and interpretation of art forms. Workers draw on
knowledge, intuition, and emotional life in solving typical
problems. Information is assessed against aesthetics,
subjective criteria. Work usually requires intense
involvement for a long time. Typical settings include theater,
concert halls, dance studios, libraries, and art or music
studios., 4) The social environment requires the ability to
interpret and modify human behavior and interests in caring
for and dealing with others. The work often requires
prolonged personal frequency and relationships, laden with
emotional interaction, and flexibility. Common work
situations include school and college classes, counseling
offices, mental hospitals, churches, educational offices, and
recreation centers, 5) Enterprising environment is a verbal
ability to direct or persuade people. The job requires
directing, controlling, or other planning activities, and social
contact that is often and naturally friendly. Enterprising
workers are confident and use speaking and setting typical
leadership skills including many cars, real estate offices,
political meetings, and advertising agencies, 6) The
conventional environment involves a systematic, routine
process of verbal and mathematical information. The task is
often called for repetitive, shortcycle operations carried out
are often clerics in nature, which requires the use of offices
according to established procedures. Work using equipment.
Typical settings include a bank, an accounting firm, post
office, file room, and business office.
 The stages - stages of career development according to
Dillard's theory are divided into four stages, namely the
crystallization stage, the specification, the implementation
phase, and the stabilization stage. Factors that can be
considered in career maturity are how realistic individual
choices are in relation to abilities, skills, interests, individual
lifestyle, and available jobs. To make realistic career
decisions in determining the future one should be able to
develop mature attitudes and competent self skills. A
person's career occurs from the time of study, work and
when someone retires
According to Dillard, the achievement of one's career
exploration maturity can be measured through five
indicators, namely engaging in the career selection process,
having orientation to work, having freedom in decision
making, having the ability to consider a choice, and having a
concept in choosing a career. Choosing a career is a process
that extends over several years, starting from birth late in
childhood and continuing into adulthood. The maturity of an
individual's attitude in making career choices depends on
how consistent individual career choices are over a certain
period. Factors that can be considered in career maturity are
how realistic individual choices are in relation to abilities,
skills, interests, lifestyles, and available jobs. To make
realistic career decisions in determining the direction of a
good future one should be able to develop a mature attitude
and competent self skills. Remembering someone's career
occurred from the time of study, work and when someone
retires.
Furthermore according to Marcia & Archer (1993,
p.206) high career exploration shows the depth of
knowledge and understanding of adolescents about
alternatives that exist in achieving identity, the assessment
of adolescents regarding the criteria of choice desired and an
assessment of the ability of self to make choices the said;
conduct directed activities to gather information concerning
all activities deemed appropriate for seeking and gathering
the required information; able to consider the values of
various information that has been held as possibilities and
opportunities of each alternative that exists; showing
pleasure, pride, and enthusiasm when digging up
information about alternative choices in forming their
identities; and the desire to make an early decision which is
indicated by the extent to which the individual has the desire
to resolve doubts or ambiguities as quickly as possible
realistically and to believe what is considered right for him.
In line with the results of Kurniawan's study (2012) that
cognitive abilities affect psychomotor abilities. Cognitive
ability is closely related to psychomotor abilities, as
evidenced by an obtained rxy of 0.73 included in the strong
category.
The cognitive abilities of students gained through the
learning process in class will equip students to carry out
practice in the field. This means that the success of learning
in the classroom will affect the success of practice in the
field. Learning success in productive subjects can be seen
from the values of student learning outcomes that include
cognitive abilities, affective abilities and psychomotor
abilities. In line with Rosa (2017) cognitive ability is one of
the most important areas in the learning process. Cognitive
abilities consist of six stages namely memory,
understanding, application, analysis, evaluation and
creating. This includes the ability of students to understand a
matter or learning material. Cognitive aspects include the
process of remembering, understanding, applying,
analyzing, evaluating, and creating or creating.
IV. CONCLUSION
Career maturity is defined as an attitude in preparing a
range of meaningful future work activities based on the
personality characteristics of students through the process of
developmental stages of high school students. Career
maturity includes three aspects, namely cognitive aspects,
affective aspects and psychomotor aspects. Indicators of
cognitive aspects include understanding one's potential,
considering values and analyzing career decision making.
Affective aspects are positive knowledge in the form of
values and beliefs found in students. Indicators from the
affective aspects include assessing, managing and living in
career planning. Psychomotor aspects are the abilities
possessed by students in the form of motor skills and
physical abilities. Indicators from the psychomotor aspects
include building self-motivation, operating facilities and
infrastructure and managing career planning.
Based on the results of the career maturity analysis that
has been presented, it can be concluded that the career
maturity profile of class XI high school students is a
description of the career maturity of high school students
based on the results of the test of career maturity instruments
consisting of cognitive, affective and psychomotor aspects.
The results showed that the general profile of career
maturity is in the category of quite capable, the level of
career maturity of the category of quite capable in this
student means that the condition of the students of class XI
high school now can be involved in building motivation to
plan a career but have not been able to identify the potential
that exists in student self optimally. in the psychomotor
aspect, the highest percentage was 70%. Then followed by
affective aspects and psychomotor aspects.
ACKNOWLEDGMENT
In arranging this thesis, a lot of people have provided
motivation, advice, and support for the researcher. In this
valuable chance, the researcher intended to express his
gratitude and appreciation to all of them. First, the
researcher’s deepest appreciation goes to my beloved
parents. Also this thesis would not have been possible
without the help, support and patience of my first advisor for
his supervision, advice, and guidance from the very early
stage of this research as well as giving me extraordinary
experiences throughout the past few years. Then to my
second advisor who has helped me patiently finishing this
undergraduate thesis by giving suggestion, guidance, and
correction until the completion of this thesis. I gratefully
thank to the principal of SMA N 6 Bandung for allowing
me to conduct the research there. Finally, I would like to
thank everybody who was important to the successful
realization of this undergraduate thesis. This undergraduate
thesis is far from perfect, but it is expected that it will be
useful not only for the researcher, but also for the readers.
For this reason, constructive thoughtfull suggestion and
critics are welcomed.
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 Career Counseling for Developing
Career Knowledge Early Childhood
Aprillia Dewi Suciati, S.Pd Dr. M. Solehuddin, M.Pd., M.A
Guidance and Counseling Guidance and Counseling
School of Postgraduate Studies School of Postgraduate Studies
Indonesian University of Education Indonesian University of Education
Bandung, Indonesia Bandung, Indonesia
dewisuciati@upi.edu msolehuddin@upi.edu
Abstract: Career knowledge is an important part of career
understanding, especially in determining for a career choice.
Therefore, career development needs to introduce early, so it can
strengthen career choice. For early childhood, it can use role-
playing techniques that will be used in career counseling. The
main task of childhood development is playing, and it's in line
with Ginzberg's theory, about developing careers for early
childhood in fantasy and playing is the first step. The role-
playing technique is ways to overlord content through
imagination development carried out by children by playing one
of the jobs. In the application, children can play one of the jobs
as they want, children are expected to get new experiences and
get understands the jobs they play.
Keywords: Career Knowledge, Role-playing, Early Childhood
I. INTRODUCTION
Work is one of the important aspects in the life of every
healthy individual, where and whenever the individual is.
Levinson (in Isaacson, 1985) reveals that the most important
component of every individual's life is family and work.
These two components greatly determine the happiness of
an individual's life so that the problems of work and family
practically take attention, energy, and time.
In the theory of career development presented by
Ginzberg (Ginzberg, Ginsburg, Axelrad, & Herma, 1951),
there are three stages of career development, first, fantasy
stages from ages 0 to 11 years, second, tentative stages from
12 to 18 years, and the last is realistic stages of ages 19 to 25
years. Based on this age range, early childhood is included
in the fantasy stage because early childhood is in early
childhood starting from the age of 0 to 6 years.
Generally, children only recognize some types of work
that are more chosen and considered attractive by children
and see from the work of their parents but only know the
name of it. In a study conducted by Lee Hung Chang and
Chou Mei Ju (2013, p. 2832) specifically regarding career
development for early childhood, it shows that in general
children choose the same job as their parents and choose the
most popular jobs for children - children, such as doctors,
teachers, police, and entrepreneurs. The function of
introducing some work from an early age is to know the
ideals of a child so that this will make it easier for the child
to recognize the job he aspires to.
Career counseling is an aid effort for individuals to get
to know and understand themselves, to know their world of
work, to develop their future in accordance with their
expected forms of life (Yusuf & Nurihsan, 2016, p. 12).
Career counseling for early childhood is different from
career counseling for adolescents and adults. For early
childhood, career counseling given is limited to the
introduction of the world of work. The existence of guidance
Dr. Nurhudaya, M.Pd
Guidance and Counseling
School of Postgraduate Studies
Indonesian University of Education
Bandung, Indonesia
nurhudaya@upi.edu
and counseling for early childhood is certainly very
influential on the development of children because it aims to
reveal and develop all the potential possessed by each child
(Risaldy & Idris, 2015, pp. 148-149).
In general, career counseling provided are only asking
children to mention work based on several pictures shown
by their teacher, using media cards, and storytelling.
Sometimes the teacher also invites children to see some
work that is in their family and school environment.
Although there are several media such as medical instrument
toys, cooking, pistols, small books, storybooks but it is very
rarely used and only used for playing and will only be used
if the child is interested in playing it.
Through various alternatives in the implementation of
career counseling for children, it can use a play method that
the child's main task is play. Therefore, if the child is
familiar with the career early on, it is expected that the child
can get to know some of the jobs he will choose later. The
role-playing technique can be used as an alternative in the
implementation of career counseling services for early
childhood. The role-playing technique is a way of mastering
learning materials through the development of imagination
and appreciation carried out by the counselee by playing one
of the characters chosen so that this can be used as an
opportunity to help develop the child's imagination. This
technique emphasizes a problem in performance, not on the
ability of the counselee to portray the character so that in the
implementation the child is expected to understand some of
the work they have played.
II. METHODS
The method used is a literature study method and included
in qualitative research. This theoretically written paper
illustrates role-playing techniques in career counseling for
early childhood.
III. DISCUSSION
Literature Review
Career
A. Definition of Career
Career is occupation is taken for a significant period of
life and with opportunities for progress (Oxford
University, 2017). The word career is used on a job that
is lived by an individual and considers the work as a
live call and coloring his lifestyle. Veron G. Zunker
(2006, p. 9) reveals that career refers to the activities
associated with an individual's lifetime of work. Careers
are all jobs or positions that are handled or held during
individual work-life (Handoko, 2000, p. 123).
B. Career Development Theory
 1. Ginzberg’s Career Development Theory achieved, then the individual will be happy. But if the
Ginzberg revealed that occupational choice is a task of development is not achieved, then individuals
developmental process generally covering a period of will experience difficulties when they are adults (in
six to ten years, starting at 11 and ending after 17 or Darsono, 2012). The following are the developmental
early adulthood. There are three periods in the stages that are passed by children up to the age of 5
occupational selection process, fantasy periods, (HiLoSchool, 2017).
tentative, and realistic with the following 1. 3-4 months old
characteristics.
In general, children will begin to observe people's
TABLE I. CAREER DEVELOPMENT PERIODS IN GINZBERG’S STUDY
faces and follow the movements of objects. Children
have also begun to recognize people and things that
Period Age Characteristic are familiar to him, smiling, playing with other
 Pure play oriented in the people, imitating some movements and facial
Childhood
early stages. expressions, turning towards the sound source, and
Fantasy
(age 0-11 years)
 Towards the end of this starting to make babling.
stage playing becomes
work oriented.
2. 6-7 months
 The transition process is Children have begun to respond to the emotions of
characterized by gradual others and enjoy playing with their caregivers.
Early
recognition of work Children can respond if someone calls his name. In
requirements. addition, generally begin to show curiosity by
Tentative adolescence
 Introduction of interests, observing the surrounding environment, trying to
(age 11-17 years)
abilities, employee. pick up items that are placed a little far from their
benefits, values and time
perspective. reach, or insert objects into their mouths.
 Integration of capacity and Emotionally, children can show feelings of pleasure
interest. or displeasure by issuing distinctive sounds.
Mid adolescence
 Continuing development of 3. 1 year old
values.
Realistic (age 17 years) to
 Occupational choice Generally at this age children can say single words,
adulthood such as mama or papa. Children also have begun to
specifications.
 Crystallization of imitate the words spoken by others, feel ashamed or
occupational patterns. afraid of strangers, cry when left by parents and
caregivers, and have been able to point things. If
2. Super’s Career Development asked to do simple things, such as taking toys,
The self-concept theory is a very important part children can do it right. In addition, the child can also
of the Super approach to vocational behavior that point or look at the object mentioned.
each individual can implement his concept of himself 4. 2 years old
into a career that will be the most efficient means of Children like to imitate the activities and actions of
expressing himself. Another important contribution others and enjoy playing with their peers. The
from Super is the formulation of the stages of vocabulary is increasing and has begun to be able to
vocational development. These stages are: arrange 2-4 words to form a sentence. Children at this
a. growth (from birth to 14 or 15 years) which is age can also arrange objects according to shape and
characterized by the development of capacities, color, know the names or calls of people and objects
attitudes, interests, and needs related to self- around them, and have been able to carry out simple
concept. commands correctly.
b. exploratory (ages 15 to 24 years) characterized by 5. 3 years old
a tentative phase where the range of choices is Children can show affection and attention to those
narrowed but not final. around them. Children also have a lot of varied
emotions, can use their own clothes, can name the
c. establishment (ages 25 to 44 years) which is
objects around them, can be invited to chat and
characterized by trial and stabilization through
understand the contents of the conversation quite
work experience.
well, and begin to understand the concept of
d. maintenance (ages 45 to 64 years) which is numbers.
characterized by a continuous adjustment process 6. 4 years old
to improve the position and work situation.
Children can work with friends and prefer to play
e. decline (age 65 and above) which is characterized with friends compared to playing alone. Children can
by pre-retirement considerations, work output, also pronounce long sentences, speak clearly,
and finally retirement. understand the same concepts and different concepts,
can count, enjoy imagination, and start singing songs
C. Developmental Children Tasks they know.
This development task is very important to solve 7. 5 years old
because this will have an impact on the life span of the Children begin to want to be like their friends and
individual. Hulock (2003) development tasks are also become more independent. Children also start to sing,
social expectation which means that each cultural group, dance and act. When speaking, he said it was clear
the community expects each member to master certain with long, structured sentences. Children can also
important skills and obtain behaviors that can be write numbers and letters and draw geometric shapes.
accepted by various ages. Given the importance of the
task, this development will certainly have an impact on Career Knowledge
the individual. If the development task is successfully
A. Definition of Career Knowledge
 Understanding is one part of knowledge, which can
see a person's level of knowledge of an object that has a
different intensity or level (Wawan & Dewi, 2010).
Understanding an object is not just knowing the object
and not only mentioning it, but also someone can
describe correctly about the object he knows so that
someone can explain, mention examples, draw
conclusions, and predict the object being studied.
In the career concept, understanding is a condition
for each individual to be able to explain, give an
example, play with the aim to develop his condition in
making career decisions. Zhou and Santos (Mubiana,
2010, p. 38) that one of the main factors that influence
career decision making is career information, so career
information is a stage involved in the career decision
making the process. If someone is not well informed
about various jobs and about themselves, then that
person will find it difficult to determine the career
decisions that will be taken. Therefore Barker and Kellen
(Mubiana, 2010, p. 38) explained that the most important
tasks are as part of the career decision process that
should be carried out by each individual, namely
collecting information about possible career choices that
are in demand.
The importance of information before deciding on a
career choice is part of career maturity. Super (Sharf,
1992, p. 155) explains that there are five dimensions in
career maturity, including: (1) career planning, which
refers to how much students know about the job, not just
how much is known by students, but also can feel what
is done by the job, so students can make career plans for
now and for the future; (2) career exploration,
concerning future thinking and planning, but in
exploring careers can use several references such as
work done by parents, family, friends, teachers, books,
and films; (3) decision making, this concept concerns the
ability to use knowledge and thought to make career
plans; (4) world of work information, is formed into two
basic components, first, knowledge of important tasks,
such as the way other people learn about their work and
the reason people change jobs, second, includes
knowledge about the world of work before doing
counseling in career decision making; (5) preferred work
groups (knowledge of prefered occupational group),
concerning education taken to get the job, work
assignments, requirements needed in the job, and self-
abilities.
If reviewed from Ginzberg and Super's career
development theory, that the main focus of career
development for early childhood in Ginzberg's theory is
that work is not yet a choice that will be determined by
the child, but only to the extent of understanding and
playing orientation. Whereas in the development theory
presented by Super, that early childhood is in the stage of
growth and can be seen from the development of the
capacity of understanding, attitudes, interests, and needs
with self-concept, especially the child's understanding of
work (Zunker VG, 2002, p. 34-44)
The most fundamental thing in children's career
development is the existence of a great curiosity that can
be fulfilled through the exploration process (Sharf, 1992,
pp. 127-129). This exploration activity refers to the
acquisition of information and views about children
processing the information obtained. Information
obtained by children is through several figures who are
considered attractive and can be imitated by children.
B. Aspect in Career Knowledge
Career knowledge in this study is found in the
dimensions of career maturity. During the career
maturation process, children develop various ways to
control behavior, listen to themselves and others. To
determine decisions, children need to develop a time
perspective, especially for the future. This is in line with
the development of self-concept which ultimately leads
to planned career decisions. Self-concept comes from
children's exploratory behavior that leads to career
information, imitates characters, and develops interest
(Sharf, 1992, p. 129). Therefore, aspects of
understanding for children include:
1. Curiosity
Curiosity is one of the most basic of all needs or
impulses, which are observed in animals and infants.
According to Jordan (in Sharf, 1992, p. 129),
curiosity can develop when there are changes in the
individual's physical or social needs. Curiosity in
children can be observed from the way children see
new objects, new people, and new concepts. Getting
new stimuli that make children feel confused, then
the child must try to understand or try new behaviors.
2. Exploration
Curiosity can encourage children to explore their
environment, home, school, and peer relationships
and parents. Curiosity refers to the desire for
knowledge or for something new or unusual, while
exploration involves the act of looking for or
examining something new or unusual. Curiosity is
part of need, exploration, behavior. Jordan (in Sharf,
1992, p. 130) states that there are ten dimensions of
explorative behavior which are then combined to
provide examples of important activities that shape
exploration. This behavior may be intentional and
systematic or may not be intentional. Some of the
exploration behaviors that are needed later can be
fun.
3. Information
The focus of this section is how learning theory can
be applied to work information. One thing repeatedly
emphasized in Jean Piaget's work is that children are
not uninformed; on the contrary, there are differences
in the way children process information throughout
their development. A brief synopsis of the works of
Piaget, Vygotsky, and Erickson will be given here so
that different theoretical approaches to acquiring
knowledge by elementary schools can be compared.
4. Decision Making
After the children have interests, key figures, self-
concept, and planfulness, they will be faced with
choices to determine the career he will take. In this
study, children are able to imitate a figure that is
considered attractive and easily imitated.
Role-playing Technique
A. Definition of Role-playing Techique for Early Childhood
The Association for Play Therapy (Thompson &
Henderson, 2007, p. 415) defines play techniques as a
systematic use of theoretical models to build
interpersonal processes in which counselors use the
power of therapeutic play to help counselees prevent or
resolve psychosocial difficulties and achieve growth and
development that optimal. One form of playing
technique revealed by Schaefer is role play where
individuals can practice new behaviors and can develop
empathy for others (Thompson & Henderson, 2007, pp.
415-416).
 Role-playing is a technique used by counselors from
a variety of theoretical orientations for counselees who group guidance in general.
need to develop deeper understanding or make changes
in depth for themselves (James & Gilliland in Eford,
2016, p. 358). Through role-playing, counselees can
carry out behaviors that have been chosen in a safe and
comfortable environment for the counselee. This
technique is a mixed technique between conditioned
reflex therapy from Salter, psychodrama techniques from
Moreno, and fixed role therapy from Kelly (Hackney &
Cormier, 2012, p. 211). The stage of psychodramaTABLE II.
expressed by Moreno involves three stages, namely (1)
warm-up, (2) enactment (playing a role), and (3)
reenactment.
B. Purpose of Role Playing Techniques for Early Childhood
Calhoun (2011) explained that the purpose of role-
playing is to explore the feelings of students, transfer and
realize the views of behavior, values, and perceptions of
students, explore subject matter in different ways. In
addition, Sudjana (2005) states that the purpose of role-
playing, including: to introduce roles in the real world to
students, then after students understand the advantages
and disadvantages of these roles and can propose
alternative opinions and choices for developing the roles
displayed in real life.
By applying this role-playing technique as an
alternative to implementing career counseling services
for early childhood, children can recognize some of the
roles performed by the profession and children can try to
play this, of course with the aim of increasing
understanding of children and children will gain new
experiences especially in career learning. In addition, the
role-playing technique can be used as a learning medium
for teacher to introduce some jobs that are not only
known by children at their age, such as doctors, soldiers,
teachers, police, can also introduce some other work.
C. Benefits and Weakness of Role-Playing Techniques for
Early Childhood
The benefit of the role-playing technique also does
not only apply to adolescent or adult counselees but also
applies to children's counselees. Application of role-
playing techniques (Eford, 2016, p. 369-371), of which
children can learn various new skills, explore various
kinds of work around them, and observe the things and
ways done by the profession, so that children can
understand and learn more and can reach a deeper
understanding of the profession, can develop abilities
that are especially important cognitively, can help
strengthen children's social skills, encourage higher
levels of thinking, and produce listening skills and better
assertiveness.
Although role-playing techniques are considered to
be an effective technique for use in early childhood,
there are a number of things that need to be considered
by counselors to anticipate possible obstacles. Children
who experience stage fever and do not want to play their
chosen role are obstacles that need to be overcome.
Therefore, counselors need to ensure that children are
able to play and control the direction of their role, make
children feel comfortable with their roles, and explain
the roles played and can be understood clearly by
children so that children can express it freely without
feeling any obstacles.
D. Stages of Implementation of Role-Playing Techniques in
Career Counseling for Early Childhood
Career counseling for early childhood conducted in
the form of group guidance. Therefore, the
implementation cannot be separated from the stages of
Role-playing also has several stages that need to be
passed so that the goals of group guidance can be
achieved in accordance with desired expectations. M.E.
Young (in Eford, 2016, p. 359) said that there are seven
steps to implementing the role-playing technique that
counselors should follow.
STEPS GROUP COUNSELING WITH ROLE-PLAYING TECHNIQUE
Steps
Group Counseling Role-Playing
Initial stage Initial stage
Transition stage Warm up, scene setting, selecting roles
Enactment, sharing and feedback,
Work phase
reenactment
Termination Stage Follow up
(in Eford, 2016, p. 359; Rusmana, 2017, pp. 87-102)
Discussion
Career counseling is assistance for individuals to get to
know and understand themselves, get to know their world of
work, develop their future in accordance with their expected
forms of life (Yusuf & Nurihsan, 2016, p. 12). Career
counseling also a service to fulfill children's development
needs as an integral part of educational programs, because
career counseling is tied to the development of cognitive,
affective, and individual skills in realizing positive self-
concepts, understanding the decision making process and
acquiring knowledge in skills that will help children to enter
the system of socio-cultural life that continues to change
(Agustin, 2014).
In outline, the purpose of implementing career
counseling is to help counselee to be able to understand and
assess themselves, especially those related to the potential
that exists in them regarding abilities, interests, talents,
attitudes and ideals, realizing and understanding the values
that exists in themselves and in the community, knows the
various types of work that relate to the potential that exists
in them, knows the types of education and training needed in
a particular field, and understands business relationship that
they now have with their future, finding obstacles barriers
that may arise caused by themselves and environmental
factors, as well as looking for ways to overcome these
obstacles, counselee can plan their future and find a career
and life that are in accordance with them (Walgito, 2010, p.
202).
For early childhood, career counseling is focused more
on play activities by means of the child playing one of the
desired types of work, so that through role-playing, the
counselor can reveal to know the development of
themselves, attitudes, interests, and needs by the child. This
is in line with the theory presented by Ginzberg, that
childhood is included in a period of fantasy, the
development of his career can be seen through playing.
In career counseling activities for early childhood, it can
be done by applying the principles of multiple intelligence
(multiple intelligence) in learning activities. Armstrong (in
Agustin, 2014) the theory of plural intelligence emphasizes
the way people carry out work in life, especially some work
that will be done in the future so that this theory actually
helps children in designing careers in the future. But still,
the teacher of early childhood is trying not too early to
match the child's tendency to a particular career because at
this age the child is still exploring things around him.
 In the implementation of several things that need to be
considered by the teacher in applying career counseling,
because those who are counselees here are children and of
course have different characteristics when compared to
adolescent or adult counselees. Here are some things that
need to be considered in implementing early childhood
career counseling (Eliasa, 2012).
A. Children are not miniature adults.
Children are still children, not adults in mini size or
small and have limitations and a world that is distinctly
different from the world of adults. Therefore, both in the
implementation of learning and guidance and counseling
requires patience, tolerance, and deep understanding
when dealing with children.
B. Play is the world of children.
Children and play are two things that cannot be
separated because the child's world is playing, that is a
world full of spontaneity and fun. Something that is done
by the child is full of enthusiasm and if it is related to a
pleasant atmosphere and of course the child will stay
away from and dislike an unpleasant atmosphere.
Therefore, learning while playing will be more fun for
children than if you are too focused on learning or just
playing.
C. Continue to grow.
Children are at the stage of physical growth and
psychological development. There are development
phases that are passed on each year and display some
behaviors that are in accordance with the characteristics
of each phase of development.
D. Happy to imitate.
Formation of behavior obtained by one of them is by
imitating. Children who like to read generally have the
same environment as people who like to read. Imitating
the mother, father, brother or another person around
them. When children play cooking, children actually see
anything that is around them, see their mother cooking or
while eating at a restaurant. Children act as singers
because they imitate singers on TV or singers that they
have seen directly by imitating their style and
appearance. The child will be familiar with some toys
such as stethoscopes, injections, sphygmomanometers,
scalpels, and other medical toys because their father
works as a doctor.
E. Creative.
Basically children have good creativity and have
characteristics mentioned by some experts as
characteristics of creative individuals, such as having
great curiosity, not being afraid of being wrong if they
have done something, dare to face risks as a result of
actions that he has done, has a broad interest, has the
freedom to think, and likes things that are new and
interesting.
The stages involved in implementing career counseling
for early childhood using role-playing techniques include:
A. Initial stages
This stage is a critical step in the group guidance
process. In the first phase of this role-playing career
counseling technique, it is not much different from the
initial stages of group guidance. There are several things
that need to be considered, including; (1) The stages of
group formation in its stages need to develop reasons for
group formation, determine the theoretical format,
determine the framework, conduct group publications,
practice preparation, and select members and group
assistants. This is done because it will have a big effect
on the effectiveness of group guidance. (2) Group
formation tasks which in this stage each member makes
an agreement on the topic to be discussed, the topics
discussed can be in the form of assignment topics. (3)
Potential formation problems even though they have
been formed but do not rule out the possibility of
problems that will occur in the future, so it is better in
group formation, each group member has something in
common with each other. (4) Group formation
procedures which include cooperation between group
members, equivalence, stopping or breaking the
conversation, explaining more, and clarifying the intent
and purpose to be conveyed.
B. Transition stage
This stage is the phase of displacement from the initial
stage or stage before entering the work phase. In role-
playing techniques, several stages that need to be passed
are:
1. Warm-up
At this stage, the counselor explains the simple role-
playing techniques for children. This stage also
explains the activities that will be carried out during
the implementation of career counseling activities for
early childhood.
2. Scene setting.
This stage the counselor asks the children to mention
some of the dream careers they want to play in this
career counseling activity. Children may use some of
the equipment provided.
3. Selecting roles
At this stage, the counselor explains the rules
regarding the choice of several professions that may
be played by children. After the children mention
their dream careers and describe the work done by
the profession they aspire to, they may choose at
most 3 jobs to be played.
C. Work phase
This stage is the core of the group counseling stage. The
main concern in this stage is work productivity so that
each group member focuses on improving the quality of
performance to achieve the expected goals. In this stage
include:
1. Enactment.
Children play the profession they have chosen before
and may use some of the equipment provided by the
counselor.
2. Sharing and feedback.
At this stage, the counselor provides specific, simple,
visible, and understandable feedback to the child. In
addition, the counselor provides a general description
of the profession played by children. This is aimed at
re-aligning the child's perceptions of a job that he
deems not good.
3. Reenactment.
In this stage, the children repeat the practice again
well during the guidance process, so that children are
expected to have a new understanding and
experience about the profession.
D. Termination stage
This stage is the termination stage in group guidance.
But not in the sense that each member can be considered
independent, but this stage needs to be done because the
 program has been completed in accordance with a
predetermined period of time. Follow-up is the last step
in the role-playing technique. The children are asked to
convey to a counselor about the new experiences that
have been obtained by the children during the process of
guidance and the experience that has been gained from
the outside by observing the profession.
The game is one part of a strategy that can be used in
career counseling, both for children, adolescents, and adults.
There are various benefits of this game, not only just for fun,
but also reach various goals to be achieved, such as being
able to see one's own abilities, learning to determine a
choice, exploring and identifying the surrounding
environment, and being able to analyze the lives of each
individual.
Role-playing is one part of the game technique. The
focus of role-playing in career counseling is to provide a
description of the various jobs found in the surrounding
environment. Children are not only knowing the name of
their work but also children get the opportunity to try to play
the role of the job what they chose. It does not only add
experience to children but also develops cognitive abilities
and children's imagination. Role-playing is certainly
inseparable from imagination, this is a great opportunity for
children because children can explore some of the activities
carried out by the work without limitation. However, the
role of the teacher cannot just be released. Teachers still
need to help and guide children to develop their imagination
and cognitive abilities, as well as help straighten out if there
is a wrong understanding of the child.
IV. CONCLUSION
Career counseling is one of guidance and counseling
program to find out the knowledge, abilities, skills, interests,
and talents of oneself towards a job that will be chosen by
each individual. Work is not just to fulfill life's needs, but
also calls the soul, because basically, every individual who
works in accordance with the aspirations will certainly cause
feelings of happiness.
The role-playing technique is an alternative that can be
used in implementing career counseling, especially for
children. Given that the main task of the development of
children is playing. Through role-playing, there are many
abilities that can be developed, including cognitive,
affective, and psychomotor abilities. In its application, of
course, it is necessary to consider several tasks of child
development, so that children can still complete their
developmental tasks. Therefore, the implementation of
career counseling services for early childhood can also be
applied through role-playing techniques. Not just
introducing just a few jobs through some media or just
observing them, but children try to play the role of the job so
that children get different learning methods and add to the
understanding they have previously gained.
ACKNOWLEDGMENT
Gratefully thank the supervisor of my thesis, Guidance and
Counseling program, School of Postgraduate Studies
Indonesian University of Education, Yogyakarta University
State gave me a chance, my parents, family, and beloved
friends who always supported me, and special for the
readers.
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 Implementation of Peer Counseling to Improve Work Ethic
of Heavy Equipment Operators & Truck Production Operators
at PT. Riung Mitra Lestari, Kutai Kartanegara
Tri Yogi Fitri Rahmantyo
PT. Riung Mitra Lestari
Kutai Kartanegara, Indonesia
yogi.rahmantyo@gmail.com
Abstract— Perseroan Terbatas (PT.) or Limited Liability
Company is an organization in business sector which is widely
known with its 6M, an abbreviation for man, machine, money,
material, method and market. The man component or human
resources is the largest influential component in an
organization performance. The success of a company to
achieve a target is determined by the quality of humans in that
company. Quality of human resources is very dependent on
education, competence, hard skill and soft skill. One of the
essential soft skills that employees must have is work ethic. Big
and well-known companies have proved that militant work
ethic becomes one of the factors that determine the company’s
success. Awareness of the importance of work ethic has a close
link to personality, behavior, and character. Work ethic is
considered to be a solution for solving problems faced by
companies especially those related to moral hazard in
workplace. The moral hazard problem in the workplace was
also faced by PT. Riung Mitra Lestari. Therefore, the
researcher conducted this current research aiming at
improving the work ethic of the heavy equipment operators
and truck production operators at PT. Riung Mitra Lestari, in
Embalut jobsite, Kutai Kartanegara, through an
implementation of a guidance and counseling service.
This was an action research. The type of action was
the implementation of guidance and counseling technic, namely
peer counseling. The peer counselors in this action research
were the employees of PT. Riung Mitra Lestari in Embalut
jobsite, with the position as the Group Leaders, while the
research subjects whose work ethic needed to be improved
were the employees whose positions as the heavy equipment
operators and truck production operators.
These research results showed that the peer
counseling method done by the Group Leaders could improve
the work ethic of the heavy equipment operators and truck
production operators, indicated by the decrease in number of
permissions and absences, number of indiscipline reports, and
achievement of productions that reached the target.
Keywords—peer counseling, work ethic, PT. Riung Mitra
Lestari Employees
I. INTRODUCTION
The Republic of Indonesia is an archipelagic state with
an area 5.193.250 km² (including lands and seas). This
makes Indonesia the seventh largest country in the world,
along with the richness of its natural resources. The spread
of minerals and energy resources is evenly from the east to
the west. Today Indonesia is an active producer for oil,
natural gas, coal, gold, bauxite, manganese, tin, copper, etc.
which are required and sought by other countries around the
world. As a country with various minerals and energy
resources, Indonesia is supposed to be a big and developed
country and able to make the society prosperous.
relations will be seen and needed in an effort to improve
one's work ethic. (3) Perceptual aspect, namely aspect
related to something related to one’s feelings, for example
pleasure, sympathy, jealousy, and other feelings that arise in
the individual. This aspect will function as a force that
causes a person to pay attention to perceptions of the
organization's cultural system and work activities.
Nonetheless, the number of poverty in Indonesia is still
high. The Indonesian Central Bureau of Statistics recorded
that at least there were 28.28 million poor people of 253.60
million total populations per March 2014. Besides that, the
UNDP (United Nations Development Program) in its
official website reports that regarding HDI (Human
Development Index) Indonesia is ranked the 121st of 186
countries with a point of 0.629, categorized in a medium
human development scale. These data present us a picture of
human resources in Indonesia.
Sinamo (2006) states that the growth of a nation is
determined by the quality of its human resources (HR). In a
narrower scope, namely a business organization in the form
of a company or PT. (Limited Liability Company), men or
employees as HR are one of the most important and
expensive components among the other components such as
machine, money, material, method and market. The
development and failure of a company is largely determined
by the performance of its employees. Companies that have
large capital (money), sophisticated tools (machines), and
production resources (materials), properly certified
operational standards (method) do not necessarily succeed
and develop to dominate the market if employees (men) of
the companies in general has poor quality performance.
Conversely, a company is growing rapidly because it has
solid, militant employees that have strong spirit and
competency in their field or, in other words, have a good
work ethic.
According to Anoraga (2009), work ethic is a view and
attitude of a nation or people towards work. If individuals in
the community view work as a noble thing for human
existence, then their work ethic will tend to be high.
Conversely, if the attitude and views of work as a low value
to life, then the work ethic will naturally be low.
Furthermore, Sinamo (2006) explains that work ethic can be
interpreted as a concept of work or work paradigm that is
believed by someone or a group of people as good and right
which is manifested through their typical work behavior.
From these experts’ point of view, work ethic can be
concluded as a real behavior of a person in the workplace
that is influenced by his mindset and personal views on the
work which is his responsibility.
Handoko (1993) points out several aspects of work ethic
as follows. (1) Internal aspect, namely the driving aspect or
the spirit divider from within the individual. The interest
that arises is an impulse that comes from within because of
biological needs, for example the desire to work will
motivate work seeking activities. (2) Social motive aspect,
namely aspect that arises from outside the individual. This
aspect can be an object of one's desire which is in the scope
of human relations. In this social aspect the role of human
Based on the notions of work ethic above, the researcher
regarded this issue with the performance of employees at
PT. Mitra Mitra Lestari in Embalut Jobsite, Kutai
Kartanegara, specifically in coal mining. The problem
related to the employee work ethic was high number of
absences and disciplinary reports or actions that violated the
company rules and regulations. It was crucial because the
problem could affect the achievement of production targets
set by the company. From the obtained data, it was known
that the employees identified as having poor work ethic
were the heavy equipment operators and truck production
operators. This condition was quite worrying since the
employees in these positions had the largest population of
total employees, namely 194 out of 441 or 43%. If these
heavy equipment operator and truck production operator
were often absent without any news, the heavy equipment
would stand by only that caused potential losses because the
machine did not operate during working hours. Furthermore,
high indiscipline reports number were indicated by the
number of employees who obtained the Warning Letters
from the company due to violations committed such as
opposing assignments without reasonable reasons, sleeping
during working hours, etc. Hence, it was necessary to make
an effort to improve the work ethic of the subjects, namely
employees with positions as heavy equipment operators and
truck production operators.
Companies in general tend to be rigid and strict in
dealing with employee problems and even give punishment.
This is expected to cause a deterrent effect and encourage
employees to work better than before. However in this case
the researcher attempted to look for other ways to solve the
problem so that the effort made to dig up information from
the subjects relating to the work ethic was by counseling the
subjects. Based on the results of counseling with several
subjects, it was revealed that the absences and indiscipline
behavior were influenced by several things, including
problems in their family or work but they had no place to
express their problems and to help solve their problems.
Therefore, the researcher considered that there was a need
provide counseling service for these employees.
This is in line with the quote from Killeen (1996) stating
that career counselling potentially leads to a range of
outcomes. These can be grouped into the following
categories:
• Immediate outcomes, for example, the learning
outcomes of self and opportunity awareness, and
changes in attitudes and motivation in relation to work.
• Intermediate outcomes, for example, better job search
skills, and a wider exploration of opportunities.
• Ultimate outcomes at the individual level, for example,
suitable career choices, and enhanced take up of learning
and work opportunities.
• Ultimate outcomes at the system level, for example,
increased labour productivity.
However, given the limited time and lack of competent
personnel in terms of human resource development, the
of the social situation. In reference to these experts’
explanations, it can be concluded that action research is a
systematic study conducted by researcher as an effort to
improve the social situation. The focus of this research
lied in an alternative action made by the researcher, then
tested and evaluated whether the action could solve the
problem. The problem addressed in this research was lack
of work ethic, more specifically in the positions of heavy
equipment operators and truck production operators at PT.
Mitra Mitra Lestari in Embalut Jobsite, Kutai Kartanegara.
III. RESULTS AND DISCUSSION
researcher used the peer counseling method with the aim
that the counseling service by providing assistance to solve
problems could be carried out by other parties besides the
researcher. This was based on Carkhuff's statement in
Suwarjo (2008) that various skills related to effective
assistance can be learned by ordinary people, including by
professionals.
Tindall & Gray (1985) delineates peer counseling as a
variety of helpful behaviors interpersonally by non-
professional individuals who try to help others. Peer
counseling includes helpful relationships done individually
(one-to-one helping relationship), group leadership,
leadership discussion, providing consideration, tutorials, and
other human interpersonal activities to help. Furthermore,
counseling assistance service is provided by peers (usually
at the same age / level) who have been given training to
become peer counselors so that they are expected to provide
assistance both individually and in groups to friends who
have problems or experience various obstacles in the
development of their personality. In a nutshell, those who
become peer counselors are not professionals in the field of
counseling but they are expected to be an extension of the
professional counselor.
According to Kan (Suwarjo, 2008), contacts that occur
in peer counseling are carried out by holding the following
principles: (1) information (including problems) discussed
in peer counseling sessions is confidential; (2) counselees’
hopes, rights, values and beliefs are respected; (3) no
judgment in peer counseling sessions; (4) providing
information can be part of peer counseling, while giving
advice is not; (5) friends who get assistance or “the
counselees” are free to make choices and when to end the
session; (6) peer counseling is carried out on the basis of
equality; (7) every time counselees need support that cannot
be met through peer counseling, they can be transferred to a
more appropriate expert counselor, institution, or
organization; (8) whenever needed, counselees get clear
information about peer counseling, goals, processes, and
techniques used in peer counseling before they use the
service
Tindal & Gray (1985) also inform that if someone has a
problem, he will first talk to friends or peers and then to
professional counselor. Based on the theory, the researcher
made an effort to improve the work ethic through peer
counseling. The peer counselors chosen by the researcher
was the employees who had one level above him, namely the
Production Group Leaders. The reason underlying this
selection was because the Production Group Leaders
interacted and communicated more frequently with the
heavy equipment operators and truck production operators
in daily work activities.
II. RESEARCH METHODOLOGY
This present research was a type of action research,
which was intended to understand problems from the
participants’ perspective (the subjects of research).
According to Suwarsih Madya (2006), action research is the
discovery of facts and problem solving in social situations
with a view to improving the quality of actions taken in it
which involve collaboration and cooperation among
researchers, practitioners and lay people. Meanwhile,
Kunandar (2008) states that action research is a study of a
social situation with possible actions to improve the quality
Here are the data regarding the number of absences and
indiscipline reports before the counseling service was
applied.
counseling is counseling through peers. Thus, in this peer
counseling model there was a triadic relationship among
the expert counselor, the peer counselors, and the
counselees as shown in Figure 1 below. Expert
Counselor
Peer Counselees
Counselors
TABLE I. NUMBER OF ABSENCES AND INDISCIPLINE
REPORTS
Number of
Number of
Indiscipline
Month Total Operators Absences /
Reports Fig. 1. A triadic relationship among the expert counselor, the
Month /Month peer counselors, and the counselees
January 2018 134 49 33 Description: : Interaction between the expert counselor
and the counselees through the peer
February 2018 144 50 29 counselors
March 2018 147 54 27 : Direct interaction between the expert
counselor and the counselees based on
Apr 2018 145 53 31 reference of the peer counselors
Next, in May – August 2018 selection and training for
the
peer counselors was done by giving basic After completing the training and assistance to the peer
counseling
materials. There were 15 Production Group Leaders who counselors in four months from May to August 2018, the
were chosen to be the peer counselors by considering their researcher collected the required data related to the
background education, age, employee status, and years of subjects’ work ethic, namely number of absences and
service. indiscipline reports every month since September 2018.
After being selected, these peer counselors were taught In order the comparison of data before and after the
basic competences of counseling. This is in line with the implementation was balanced (apple to apple), the data
quote from Suwarjo (2008) stating that there are some collected was up to
basic December 2018. The table of data is presented as
competences need to be trained to peer counselors or to follows.
non- professionals. These basic competences are to
establish good interpersonal communication. Attitude and TABLE II. NUMBER OF ABSENCES AND INDISCIPLINE
basic competences of counseling include the ability to REPORTS
empathize, ability to do attending, ability to ask, ability to
conclude discussion, assertiveness, genuineness, Number of
Number of
Indiscipline
confrontation, and problem-solving skill. Month Total Operators Absences /
Reports
The basic training is held in stages starting with Month
/Month
the September 2018 144 20 17
ability to empathize and the ability to do attending. This
is in line with the quote from Kidd (2006) stating where October 2018 140 15 11
these abilities are more basic than others, though all of
them are important. November 2018 139 13 9
After the basic training was completed, it did not mean December 2018 139 11 10
that the peer counselors could directly give counseling.
Role and presence of an expert counselor were still
required to assist these peer counselors. The researcher
who also acted Based on the above table, it can be seen that there was a
as an expert counselor conducted supervision, giving decrease in the number of absences and indiscipline reports
assistance and evaluation toward the counseling during the four months, from September to December
process done by the peer counselors. In addition, the 2018. In other words, the subjects’ work ethic had
expert counselor gave some inputs to and directed mindset improved. Although improvement had been made, the
of the peer counselors before and after they gave implementation of peer counseling still and will also be
counseling to the counselees, in order to level up the peer implemented in other positions and departments. It aims
counselors’ competences. Some peer counselors were not to maintain the stability and keep improving the
yet able to solve the problem, thus they would ask the employees’ work ethic as prevention against the
expert counselor to take over it. In this case, subsequently employees’ problems.
the counseling process occurred between the researcher
and the counselees on the basis of information and result of IV. CONCLUSION
previous counseling done by the peer counselor. This
situation is aligned with what Suwarjo (2008) points Problem regarding employees’ work ethic is a phenomenon
out that in essence peer in the workplace, and efforts have been made to improve
their work ethic. One of the efforts that has been proven
to
be able to increase employees’ work ethic is the
implementation of guidance and counseling in the company
using peer counseling method. In this research, it can be
seen that there are decreases in the number of absences and
indiscipline reports in every month, as well as an increase in
production achievement. This method is relatively easy to
apply and very helpful for companies who have limited
human resources practitioners. One aspect needs to be taken
into account is the continuity of training for peer counselors
by a professional counselor to sharpen the peer counselors’
competences.

REFERENCES
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[7] Kunandar. (2008). Langkah Mudah Penelitian Tindakan Kelas
(Sebagai Pengembangan Profesi Guru). Jakarta : Rajawali Press.
[8] Suwarjo. (2008). Konseling Teman Sebaya (Peer Counseling) untuk
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Model Konseling Teman Sebaya untuk Mengembangkan Daya Lentur
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[10] Suwarsih Madya. (2006). Teori dan Praktek Penelitian Tindakan.
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At Training Peer Helpers. Muncie : Accelerated Development Inc
 Getting to know the characteristics of the Z-
Generation Career Options As the Industrial
Revolution Activator 4.0 in Indonesia
1st Chalida Ghrya Wahyudi, S.Pd
Guidance and Counseling
Student of the Graduate School of Yogyakarta State UniversityLecture of Yogyakarta State University
Yogyakarta, Indonesia
Abstract- chalidawahyudi@gmail.com
This study
aims to
explore and learn more about the characteristics of the Z-
Generation career choice. This study was conducted using a
wide variety of theoretical study and phenomenology that
occurs based on the results of observations made in one of the
private companies with the target market of young and
working age Z-Generation, namely PT. Radio Geronimo. This
study found that the characteristics of the Z-Generation career
choices: 1) flexible working time, 2) can do 1-2 different jobs in
any time, 3) Have a team-work, open-minded, 4) can be
accessed anywhere by using technology.
Keywords-Z-Generation, the Industrial Revolution 4.0, Guidance
and Counseling, Career Choices
I. INTRODUCTION
The role of guidance and counseling in schools and colleges
to be one key in preparing the quality and readiness of
individuals to cope with the rapid development of Indonesia.
Donald E. Super (in Sukardi, 1987: 21) reveals that career
guidance is a process to assist in developing one's personal
acceptance of unity and self-image as well as its role in the
world of work. Tersebutlah continuous process runs all the
time and last for a lifetime in choosing a career.According
Sukardi (1987: 230 selection and adjustment career began
with the knowledge of the self. Therefore, before an
individual can determine the career and make adjustments, it
takes self-understanding of the potentials and talents and
interests owned by the individual.
However, when you view the Z-Generation mentioned by
Jiří Bejtkovský (2016) that the Z-Generation is an individual
who was born in the year 1995 to 2010, is now included in
the 18-22 year age range were classified as late adolescence.
In a press release issued by the Ministry of Industry of the
Republic of Indonesia concerning industrial revolution 4.0
(accessed on 26 November 2018), Indonesia will encourage
the 10 priority initiatives making Indonesia 4.0. The
program is an idea long-term plan for the development of
Indonesia until 2030. If you look at this current age range,
adolescents aged 18 this year when the year 2030 in
accordance with the road map for making Indonesia 4.0 is
the protagonist or the human resources expected to be
competitive and have good quality in advancing the nation.
On the basis of the facts tersebutlah,
In the face of the industrial revolution 4.0 in Indonesia,
guidance and counseling on career aspects have a role in
preparing Z-Generation to face the challenges of a more real
in the world of work. Therefore, this study aimed to obtain
the results of the study to know more about how The
characteristics of Z-Generation career options.
2nd Dr. Sigit Sanyata, M.Pd
Guidance and Counseling
Yogyakarta, Indonesia
II. sanyatasigit@uny.ac.id
METHODS
This
research was conducted with a qualitative approach.
Sukmadinata (2011: 64) asserts that qualitative research is
dedicated to describing and analyzing a phenomenon, event,
activity in the social sphere, attitudes, beliefs perception /
viewpoint, mindset of individuals and groups as well as
performed with the participant observation method. While
data collection techniques menggunakann interview.
Menururt Yin (2014: 111), the interview is an essential data
collection techniques in the implementation of qualitative
research, because researchers can report and interpret
important information on the situation with regard to
research provided by the subject. Moreover, in qualitative
research,
III. RESULT AND DISCUSSION
Result
From interviews conducted in 10 non-permanent employees
(freelance) at PT. Radio Geronimo, it was found that their
career choice is a job with the following criteria: 1) flexible
working time, 2) can do 1-2 different jobs in any time, 3)
Have a team-work, open minded, 4) Accessible anywhere by
using technology.
Discussion
Pumumnya, Z-Generation grows in rapid technological
perekembangan, thus affecting the pattern of career choices
or the way he worked in his life. Convenience offered by
sophisticated technology, it was not missed by the Z-
Generation utilization today. Thus, in the viewpoint of a
company, if you want to mempekerjakaan employees by age
Z-Generation and experts in the field, it is necessary to
create a flexible work culture for Z-Generation. While the
standpoint coworkers, required adjustment and adaptation in
collaboration with the team.
Identify funding agency applicable here. If none, delete this text box.
IV. CONCLUSION
4.0 Industrial Revolution becoming a positive benchmark
for the life of the Indonesian people, especially the
developed countries to make Indonesia. Seningga, Z-
Generation as human resources who will have a stake in
moving the industrial revolution 4.0 in Indonesia, should be
prepared with very mature. Diharpkan results of this study
will be a whip in making a real effort to optimize the
characteristics of self-Z-Generation that preceded the
introduction of career choices.
ACKNOWLEDGMENT
 I am deeply Indebted to my supervisor, Dr. Sigit Sanyata, M
Ed, for warm support, inspiration and thoughtful guidance. I
am especially grateful for Dr. Suwarjo, MS for his advice on [2]
this paper. Special thanks to Ms. Asri, and Ms. Pearls
Reviews their assistance and support for this process. [3]
Finally, I am Indebted to my parents, my lovely husband
Asrta Diaz Gumilar and my little brother for Reviews their [4]
continuous support and encouragement for my pursuit.
[5]
REFERENCES [6]
[1] Bejtkovský, Jiří. (2016). The Current Generations: The Baby Boomers, X,
Y and Z in the Context of Human Capital Management of the 21st Century
in Selected Corporations in the Czech Republic. Littera Scripta. Volume 9,
Issue 2.
Nana Syaodih Sukmadinata. (2011). Educational Research Methods.
Bandung: PT Young Rosdakarya Offset.
Sukardi, Dewa Ketut. (1987). Career Guidance in Schools. Jakarta: Ghalia
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Yin, Robert. (2014). Case Study: Design & amp; Method. Jakarta: King
Grafindo
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Joseph, Syamsu & Nurihsan, A juntika. (2010). The cornerstone of
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 Consumption Patterns and Cosmetic Consumer
Brand Loyalty
1st Anisa Rima Fadhilah
Department of Psychology
Universitas Negeri Yogyakarta
Yogyakarta, Indonesia
anisarimaf3@gmail.com
Abstract—This study aims to describe the tendency of consumption
patterns and brand loyalty of the cosmetic consumers in
Yogyakarta. This research is a preliminary study for further
research which aims to find out a dynamic model of cosmetic
consumer loyalty. This research applied a quantitative approach
with survey method. The research subjects were 50 female cosmetic
consumers which selected using a purposive technique, whom
respondents must be active consumers of cosmetic products
(indicated by cosmetic purchasing behaviors at least once in the
past six months), living in Yogyakarta, and aged between 16 up to
30 years. The data were collected by distributing online
questionnaires with open-ended questions and were analyzed using
quantitative descriptive technique. The results showed that: (1)
powder and lipstick are the most-used and most-
purchased cosmetic products by consumers, (2) 50 percent of
cosmetic consumers intended to keep using their current brand, 34
percent of them switched brands, and 4 percent others used multi-
brands, and (3) 88 percent of powder and
lipstick consumers switched brands more than twice because of
curiosity, variety-seeking, looking for the best value
product, incompatible cosmetic formula on their facial skin,
poor quality, poor performance of previous brands, and the
lower price of products from other competitors.
Keywords—consumption pattern, brand loyalty, cosmetic
consumers, consumer behavior
I. INTRODUCTION
Cosmetic market and consumer behavior are dynamic.
These make researchers in the field of consumer behavior
try to find out the actual condition, the novelty and
the actual phenomena in the current cosmetic consumer
behavior. Two topics that related to cosmetic consumer
behavior that are often studied and received great concern
are consumption patterns[1][2][3][4] and brand loyalty[5][6]
[7][8]. Consumption patterns in general is defined as how
consumers spend their money by buying a number of
products and services to fulfill their needs and satisfaction.
Meanwhile, brand loyalty is a positive attitude towards the
brand that indicated by regular purchases of the brand and
commitment to keep consuming it in the future[9].
The study of consumption patterns and brand loyalty has
become a major concern in recent years. It is shown by
various surveys that pay great attention to this topics in
various regions, including Indonesia. [10][11][12][13][14]
[15][16]. These phenomena-the various survey institutions
that pay attention to the research of consumption patterns
and brand loyalty of cosmetic consumers-is inseparable
from the increased growth of national cosmetic industry. It is
known that the national cosmetic industry has grown by
more than 20% or four times compared to the national
economic growth [17]. This growth occurs due to the rising
2nd Yulia Ayriza
Department of Psychology
Universitas Negeri Yogyakarta
Yogyakarta, Indonesia
yulia_ayriza@uny.ac.id
demand for cosmetic products of the Indonesian consumers
which have made cosmetics as the one of their important
needs.
The company certainly want their consumers to be loyal
and keep consuming their brand, because the loyal
consumers can give several benefits to the company such as
reaching higher sales, reducing the company’s costs for
marketing efforts, and achieving efficiency. However, the
phenomenon shows the opposite. Cosmetic consumer
loyalty are not static but dynamic in which indicated by a
decrease in brand loyalty of cosmetic consumers.
The results of a survey conducted by Mars Indonesia in
2009 showed that 76.4% of cosmetic consumer are loyal for
powder product and 72.6% loyal for lipstick product[10].
However, it was found through a survey by Nielsen in 2013,
that cosmetic consumers showed a dynamic behavior. The
survey by Nielsen (2013) revealed that the percentage of
consumers using one brand decreased from 49.2% to 45.4%
and cosmetic consumers that using two brands increased
from 24.9% in 2012 to 31, 9% in 2013. The percentage of
cosmetic consumers who bought more than two brands
increased from 27.1% to 30.2%, while consumers who
bought more than three brands increased from 12.4% to
15.9%[15].
The decrease in the number of loyal consumers can have
impacts on the lower sales levels, higher costs for marketing
efforts to attract and maintain consumer loyalty to the
company's brand. This makes the company's efficiency
decreased and the sustainability of the company is
threatened.
This research is a preliminary study for further research
that aims to find out the dynamic model of brand loyalty in
cosmetic consumers. This study will become the basis for
the further research in exploring how the dynamic model of
brand loyalty in cosmetic consumers.
Based on the previous description, it is concluded that
consumption patterns and brand loyalty behavior of
cosmetic consumers has changed over time or dynamic.
Thus, based on the background of the problem that has been
described, the problem statements were: (1) what is the
most-used and most-purchased cosmetic product by
consumers? (2) how is the cosmetic consumer loyalty to
powder and lipstick products? This study is expected to help
the cosmetic companies in managing their brand
sustainability and marketing strategies which are in
accordance with the conditions of today’s cosmetic
consumer behavior.
 II. METHODS TABLE II. THE MOST-PURCHASED COSMETIC PRODUCTS
IN PAST 6 MONTHS
This study applied a quantitative approach with survey
method with the reason that research objectives is to Most-Purchased Products in Past 6 Months
No.
describe trends, behaviors, and opinions of the population by Product Categories Frequency Percentage
studying the sample of it [18]. 1. Lipstick 30 60%
This study involved fifty female cosmetic consumers, 2. Powder 7 14%
which were selected using purposive sampling technique, in
which the criteria were the respondents must be active 3. Moisturizer 6 12%
consumers of cosmetic products (indicated by the last 4. Others 7 14%
purchases at least once in the past 6 months), living in
Yogyakarta, and aged between 16-30 years.
Based on Table III, related to the cosmetic consumer
The data were collected by distributing online
brand loyalty, it was found that out of the fifty respondents,
questionnaires. It contained four open-ended questions, i.e.,
88% stated that they had switched their lipstick and powder
(1) what were the most-used cosmetic products by
brands more than twice. The main reason of brand switching
consumers?, (2) what were the most-purchased cosmetic
in lipstick and powder products is dominated by factors of
products in the last 6 months?, (3) how many times the
curiosity, variety-seeking, and need for novelty (32%),
consumers switched cosmetic brands and what were the
followed by factor of looking for the best value product
reasons of it, and (4) what was the consumers intention
(20%) and the factor of incompatible cosmetic formula on
either to switch brands or to be loyal to their current
their facial skin (20%), and the factor of poor quality and
cosmetic brands. The data were analyzed using descriptive
poor product performance of previous brand (10%). Finally,
statistics.
it was found that only 4% \switched their powder and
The research was conducted during September to lipstick brands because of the lower price of the products
November 2018. The steps of this research were: (1) from other competitors.
Determining the criteria of the respondents for this study, (2)
constructing the questionnaires with open-ended questions, TABLE III. FACTORS OF BRAND SWITCHING
(3) collecting data by distributing the online-questionnaires,
(4) analyzing and interpretating the data, and (5) presenting Factors of Brand Switching
No.
the results on research report. Brand Switching Motives Frequency Percentage
Curiosity, variety-seeking,
1. 16 32%
need for novelty
Looking for the best value
III. RESULT AND DISCUSSION 2.
product/brand
10 20%

Result Incompatible cosmetic

3. 10 20%
formula on consumer skin
Related to the consumption patterns of cosmetic Poor quality and poor
consumers, the results showed that there were five 4. performance of previous 5 10%
categories of cosmetic products which are often used and brand
purchased regularly by the consumers i.e., powder, lipstick, Lower price of
5. 2 4%
moisturizer, BB cream, and sunscreen. competitors’ brand

TABLE I. THE MOST-USED COSMETIC PRODUCTS BY

Further, after switching brands, cosmetic consumers in
CONSUMERS
lipstick and powder products showed intention either to
Most-Used Cosmetic Product by Consumers switch brands or to keep consuming the same brands. Based
No. on Fig. 1, it was 50% percent respondents intended to be
Product Categories Frequency Percentage
loyal or keep consuming their current cosmetic brands, 34%
1. Powder 36 72%
would switch brands, the other 4% intended to use multi-
2. Lipstick 35 70% brand (more than one brand). Meanwhile, 12% respondents
stated that they did not know whether to switch brands or to
3. Moisturizer 11 22%
be loyal to their current brands.
4. BB Cream 8 16%

5. Sunscreen 7 14%

Based on Table I, there were 72% respondents stated that

powder was the cosmetic product which were often
purchased regularly, followed by lipstick product (70%),
moisturizer product (22%), BB cream (16%), and sunscreen
product (14%).
Meanwhile, based on Table II, in the past 6 months, it
was known that 60% respondents made the most frequent
purchases in lipstick product, followed by powder product
(14%), moisturizer (2%), and the other 14% made purchases
on the other cosmetic products which were not specified in Discussion
1. Fig. 1. Intention to Loyal or Switch the Current Cosmetic Brand
this study. Powder and lipstick were the most-used and the most-
purchased cosmetic products
 Based on the results of the study, it was found that
powder and lipstick products were the most-used and the
most-purchased cosmetic category by consumers with a
percentage of 72% in powder products and 70% in lipstick
products. This result was in line with three research findings
as described belows[11][16][19].
The first survey conducted by MARS Indonesia (2017)
entitled "Studi Pemasaran Produk Kosmetik di Indonesia
2017" showed that the highest penetration of cosmetic
products was in powder and lipstick categories with sales
value for powder product at 84.6 and in lipstick product at
82.9[11]. These result indicate that powder and lipstick
products were the best-selling cosmetic category on the
market compared to the other cosmetic categories.
The second survey conducted by Navitasari, Gunawan,
and Persada (2018) on active cosmetic consumers in
Surabaya showed that facial cosmetic products, including
powder (37,41%) and lipstick (55,8%) were the most-used
cosmetic products [19]. The last study that conducted by
Snapcart (2016) which involved cosmetic consumers with
the ages of 25-34 year old as respondents in five biggest
cities in Indonesia (Jakarta, Surabaya, Medan, Bandung, and
Makassar). The result showed that powder and lipstick
products ranked in the second and third position in term of
highest sales, while the first position was occupied by
moisturizer product[16].
Thus this study findings were in line with those three
studies of which that powder, lipstick and moisturizer
products were the most-purchased cosmetic products. This
strengthens the evidence that powder, lipstick and
moisturizer products are still the categories of cosmetic
products that are most-used and most-purchased by
consumers and have a great opportunity to grow in cosmetic
market.
2. Post-Purchase Behaviour: Brand Switching and
Multibrand Loyalty
Based on the results of the study, it is known that
cosmetic consumers do not always use the same cosmetic
brands, instead they switched brands especially in powder
and lipstick products with the reason of functional and
psychological motives.
The functional motives that make consumers switched
brands were looking for the best value product and the best
product performance, incompatible cosmetic formula on
consumers’ skin, as well as poor quality and poor
performance of the previous brand. Meanwhile, the
psychological motives that make cosmetic consumers
switched brands were curiosity, variety-seeking, and need
for novelty. This result was also in line with a study
conducted by Navitasari, Gunawan, and Persada (2018), of
which 38.90% cosmetic consumers in Surabaya were also
found to performed brand switching when they felt
incompatible with the previous brand[19].
Regarding variety-seeking behavior of cosmetic
consumers in this study, the results was in line with a survey
conducted by Corra (2016) with 1000 female cosmetic
consumers as the sample, 1/3 of them were found switched
their lipstick brands overtime and only 6% of them had a
preference to be loyal to previous lipstick brands, while the
rest prefered to try new lipstick brands as an alternative of
either to switch brands or be loyal to the previous ones[20].
The cosmetic consumers behavior such variety-seeking
behavior that we found in this study can be explained by the
optimum stimulation level theory of Baumgartner and
Steenkamp (1992). They explained that consumers as
individuals have exploratory behavior and drive to achieve
comfort by seeking for new stimulation. This means that
when consuming a brand, consumers have a sense of
boredom, desire to try new things, or a need for sensing new
stimulus over time to reach a state in which consumers feel
comfortable with the exposure of the stimuli up to a certain
level (Optimum Stimulation Level) [21]. This is what we
predicted to be the reason of cosmetic consumer switching
brands in powder and lipstick products, i.e. variety-seeking
behavior and intention to consume multiple brands (more
than one brand).
Furthermore, related to the post-purchase behavior, it
was found that consumers predominantly intended to be
loyal to the current brands (50%). Nevertheless, it was found
that 34% consumers intended to switch brands and consume
multiple brands (more than one brand). Post-purchase
attitude of cosmetic consumers such as intention to switch
brands and to consume multiple brands found in this study is
contrary to the concept of loyalty which needs to be
concerned by the companies of cosmetic products.
The results of this study provide knowledge that powder
and lipstick products are still the most-purchased cosmetics
by consumers. Further, the cosmetic consumers were also
found to switch brands more than twice, because of
functional motives (looking for best value brands with the
best quality and performance) and psychological motives
(curiosity, variety-seeking and need for novelty).
IV. CONCLUSION
Based on the results of this study, it can be concluded
that powder and lipstick categories are the most-used and
purchased cosmetic products. It is also known that lipstick
products are the most-purchased cosmetic category in the
past 6 months. Regarding cosmetic consumer brand loyalty
behavior, 88% powder and lipstick consumers switched
brands more than twice due to the factors of curiosity and
variety-seeking as a psychological motives and looking for
the best value product, incompatible cosmetic formula on
their facial skin, poor quality,
poor performance of previous brand, and the lower price of
competitors’ product as a functional motives.
Finally, it was found that 50% cosmetic consumers
intended to be loyal to current cosmetic brands, whereas
34% intended to switch their brands, 4% intended to
consume multi-brands, and the rest of 12% respondents
were not certain of their choices of either to switch brands or
be loyal to their previous ones. This findings provides a new
knowledge that cosmetic consumers brand loyalty is a
dynamic behavior which indicated by brand switching
behavior overtime.
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Penilaian Keberkesanan Modul Kerjaya STEM Terhadap Kesediaan Hala Tuju Kerjaya Murid Sekolah
Menengah Kawasan Luar Bandar

Lenny Shafinaz Md Yusoff

P99926@siswa.ukm.edu.my
Salleh Bin Amat, Ph.D
sallehba@ukm.edu.my
Mohd. Izwan Mahmud. Ph.D
izwan@ukm.edu.my

Universiti Kebangsaan Malaysia

Dasar 60:40 bagi murid sains dan sastera masih belum tercapai walaupun selepas 52 tahun pelaksanaannya.
Modul Intervensi Pendidikan Kerjaya sains, teknologi, kejuruteraan dan matematik (STEM) sebagai satu kaedah
intervensi pendidikan hala tuju kerjaya di sekolah menengah untuk menarik minat murid terhadap bidang
STEM. Modul ini dibangunkan bagi membantu murid-murid yang kurang pengetahuan tentang hala tuju kerjaya
STEM dan ianya boleh digunakan sebagai sumber maklumat oleh ibubapa dalam memahami kebolehan anak-
anak dan kepada guru-guru untuk membangunkan bakat dan potensi murid. Melalui aktiviti penerokaan kerjaya,
murid dapat banyak pengetahuan, kemahiran dan pengalaman kerjaya seterusnya dapat meningkatkan
kecemerlangan akademik dan kecemerlangan kerjaya masa hadapan mereka.

Kata kunci: STEM, hala tuju kerjaya, bakat dan potensi, penerokaan kerjaya

Pengenalan:

Murid-murid perlu didedahkan dengan pengetahuan kerjaya sejak dari sekolah rendah lagi. Penetapan minat,
hala tuju dan sasaran kerjaya sangat penting kepada setiap murid dalam mengenal pasti minat yang ada dalam
dirinya sendiri. Kecenderungan diri yang perlu diketahui ialah kemahuan dan impian yang menjadi kunci
kejayaan dalam hidup untuk melaksanakan amanah menuntut ilmu. Pemahaman terhadap hala tuju akademik
berlandaskan minat dan kemahiran sangat berkesan dalam menentukan pengajian yang akan mereka pilih.
(Halim, 2019). Ibu bapa mesti berperanan dalam memberikan pendedahan pendidikan kerjaya seawal yang
mungkin kepada anak-anak sewaktu di rumah samada melalui bahan bacaan, alat permainan atau membawa
anak-anak ke tempat-tempat tertentu yang dapat memberikan maklumat tentang kerjaya. Guru Bimbingan dan
Kaunseling Sekolah Kebangsaan (SK) Putrajaya Presit 9(2) Sekolah Berprestasi Tinggi, Puan Mazli Sham
Abdullah menekankan bahawa pendedahan maklumat kerjaya sejak sekolah rendah dapat meningkatkan
pemahaman dan kesedaran diri murid mengenai bidang yang ingin mereka ceburi pada masa hadapan. (Berita
Harian, 2017). Bimbingan pendidikan kerjaya yang lebih meluas mesti diteruskan di peringkat sekolah
menengah melalui pelbagai pendekatan program seperti seminar kerjaya, bengkel kerjaya, ceramah kerjaya,
intervensi kerjaya, lawatan kerjaya, perkongsian pengalaman kerjaya dan juga pameran-pameran kerjaya yang
dianjurkan di luar atau di dalam sekolah dengan menjemput pelbagai agensi kerajaan dan bukan kerajaan untuk
berkongsi maklumat dan kepakaran dalam bidang kerjaya masing-masing. Masa kini pendidikan kerjaya dalam
bidang sains, teknologi, kejuruteraan dan matematik (STEM) amat diperlukan bagi mendepani cabaran revolusi
perindustrian keempat untuk menyampaikan pengetahuan tentang kerjaya dan laluan hala tuju kerjaya kepada
murid-murid khususnya di sekolah menengah. Murid-murid ini sangat perlu didedahkan dengan pengetahuan
kerjaya dalam bidang STEM seawal yang mungkin.

Pendidikan kerjaya berkaitan bidang sains, teknologi, kejuruteraan dan matematik (STEM) yang lebih meluas
amat sesuai dilaksanakan di peringkat sekolah menengah melalui aktiviti penerokaan menggunakan Modul
Intervensi Pendidikan Kerjaya STEM. Mohd Izwan Mahmud (2016) melalui pembacaan kepustakaannya
tentang program kerjaya berstruktur di peringkat sekolah menengah telah menyenaraikan tujuh kajian berkaitan
intervensi pendidikan kerjaya yang menggunakan modul iaitu: Modul Merancang kerjaya (Amla, Mizan &
Salleh Amat, 1998), Modul Perkembangan Kerjaya Bersepadu (Sidek, 1992), Program Maju Diri (Jamaludin
Ahmad, 2002), Program Eksplorasi Kerjaya (Lau, 2011), Modul Kembara Kerjaya (Amla, Salleh, 2010),
Bengkel Merancang Kerjaya (Abd Halit, 2007) dan Modul Kesedaran Kerjaya (Mohd Ali Jamaat, 2010). Beliau
telah merumuskan bahawa kajian-kajian tersebut menunjukkan terdapat kesan yang positif ke atas
perkembangan kerjaya murid. Oleh yang demikian, intervensi menggunakan modul pendidikan kerjaya STEM
ini diharapkan dapat memberikan pendedahan berkaitan cita-cita dan kerjaya murid-murid seiring dengan
perubahan masa depan dalam mendepani revolusi perindustrian 4.0. Akhirnya diharapkan kajian ini mampu
memberi impak kepada murid-murid di sekolah menengah untuk meningkatkan pengetahuan kerjaya, mengenali
bakat dan potensi diri dalam usaha memilih hala tuju kerjaya mereka pada masa hadapan dan seterusnya mampu
mencapai sasaran 60:40 seperti yang dihasratkan oleh kerajaan.
 Latar Belakang Kajian:

Kajian oleh McLeod, Scott and Karl Fisch dalam Laporan World Economic Forum (2016) telah
menggambarkan bahawa 65 peratus kanak-kanak yang memasuki sekolah rendah hari ini akhirnya akan bekerja
dalam jenis pekerjaan yang baru atau masih belum wujud lagi sekarang ini kesan daripada revolusi perindustrian
keempat. Fenomena terkini dalam bidang sains, teknologi, kejuruteraan dan matematik (STEM) menunjukkan
bahawa walaupun sudah lima puluh dua tahun berlalu, sasaran Kementerian Pendidikan Malaysia untuk
mencapai nisbah 60:40 murid sains berbanding sastera atau sains sosial sejak tahun 1967 pada peringkat
sekolah dan institusi pengajian tinggi masih lagi belum terhasil. Ini dapat dibuktikan melalui Lembaga
Peperiksaan yang menunjukkan keputusan Sijil Pelajaran Malaysia (SPM) 2018 yang diumumkan pada bulan
Mac 2019 yang lalu melaporkan penurunan mendadak bagi beberapa mata pelajaran berkaitan STEM seperti
yang dapat dilihat dalam carta di bawah ini.
Justeru, jumlah murid dalam aliran STEM yang berkurangan ini pasti memberikan implikasi kepada institusi
pengajian tinggi dan institusi latihan kemahiran untuk melahirkan tenaga pekerja-pekerja mahir dan separa
mahir seperti juruteknik, ahli matematik, sains aktuari, penganalisis sistem, pereka grafik, penyelidik, jurutera
dan juga arkitek. (Harian, 2019).

Sumber: Berita Harian (2019)

Baru-baru ini, Dr Maszlee Malik Menteri Pendidikan, dalam
ucaptamanya pada Sidang Kemuncak Kepimpinan Asia Bett dan Ekspo 2019 menyatakan bahawa jumlah murid
yang mengambil mata pelajaran sains, teknologi, kejuruteraan dan matematik merosot saban tahun. Beliau
berkata, walaupun peranan STEM berkait rapat dengan pekerjaan baharu muncul dan industri digital yang
berkembang pesat, namun penawaran bakat dalam bidang itu agak membimbangkan kerana pada tahun 2018
hanya 44 peratus murid Malaysia mengambil bidang STEM berbanding 49 peratus pada tahun 2012. Beberapa
kajian telah menunjukkan bahawa kekurangan pendedahan mengenai aplikasi subjek sains dan matematik
dengan kehidupan seharian juga menjadi antara sebab penurunan ketara murid dalam bidang STEM daripada
203,391 orang pada 2012 kepada 167,962 orang pada 2018 seperti yang dinyatakan oleh Ketua Pegawai
Eksekutif Akademi Sains Malaysia, Hazami Habib kepada BERNAMA.

Pengerusi National STEM Movement, Prof Datuk Dr. Noraini Idris pula melaporkan bahawa penurunan ketara
itu dapat dilihat daripada bilangan kelas aliran sains di sekolah yang sebelum ini bilangannya empat atau lima
tetapi kini hanya satu atau dua kelas sahaja dan trend pengurangan jumlah murid aliran STEM tersebut akan
memberi implikasi terhadap daya tampung tenaga profesional bagi pembangunan negara pada masa depan
dengan akhirnya pengeluaran jurutera, saintis, doktor yang berkualiti tidak akan menjadi kenyataan. Terkini,
Salman Hamat Amir Abd Hamid dan Muhammad Saufi Hassan dan Mahaizura Abd Malik 2019 melalui
penulisan mereka di MyMetro mengatakan bahawa menjelang tahun 2020 dianggarkan 133 juta jenis pekerjaan
di dunia akan berubah menjadi pekerjaan baharu manakala 75 juta lagi akan pupus akibat perkembangan
teknologi, dapatan tersebut mereka perolehi melalui Laporan Pekerjaan Masa Hadapan 2018 yang dirumuskan
World Economic Forum dalam persidangannya di Switzerland pada tahun lalu.

Walaupun Malaysia belum lagi mencapai status negara maju yang didominasikan oleh pengaruh teknologi
Revolusi Industri 4.0, namun kesannya sudahpun mula dirasai terutamanya kepada sektor pendidikan dalam
menyediakan tenaga kerja yang memenuhi keperluan pasaran pekerjaan. (Harian 2019). Kesimpulannya, isu-isu
yang terhasil daripada perubahan revolusi perindustrian keempat ini telah memberi kesan yang agak besar
terhadap perkhidmatan kaunseling pendidikan kerjaya masa kini di sekolah yang agak jauh terkebelakang
dengan keperluan pekerjaan abad ke 21. Sejauh manakah persediaan dari segi pendidikan kerjaya di sekolah
menengah mampu menyediakan murid-murid yang berpengetahuan dengan kemahiran abad ke-21 yang mereka
perlukan pada masa akan datang.
 Pernyataan Masalah:

Polisi nisbah 60:40 (sains: sastera) telah diamalkan dalam sistem pendidikan negara sejak tahun 1967 sehingga
ke hari ini, di mana dalam Dasar Pendidikan Kebangsaan, perkara 4.9, dinyatakan bahawa sekolah menengah
perlu mencapai nisbah tersebut bagi memastikan negara mempunyai sumber manusia dalam bidang sains dan
teknologi dan 60% pelajar sekolah harus mengikuti aliran sains. Timbalan Menteri Pendidikan terdahulu, dalam
sesi soal jawab di Dewan Rakyat menyatakan bahawa, Kementerian Pendidikan menerusi Pelan Pembangunan
Pendidikan Malaysia (PPPM) 2013-2025 melaksanakan pelbagai strategi pengukuhan bagi mata pelajaran Sains,
Teknologi, Kejuruteraan dan Matematik (STEM) dalam usaha melahirkan lebih ramai pakar dalam bidang itu
untuk kepentingan negara. Justeru dalam usaha mencapai dasar 60:40 (sains: sastera) negara amat memerlukan
murid-murid yang mempunyai kesediaan hala tuju kerjaya yang tinggi dalam bidang STEM.

Namun begitu, penyertaan murid sekolah menengah dalam aliran sains masih belum berjaya mencapai nisbah
yang telah ditetapkan pada tahun 1967 tersebut. Menurut statistik yang diterbitkan oleh KPM dari tahun 1981
sehingga 2010, peratusan pelajar sekolah menengah yang menyertai aliran sains belum pernah mencapai nisbah
60:40 tersebut. Terdapat juga jurang yang besar antara pelajar sekolah bandar dan luar bandar dalam
perspektif pendidikan sains dan matematik. Peratusan pelajar sekolah bandar yang mengikuti mata pelajaran
Fizik, Kimia, Biologi dan Matematik Tambahan sentiasa jauh lebih tinggi berbanding rakan mereka di luar
bandar. Keputusan peperiksaan sains dan matematik di peringkat PMR dan SPM rata-rata menunjukkan bahawa
pelajar sekolah bandar jauh lebih baik daripada pelajar di luar bandar. Implikasinya, walaupun kerajaan telah
menggubal dasar sedia ada dan memperkenalkan pelbagai dasar dan pelan pendidikan serta mengambil pelbagai
pendekatan tetapi masalah penjurusan pelajar yang berminat untuk mengikuti bidang aliran sains dan teknikal
masih belum dicapai dalam sistem pendidikan negara kita. Nisbah pelajar aliran sains: sastera (60:40) masih
jauh untuk dipenuhi sekiranya tiada usaha yang sewajarnya diambil.

Kenyataan di atas di sokong oleh Ayob (2012) dalam Siti Hajar (2013) yang mendapati minat pelajar terhadap
sains dan matematik semakin merosot merupakan fenomena yang berlaku di seluruh dunia. Ini berdasarkan
Laporan oleh Organization for Economic Cooperation and Development (OECD) pada tahun 2010 yang telah
mendapati terdapat trend enrolmen yang membimbangkan dalam bidang seperti Matematik, Fizik dan Kimia di
mana berlaku penurunan graduan universiti sehingga 30 hingga 50 peratus dalam masa 8 ke 10 tahun ini. Malah
hasil kajian (Syed Abd Hakim 2007 ; Ghandiswari 2009; TIMSS 2007 dalam Phang 2012) juga mendapati
terdapat pelbagai faktor yang mengakibatkan kemerosotan pelajar dalam membuat pilihan sama ada aliran sains
dan teknikal atau sastera semasa di peringkat sekolah menengah, antaranya ialah faktor berkaitan persepsi dan
kerisauan terhadap pencapaian yang rendah dan kesukaran menguasai konsep sains, pengaruh rakan sebaya dan
ibu bapa yang tidak kondusif terhadap sains dan matematik dan tanggapan bahawa peluang melanjutkan
pelajaran di peringkat tertiari yang lebih kecil bagi pelajar aliran sains. Bertepatan dengan fenomena di atas,
dirumuskan bahawa kemerosotan jumlah pelajar aliran sains yang semakin kritikal mencetuskan satu fenomena
baru dunia pendidikan negara yang selama ini mensasarkan hala tuju sebuah negara maju. Justeru, kajian ini
bertujuan untuk membangunkan modul kerjaya bagi pelajar sekolah menengah luar bandar agar dapat
pengetahuan berkaitan bidang sains dan teknologi, meningkatkan efikasi kendiri dan pada yang masa yang sama
dapat membantu pelajar membuat pilihan kerjaya yang sesuai dalam bidang STEM.

Ulasan Kajian Lepas:

STEM

STEM adalah akronim untuk Sains, Teknologi, Kejuruteraan, dan Matematik. Walaupun begitu, Sneideman
(2013) dalam Mazlini (2016) berpandangan bahawa STEM adalah suatu falsafah atau cara berfikir – di mana
beberapa mata pelajaran iaitu Sains, Matematik, Kejuruteraan dan Teknologi diintegrasikan menjadi satu bidang
pendidikan yang dianggap lebih sesuai dan relevan untuk diajarkan di sekolah terutamanya, kerana ia
menekankan aspek praktikaliti dan realiti. Menurut pandangan pakar dalam bidang awal kanak-kanak,
pendidikan STEM harus dimulakan di peringkat awal umur (Katz, 2010; Mazlini, 2016). Dapatan kajian-kajian
lepas menunjukkan bahawa pendedahan STEM dalam pendidikan awal kanak-kanak dapat: (a) membina asas
pembelajaran dan perkembangan minda kanak-kanak pada masa hadapan; (b) membantu dalam perkembangan
pemikiran kritis dan kemahiran penaakulan; (c) meningkatkan minat kanak-kanak terhadap pembelajaran Sains
dan Matematik, dan minat terhadap kerjaya berkaitan STEM; (d) mengembangkan sifat ingin tahu, suka
bertanya dan suka menyiasat; dan (e) memberi pengalaman luas kepada kanak-kanak mengenai dunia
semulajadi dan dunia buatan di sekeliling mereka (Katz, 2010; Hoachlander & Yanofsky, 2011; National
Research Council (NRC), 2011; Bybee, 2013; Mazlini, 2016).
Kanak-kanak yang sedang berkembang dari segi kapasiti intelektual mempunyai keinginan dalam mencari
pengetahuan baru. Keinginan dalam mencari ilmu pengetahuan yang baru hendaklah dibimbing dengan kaedah
yang betul, mereka juga mula berfikir mengenai kerjaya mereka di masa depan apabila meningkat remaja dan
memerlukan bimbingan vokasional. (Shima,2019). Suradi Salim, (1996) dalam Amla (2008), menegaskan
bahawa murid-murid sekolah menengah di Malaysia didapati masih belum mendapat maklumat yang
mencukupi mengenai pekerjaan yang mereka cita-citakan. Kajian-kajian yang berkaitan juga mendapati bahawa
bilangan mereka yang memilih pekerjaan kerana kesesuaian dengan diri mereka adalah amat kecil sekali. (Amla
et.al, 2008). Maklumat daripada beberapa tahun kebelakangan ini, didapati terdapat minat yang semakin
menurun dalam bidang STEM. Lima dekad telah berlalu, dasar 60:40 masih belum berjaya dilaksanakan
sepenuhnya sehingga kini. Seterusnya kajian-kajian yang pernah dilakukan oleh penyelidik-penyelidik ini (Shah
Ghazali Khan, 1987; Noeth, Roth dan Prediger, 1975; Fatimah Mahmud, 1986) mendapati secara umumnya
pengetahuan murid tentang perkara-perkara yang berkaitan dengan pemilihan kerjaya adalah rendah dan amat
terhad yang menunjukkan tahap kesedaran kerjaya mereka adalah rendah walaupun terdapat segelintir murid
yang mempunyai kesedaran kerjaya yang tinggi. (Amla et.al, 2008) menguatkan lagi kenyataan yang pernah
dikeluarkan oleh KPM seperti dalam Laporan Awal Pelan Pembangunan Pendidikan Malaysia 2013-2025
(PPPM 2013-2025) seperti yang telah dinyatakan di atas.

Pendidikan Kerjaya

Pendidikan hala tuju kerjaya seharusnya menjadi isu utama dalam sistem pendidikan negara bagi menghadapi
cabaran dan peluang pekerjaan untuk mendepani revolusi perindustrian keempat di negara Malaysia. Kesilapan
memilih bidang pengajian diperingkat seterusnya boleh menyebabkan terjejasnya kerjaya pada masa hadapan
(Liyana et.al, 2014). Ini dibuktikan melalui Laporan Awal Pelan Pembangunan Pendidikan Malaysia 2013-2025
(PPPM 2013-2025), yang menyatakan bahawa guru bimbingan dan kaunseling perlu membantu murid-murid
merancang laluan pendidikan dan memilih hala tuju kerjaya. Namun begitu, di dapati guru bimbingan dan
kaunseling kurang berperanan dan tidak bersedia sebagai pembimbing murid ke arah perancangan laluan
pendidikan kerjaya murid. (Kementerian Muridan Malaysia 2012). Walaupun perkhidmatan bimbingan dan
kaunseling telah lama wujud di negara ini dan Bahagian Pengurusan Sekolah Harian, Kementerian Pendidikan
Malaysia telah mengambil inisiatif untuk menerbitkan Buku Panduan Pelaksanaan Perkhidmatan Bimbingan
dan Kaunseling di Sekolah Rendah dan Menengah pada tahun 2014 bagi menggantikan Buku Panduan
Pelaksanaan Perkhidmatan Bimbingan dan Kaunseling di Sekolah Rendah dan Menengah Edisi 2009. Namun
begitu, pendidikan kerjaya murid didapati masih lagi kurang menyeluruh dan tidak memuaskan terutamanya di
sekolah kawasan luar bandar (Shima 2019).

Dalam usaha mendepani cabaran pendidikan kerjaya revolusi perindustrian 4.0, berdasarkan perbincangan dan
hasil kajian kepustakaan oleh Mohd Izwan Mahmud (2016) seperti yang telah dinyatakan sebelum ini,
mendapati modul-modul pendidikan kerjaya yang ada sekarang perlu ditambah baik sesuai dengan kedatangan
revolusi perindustrian 4.0 ini, secara tidak langsung ianya juga menuntut perubahan dan transformasi dalam
bidang pendidikan kerjaya di Malaysia agar sekolah dapat menyediakan murid-murid yang mampu memilih
kursus yang mempunyai kemahiran mengikut kehendak industri, berpengetahuan analitikal dan kemahiran
penyelesaian masalah. Perkembangan terbaru dalam revolusi perindustrian keempat ini telah mewujudkan
keperluan untuk menyediakan satu modul pendidikan kerjaya yang mampu melahirkan murid-murid yang
berkemahiran tinggi, kenal diri, kenal dunia pekerjaan masa hadapan, tahu minat dengan jelas dan mampu
memadankan diri dengan pekerjaan abad ke 21.

Hussin dan Zakuan (2009) sepuluh tahun yang lalu dalam kajian mereka juga telah mengenal pasti empat isu
yang mempunyai kaitan dengan pelaksanaan dasar 60:40 penyertaan murid dalam bidang sains dan teknologi,
salah satunya ialah berkaitan minat dan kecenderungan murid untuk mengikuti kursus berkaitan bidang sains
dan teknologi. Beberapa penyelidikan terdahulu juga telah membuktikan bahawasanya masalah murid yang
tidak mempunyai maklumat kerjaya mencukupi adalah kerana pengurusan maklumat kerjaya yang berterabur,
tidak lengkap, sudah lapuk dan sukar diperolehi kerana tidak ada satu sistem yang kemas kini, meluas dan
mudah diperolehi. Perkara inilah yang menjadi cabaran kepada murid, pencari kerja dan para kaunselor
vokasional dalam menyahut desakan keperluan merancang yang berkesan (Gan Mui Huei, 1996; Amla et.al,
2008).Berdasarkan perbincangan di atas, memperlihatkan bahawa murid-murid di sekolah menengah amat
memerlukan pengetahuan tentang kerjaya, bimbingan serta kemahiran yang sesuai dan kaedah yang betul dalam
meningkatkan kesediaan kerjaya mereka dengan abad ke-21. Amla dan rakan-rakan, juga telah merumuskan
bahawa melalui pendidikan kerjaya, ianya dapat membantu seseorang untuk memperolehi pekerjaan dan
menentukan sama ada dia suka atau sebaliknya terhadap pekerjaan yang dilakukannya serta membantu individu-
individu tersebut mengembangkan lagi kemahiran serta pengetahuan yang berkaitan dengan pekerjaan yang
dilakukannya itu. (Amla.et.al,2008). Jelas sekali, melalui pendidikan kerjaya, seseorang itu akan dapat
pengetahuan yang betul serta mampu membuat persediaan yang sewajarnya terhadap pekerjaan impian atau
cita-cita yang mereka idamkan.

Sidek, 2018 dalam Syarahan Inaugural bertajuk Aplikasi Ujian Psikometrik dalam Bimbingan dan Kaunseling
kerjaya menyatakan bahawa masalah individu berkaitan kerjaya ada tiga iaitu: (i) individu tidak kenal diri
khususnya minat, personaliti, nilai dan pencapaian, (ii) individu tidak kenal dunia pekerjaan iaitu kurang
maklumat kerjaya dan (iii) individu tidak berupaya membuat keputusan kerana mempunyai pelbagai minat,
minat tidak jelas atau tiada minat. Menurut beliau lagi strategi terbaik pemilihan kerjaya apabila seseorang itu
kenal dirinya, kenal dunia pekerjaan yang akan dihadapi dan mampu memadankan diri dengan pekerjaan
tersebut. Kerajaan Amerika beberapa tahun dahulu juga telah mengambil langkah serius untuk memulihkan
keadaan murid-murid mereka yang kurang pengetahuan pendidikan kerjaya dengan memperkenalkan dasar
pendidikan negara mereka iaitu No Child Left Behind. Akta ini disertakan sekali dengan sokongan kewangan
yang telah banyak mendorong pelbagai pihak untuk mengambil langkah yang sewajarnya termasuklah
membangunkan potensi kerjaya dalam kalangan murid-murid yang menunjukkan potensi cicir, ponteng dan
gagal dalam akademik. Program-program pendidikan kerjaya tersebut telah berjaya meningkatkan motivasi
belajar, mengurangkan keciciran dan berjaya mendorong murid-murid untuk terus belajar. Malah, terdapat
dalam kalangan murid ini yang berjaya dan berminat untuk melanjutkan pelajaran mereka ke peringkat yang
lebih tinggi lagi. (Amla et.al, 2008).

Berdasarkan perbincangan, dapat dirumuskan betapa pentingnya murid-murid sekolah menengah mempunyai
pengetahuan berkaitan pendidikan kerjaya STEM yang diperolehi melalui pendekatan atau intervensi yang
bersesuaian agar dapat menarik minat murid-murid memilih bidang-bidang pengajian berkaitan STEM dan
seterusnya mampu memasuki pasaran pekerjaan dalam industri pada masa akan datang.

Tujuan Kajian:

Berdasarkan perbincangan-perbincangan di atas, kajian ini bertujuan untuk menyediakan satu Modul berbentuk
Intervensi Pendidikan Kerjaya dalam bidang sains, teknologi, kejuruteraan dan matematik (STEM) ke atas
murid-murid di sekolah menengah kawasan luar bandar.

Persoalan Kajian:

Terdapat beberapa persoalan yang diketengahkan dalam kajian yang dijalankan. Persoalan yang akan
dibangkitkan adalah:
1. Mengenalpasti keperluan pembinaan modul pendidikan kerjaya dalam bidang sains, teknologi, kejuruteraan
dan matematik (STEM).
2. Mengenalpasti tahap minat kerjaya dalam bidang sains, teknologi, kejuruteraan dan matematik (STEM)
3. Mengukur korelasi pengetahuan kerjaya dan minat kerjaya terhadap perancangan hala tuju kerjaya murid
dalam bidang sains, teknologi, kejuruteraan dan matematik (STEM)
4. Mengukur kesan modul pendidikan kerjaya STEM terhadap pengetahuan kerjaya dalam bidang sains,
teknologi, kejuruteraan dan matematik.
5. Mengukur kesan modul pendidikan kerjaya STEM terhadap minat kerjaya dalam bidang sains, teknologi,
kejuruteraan dan matematik.
6. Mengukur kesan modul pendidikan kerjaya STEM terhadap efikasi kendiri dalam bidang sains, teknologi,
kejuruteraan dan matematik.
7. Mengukur regresi pengetahuan kerjaya, minat kerjaya dan efikasi kendiri terhadap minat kerjaya dalam
bidang sains, teknologi, kejuruteraan dan matematik (STEM).
8. Menentukan kebolehpercayaan modul pendidikan kerjaya STEM.

Perbincangan:

Pelbagai kajian telah dijalankan yang menunjukkan bahawa STEM adalah sangat berkesan dalam meningkatkan
minat pelajar terhadap sains dan matematik dan kejayaan dalam bidang pekerjaan berkaitan STEM. (Mazlini,
2016). Penyelidik berharap sebelum tahun 2025, sebuah Modul Kerjaya STEM dapat dibangunkan dan
dijadikan sebagai intervensi kepada pendidikan kerjaya STEM yang dapat memberikan pengalaman
pembelajaran yang berkesan dan menarik kepada murid-murid di sekolah menengah serta dapat membantu guru
bimbingan dan kaunseling berperanan dan bersedia sebagai pembimbing murid ke arah perancangan laluan
pendidikan kerjaya murid.
RUJUKAN

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 Urgency of Career Understanding of High School Students in Making Career Decisions
1st Risnasari Z
Universitas Negeri Yogyakarta
Yogyakarta, Indonesia
risnasariz.2018@student.uny.ac.id
risnasariiiz@gmail.com
Abstract—Career is important in one's life. A
good career must be prepared since students
have been able to understand themselves and
understand the various types of careers that
exist. That way students easily make career
decisions that they will choose later. High
school students are considered to have to
prepare their careers well because a person's
career can determine the welfare of the life
to come. The purpose of this literature study
is to explain the urgency of career
understanding that high school students
must have in making career decisions.
Keywords— Career Understanding, Career
Decisions
I. INTRODUCTION
In this modern era, the development
of education is increasingly advanced both
formal and non-formal education. Formal
education is part of helping students to
achieve career development. In the field of
2nd Agus Basuki
Universitas Negeri Yogyakarta
Yogyakarta, Indonesia
agus_basuki@uny.ac.id
career guidance and counseling career
guidance is one type of service from the
guidance and counseling program. Career is
a very important thing for someone's life
according to career influences human life as
a whole in deciding the most important
career thing in every human life. To be able
to decide a career correctly requires an
understanding of careers.
Career understanding can be
obtained from the role of the Guidance and
Counseling teacher in schools in providing
information services and career guidance
[1]. Suggests the role of guidance and
counseling teachers in schools that is
helping students to develop and make
informed decisions in career choices[2].
Career decisions are chosen by each student
from the time they enter adolescence,
adolescents are considered to have been able
to understand themselves to be able to make
career decisions, this is reinforced by
opinions Santrock who said that during
adolescence, adolescents develop optimally
in the cognitive aspects of adolescence into
the formal thinking process [3]. It can be
said that late teens have entered the stage of
thinking intellectually or thinking logically
to make a career plan that has been well
understood, therefore the need for good
career understanding for high school
students to be able to make career decisions
appropriately. So that understanding can be
said as a person's ability to understand
information by explaining their sentences
such as the ability to explain, interpret,
conclude and plan.
Who explained that teachers of
guidance and counseling in schools must
carry out career guidance to the maximum
and effectively to prevent students dropping
out of school which results in poverty,
increased unemployment, interdependent of
each other's lives and low quality of life
amid social and social life current
development [2].
Career understanding is an important
aspect of career guidance and counseling
service programs, which is meant career
guidance and counseling that is an
understanding of development, exploration,
aspirations and rational and realistic career
decision making by the potential and career
opportunities that exist [4]. Efforts that can
be given to students are by providing career
understanding so that students can
understand as a whole what is a true career.
Career understanding can be concluded that
a student's mastery of the world of careers is
characterized by a deep introduction to
various career information available.
Creed, Wong Hood argues that career
decisions are complex endeavors that
require information about themselves and
future careers [5]. Career decision is a
process of choice to choose an education
and occupation which is covered by
opportunities to be taken then interests,
personality types, feelings of obstacles and
vocational identities owned [6].
Dewa Ketut Sukardi states career
decision making is a process in which a
person makes a selection of various choices
related to plans [7]. According to Gati,
Krausz and Osipow career decision making
is a process of individuals realizing a need in
making career decisions, being able to
realize, being able to make decisions
correctly and by the individual's life goals
[8].
 The career decision-making process
is a career decision-making process that is a
process of determining career choices from
several choices based on self-understanding
and career understanding [9]. Santrock
explains that in making career decisions
many teenagers experience changes in
making decisions due to lack of exploring
career choices themselves and too little to
receive guidance from school counselors [3].
Career decision making is a process
that determines the future of a person to
have independence regarding job choices by
interests and abilities [10]. Brown explains
decision making not only involves the
process of making career decisions but
commitment in carrying out choices,
decision making includes a person's
activities in carrying out the commitments
that must be carried out to support the goals
of the specified career choice [11].
Based on the definition of career
decision making above, it can be concluded
if career decision making is a process
carried out by individuals in choosing
education and work which is covered by
personal aspects (interests, personality types,
vocational identity, feelings of obstacles)
and aspects of information related to the
choices that will be was taken.
The purpose of this literature study is to
show the importance of career
understanding that students must have to be
able to make career decisions so that
students make career decisions that are by
their abilities and career knowledge. Career
understanding can be seen from the
independence of students in deciding careers
such as confidence in making decisions,
understanding about self-interest, being able
to understand the various career choices that
exist.
II. METHODS
The method used is a literacy study
with research subjects of high school
students. The type of data used is secondary
data. The data collection method is a
literature study. The method to be used is the
literature study. The data obtained are
compiled, analyzed, and concluded to obtain
conclusions regarding the study of literature.
III. RESULT AND
DISCUSSION
Result
The results of the literature study that
has been carried out is the importance of
understanding the career of high school
students very influential on student career historical trends, media and
decision making. Students who have a good globalization[12]. Patton & McMahon also
career understanding will easily make career explained that a past condition also
decisions. Career understanding can be influenced the career selection process such
obtained with a lot of career information as the labor market, workplace, social status,
obtained from the guidance and counseling economy, and a community group.
teacher at school. Career decisions can be
Describe several issues relating to
chosen by high school students because the
adolescents who experience problems with
age of high school students can already
the type of education related to the type of
think intellectually and think logically.
work in the future, career planning, decision
making about travel for the future and the
latter must be had [13].

Students' efforts in making desired

Discussion
career decisions sometimes face obstacles in
the process. Barriers such as several factors
Career decision making is a complex
that can hinder students' efforts to achieve
process, based on the normative theory of
the expected goals such as the environment
decision making, the best career decision is
that comes from oneself or themselves.
to assist individuals in making decisions.
Decision making is a process that begins
Based on these explanations in
through the selection of alternative
career decision making several factors can
comparisons and evaluations available [8]
influence students in making decisions.
Students make a career decision based on
Students who already understand careers
career understanding that has been
well will consider several factors that they
understood so that students develop a
usually face in being able to make career
process of understanding critical thinking.
decisions appropriately. The implementation
of career guidance services can be carried
Factors that influence adolescent
out well if supported by counselors or
career decision making including peers,
teachers of guidance and counseling in
geographical location, educational
schools by creating programs related to the
institutions, political conditions, family,
provision of career information services that
will provide a career understanding to
students. For this reason, there needs to be a
role of guidance and counseling teacher in
providing career guidance related to career
understanding to make career decisions.
Career guidance is one type of
guidance that seeks to help students in
solving career problems to be able to get the
best self-adjustment in the hope that the
service is provided to students so that
students are able to gain an understanding of
themselves and the world of work that is
finally able to determine career choices and

make career decisions precisely in ACKNOWLEDGMENT

accordance with the state of students The author thanks the parties involved in

themselves. writing this article. Hopefully, this article

writing can be useful for readers in scientific
development needed. The author also
IV. CONCLUSION
expresses his gratitude for the Postgraduate
Based on the study of literature program of Yogyakarta State University's
above, it can be concluded that the Guidance and Counseling Study Program
importance of students understanding
careers so they can decide career well.
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 The Role Of Self Confidence Towards Gender-Based Career Planning

Nova Lina Eldasari1

Deptartement of Postgraduate
Guidance and CunselingProgram
Yogyakarta State University
Yogyakarta, Indonesia
Novalina.2018@student.uny.ac.id
Rosita Endang Kusmaryani2
Department of Psychology
Yogyakarta State University
Yogyakarta, Indonesia
Rosita_ek@student.uny.ac.id
Eka Agustina3
Department of English Education
STKIP Nurul Huda
Palembang, Sumatera Selatan
ekaagustina@stkipnurulhuda.ac.id

Andika Ari Saputra4

Departemen of NU Islamic Institute of
Religion ma'arif
Lampung, Indonesia
ari.andika75@yahoo.com
Abstract— Self-confidence has an important role for everyone,
both men and women. The problem of low self-confidence can
create obstacles in the areas of learning, personal-social, and
career life. The objective of this research was to determine
career planning on the level of student confidence based on
gender. The method used is a survey method. To collect the
data the researcher used a scale of confidence. The total
sample in this research was 92 students with a sampling
technique using total sampling. For the Data analysis the writer
used quantitative and qualitative analysis. The result of this
research showed the level of student confidence based on
gender in the category of high, as many as 35 of 43 male
respondents with a percentage of 82% and as many as 36
of 49 female respondents with a percentage of 73%,
which included aspects of, a) self-confidence, b)
responsible, and c) ability to overcome problems. The
majority of respondents plan to be confident in a career
planning, it is known that a high level of confidence in
the increasing of career planning.
Keywords— career planning, self confidence, gender
[3] [4]
Career planning involves identifying career-related
goals and compiling plans to achieve these goals with a
orientation towards the development and needs of a person.
Through career planning each individual evaluates his own
abilities and interests, considers alternative career
opportunities, sets career goals, and plans practical
development activities.
Individual confidence is related to career planning.
As you know, self-confidence has an important role for
human life from various aspects. [5][6][7]Generally, confidence
is defined as an internal feeling of an individual's
acknowledgment of his own abilities, loving himself, being
aware of his own emotions, and being responsible for his
actions and a belief that individuals can complete tasks and
goals throughout life and goals in reaching the future.
Individuals who have confidence generally like themselves,
are willing to take risks, can be responsible and able to solve
problems to achieve their personal and professional goals,
and think positively about the future.

I. INTRODUCTION
On the other hand, self-confidence depends on how
a person feels accepted and loved by others and how
The selection of individual careers is used as a
bridge to make it easier to hone and develop their potential. .
[1] [2]
In determining career readiness and career choices,
someone should plan their careers carefully, career planning
activities are very important for individuals, especially to
build students' attitudes in taking future careers.

3 Witko, D. K., Bernes, B. K., Magnusson, C. K., & Bardick, D. A. (2013).

Senior High Students’ Career Plans For the Future: Outcomes of the
Comprehensive Career Needs Survey. Int J Educ Vocat Guid , 6:77–94.
4 Iovu, B. M. (2013). Senior High School Students’ Job Planning For: The

Future: What Factors Really Matter? Revista de Asistenta Sociala , Vol 1.

59-70.
5 Sar, H. A., Avcu, R., & Isiklar, A. (2010). Analyzing Undergraduate

Students’ Self Confidence Levels in Terms of Some Variables. Procedia

1 Supriatna, dkk. (2010). Layanan Bimbingan Karir di Sekolah Menengah
Kejurua. Bandung: Departemen Pendidikan Nasional UPI.
2 Pritangguh, M. (2017). Peningkatan Kemampuan Perencanaan Karier
Melalui Bimbingan Kelompok Teknik Diskusi pada Siswa SMPN 3
Kebumen. E-Journal Bimbingan dan Konseling Edisi 2 , Vol. 6.
Social and Behavioral Sciences , Vol. 5. 1205–1209
6 Pratiwi, D. I. (2016). Kepercayaan Diri dan Kemandirian Belajar Pada
Siswa SMA Negeri “X”. Jurnal Psikologi Teori &Terapan , Vol.7, No.1 .
7 Vanaja, Y., & Geetha, D. (2017). A Study On Locus of Control and Self
Confidence Of. Internasional Journal of Research-Granthaalayah , Vol.5.
valuable that person is to himself. [8][9][10]Studies have shown
that self-confidence is directly related to a number of factors
such as self-esteem, unconditional self-acceptance, ability to
take risks, do not need the approval of others.
Lack of confidence can be caused by fear, anxiety,
worry, insecurity accompanied by chest palpitations and
trembling body that is psychiatric or mental problems of
children caused by stimuli from outside. [11][12]In addition,
lack of confidence can also be caused by feelings of anxiety
and uneasiness as well as other feelings that follow as lazy,
impatient, difficult, difficult or low self-esteem. Students
who have high self confidence can understand their
strengths and weaknesses.
Gender disparity as in the field remains large when
viewed from the accumulation and discrimination of human
resources even though some people or organizations are
continuously striving for equality in the fields of work,
academia or other fields. That is, the gap in gender roles can
have an impact on psychological factors, especially the role
of trust. 13 Since young women appear less confident than
men, this is used as a basis for comparison and debate when
viewed from academic success, job choices, and career
development. For example, using college graduate data to
show that women are less likely to apply for jobs with
competitive compensation schemes.
14
The results of the study, first when asked about
their level of agreement on survey questions about the
economy, women were 7.6% less likely to give "extreme"
answers where they strongly agreed or disagreed. Second,
women lack confidence in the accuracy of their answers.
Women expressed a confidence level of 0.340 points lower
than comparable men, measured on a scale of 1 (not
confident) to 10 (very confident). Overall, it can be given
the meaning of a gap of belief that persists even among the
most successful academics and distinguishes between two
types of beliefs where men and women differ. 15In other
studies there is one assumption that different experiences of
students, approaches to learning and confidence are all
important for how they interact and what they learn in daily
habits. This shows that gender roles do not significantly
affect a person's work.
8 12 Greenacre, L. (2014). Self confidence, and the ability to influence.
Jahanbakhsh, S., Jomehri, F., & Mujembari, A. K. (2015). The
Comparison of Women’s Self Confidence in Base of Gender Role.
Procedia - Social and Behavioral Sciences , 2285 – 2290.
9Gosling, S. D. (2016). Age and Gender Differences in Self-Esteem—A
Cross-Cultural Window. Journal of Personality and Social Psychology, ,
Vol. 111, No. 3, 396–41
10 Usta, G. H. (2017). Examination of the Relationship Between TEOG
Score Transition from Basic to Secondary Education), Self-
Confidence,Basic to Secondary Education), Self-Confidence,. Journal of
Education and Practice , Vol.8, No.6.
11 Aristiani, R. (2016). Meningkatkan Percaya Diri Siswa Melalui Layanan
Informasi Berbantuan Audiovisual. Jurnal Konseling Gusjigang , Vol. 2 No.
2 Kajian Bimbingan dan Konseling , 3(1), pp. 14-21.
The education world also has a role in increasing
student confidence. Self-confidence can be felt by everyone
especially by students with the aim to generate a sense of
enthusiasm, eliminate fear, be able to make smooth career
and achievement, and can be able to awaken the courage to
take and face risks. 16 Confidence can produce self-value by
responding to situations faced by individuals, by means of
students being able to interpret optimism by showing
students can do things and interpreting pessimism by
showing students through defensive attitudes.
17
In Hardi Prasetyawan's research (2018) it is
known that the level of self-confidence of SMK students
The results showed that from the preliminary study showed
that 6.72% of students had very high confidence categories,
23.04% of students had high confidence categories, 33 , 6%
of students have medium category confidence, 21.12%
students have low category confidence, and 7.68% of
students have very low category confidence.
The education system will focus on student
development, schools have an important role in facilitating
students to independently students have confidence in
themselves in making the right career decisions, because
education can affect students to explore the lives of students
themselves, of course related to careers so that students can
be helped in career exploration, motivation to find work, and
reflection on the career goals of the students themselves.
From the description above, it describes the level of
confidence in students and the relationship between gender
and career. However, it is not known in terms of gender,
whether men have a higher level of confidence than women
or vice versa. In addition, there is no research whether the
outcome of that confidence will affect career decision
making that comes from career planning. For this reason, the
authors are interested in examining more deeply, whether
high confidence can be a benchmark for male and female
students in career planning.
II. METHODS
This type of research used by researchers uses
survey research that aims to obtain information on the level
of student confidence based on gender. In this study the
Academy of Marketing Studies Journal , 18(2), 169-180.
1314 Sarsons, H., & Xu, G. (2015). Confidence Men? Gender and
Confidence:Evidence among Top Economists. Littauer Center,
14
15 Jakabsson, A. (2006). Students’ Self-Confidence and Learning Through
Dialogues in a Net-Based Environment. Jl. of Technology and Teacher
Education , 387-405.
16 Sharma, S., & Sahu, D. (2013). Effect of Social Networking Sites on Self
Confidence. International Journal of Information and Computation
Technology , Volume 3, pp. 1211-1216.
17 Prasetiawan, H. (2018). Pemanfaatan Media Bimbingan dan Konseling di
Sekolah Menengah Kejuruan Muhammadiyah se-Kota Yogyakarta. Jurnal
authors used a sampling technique using total sampling. 18 Gender Total Frekuensi Percentage Category
Total sampling is the same as the total population. So, the Students (%)

sample in this study is that all the population is sampled as Men 43 35 82% High
many as 92 students for the distribution of scales for
Women 49 36 73% High
research purposes, then the entire population is used as a
sample. The method used in this research is descriptive
quantitative with the type of survey with data analysis From these data shows that the level of confidence
techniques using percentages (%). 19 With the following of students by gender is in the high category, as many as 35
formula: of 43 male respondents with a percentage of 82% and as
many as 36 of 49 female respondents with a percentage of
P =
73%.
There are three aspects of student confidence,
namely 1) self-confidence, 2) responsibility, and 3) ability to
Information:
deal with problems. The following achievement levels of
f: value obtained by respondent confidence based on aspects of confidence in yourself can
be seen in table 2.
N: maximum number of respondent's value
Table 2. The Level of Confidence in Male and Female
P: Percentage
Students based on aspects self-confidence.
20
The stages in survey research are as follows; a)
determine survey objectives and scores; b) scale up or Gender Number Percentage Categories
interview instructions c) test instruments to identify and of (%) of
FFrequency
Students
correct items that are less relevant in order to achieve a good
format, easily tabulated, and easy to analyze; d) if using an Men 43 30 70% Height
interview, you should first make an interview guide; e) the Women 49 40 82% High
instrument must have characteristics that are clear, simple,
and directly related to the research problem; f) use relevant
From the data in table 2. shows that the level of
and efficient computer programs; g) consider the important
confidence of students by gender in the aspect of self-
characteristics of the targeted respondents, especially when
confidence is in the high category, as many as 30 of 43 male
conducting surveys and analyzing data; h) Imagine
respondents with a percentage of 70% and as many as 40 of
variations in results that might arise from survey research,
49 female respondents with a percentage of 82%. Based on
including effects that might not be expected.
the aspects of the responsibility level of student confidence
can be seen in table 3.
III. RESULT AND DISCUSSION
Table 3. The Level of Confidence in Male and Female
The results of research and research reports
Students based on aspects of responsibility.
obtained are studies that have the same theme. Then the data
obtained are analyzed one by one to find out specifically and
Gender Number Percentage Category
in detail about the level of student confidence based on
of requency (%)
gender. Students

Men 43 36 84% Height

Result Women 49 30 80% High

This study aims to determine the level of student

confidence based on gender. The results of the data obtained
will be seen in the table.
Table 1. Level of Confidence Students Male and Female
18 Arikunto, S. 2010. Prosedur Penelitian Suatu Pendekatan Praktik.
Jakarta : PT Rineka Cipta.
19 Setiawati, F. A. (2017). Statistika Terapan. Yogyakarta: Parama
Publishing.
20 Sugiyono. (2016). Metode Penelitian Pendidikan. Bandung: Alfabeta.
From the data in table 2. shows that the level of
confidence of students by gender in the aspect of
responsibility is in the high category, as many as 36 of 43
male respondents with a percentage of 84% and as many as
30 of 49 female respondents with a percentage of 80%. The
level of student confidence in the ability to deal with
problems can be seen in table 4. Table 4. Confidence Level
of Male and Female Students based on aspects of ability to
deal with problems.
 .Gender Number Percentage Category
of Frequency (%)
Students
Men 43 40 93% High
Women 49 39 80% High
From the data in table 2. shows that the level of
student confidence based on gender in the ability to deal
with problems is in the high category, as many as 40 of 43
male respondents with a percentage of 84% and as many as
39 of 49 female respondents with a percentage of 80%
Discussion
Based on data and analysis results regarding the
level of student confidence according to gender, it can be
explained as follows: 1) the level of student confidence by
men and women is in the high category according to each
number of respondents; 2) the level of student confidence
between men and women by category is high. That is,
students are confident in their abilities that they are serious
about what will be done; 3) the level of student confidence
between men and women based on the aspect of
responsibility is in the high category. That is, students have
the willingness to bear everything that has become a
consequence; and 4) the level of student confidence between
men and women based on the ability category in dealing
with problems is in the high category. That is, students are
able to solve problems against an event using a thought that
is accepted according to reality.
The confidence of male and female students is in
the high category, meaning that between male and female
students have confidence in themselves and have. A good
outlook in dealing with all things about themselves, hopes
and have a positive attitude to their abilities. [21][22]In line
with the meaning of self-confidence, which is the positive
attitude a person has by showing the potential for him to
develop a positive assessment of himself and his
environment. The element of confidence in the abilities
achieved is based on students 'confidence in students'
abilities and knowledge in maximizing them.
A positive attitude towards yourself will affect the
objective assessment, meaning that students who have high
confidence will have the ability to take responsibility and
look at all problems or everything according to the truth they
should, not truths according to themselves or others whose
truth is unknown. [23][24]Self-confidence enables you to
21 Fatimah, 2006. Panduan Remaja Meraih Sukses. Jakarta : Pustaka
Populer Obor.
22 Ifdil, I., Denich, U. A., & Asmidir, I. (2017). Hubungan Body Image
dengan Kepercayaan Diri. Jurnal Kajian Bimbingan dan Konseling , 107-
113.
23 Dewi, D. M., Supriyo, & Suharso. (2013). Kepercayaan Diri Ditinjau dari
Pola Asuh Orang Tua pada Siswa Kelas VII . Indonesian Journal of
Guidance and Counseling: Theory and Aplication , Vol.2.
24 Singh, T., & P., K. (2008). Effect of Meditation on Self Confidence of
Student- Teachers in Relation to Gender and Religion. Journal of Exercise
accomplish what is done without feeling haunted by guilt.
So, when students are faced with a problem will be willing
to bear everything that has become a consequence.
The ability of individuals to complete what is done will
affect rational and realistic attitudes. That is, students who
have high confidence will be able to analyze a problem, a
thing, and one by using thoughts that can be accepted by
reason and in accordance with reality. [25][26]In line with this,
self-confidence is a mental ability and internal control to
reduce negative feelings of doubt about the ability and
responsibility for decisions that have been determined by
using rational and realistic thinking.
Negative feelings of doubt about the ability and
responsibility for decisions that have been determined affect
the level of confidence in the career planning process. [27]
[28]
Influence of self-confidence contained in the individual
personal concerned in which there is self-efficacy or
confidence in the individual, if individuals have a high level
of confidence in themselves, career planning will increase.
[29][30]
Career planning is a set of knowledge of attitudes and
skills possessed by individuals in developing ways or
strategies regarding the preparation of further education or
work choices to realize their goals and future goals. Career
planning involves identifying career-related goals and
compiling plans to achieve those goals. High student career
planning is influenced by students' career goals. [31][32] Career
goals can increase self-awareness and understanding,
achieve personal satisfaction, prepare for adequate
placement in a career, streamline the time and effort done in
a career, match individuals with work, both in terms of job
choice and training accordingly, as well as helping plan
career activities. The existence of planning will help the
individual in seeing what work is ideal for him.
Science and Physiotherapy , Vol. 4, No. 1: 35-43.
25
Anita Lie. 2003. Cooperatif Learning: Mempraktekkan Cooperatif
Learning di Ruang-Ruang Kelas. Jakarta: Gramedia.
26 Sharma, M. (2016). A Study of Self-Confidence of Senior Seconadry
Schol Student in Relation to Socio-Economic Status. American
International Journal of Research in Humanities, Arts and Social Sciences ,
pp. 78-80.
27
Novakovic, Alexandra dan Nadya A. Fouad. 2012. Background,
Personal, and Environmental Influences on the Career Planning of
Adolescent Girls. Journal of Career Development. 40 (3): 223-244.
28 Hasibuan, N. A., & Syahrizal. (2019). Pengaruh Efikasi Diri Terhadap
Perencanaan Karir Karyawan denganMotivasi Karir Sebagai Variabel
Mediasi pada PT. Padang IntermediaPers Bagian Padang Ekspres Kota
Padang, Sumatera Barat. Jurnal Kajian Manajemen dan Wirausaha ,
Volume 01 Nomor 02.
29 Supriatna, dkk. (2010). Layanan Bimbingan Karir di Sekolah Menengah
Kejurua. Bandung: Departemen Pendidikan Nasional UPI.
30 Pascual, N. T. (2014). Factors Affecting High School Students’
CareerPreference: A Basis for Career Planning Program. International
Journal of Sciences: Basic and Applied Research (IJSBAR) , Volume 16, No
1, pp 1-14.
31
Kim Witko, dkk. 2005. “Senior High School Career Planning: What
Students Want”. Journal of Educational Enquiry, Vol. 6, No. 1, pp.: 34-49.
32 Su, M.-S. S., Chang, T.-C., Wu, C. C., & Liao, C.-W. (2016). Factors
Affecting the Student Career Decision-Making of Junior High School
Students in Central Taiwan Area. International Journal of Information and
Education Technology , Vol. 6, No. 11.
 When students have determined career goals
students will find several elements that can support career
planning. [33][34]Some aspects of related individuals are self-
understanding, knowledge and understanding of the world of
work, and realistic reasoning about the relationship of
knowledge and self-understanding and understanding of
secondary school or the world of work. These aspects can be
a reference to see the level of student career planning.
Confidence will affect the ability of individuals in
completing what is done, have a high level of confidence in
themselves with the category of career planning will
increase. The majority of students between men and women
want to be able to plan their careers, it is known that a high
level of trust in increasing the amount of career planning.
The author is interested in conducting deeper research
related to the level of confidence between male and female
students on career planning.
IV. CONCLUSION
Along with the times, changes in individual
behavior from time to time. Every individual has reasons
and interests for a career, both in terms of status and in terms
of level. Individual careers are based on self-confidence in
the skills, willingness and abilities that exist in him, a career
will be closely related to work. For that reason, a career will
be influential as a support for the performance that will be
undertaken because it will influence as a support for the
performance that he will live in order to promote the
position to be achieved.
The results of this study indicate that there is no
gap between the confidence of male and female students,
both of them have a high level of confidence, 35 of 43 male
respondents with a percentage of 82% and 36 of 49 female
respondents with a percentage of 73%, who include aspects:
a) self-confidence is in the high category, as many as 30 of
43 male respondents with a percentage of 70% and as many
as 40 of 49 female respondents with a percentage of 82%; b)
responsible, are in the high category, as many as 36 of 43
male respondents with a percentage of 84% and as many as
30 of 49 female respondents with a percentage of 80% and
c) ability to deal with problems, are in the high category, as
many as 36 of 43 male respondents with a percentage of
84% and 30 of 49 female respondents with a percentage of
80%.
Confidence will affect the ability of individuals in
completing what is done, have a high level of confidence in
themselves with the category of career planning will
increase. The majority of respondents want to be able to plan
33 Winkel, W. S. (2013). Bimbingan dan Konseling di Institusi Pendidikan.
Jakarta: Gramedia.
34 Pradana, T. A., Sutoyo, A., & Japar, M. (2018). The Effectiveness of
Career Information Service with Mind Mapping Technique to Improve
Students Occupational Knowledge. Jurnal Bimbingan Konseling , Vol. 7 pp
23 – 27.
their careers, it is known that a high level of trust in
increasing the amount of career planning.
ACKNOWLEDGMENT
Thank you to the characters at the writing of this article for
providing references so that they add information and
insight to the author.
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 Efforts to Increase Motivation to Continue
Education to Higher Education Through Career
Information Service Madrasah Aliyah Negeri
Jeuram Students
Desi Arliani
Graduate Program
Yogyakarta State University
Yogyakarta, Indonesia
Abstract— This study aims to increase the motivation of
students to continue their education to tertiary institutions
through the provision of career information services and to see
the effectiveness of career information services in increasing
the motivation of students to continue their education to
college. This type of research is experimental research with a
one-group pre-test post-test design. The technique used in this
study is a scale of increasing motivation to continue education
to college. The population in this study amounted to 130
students and the sample in this study amounted to 30 students,
samples were taken using purposive random sampling. The
analysis technique uses the t-test paired sample test formula
with the help of SPSS version 22. The results of the study show
that there are significant differences between students'
motivation in continuing their education to college before and
after providing career information services. So thus effective
career information services are provided to students and can
increase students' motivation to continue their education to
college.
Keywords—motivation, career information service.
I. INTRODUCTION
Education in tertiary education is secondary education
from senior secondary education, the role of education in
tertiary education is a very important role to create and
shape students into individuals who have adequate abilities
in building a smart and characterless nation. Continuing
education to college must be based on the encouragement of
the individual himself, the encouragement is in the form of
motivation. According to Noer Rohman motivation can be
said as a series of driving forces within the individual that
can cause reactions in the form of learning activities and
motivation can guarantee the continuity of learning activities
and give direction to the activities or activities carried out so
that the objectives of the activities or the activities carried
out can be achieved. [1]
In line with Noer Rahman, Jhon W. Santrock said that
motivation is a reason why individuals think, behave and
have felt the way they do and emphasize the activation and
direction of the individual's behavior. [2] Therefore,
continuing education to tertiary institutions must be based
on student motivation and interest because student
motivation and interest will affect student learning outcomes
later. So thus the interest and motivation of students to
continue their education to higher education need to be
improved and developed.
But in fact, most of the XII Madrasah Aliyah Negeri
Jeuram students did not continue their education to college
desiarliani1996@gmail.com Yuni Asmanidar
Graduate Program
Ar-raniry State Islamic University
Banda Aceh, Indonesia
yuniasmanidar2@gmail.com
with several considerations, namely costs, increasing
motivation, and increasing career information provided by
the Guidance and Counseling teacher as well as assisting
students regarding study options in college. Therefore, the
Guidance and Counseling teacher must provide assistance
and motivation for students to improve their education to a
higher level by their abilities and interests.
The phenomenon of the low motivation of students in
continuing their education to higher education is one of the
impacts of the application of Guidance and Counseling
services that are still less than optimal. In response, career
service information is needed which is provided about
college information, types of work and various career-
related information. Through career information services,
students are expected to be able to connect with careers in
higher education that can facilitate increased student
motivation and motivation to improve education to a higher
level.
The above statement is strengthened by Syakir with the
results of his research which proves that the provision of
career information services through ICT has a significant
impact on career understanding and career decision making.
That before the provision of ICT-based career information
services many students were unable to determine and make
career decisions after graduating from high school.
However, after providing career information services,
students' understanding of careers has significantly
improved and students can make career decisions. [3] A
similar study was conducted by Rosalin that career
information services with the assistance of a website can
significantly improve student career planning. The website
provided provides various information about tertiary
institutions along with majors information available at
various tertiary institutions. Through web-based career
information services can improve student career planning.
[4]
This research is aimed at students of class XII MIA 2
Madrasah Aliyah Negeri Jeuram who experience a low level
of motivation to continue their education to college.
II. METHODS
This research is a type of quantitative research with field
research methods. The experimental design used in this
study was a one-group pretest-posttest with a population of
130 students selected by purposive random sampling. The
instrument of data collection in this study is the motivation
scale to continue education to tertiary institutions consisting
of 30 questions with an answer score of 1 to 5. The test
 results of the instrument contained 21 items that were
declared valid and 9 other items were declared invalid. So
the items used as instruments in this research questionnaire
numbered 21 items. The data obtained is then tested using a
statistical test or t-test.
III. RESULT AND DISCUSSION
Result
Motivation conditions for continuing education to
Madrasah Aliyah Negeri Jeuram's college of 30 students in
the experimental group with a high category of 3 students, a
low category of 13 students and a very low category of 14
students. After being given treatment in the form of career
information services, the motivation for continuing
education to tertiary institutions increased to a very high
category of 2 students, a high category of 26 students and a
low category of 2 students.
Data were then analyzed using a t-test with paired
samples test formula to see the difference before and after
the treatment in the form of career information services.
Based on the SPSS version 22 test, the results are as follows:
Table I.
Paired Samples Statistics
Std. Std. Error
Mean N Deviation Mean
Pair 1 pretest 60,53 30 9,730 1,776
posttest 76,37 30 6,344 1,158
*. Spss version 22
Based on data calculations using SPSS 22 with paired
samples statistics that there are differences in the average
value before and after career information services are
provided. Before career information services are given to
students, the average value is 60.53 and after career
information services are given, the average value is 76.37. It
can be concluded that effective career information services
are provided to increase motivation to continue education to
Madrasah Aliyah Negeri Jeuram's tertiary students.
Table II.
Paired Samples Test
*. Spss version 22
IV.
In the table above based on the results of data analysis, it is
shown that t arithmetic> t table (8,720> 2,052) or Sig <0.05
so that Hₒ is rejected and Hₐ is accepted. [5] So it can be
concluded that there are differences before and after the
provision of career information services to increase
motivation to continue education at Madrasah Aliyah Negeri
Jeuram.
Discussion
The results of this study indicate that there are
significant differences between before and after the
provision of career information services to students to
increase motivation to continue their education to college,
meaning that after providing career information services
student motivation increases significantly. This is reinforced
by the theory put forward by Herminarto that motivation can
occur if individuals have the desire and willingness to take
action that can achieve certain goals that have been formed.
[6]
The results of this study are in line with the results of
research conducted by Tatang Agus Pradana that students
who obtain career information services using mind mapping
techniques experience higher career understanding than
students who are not provided career information services
with mind mapping techniques. [7] This is by the statement
of Richma Hidayati in her research that the purpose of
career information services is to provide students with all
information, knowledge, and understanding related to
careers as a reference and consideration in choosing careers
and education to a higher level. [8]
Career information services are needed and become one
important thing, as said by Winkel & Sri Hastuti there are
three things that underlie the importance of applying
information delivery services in the whole program in
planned guidance, namely: 1) students need all information
which can be a reference and consideration in making
decisions about further education and being equipped in the
world of work, 2) knowledge and information that is
accurate and relevant can help students to think rationally
about career planning and all the demands that exist in
employment, 3) information in accordance with the
understanding that is owned can make students aware of
things that are consistent and things that can change
according to circumstances that occur. [9]
Based on the explanation that has been described above,
career information services are very instrumental in
increasing student career understanding. This is reinforced
by the results of research conducted by Hsuan-Fu Ho that
career services are needed to assist students in determining
careers and career services are also able to hone students'
skills in career planning. [10] The results of this study
indicate that students who get career services have a
different understanding related to careers with students who
do not get career services. That the content of career
information itself is a service provided by the Guidance and
Counseling teacher to individuals or students who are trying
to help individuals to be able to plan, decide their career
choices. [8]
Ilham Budisantoso’s research results that the higher the
motivation to learn the higher the interest in continuing
education to college. Vice versa if the motivation to learn is
low then the interest in continuing education to college will
also below. [11] This is consistent with what was said by
Djaali that individual motivation can be influenced by
several factors, one of which is the interest factor. [12] So
thus it can be said that motivation to learn can affect the
interest in continuing education to college.
CONCLUSION
This research was conducted to increase the motivation
of class XII Madrasah Aliyah Negeri Jeuram students to
continue their education to college through career
information services. Then the results of the research prove
that information services can increase student motivation to
improve education to college and prove effective. The
average score of 60.53 before given career information
services and an average score of 76.37 given career
information services.
It is important for Guidance and Counseling teachers to
better understand the conditions experienced by students and
better direct students to increase motivation in continuing
education to college because the motivation and interests of
 students largely determine student learning achievement in[5]
the future. besides, the researchers are then expected to test
career information services on other variables and different [6]
samples.
ACKNOWLEDGMENT
The author thanks Yuni Asmanidar for his comments and
cooperation and thanks to friends for the support given.
Also, the authors thank lecturer Faisal Anwar for guidance
during data collection in this article.
REFERENCES
[1] N. Rohman, Psikologi Pendidikan. Yogyakarta: Teras, 2012.
[2]
J. W. Santrock, Andolescence Perkembangan Remaja. Jakarta: Erlangga.
2003.
[3] M. Syakir, A. Mahmud and, A. Achmad, “The Model of ICT-Based Career [11] I. budisantoso, “Pengaruh Motivasi Belajar, Pendidikan Orang Tua dan
Information Service and Decision-Making Ability of Learners,”
International Journal of Environmental & Science Education, vol. 11, 2016,
pp. 5969-5979.
[4] H. Rosalin, Sunawan, E. Purwanto, “Improving Career Planning using[12] Djaali, Psikologi Pendidikan. Jakarta: Bumi Aksara, 2007.
Website-Based Career Information Service,” Islamic Guidance and
Counseling Journal, vol. 1, 2018, pp. 62-68.
Sugiyono, Metode Penelitian Kombinasi (Mixed Methods). Bandung:
Alfabet, 2012.
H. Sofyan, H. B. Uno, Teori Motivasi dan Aplikasi dalam Penelitian.
Gorontalo: Nur Jannah, 2003.
[7] T. A. Pradana, A. Sutoyo and, M. Japar, “The Effectiveness of Career
Information Service with Mind Mapping Technique to Improve Student
Occupational Knowledge,” Jurnal Bimbingan Konseling, vol. 7. 2018, pp.
23-27.
[8] R. Hidayati, “Layanan Informasi Karir Membantu Peserta Didik dalam
Meningkatkan Pemahaman Karir,” Jurnal Konseling GUSJIGANG, vol. 1,
June 2015.
[9] W.S. Winkel and S. Hastuti, Bimbingan dan Konseling di Institusi
Pendidikan. Yogyakarta: Media Abadi, 2006.
[10] H. F. Ho, W. T. Huang, and T. L. Hu, “Enhancing the Quality of University
Career Service in Taiwan: Perception on University Alumni,”
Contemporary Issues in Education Research-Third Quarter, vol. 11. 2018.
Teman Sebaya terhadap Minat Melanjutkan Perguruan Tinggi bagi Siswa
Kelas XI SMA N 2 Klaten Tahun Ajaran 2015/2016,” Jurnal Pendidikan
dan Ekonomi, vol. 6, 2017.
 Students’ Career Decision Making Self Efficacy in
Islamic boarding school-based
DYP Sugiharto Mohammad Japar Rossi Galih Kesuma
Guidance and Counseling Guidance and Counseling Guidance and Counseling
Universitas Negeri Semarang Universitas Muhammadiyah Magelang Universitas Negeri Semarang
Semarang, Indonesia Magelang, Indonesia rossi.s2bk@students.unnes.ac.id
dypsugiharto@mail.unnes.ac.id japar@ummgl.ac.id

Abstract—
This study aims to determine the differences in the career decision making self-efficacy on students who study in Islamic boarding school
compared to students who attend public schools. There are 2 schools in Surakarta that are used in data collection. The sample involved as
many as 55 students selected by using simple random sampling. The data collection method used is an adapted psychological scale. The
data analysis method used is descriptive analysis with a 95% confidential interval. The results showed that the self-efficacy of career
decision making in Islamic boarding school students was lower. This study provides an understanding for counselors at Islamic boarding
school-based about the importance of the career decision making self-efficacy owned by students as well as the role of parent involvement
in career selection.

Keywords— Self-efficacy, Islamic boarding school students

I. INTRODUCTION
Viewed from the career development process, junior high
school students are in the stage of growth and the stage of
exploration includes childhood until the age of 15 years. At
this time, individuals develop talents, interests, needs and
potential (Ginzberg in Santrock, 2003) and begin to realize
that work is an aspect of human life. Zunker (2006: 54)
states that the main focus of the career exploration stage is
the individual start looking for a description of interests,
capacities, values, and job transitions tentatively according
to individual circumstances as a basis for determining
certain career choices. In this regard, junior high school
students should have started to be able to understand how to
make the right career decision.
In fact, not all students are able to make the right career
decisions. 70% of grade IX students in SMP N 9 Salatiga
are still confused and have difficulty in determining career
decisions so that they have not reached the exploration stage
(Yulius, 2014). Another finding by Purnamasari (2015) is
that the career maturity of eighth grade students of SMP
Islam Sudirman Ambarawa is at a low career maturity
qualification. Meanwhile, one aspect of the development of
junior high school students is career maturity. However,
there is a condition, where there are students in boarding
school based schools that consider formal schooling is not a
matter that needs to be prioritized. These conditions can add
to the number of junior high school graduates who do not
continue to secondary school, based on education data in
2016-2017 there are 2.18% or 7,192 junior high school
students who do not continue to secondary school (Ministry
of Education and Culture, 2017). Field data shows that there
are students who do not have an interest in continuing to
senior high school.
One of the factors that influence the career decision
making self-efficacy is contextual factors or environmental
factors, such as parental involvement, cultural misstrust, and
hopes for the future (Rogers, Creed, & Glendon, 2008;
Bullock-Yowell, Andrews, & Mary E. Buzzetta, 2011; Penn,
2016). The influence of students’ closest environmental
dogma also contributes to the self-efficacy of individual
career decision making. So in the end, the students only
follow the flow of the environment, one of which is the
Islamic boarding school environment. Students who are in a
boarding school environment are influenced by strong
traditions, rigid regulations, dense activities to different
perspectives on formal education. Responding to the
demands of human resource quality in the era of
globalization, students need preparation to adapt to the
changes that will be faced so that they do not experience
obstacles in their career choices.
II. METHODS
This research uses quantitative methods using descriptive
statistical analysis with the sample of students in SMP
Negeri 1 Surakarta and SMP Al Muayyad Surakarta, which
were taken using Simple Random Sampling technique.
This study uses Indonesian-language instruments adapted
from English-language instruments, which were previously
processed through a back translation. This is related to the
transformation of texts from one language to another
(Iliescu, 2018). The first translation translates all scales from
English into Indonesian, then the second translation
translates from the Indonesian version of the scale into
English (Nababan, Nuraeni, & Sumardiono, 2012). The
differences in the results of the translation are discussed
again and adjusted to the Indonesian translation.
The variable in this study is the career decision making
self-efficacy. To measure the career decision making self-
efficacy from students is by using the adaptation instrument
of the Career Decision Making Self Efficacy-Short Form
(CDMSE-SF) consisting of 25 items developed from 5
indicators, namely self-appraisal, occupational information,
goal selection, planning, and problem solving. The
interpretation of the value of the self-efficacy scale uses a
Likert scale, which is 1 (not sure) to 5 (very sure). The
reliability of this instrument uses .786 Cronbach Alpha.
 Table 1 Descriptive Analysis of the Career Decision Making Self-Efficacy in Public Schools and Islamic boarding school-
based
Career Decision Making Self-Efficacy
SA OI
Mean SD Mean SD
Public School 16.848 1.4387 24.484 2.9274
5 8 8 7
Islamic boarding 14.409 3.0808 20.863 6.3267
school-based 1 0 6 8
Information:
SA:Self Appraisal; OI:Occupational Information; GS:Goal Selection; MP:Making Plans for the Future; PS:Problem Solving
III. RESULT AND DISCUSSION
Based on the results of statistical analysis that have been
tested, the average and elementary level of each aspect of
the variables in this study are presented in table 1, it can be
seen that the mean score of the Career Decision Making
Self-Efficacy among State Junior High School students
appears to be higher than that of Islamic boarding school
students. Meanwhile, the results of the comparative test
between subjects can be seen in the intercorrelation matrix
presented in Table 2. These results indicate that in general
there are significant differences between the career decision
making self-efficacy in state junior high school and Islamic
boarding school-based junior high school students.
From table 1, it can be seen that the results of the
descriptive analysis of Career Decision Making Self-
Efficacy (CDMSE) on the Self appraisal aspects of state
junior high school students have a value of ẋ (average) =
16.8 higher compared to Islamic boarding school-based
junior high school students with grades ẋ = 14.4, in the
Occupational information aspect in state junior high school
students have a value ẋ = 24.4 so it is higher compared to
Islamic boarding school students with a value ẋ = 20.8, in
the Goal selection aspect in state junior high school students
have a value ẋ = 21.8 so it is higher compared to Islamic
boarding school-based middle school students with a value
of ẋ = 17.7, in the Making plan for the future aspects of state
junior high school students have a value of 21 = 21.0 so that
it is higher compared to Islamic boarding school-based
middle school students with a value of ẋ = 17.3, the problem
solving aspects of state junior high school students have
value ẋ = 18.7 so that it is higher compared to students of
Islamic boarding school-based middle school with a value of
ẋ = 16.6.
Whereas in the analysis of the results of the comparative
tests in table 2, it can be seen that there is a significant
difference between the career decision making self-efficacy
of students who attend State Junior High Schools and
students who attend Islamic Boarding Schools. With the
results of comparative tests/t-tests based on each aspect
there are 3 aspects that have significant differences, namely:
Self appraisal (p (55) = Sig 0.00), Goal selection (p (55) =
Sig 0.00), and Making plan for the future (p (55) = Sig 0.00.
While the two other aspects that do not have a significant
difference are: Occupational information (p (55) = Sig
0.006), Problem solving (p (55) = Sig 0.016).
Table 2 Analysis of comparative test on Career Decision
Making Self-efficacy in Public Schools and Islamic
boarding school-based Schools
CDMSE df Mean Sq F Sig.
Self appraisal 1 78.548 15.677 .000
Occupational information 1 173.094 8.229 .006
GS MP PS
Mean SD Mean SD Mean SD
21.818 1.9914 21.090 2.24114 18.757 2.5003
2 6 9 6 8
17.727 3.3120 17.363 4.3374 16.636 3.81158
3 5 6 9 4
Goal Selection 1 220.909 32.771 .000
Making plan tor the future 1 183.382 17.486 .000
Problem solving 1 59.394 6.232 .016
In line with the results of Aliyah’s research (2019) which
found that Islamic boarding school-based junior high school
students have a tendency of not wanting to continue formal
schooling but only wish to continue their studies. This is
caused by the desire of parents who want Islamic boarding
school-based junior high school students to focus more
deeply on religious knowledge. Besides that, the motivation
possessed by Islamic boarding school-based junior high
school students to continue their education is relatively low,
this was stated on the grounds that they are tired of learning,
find it difficult to divide time between the demands of the
school and the Islamic boarding school. Factors affecting
the condition are external and internal. External factors in
the form of culture adopted in boarding schools, limited
information by students, geographical attachment,
community culture, parental mindset, lack of career
guidance services. While internal factors that influence in
the form of learning motivation, ability to overcome
problems, lack of planning, enthusiasm, optimism of the
subject. The data obtained from the school have constraints
in providing career services because of a lack of curiosity,
low motivation, and enthusiasm or activeness of students
towards the future. Students prioritize the demands of
Islamic boarding schools rather than demands from schools.
Similar to the results of a study put forward by Febriana
(2013) in her research on the factors that influence the career
orientation of adolescent students in the Ali Maksum
boarding school in Jogjakarta, it was found that the
influence factor of parents became a higher external factor
(50.62%) giving the greatest influence compared to internal
factors such as the interests of adolescent students
themselves (49,38).
This is also supported by Kesuma research (2018) which
states that the involvement of parents has a positive
influence on the career decision making self-efficacy in
junior high school students. This means that the higher the
level of parent involvement in students’ careers, the higher
the career decision-making self-efficacy from students.
Therefore, in the application of career guidance and
counseling services in schools that is to provide an
understanding for counselors about the influence of the
environmental context (in this case the involvement of
parents) as well as the influence of one’s personal aspects
(self-efficacy, openness) on career decision making, and
their impact on choices, attitudes, and career beliefs of
students. Integration is needed between the school (school
counselor) with the participation of parents to help students
develop career decisions making self-efficacy on students,
and to help students achieve the competency standards of
independence of students, especially in terms of career.
While Afriyadi (2012, in Putra, 2017) states that the
conditions of work preparation (formal education) during
work and after work (retirement) are strongly influenced by
the environment in which the individual lives, which if it is
related to environmental conditions experienced by students
in Islamic boarding schools, students’ mobilization are
restricted (stained). In the following up the conditions of low
achievement of students’ development tasks in selecting and
preparing work, we can assume that the conditions that
occur to students in Islamic boarding school, namely the
existence of limitations in social interaction between
students of different sexes is one of the causes of the low
achievement of students’ development tasks.
While Prayitno (2006: 30) explains that psychological
needs are prominent needs in the teenage period, where
adolescents want a status from those around them,
independence in living life, getting intimacy from peers, and
obtaining a philosophy of life. From the expert’s explanation
above, it can be concluded that the condition of the low
achievement of the development tasks of Islamic Boarding
School students in fostering social relations with friends of
the same sex and opposite sex, allegedly related to the rules
that apply in Islamic Boarding Schools, where male and
female students have very little chance for interact with
friends of the opposite sex, but to further study similar
research needs to be done at Islamic Boarding Schools that
provide opportunities for students to interact with friends of
the opposite sex. In responding to conditions that occur due
to developmental crises in adolescents, because in
adolescence, they tend to want to be free from adult controls
especially their parents.
The results of this study are also supported by the theory
outlined earlier. In the theory of Social Cognitive Career
Theory (SCCT), family support, especially parents, is also a
source of verbal persuasion for the career decision making
self-efficacy of the individual. Besides that, attention,
support, and involvement of parents in their children, is seen
as providing psychosocial support for students.
IV. CONCLUSION
Based on research that has been done on students who
are in state junior and Islamic boarding school-based junior
high schools, it can be concluded that the career decision [2] Ana, A., Wibowo, M. E., & Wagimin. (2017). Bimbingan
making self-efficacy of junior high school students who are
in Islamic boarding school-based educational institutions is
in a lower condition compared to the participants in state
junior high school students (formal schools) especially in [3] Bandura, A. (1977). Social Learning Theory. United States of
terms of ability to solve problems. The ability of problem
solving is certainly very important for individuals in living [4] Berg, R. C., Landreth, G. L., & Fall, K. A. (2018). Group
their daily lives. Without this ability, it will certainly hinder
the daily life of individuals, which can actually cause new
problems and collect problems for the sake of unresolved
problems in daily life.
This research is expected to have implications on the
application of career guidance and counseling services in[6] Betz, N. E., & Taylor, K. M. (2014). Career Decision Self-Efficacy
schools, especially Islamic boarding school-based schools,
which is to provide counselors with an understanding of the
influence of the environmental context (in this case the
involvement of parents and the participation of boarding[7] Borgers, S. B., & Koenig, R. W. (2008). Uses and Effects of Modeling by
school caretakers) in career decision making, and their
impact on choice, attitudes and career beliefs of students.
Based on research findings, career guidance and counseling
services need to integrate the context of parent involvement
and the participation of boarding school caregivers to help
students develop the career decisions making self-efficacy
for students, as well as to help students achieve competency
standards for their independence, especially in terms of
career.
Therefore, counselors need to provide services to be able
to increase the positive involvement of parents and boarding
school caregivers about the career goals of students. In
addition, counselors need to provide holistic and contextual
career counseling to students with diverse family
backgrounds, and the Islamic boarding school environment,
which in turn will be able to support the student’s career
decision-making process.
Future researchers hope to develop deeper research on
the career decision making self-efficacy, both in research
subjects and research methods by testing the effectiveness of
career counseling programs that are generated to improve
the career decision making self-efficacy in junior high
school students. Moreover, it can also be developed with
other quantitative approaches using different data analysis,
as well as with qualitative or mixed methods approaches.
This is related to the limitations of this study which have not
fully revealed the study of parental involvement to study
psychological variables/constructs that are being studied.
Through a qualitative approach or mixed methods, it is
hoped that it can discuss more deeply, especially discussion
of the background of socioculture, as well as family
socioeconomics related to the psychological construct of
students.
ACKNOWLEDGMENT
This research was supported by DIKTI. We thank DIKTI
which provided financing this 2019 master’s thesis research.
Thank you for greatly assisted us so that this research
successfully completed.
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Group Counseling with Self-Management
Techniques and Cognitive Restructuring Techniques
to Reduce Academic Procrastination

Andi Thahir Siti Zahra Bulantika

Universitas Islam Negeri Raden Intan Universitas Islam Negeri Raden Intan
Lampung, Indonesia Lampung, Indonesia
andithahir@radenintan.ac.id sitizahrabulantika@radenintan.ac.id

Abstract

The purpose of this study was to examine the effectiveness of

that influences student
self-management and cognitive restructuring counseling
groups to reduce students' academic procrastination.
Randomized Pretest-Posttest Comparison Group Design was
achievement.
applied to students as many as 24 students in SMP N 3
Bandar Lampung. The instruments used Furthermore Clare et al
a
cademic procrastination (2000) explained that
based on the indicators negligent behavior or
presented by, Sholomon failing to complete a
. Data
and Rothblum (1984) task is an undesirable
analysis techniques were used using Paired sample t-test and
one-way ANOVA test. The results showed that group
counseling techniques were self-management and cognitive
behavior as a student.
restructuring effective to reduce students' academic
procrastination. The findings of this study prove the
effectiveness of group counseling with self-management
Negligent behavior is
techniques and cognitive restructuring techniques in
students in the city of Bandar Lampung Indonesia. strongly associated with
Keywords: self-management technique,
restructuring technique, academic procrastination
cognitive procrastination. Steel
I. INTRODUCTION (2007) said that
procrastination is
The success of students
deliberately delaying
can be seen by
desired activities even
completing academic
though individuals
assignments. In line
know that the delaying
with Peters (2004) that
behavior can have a
interest in completing
negative impact. Steel
tasks becomes a factor
(2010) also said
procrastination was a
voluntary delay carried
out by individuals on
their duties / work even
though he knew that
this would have a
negative impact on the
future. Furthermore
Burka and Yuen (2008)
explained that
procrastination will
result in academic
failure, stress, crisis of
guilt, loss of
productivity, and social
rejection.
Wolters (2003)
disclose academic
delays include failure to
carry out an activity
within the desired
period of time or delay
until the last minute
activity that finally
wants to be completed.
But different things
revealed by Cunha (in
Clegg and Bailey 2008)
that procrastination can
be a solution to pose
challenges in tedious
tasks by increasing time
pressure. Serves as
temporary self-
protection for difficult
tasks or situations, or
even strategies to
improve performance in
creative or very
complex tasks by
looking for additional
information or insights
needed. Several studies
related to the behavior
of academic
procrastination occur a
lot. Ozer et al (2009)
explained that 52% of
students in Turkey often
conduct academic high category, 45
procrastination, then students or 42%
Khan, et al. (2014) students in the medium
concluded that students category, and 23
in schools were more students or 21%
likely to delay than students in the low
students. Other studies category. Behavior that
Ellis and Knaus (in arises in students who
Konca and Semiz, do procrastination is
2009) claim that 80% disorderly collecting
-95% of students are assignments, low
involved in academic achievement,
procrastination, in line and lack of interest in
with research by Day et learning. In completing
al (in Konca and Semiz, tasks or learning
2009) adding that students prefer to play
around 50% or watch movies. The
consistently delay. explanation above
Preliminary studies
at SMP N 3 shows that the need for
Bandar Lampung found cultivation for students
many students who who have the
experienced academic procrastination behavior
The percentages of
procrastination. of Schraw and Wadkins
academic procrastination obtained were
37 (2007) explained that
students or 35% in the the emergence of
procrastination academic
behavior, namely from procrastination. One
irrational factors of way that can be done to
thought, in line with help individuals in the
Ferrari ( in Balkis et al , process of changing
2012) explains that feelings, ways of
procrastinators have thinking, and acting
cognitive distortions in related to academic
the form of irrational procrastination, and so
thoughts such as (1) that individuals are able
underestimate the time to have confidence in
needed to complete the their abilities, and
task, (2) underestimate positively perceive
the motivation to other people's
complete the task, (3) perceptions of
the belief that the themselves, is to apply
individual must be in counseling services
the right mood to group cognitive
complete the task. behavioral approaches
Seeing the problems (CBT) using two
of the students above, techniques namely self-
the need for group management techniques
counseling service and cognitive
techniques that can help restructuring technique.
students overcome
 In relation with direct their behavior by
efforts to reduce student using self-monitoring
academic strategies , stimulus
procrastination, self- control , self-reward ,
management techniques self-contracting , and
this has advantages that self-reward that can be
can be seen in studies of done by choosing a
several studies that have strategy or combinative.
been done before. In each counselee
Raharjo (2012) procedure that directs,
explained that treatment encourages, changes, or
self- management was controls the antecedents
effective in reducing the and consequently to get
frequency of academic the desired behavior
procrastination. Along change (Nursalim,
with this, Bahri et al 2013: 149; Cormier and
(2016) explained that Cormier in Nursalim,
self-management 2013: 150; Corey, 2013:
strategies can improve 265).
task performance for Sivri and Balci (2015)
students related to high said that individual self-
procrastination. Self- management techniques
management is a are directed to have the
therapeutic process ability to control
whereby counselees themselves in thoughts
and actions for a better of independent
future. In self- performance and a
management there are tendency to postpone
several pillars which are academic work.
interpreted as LaForge (2005) also
systematic methods that states that academic
must be structurally procrastination is a
present in the motivational problem
individual, namely that involves more than
priorities, discipline, bad time management
motivation and skills or laziness. Thus,
evaluation, in order to self-management can be
achieve goals with used on students who
certain priorities and experience academic
train themselves to procrastination by
become disciplined encouraging students to
human beings, it is the be able to prioritize
same as the realization disciplined academic
management functions, interests through
namely planning, management functions,
organizing, actualizing, as well as controlling
controlling and themselves in thinking
evaluating. Academic and acting towards
procrastination results better.
from a lack or absence
 Furthermore, techniques to reduce
Rahmawati's WK anxiety in high school
(2016) uses cognitive mathematics in Nigeria,
restructuring techniques from the study found
in students who that cognitive
experience academic restructuring techniques
stress , in this study were effective in
cognitive restructuring reducing anxiety in
focuses on efforts to mathematics in
identify and change students.
cognitive errors or Sayre, (2006)
perceptions of clients revealed cognitive
about themselves and restructuring is a series
the environment. of activities examining
Interventions are the counselee's current
directed at designing beliefs to understand
ways of thinking of how his beliefs, whether
students who view judged rational or
academic demands as a irrational (valid or
burden, then research invalid), through an
Asikhia and Mohangi objective process of
(2015 ) conducted a judgment relating to
study to look at the thoughts, feelings, and
effectiveness of actions, if related to
cognitive restructuring academic
 Based
procrastination which on the
academic explanation of the
procrastination is a non- above research, self-
adaptive behavior management techniques
caused by irrational and cognitive
thoughts (cognition). restructuring techniques
Based on the opinion of This is hypothesized to
Ellis (in Ferrari, 1995) be able to reduce
procrastinators or student academic
procrastinators procrastination. The
generally do not believe counseling of self-
in their ability to management techniques
complete the task, as a and cognitive
consequence they delay restructuring techniques
to start completing the directs students to
task. Through cognitive change behavior in a
restructuring more positive direction
techniques, individual through new behavioral
behavior that is not learning processes and
adaptive is changed first improve distortion
that challenges the thoughts that cause
cognitive aspects and procrastination. For that
underlying irrational is expected to use the
fears to be more technique of self-
.
realistic management and
cognitive restructuring This experimental
used a Randomized Pretest-Posttest
techniques in an research
Comparison Group Design. Meanwhile, the subjects in
atmosphere of group this study were taken by using purposive random
sampling technique. There were as many as 24 students
counseling, learners can were taken as research subjects with characteristics of
having

reduce academic high academic

. They were then

procrastination. procrastination
grouped into 3, namely group A who received self-
management technique, group B who received cognitive
restructuring technique, and group C who received self-
II. METHODS
management technique and cognitive restructuring

This study used a technique. After that, pretests were given to experimental
groups.
This pretest was given before the groups were
quantitative approach given treatment. Next, the treatments were given to the
experimental group. The experimental group A was given

with experimental a treatment in the form of group counseling with self-

management technique, experimental group B was given
group counseling treatment with cognitive restructuring
research methods. This technique and experiment group C was given treatment in
the form of group counseling with self-management
is consistent with the technique and cognitive restructuring techniques. Once the
treatments done, posttests were given to the experimental

objectives in this study, groups. This posttest was given to find out the difference
in the results of the treatment given earlier. Additionally,
this study used data collection techniquein
namely to examine the a
cademic procrastination
causal relationship of based on the indicators
two independent presented by, Sholomon
variables (self- and Rothblum (1984
).

management techniques The scale consists

and cognitive of 20 items of
restructuring statements based on 5
techniques) to the indicators of academic
dependent variable procrastination, namely
(reducing student writing a term papers,
academic studying for exams,
procrastination). reading assignments,
 Notes : A: Self-Management; B: Cognitive Restructuring;
administrative tasks, A+B: Self-Management + Cognitive Restructuring

attendance tasks. In this Based on table 1, it was known that there was a
difference in the average value of students'

measuring instrument, academic

researchers conducted procrastination
level in the self-

equivalence by carrying management group before and after the treatment (M =

23,75, Sd = 6,10; t(7) = 10,80, p<0,01). These indicated
that group counseling with self-management technique
out the backtranslate, was effective to reduce the level of
academic
expert validation, and procrastination.
On the other hand,
he
instrument trials. T in the cognitive restructuring group, the difference in the
average value of students'
hypotheses testing was done byusing paired-sampled t-test
test analysis technique and one-way ANOVA.
academic
level before and after

III. RESULTS AND DISCUSSION

procrastination
was (M = 18,12, Sd = 5,65; t (7) = 8,72, p<0,01).
Results These results proved that group counseling with
Students'
academic cognitive restructuring technique was effective to reduce
the level of the
level conditions after academic
procrastination of students. Next, in
getting the intervention of group counselling with self- procrastination
management and cognitive restructuring techniques the combined group between self-management and
showed a decrease. Further, the hypotheses testing to test cognitive restructuring techniques, the difference in the
Ha in this study was done using paired-sampled t-test and average value of students'
one-way ANOVA test analysis techniques. This Paired
Sampled T-Test was used to determine the mean or mean
academic
level before and after
difference between pretest and posttest results in each
group, then one-way ANOVA test aimed to determine the procrastination
effectiveness difference between group counselling with was (M = 28,18, Sd = 9,80; t(7) = 8,18, p<0,01).
self-management technique, cognitive restructuring These results showed that group counseling with
technique, and the combination of them. The results of the self-management and cognitive restructuring techniques
calculation of the data before and after and the differences was effective to reduce students' level of
in the effectiveness of the group counselling service with
self-management technique, cognitive restructuring
technique, and the combination of them are presented in
academic
. ANOVA test results
table 1.
procrastination
Table 1. Results of Change in Pretest and Posttest Score showed a difference in the effectiveness between group
counseling services with self-management technique,
Pretest Posttest Gain group counseling services with cognitive restructuring
t(7 p F p
Score technique, and group counseling services with the
)
combination of self-management technique and cognitive
24, <0, restructuring techniques to reduce students' level of
18 01

A
M
64,
73
Sd
8,
26
M
41,
20
Sd
3,
27
10,
80
<0,
01
M
23,
75
Sd
6,
10
academic
, namely (F(2,25) =
B

A
68,
65
64,
8,
96
8,
51,
50
36,
4,
98
5,
8,7
2
8,1
<0,
01
<0,
18,
12
28,
5,
65
9,
procrastination
24,18, p<0,01). The results showed that the group
+ 38 10 50 75 8 01 18 80
B counseling with the combination of self-management
technique and cognitive restructuring techniques was
more effective than the group counseling with self-
management technique and group counseling cognitive
restructuring technique.
applied to the subject of
Discussion
research, namely
From the results of the study, it was known that
group counseling with self-management and cognitive students at the junior
restructuring technique were proven to be effective in
reducing students'
academic high school level. This
procrastination
. These results are in is confirmed by the
accordance with
the opinions statement of DuPaul et
expressed by Bahri et al al (2006) that self-
(2016) explaining that management has been
self-management used in children of all
strategies can improve ages to handle a variety
task performance in of academic problems
students with learning including
disabilities. Learning procrastination. other
disabilities are closely than that self-
related to the high level management that aims
of procrastination. As to handle
explained by Hen and procrastination also has
Ghorosit (2012) that a good reputation in
students who other countries such as
experience learning in America (Vargas,
disabilities score high 2009).
on academic delays. Burka and Yuen
The use of self- (2008) explain that self-
management techniques regulation is a major
is also suitable to be problem for
procrastinators. Rakes procrastination. With
and Dunn (2010) also thus it was concluded
show that a decrease in that self - monitoring
self-regulation will have had a good impact on
an impact on increasing the decline in
procrastination. So from procrastination, besides
that it can be concluded that it would also have
that by increasing self - an impact on increasing
regulation it will have self-regulation.
an impact on decreasing Based on the
procrastination negative effects of
behavior. In line with procrastination,
this, Bembenutty (2011) previous researchers
revealed that self- have studied delays
monitoring can be related to cognitive
applied by students to variables that include a
be able to monitor the tendency towards self-
behavior of low self- harm, low self- esteem,
regulation. Furthermore, low self-efficacy, fear of
Corkin et al (2011) failure, and distorted
explained that the use of perceptions of the time
metacognitive strategies available and needed to
in the form of complete tasks (Rabin
monitoring can be done et al 2011). Sirois
in relation to handling (2013) adds that there is
evidence that tasks, (2)
procrastinators are underestimating
involved in automatic motivation to complete
thinking when they tasks, (3) belief that
think of past delays individuals must be in a
and / or difficulties in mood right to complete
completing future tasks. the task.
Procrastinator Thus, self-
experiences automatic management techniques
negative thoughts that can be applied
resemble recurring independently
conditions regarding expectations on learners
delaying behavior who experience
which include self- procrastination,
blame and remember that the
contemplation of past technique has the
delays. Ferrari (in Balkis properties of a self help
et al 2012) reinforces means that the
that procrastinators technique could be
have cognitive applied independently
distortions in the form without having to
of irrational thoughts involve teachers BK.
such as (1) Next is cognitive
underestimating the restructuring technique
time needed to complete become one of the
 stop negative thoughts / self damage, but also replace
solutions in overcoming those thoughts with more positive thoughts. Sayre (2006)
cognitive restructuring explores an individual's beliefs to
student academic understand his beliefs, judged rational or irrational,
through an objective assessment process related to

procrastination. In line feelings, thoughts, actions. Thus the cognitive

restructuring technique can help the counselee to reassess
his beliefs about whether rational or irrational, these
with the results of the beliefs influence the behavior of the counselee.
From the results of this study concluded that the group

Erfantinni et al (2016) counseling services with self-management techniques and

cognitive restructuring techniques can help students to
reduce student academic procrastination and can be used
study, using cognitive to help guidance and counseling teachers in overcoming
students academic procrastination, especially in SMP N 3
restructuring techniques Bandar Lampung.

can reduce student IV. CONCLUSIONS

academic This study was

procrastination and conducted to see the
there is no significant effectiveness of group
difference in the counseling with self-
effectiveness of management and
interventions between cognitive restructuring
male and female techniques to reduce
students, so cognitive academic
restructuring techniques procrastination in the
have the same students of SMP N 3
effectiveness in Bandar Lampung. The
reducing Academic results of the study
procrastination is good show that group
for male and female counseling with self-
students. management and
In addition, the results of this study are also relevant to the
research conducted by Saputra et al (2017) that the
implementation of cognitive restructuring techniques can
cognitive restructuring
reduce the level of student academic procrastination.
Nursalim (2014) revealed that the cognitive restructuring
techniques are effective
technique does not only help counseling learn about and
 Learning Disabilities. Journal of Analytical Research
in reducing academic in Clinical Medicine, 4(1): 53-56.
Balkis, M., Duru, E., & Bulus, M. 2012. Analysis of the
procrastination. relation between academic procrastination, academic
rational/irrational beliefs, time preferences to study

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along with the guidance and counseling teacher of SMP N
3 Bandar Lampung for providing the facilities needed for
this research.
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 The Influence of Online Social Interaction on
Internet Addiction among Adolescence
1st Putra Hidayat
Psychology Department, Graduate School
Universitas Negeri Yogyakarta
Yogyakarta, Indonesia
putraaa.hidayat@gmail.com
Abstract—The Influence of Social Interaction Online on
Internet Addiction among Adolescence. Online social
interaction is the activity that most causes internet addiction,
this activity has a strong tendency to make adolescents addicted
to the internet. Online social interaction makes it easy for
friends and for personal gain. This study aims to determine the
effect of online social interaction on Internet addiction in
adolescents. This research was conducted in the Purbalingga
district. The sample used was 70 adolescents aged 15 to 18
years, completing the scale of internet addiction and the scale of
online social interaction. Data collection techniques using
internet addiction questionnaire and online social interaction
questionnaire. The instrument validity technique uses reliability
based on the Cronbach Alpha coefficient. Data analysis
techniques using simple regression analysis with a significance
level of 0.05. The results showed that there was a significant
influence on online social interactions (Rsquares = 0.351) on
internet addiction. That said, high online social interaction of
35.1% in adolescents has increased internet addiction. Even so,
internet addiction is not only caused by online social
interaction, but there are 64.9% of other factors that influence it.
Keywords—social interaction online, internet addiction,
adolescence
I. INTRODUCTION
The internet presented an extraordinary advancement
in information technology. The internet provides
opportunities for humans to connect socially more easily,
to educate themselves, improve economic conditions, and
to be free from the shame of various obstacles that make
them powerless. The practicality provided by internet
technology does indeed improve the welfare and quality
of life but for some people, the internet can affect mental
disorders [1].
The practicality of using the internet makes people
interested in using the internet. This can be seen from the
increase in internet usage based on the survey results of
the Indonesian Internet Network Association (APJII).
Starting from 2014 there was an increase in internet usage
in Indonesia to 34.9% or around 88.1 million people in
Indonesia [2]. Currently, there is an increase in internet
use in Indonesia to 54.68% or approximately 143.26
million people Indonesia (APJII, 2017) Based on the data
above, the increase in internet usage for three years has
increased by 19.8%.
APJII survey results (2017) in adolescents in the 13-18
year age group were 75.5% and a high increase between
the ages of 19-34 years was 74.23%. This shows that most
adolescence have become internet users. The use of the
internet in adolescents aims to update information,
relating to work, free time, socialization, education, and
entertainment[3].
2ndSiti Rohmah Nurhayati
Psychology Department, Faculty of Education
Universitas Negeri Yogyakarta
Yogyakarta, Indonesia
siti_rohmah@uny.ac.id
Internet addiction also correlates with the amount of
time a person spends when using the internet, this
statement was stated by [4] that participants who access
the internet for a longer period or longer duration of use,
have a greater tendency to become addicted to the internet
or participants who use the internet with high frequency
will be addicted to the internet. Another opinion according
to [5] that the high level of a duration of internet
connectedness tends to show symptoms of Internet
Addiction Disorder (IAD) based on pathological gambling
criteria in DSM-IV. As in [6] distinguishes internet users
into two; The first is non-dependent internet users who
access the internet for four to five hours per week. Both
categories of addictive internet users (dependent) who
access the internet as much as 20 to 80 hours per week.
The results of the [3] survey also indicate the existence
of addictive or dependent internet usage behavior based
on the length of time of use. The survey states that internet
usage between 4-7 hours per day is 29.63% and more than
7 hours per day is 26.48%, or it can be said that 26.48% of
internet users have a duration of use of 49 hours per week.
This fact can be categorized ¼ Internet users fall into the
second category of internet addiction (dependent).
Knowing that around 26.48% of internet users in
Indonesia experience internet addiction based on the
duration of use, it certainly raises concerns about the
effects of internet addiction. Internet addiction can cause
significant side effects on adolescent life, such as anxiety,
depression, physical decline and mental health,
interpersonal relationships, and decreased performance [7]
[8][9].
The time of internet users cannot be the only indicator
that determines a person is diagnosed with internet
addiction[10]. In general, addicted behavior has clinical
signs, namely preoccupation (addiction) to opium objects;
not having behavioral control (loss of control), and
perform opiate behavior continuously even though it has
dangerous consequences.
The reason of adolescents who experience internet
addiction is because they do not get self-satisfaction when
engaging in direct social relationships or face to face,
therefore these individuals must rely on online social
interactions to meet their needs in social interaction[11].
When online, individuals feel passionate, happy, free, and
feel needed and supported, whereas when offline
individuals feel lonely, anxious, unsatisfied, even
frustrated. Individuals who experience anxiety in social
interaction see interaction online as a safer way to interact
than having to meet face to face [12][9].
Opinions from these experts indicate that currently,
online social interaction is more interesting than face-to-
face interaction directly when social skills are needed to
be able to work together with other individuals. Without
social skills, collaboration is impossible. Most teens today
who use online social interaction tend to be good in
cognitive but lacking in terms of socialization. The weak
ability to socialize adolescents is now a major problem
that has caused a number of cases. Based on the author's
observations, many aspects that cause internet addiction
that can occur in Indonesia. For this reason, researchers
aim to find out the relationship between online social
interaction with internet addiction to internet addiction.
II. METHODS
This research is survey research and uses a
correlational research design with a quantitative approach.
Aims to find out whether there is influence between
online social interaction and internet addiction in
adolescence.
The population in this study were students of Public
Vocational Secondary School (SMK Negeri) 1
Kaligondang. The total population is 549 students.
Samples were taken using cluster random sampling with a
total of 70 students. According to [13], this cluster random
sampling technique can be used because of the limitations
of researchers. Data sources are very broad, and without
regard to strata that exist in these populations.
This study uses one independent variable, online social
interaction and one dependent variable, internet addiction.
These variables are given the symbols X and Y, the
independent variables are given the symbol X which is
online social interaction and the dependent variable is
given the symbol Y which is internet addiction. Both
variables were collected using a questionnaire instrument.
The scale used in measuring this aspect is a Likert scale
with five alternative answers. The validity of the
questionnaire used expert opinion and its reliability was
analyzed using Cronbach's Alpha.
Internet addiction data collection uses a questionnaire
based on opinion [14] of the questionnaire lattice namely,
1) Preoccupation, a strong desire on the internet. Think
about internet activities beforehand or anticipate the next
online session. Internet use is the dominant activity in
daily life; and 2) withdrawal: manifested by dysphoric
mood, anxiety, irritability and boredom after a few days
without internet activity. In addition, at least one other
symptom must be followed, such as 3) tolerance, namely
the increasing need to use the internet to achieve
satisfaction; 4) difficulty in controlling; a continuing
and/or unsuccessful desire to control or discontinue using
the internet; 5) do not care about the dangerous
consequences in the sense of continually using the internet
excessively despite having knowledge related to physical
and psychological problems due to internet use; 6)
communication and social attraction are lost: hobby
interests, entertainment that have a direct impact are lost.
except using the internet; and reduction of negative
emotions: 7) to avoid or reduce dysphoric moods such as
feelings of hopelessness, guilt, and anxiety.
Collection of online social interaction data using a
questionnaire based on opinion [15] The questionnaire
lattice is 1) mood swings namely the extent to which a
person uses the internet to facilitate some changes in
negative affective circumstances; 2) perceived social
benefits, namely the extent to which an individual views
the use of the internet as a tool to interact with the social
environment is better than interacting directly; 3)
perceived social control that is the extent to which a
person feels an increase in social control when interacting
with others online; 4) Withdrawl is the extent to which a
person has difficulty not using social media; 5)
compulsiveness, the inability to control, reduce or stop
online behavior, feelings of guilt about the time spent
using social media; 6) excessive use of the internet ie the
extent to which a person feels that he spends a lot of time
online: 7) negative effects namely the severity of personal
effects, social and professional problems caused by
someone's internet use.
This research uses descriptive analysis techniques and
inferential analysis. Descriptive analysis is used to see the
data picture of each variable expressed through the mean,
median, mode, frequency distribution, and histogram.
Furthermore, by analyzing the data parameters of the
regression model that will be used. Data processing in this
study uses the SPSS version 22.0 program.
III. RESULT AND DISCUSSION
Result
This study collects information based on research
results obtained from internet addiction questionnaires and
online social interactions. The description will focus on
the relationship between students' online social
interactions with internet addiction.
The online social interaction questionnaire given to
students consisted of 20 items with each item having a
score of 0-5, so the total score of online social interaction
had a range of 0-100. Data on the measurement of
students' online social interactions are presented in Table
1.
Internet addiction questionnaire given to students
consists of 25 items with each item having a score of 0-5,
so the total internet addiction score has a range of 0-125.
Data on measuring student internet addiction is presented
in Table 1.
TABLE 1. DESCRIPTION OF ONLINE SOCIAL INTERACTION
DATA AND INTERNET ADDICTION DATA
Variable Average Std. Minimum Maximum
Dev value Value
Online 70.93 6.508 58 87
Social
Interaction
Internet 82.69 12.284 59 111
Addiction
Furthermore, before carrying out multiple regression
analysis, the analysis requirements must be tested.
Normality test is performed to determine whether the
study population is normally distributed or not.
Calculation of data normality using the Kolmogorov-
Smirnov test. The results of the normality test are listed in
the following Table 2.
TABLE 2. KOLMOGOROV SMIRNOV NORMALITY TEST
RESULTS
No Varable Value Explanation
1 Online Social Interaction 0.200 Normal
2 Internet Addiction 0.200 Normal

Criteria for making normality decisions is if the
significance value is more than 0.05. The normality test of
online social interaction variables and internet addiction is
explained as follows: The results of the normality test
using the SPSS 20.0 program, on the results of the
Kolmogorov-Smirnov analysis it is known that the
significance value for online social interaction is 0.200.
Because the significance value is more than 0.05, it can be
concluded that the population in which the online social
interaction variable data has been taken is normally
distributed. Statistics show that the smaller the value the
more normal data distribution. The sample normality test
is performed on online social interaction variables using
the histogram graph as shown in Figure 1.
Figure. 1. Histogram Test for Online Social Interaction Normality
In the Kolmogorov-Smirnov normality test results, it
can be seen the significance value for internet addiction is
0.200. Because the significance value is more than 0.05, it
can be concluded that the population where the data of
internet addiction is normally distributed. The histogram
in Figure 2 shows the results of a sample normality test
for internet addiction variables.
Figure. 2. Histogram Test for Internet Addiction Normality
Seen from the two histograms show normal curve
lines. It can be concluded that the population where the
data variable online social interaction and internet
addiction is normally distributed.
Simple regression analysis aims to determine the linear
relationship between one independent variable
(independent) with the dependent variable (dependent).
This analysis is used to determine the direction of the
relationship between the independent variable and the
dependent variable, whether the independent variable is
positively or negatively related, and to predict the value of
the dependent variable if the value of the independent
variable has increased or decreased. Based on data
processing using the SPSS 20.0 program, a constant value
of (a) of 3.390 is obtained while the regression coefficient
value b = 1.118. The regression equation between online
social interaction variables (X) and internet addiction (Y)
is Y = 3,390 + 1,118X. The explanation of this regression
equation is as follows: Constant (a) of 3,390; meaning that
if the value of the online social interaction variable (X) is
zero, then the internet addiction variable (Y) is worth
3,390. Online social interaction variable regression
coefficient (b) of 1,118; meaning that if the independent
variable online social interaction (X) has increased by one
value then the value (large) the internet addiction variable
(Y) will increase in value by 1,118. Then the significance
value of the online social interaction variable is 0,000
which is a significant value of less than (0.05) meaning
that there is an influence between online social interaction
with internet addiction. The results of the simple
regression coefficients are shown in Table 3 below:
TABLE 3. SIMPLE REGRESSION COEFFICIENT RESULTS
Unstandardized Standar
Model t Sig
Coefficients Coefficients
B Std. Beta
Error
Constant 3.390 13.134 0.258 0.797
Online 1.118 0.184 0.592 6.063 0.000
Social
Interaction
Discussion
Based on the results of the study showed that there is a
significant influence between online social interactions
(Rsquares = 0.351) on internet addiction. That said, high
online social interaction of 35.1% in teens has increased
internet addiction. This research provides evidence that
online social interaction can predict internet addiction in
adolescents.
The results of other studies that support is research
conducted by [16] that online gaming and online social
interaction are activities that cause the most internet
addiction, both of these activities have a strong tendency
to make teens addicted to the internet because will satisfy
the needs of friendship and the need to obtain a personal
achievement. Other research from [7] that online social
interaction characteristics have an intensity for users to
experience the experience of a more positive response, the
experience results in repetition in online social
interactions that result in excessive internet users and
potentially experiencing internet addiction.
 Online social interaction will make it easy for teens to
meet the needs of being recognized in a friendship. There
are various tools used to fulfill online social interaction
activities, such as using Facebook, Twitter, LINE,
Whatsapp, Instagram, etc. The tool used by teens for
online social interaction will help teens to meet new
friends on the internet. This will make it easier for teens to
meet with friends who have similar interests and hobbies,
teenage interest in online social interaction will be
stronger and make teens addicted to the internet. Research
conducted [17][18] that at the same time the internet can
increase the use of social applications such as short
messages or social media sites, this can be associated with
loneliness and reduce real activities in real life and reduce
academic achievement, this results in internet addiction.
From various explanations of the supporting studies,
the conclusion drawn is that there is an online social
interaction variable that has a positive relationship with
adolescents who experience internet addiction, so it can be
said that online social interaction is a predictor that can
influence internet addiction in adolescents even though
Other studies have shown that there are other variables
that have a greater influence on online games.
IV. CONCLUSION
The results of the research and discussion, it can be
concluded several things, namely: there is a positive and
significant influence of online social interaction on
internet addiction in vocational teenagers in Purbalingga
district. The contribution of the influence of online social
interaction on internet addiction in adolescents of a
vocational school in Purbalingga district is quite strong,
amounting to 35.1%.
Based on the results of the study, and by taking into
account the limitations of the research, suggestions that
can be delivered are: (1) for the government, especially
the Education Office in Purbalingga district to be used as
input and study in making policies specifically relating to
the socialization of the dangers of excessive internet use
in adolescents in Purbalingga district; (2) for school
principals and teachers, to be used as input material and
internal evaluations to provide understanding for
adolescents to control online social interactions and
encourage students to be more active in offline social
interaction activities or to say activities that trigger
students to interact more with peers friends at school; (3)
for researchers, it is expected that the results of this study
can be used as a reference for further research.
ACKNOWLEDGMENT
The author's thanks to Dr. Yulia Ayriza, Dr. Siti
Rohmah Nurhayati, Dr. Rita Eka Izzaty, and Dr. Endah
Retnowati in Yogyakarta State University for advice in
writing of this manuscript. This study was supported in by
Graduate School of Yogyakarta State University.
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Self-Esteem, Family, Support System and Therapeutic Experience
of Islamic Creative Art Therapy Among Adolescents involved in
Sexuality.

Mohd Hatta Othman1, Che Rozita Che Abdul Rahman2, *Azizah Abdullah3 Norazman Amat4, Aminah
Nor Ujang5
1
Pusat Kaunseling Majlis Agama Islam Negeri Sembilan, Negeri Sembilan, Malaysia
2
Pusat Kaunseling Majlis Agama Islam Negeri Sembilan, negeri Sembilan, Malaysia
3
Universiti Utara Malaysia, Sintok, Kedah, Malaysia
4
Pusat Kaunseling Majlis Agama Islam Negeri Sembilan, Negeri Sembilan, Malaysia
5
Pusat Kaunseling Majlis Agama Islam Negeri Sembilan, Negeri Sembilan, Malaysia
kaunselor87@yahoo.com
cherozitacherahman@yahoo.com
zyzah@uum.edu.my
norazman_amat@yahoo.com
aminahnorpkpilah@gmail.com

Abstract:
Adolescents are those who need Islamic values to grow better.
Adolescents are now faced with a host of social problems stemming from
personal, family and community weaknesses. Adolescents involved in
sexual harassment are difficult to express verbally and difficult to explore.
Therefore, this study aimed to study the level of self-esteem, family,
support system and therapeutic experience of Islamic Creative Therapy
among adolescents involved in sexuality. This study is qualitative and
discusses the values found in the self, the family and the support system.
The group counselling process was conducted using Islamic Creative Art
Therapy modalities as an alternative. The study was conducted on four
girls from Rumah Kanak-Kanak Rembau under Jabatan Kebajikan
Masyarakat who had been sexually involved. Data analysis was conducted
with observations on the client's drawings, object descriptions and
counselling report documents provided by the counsellor. The results
showed the dedication is needed to help them manage their emotions and
feelings such as anger, resentment, sadness, worry and frustration.
Negative emotions that still exist is disturbing the client to show the
dedication of their lives. In addition, the cooperation within the family
should also be improved so the emotions, thoughts and behaviours of
clients thrive. The value of gratitude is also expressed by the client as a
appreciate to the family and support systems.

Keyword ?

1
Introduction
The Malaysian public has been shocked by the wide range of sexual
harassment involving students and teenagers. This problem is getting
more and more complicated every year. This issue is a shame because it
involves the dignity of self and family. Sexual problems when associated
with adolescent problems, are referred to as acts of sexual intimacy
without a valid marriage bond or otherwise called free sex. While
teenagers who engage in sexual activity by exchanging spouses are
referred to as casual sex. One of the problems with sex is rape among
teenagers or the victim is teenagers. Rape is an act of rape (female). The
term rape refers to fornication or rape. Rape means rape. (Council
Dictionary, 2005; Student Dictionary, 2008). Sexual harassment can be
divided into two categories, firstly sexual coercion, and sexual harassment
as a threat to personal annoyance (Fonny Hutagalung & Zahari Ishak, 2012).
Teenagers are easily trapped by sex problems occur due to the process of change between the
time children with adulthood. At the time of this change, adolescent emotion rather unstable
so that they are easily tempted by impulse toward fulfilling sexual desire. According to Sari
Banun & Boedijono (2013), the most important issue of adolescent sexual problems is due to
the willingness of teens themselves against the effects of sexual activity while they are still
not ready physically, mentally, and economically. Meanwhile, according to Arnon et al.,
(2012), the social aspect is an aspect that affects teenagers involved in sexual activity at a
young age.
The Daily News Report (2016) stated that 230 cases of sexual abuse were reported during
2015 compared to 190 cases in 2014. The total increase in cases was 40, but it was considered
by the Ministry of Women, Family and Community Development (KPWKM) to consider the
case highly. hard revealed by the victim. Director of Guidance and Counselling ministry, Dr.
King became Raja Mohd Khalid, said he believed the number of victims making a complaint
more than that because they think it's a shame when exposed or not "noticed" they were
actually victims.
Art therapy is basically a combination of psychology and art (Malchiodi, 2007; Noorasmah
Siti Hamzah, 2016). According to Gil (2003), art therapy can help victims who are sexually
harassed in various ways such as finding and restoring emotional victim. Art is a
communication tool for clients to express inner feelings hidden from them (Gil, 2003;
Noorasmah Siti Hamzah. 2016). Painting is basically a combination of psychology and the
arts as a medium of conscious awareness (Ariane, Hartmut & Heidi, (2013) in Noorashikin
Mohd Rejab, 2018). Drawing give space to young people express their feelings and emotions
in a visual form and thus help relieve their emotions. According Birtchnell (1984) pointed out

2
the art therapy is a combination of art and psychotherapy and is a creation that has aesthetic
value capable of stimulating a sense of reality.
Researchers are interested in conducting this study using a painting therapy approach for
adolescents who are victims of sexual harassment. The study was conducted by applying
painting therapy to help explore psychosocial issues among adolescents with sexual
disorders. The art therapy approach is a new approach in Malaysia. On October 6, 2018, the
research team participated in a unique awareness program at the Klana Resort Seremban. The
program, which can be classified as the Youth Module Program, aims to bring art to
adolescents and help them identify themselves, their families and their social support.

Normally victim of sexual harassment is difficult to express emotion verbally and difficult to
explore. Based on studies conducted by Nor Shafrin (2012) show that sexual abuse is difficult
to recount his experiences sexually abused. Victims of sexual abuse will endure their
suffering for a period of many years (Gil, 2003).
Victims of sexual abuse are helpless and unsure about making decisions in life (Nor Shafrin,
2012). According to Salina et al. (2012) sexual abuse is a complex case to deal with. Without
appropriate intervention victims of sexual abuse are more likely to experience more serious
psychopathology in the future (Salina et al., 2012; Siti Noorasmah Hamzah, 2016). According
to Rafidah Kastawi (2013) therapeutic production through visual arts activities such as
drawing, colouring, photography and sculpture can help client’s express emotions, thus
giving meaning to therapy and diagnosis made to clients. A study conducted by Azahar
Haruna et.al (2012), concluded that the Islamic art therapy program conducted at the Penjara
Sungai Udang, Malacca has opened a new paradigm for researchers to explore the therapeutic
value of creative art in Malaysian prisons. The results of this study have helped participants
to dispel their negative emotions (anger, anxiety, fear, frustration) and find solace in creative
arts.
Adolescents are the most important group in which good Islamic values are applied. Because
adolescents are now faced with a host of social problems stemming from self-esteem, family
in society. Important values for a Muslim individual refer to the qualities or attributes that
every Muslim individual should possess. In Islam, it is better known by the term personality
or morality. It is derived from the Arabic word shakhsiyyah which means "traits that
distinguish one from another" (Al-Mu`jam alWasit 2005: 475). The term personality also
refers to morality. The word moral also comes from the Arabic word khuluq. Khuluq means
"a stable state of affairs, out of which things are good or bad without [one has to] think
[before doing something]". It also refers to the al-khilqah as nature (nature), nature, religion
or simply the person's inner self (Ibid: 252; Mohd Nasir Omar 1986: 22-23; Mohd Fauzi
Hamat and Mohd Hasrul Shuhari 2011: 54-55). Based on the above values, it can be said to
be a good, useful system for all people. These values need to be taught, find out, practiced in
everyday life. This value may change with the education provided by the other people. To
achieve this goal, good values must be practiced continuously to produce individuals who
adopt a moral and ethical lifestyle in life.
Through Islamic Ceative Art Therapy, researchers want to see the Islamic values found in
their clients. Adolescents who have been involved in sexual harassment have a black history
with other people. Researchers want to know how much the effects of sexual harassment have

3
on the value they have. There are various Islamic values in human life, among Islamic values
such as sincerity, dedication, cooperation, virtuous and grateful.
According to Khairul Hamimah Mohammah Jodi et.al, (2012) there are a
variety of Islamic values to achieve well-being. Among the expressed
sincere man has a soul of pure, clean, put the goal of the assignment or
daily worship solely to Allah and have no particular interest, have honest
intentions and be positive if the criticism of others.
Besides the dedication of brave souls are capable of forming pressure,
challenges and avoid a pessimistic attitude. In undergoing treatment and
rehabilitation at shelter home, they are dedicated to becoming a dynamic,
initiative, proactive and always had a commitment to the success of its
responsibilities with full commitment in all activities of life, both physical,
emotional, spiritual and intellectual.
In addition, the value of cooperation helps one another in all aspects.
From a social point of view, collaboration between them involves
everything from individuals and families to the community, country and
world. Cooperation educates teenagers, who exchange ideas by exploring
new ideas to build the dignity of Muslims. In this way they are aware of
their individual needs such as welfare, law and skills that indirectly create
relationships between them.
Courtesy values give adolescents who are not only generous to
themselves but are good to God and the Prophet. They try to avoid getting
involved in disputes that are often not based on rational thinking. This will
create a united community of people, be humble and strengthen the love
among Muslims.
Grateful values give adolescents who always thank God, family, friends,
employers and others by appreciating, sharing their blessings. They are
rude and do not care about the use of favors in the way that God favors,
but they work hard to ensure that their provisions are in accordance with
the Shari'a prescribed. According to Syed Muhammad Naquib al-Attas,
good people are people who fully accept their responsibility to Almighty
God. They understand and maintain justice for themselves and others in
their society. They are constantly striving to improve every aspect of
themselves towards human perfection (Mohd Hasrul Shuhari & Mohd Fauzi
Hamat, 2015).
Based on concerns among adolescents of sexual harassment, researchers
wanted to see the self-esteem, family values, and value of support
systems among adolescents involved in sexual abuse using the Islamic
Creative Art Therapy approach.
Methodology
This study is a qualitative case study to discuss the process of group
counseling is happening with Islamic Creative Art Therapy as an

4
alternative. The study was conducted on 4 girls from Rumah Kanak-Kanak
Rembau, Jabatan Kebajikan Masyarakat (RKK JKM) who had been involved
in sexual harassment. Data analysis was carried out by observation of
drawings by the client, the objects in the drawing and document the
counselling provided by counsellors. A total of five group counselling
sessions were conducted and organized on four values namely self, family
and support system. For each session take one hour. Each member then
drew on a drawing using crayon based on the purpose of each session. In
this study, the data obtained from the in-depth interviews and
observations about the process of painting during the counselling session.
Results and Discussions
This finding is based on a structured group counselling session were
conducted to four clients. The researchers found that all the clients to
cooperate with each other during group counselling sessions conducted.
The value of the cooperation shown because the client has to practice
mutual assistance, give priority to the common practice of consensus of
personal interests. The result of the collaboration was supported by
Khairul Hamimah Mohammadh Jodi (2012) in his study with female
prisoners, said all the residents will be treated as a family who will discuss
and help each other to solve problems that occur between them. In the
Quran, Allah S.W.T said: "And help one another in the (working)
righteousness and piety, and do not help one another in sin and
transgression." (Surat Al-Maidah [5]: 2)
In this study, four decisions Islamic Creative Art Therapy sessions have
been obtained. In this approach, the client is required to draw on paper
drawing provided. Figure 1 to 4 is the result of drawing clients from 1 to 4.
Table 1 shows the demographic information of clients:
Table 1: Demographic Information
Clien’s Age Gender Education Parent’s Status Religion Sexual
Code Level Status
C1 16 Girl Secondary Divorced Islam Raped
School
C2 17 Girl Secondary Divorced Islam voluntary
School relationship
C3 18 Girl Secondary Mother dead Islam Raped
School
C4 18 Girl Secondary Divorced Islam Raped
School

The main themes discussed were the self, the family atmosphere and
support system among adolescents involved with sexual harassment.
Description themes that emerge are detailed below according to the
client:
The Self

5
 Client 1

From the painting shown, the client has drawn the emotion of anger. The
client is very angry with her adoptive father for raping her when she was
13 years old. The client also said his father was involved in drug addiction.
Since the rape, the client has isolated himself in situations where the
client takes the time to tell the truth to his mother for fear of being
scolded.
The results showed that clients still hold a grudge and anger because of
the adoptive father had raped her. It shows the client still cannot accept
what happened to herself. In addition, client was afraid to tell mother
about adoptive father. This finding is supported by Burgess and
Holmstrom (1976) which states that the effect of causing emotional or
mental aspects of the raped women suffered rape trauma syndrome''.
Victims do not dare to tell their bitter experiences and suffer privation. It
takes them a long time to recover. At this time the future looked as if to
isolate themselves and do not want to engage in social activities with
members of other communities.
Victims are not consented to the act of rape often feel worthless and
ashamed if outsiders know their status. Self-acceptance is low (Salina et
al. 2012; Dollar et al. 2004; Sahl & Keene 2010). Previous studies have
shown that the daily routine of the victim is disturbed by stress, fear of
known relationships, looks depressing, and irritable (Inzerberg, 2016;
Atkinson, 2008).
According Che Surahaya (2006), women and children who are victims of
rape will suffer from feelings of shame and trauma throughout life. They
need time and support of all parties, especially the family, counsellors,
peers and communities to recover. Zarina Zakaria et.al (2017) study
showed that the victims did not make any disclosure in the early stages.
Victims prefer to keep this incident from the knowledge of anyone,
including family members and authorities.
Based on this finding, the customer needs help to increase the value of
dedication in it because of the emotion of anger. Customers soul must be
supported to meet the challenges the world will come and that will be
present in his life, as if his emotions are still haunted, it would interfere

6
with client dedication. Dedication makes the client can handle the
pressure, dynamic and committed to the success of its responsibility for
the physical, emotional, spiritual and intellectual.
The researcher sees the responsibility of families and communities to
always support and provide help manage emotions so that the dedication
can be improved. In Surah at-Thurr verse 48, Allah says: "And be patient
under the judgment of your Lord, for surely you are before Our eyes, and
sing the praise of your Lord when you rise"

Client 2

It shows the emotional pain of drawing clients as they have never felt the
love of family, especially mother. Customers were also disappointed that
her mother was involved in the drug addiction world. Customers are also
exposed to other threats such as being nearly raped by their mother's
boyfriend and stepfather. Customers admit to having sex and are initially
influenced by their boyfriends for voluntary sex. The customer started
dating at the age of 13 while her boyfriend was 14.
As a result of this drawing, the researcher found that the client was
disappointed with the parents especially after seeing about their parents'
involvement in drug addiction. Due to neglect, the client finds love with
her boyfriend. This finding is in line with the study conducted by Mohamad
Faizal Mohammad and Mohd Zaki Ishak (2014), Parents play an important
role in shaping and cultivating harmonious values and ethics of living. The
failure of the family institution due to the neglect of the parents to
educate the children towards a better life will put the child into a very
unhealthy social life. The attitude of parents who fail to establish a good
relationship with their child in the social context of everyday life will
exacerbate the child's frustration and create negative behaviour and
psychological stress on the child. Poor relationships with parents have put
a lot of pressure on teenagers that can lead them to greater or lesser
problems.
Client 2 had been in a romantic relationship with her boyfriend and has
led to sexual relations outside of marriage. This finding was supported by
Nasrudin et.al (2012), which led to feelings of informal love by willingly

7
giving their bodies to boyfriends to meet their sexual needs, with the hope
of lasting love. This finding is also supported by a study by Aminuddin
(2004), which states that family institutions today fail to play a role and
function well in shaping the generation of mobile thinking. Lack of love
among family members has caused many social problems such as incest,
running away from home and sex addiction.
The seven who Allah Almighty protects them with the protection of their
atmosphere (from the heat of the sun) on a day of no protection but their
protection: ... and a man or teenager seduced by a rich and beautiful
woman, but he defends himself by saying: "Indeed I fear Allah! ”(Hadith of
al-Bukhari and Muslim)
This hadith indicates that adolescents who had arrested him from fulfilling a desire by false lust while
waiting for marriage halal way, they get rewarded protection of God when all of humanity in distress
in the hereafter (Kamarul Azmi Jasmi, 2017).
This client needs to be helped to increase the value of his or her dedication, the sadness that this client
experiences will surely ruin his life. Soul client shall be charged with the commitment to improve the
emotional, spiritual and intellectual dynamics. For a teenager who makes a strong client facing
pressures and challenges in life. If Allah helps you, then no one can defeat you; if Allah will forgive
you, then who will help you (besides) Allah afterwards? Therefore, the believers should trust in Allah
alone. (Ali Imran, Verse 60).

Client 3

According to what is sketched by clients about yourself at this point is the

"Heart of the slits and cracks". This is because clients feel distressed
families, mothers often blame the client for not taking care of his sister
well that caused her sister ran out of the RKK. According to clients other
than itself living in RKK, his brother also in RKK. The case is the same
client and his brother (molested by brother in law). But now his younger
brother has escaped on his way home from school. Until now not known
yet. This situation causes a lot of feeling that exists in the client that is
stressed, anxious, angry, sad and disappointed. Feeling worried,
concerned ourselves with the circumstances of her sister. The anger
caused by the attitude and temperament of her sister troublesome clients,
family and the RKK. While feeling sad and frustrated when a mother
blames a client for not taking good care of her sister.

8
The findings of the study showed that the victim was always depressed
with her surroundings, such as a client who was distressed by the
mother's services after her younger sister left RKK. The client's emotions
were abused by his mother until the client was worried, angry, sad and
disappointed. This finding was supported by Inzerberg, (2016); Atkinson,
(2008) states that daily routines of victims are depressed because they
are depressed, fear of known adult relationships, seem gloomy, and
become irritable. Rape victims often find themselves helpless and haunted
by shame when the outside community knows about them. According to
Sable et al. (2006) & Salina et al. (2012), this situation is caused by
families and societies that make objections to the victims.
In addition, this finding was supported by Khadijah Alavi & Mohamed
Fadzil Che Din (2007) who stated that emotion is an inner feeling that can
be seen as sad, angry, inflamed, angry, angry, sick and so on. Children
who are constantly exposed to emotional abuse are more likely to
experience negative effects that affect their emotional development,
behaviour and low self-esteem.
Client has expressed negative emotions of sadness,
disappointment, anger and worry. The negative emotions that the client
experiences show that the value of dedication is very important in helping
her to meet the challenges of the future. In the surah at-Taubah verse 51,
God has spoken: Say: "Never will it happen to us but what God has appointed for us. He is our
Protector, and only to Allah are those who believe. "

Client 4

The painting above shows a beautiful painting. The client has used a lot of
green and blue crayons because he feels calm because the client feels
more comfortable than having to attend the mandatory routine held every
morning at the RKK. The freelance client can go out for a while keeping
himself calm. The client also said he missed his hometown. The client had
dropped out of school at level 3 in high school. This is because customers
often do not attend classes until they receive a letter from the school, but
the client ignores the warning because they are no longer interested in
going to school. The client was placed in the RKK for being raped by his

9
sister-in-law. Sexual activity occurs more than once. The client initially did
not tell his family about the incident, but family members learned that the
client was pregnant. This situation causes the client to tell when his
brother and sister ask him. In this case, many family members blame the
customer for allegedly seducing him. In order to hide it from others,
clients have been placed in the CMS Rembau. He called his brother-in-law
a criminal.
Result of the research conducted, the researcher found that the client did
not like some of the rules and routines in RKK as it did not meet the
client's needs and desires. This finding can be supported by the study of
Pathmanathan (2011), some of the children who feel dissatisfied with the
program implemented because they do not meet their needs or desires.
All physical and spiritual needs of children are being met such as
implementation of guidance and counselling programs, education,
spirituality, recreation and sports activities (Abdul Razak, Zakiyah,
Rusimah, Noor Azizah & Ahmad Shukri, 2010). In this context, there are
standards and guidelines for providing services to victims as well as
meeting quality service requirements in accordance with established
professional ethics (Wagner, 2008). Minors tend to perceive institutional
intervention and placement as harsh rules (John, Cross, Walsh & Simone,
2005).
The client is not happy and is not interested in the rules set by RKK.
Researchers see that the value of dedication needs to be enhanced
because through the activity of the wire, it helps to inculcate the client's
inner self. When clients' emotions are not well managed, it affects their
ability to do something.
The results of this study, the researchers found that client keep a
pregnancy caused by brother in law because of fear and distress. Client
willing to hide events from the knowledge of the family so that family
members are identified through physical changes in the stomach clients.
The results of this study were supported by Dollar, (2004); Lim et.al,
(2002) which stated that the victim acted withdraw immediately and will
not say anything for a few days. The victim is lonelier and doesn't want to
tell what happened to the people around her. This can be seen mostly
applies to victims of child rape.
Allah says in the Quran, surah ali Imran verse 31: Say "If you (truly love
God, come with me, then God will love and forgive you your sins.". From
this understanding, we can see that the discipline in worship consists of
two things: (1) hold fast to what is taught by Allah and His Messenger,
whether in the form of a command or prohibition, or teachings that allow,
encourage, sunnah, IT IS and subhat; (2) the attitude of sticking to the
love of God, not because of fear or coercion. The purpose of loving God is
to always obey Him.

10
Overall, researchers see the value of dedication to helping all clients cope
with life's challenges and stresses. Anger, sadness, frustration, anxiety
and so on indicate that clients still need guidance and help in dealing with
it. Refers to client issues. All clients were exposed to sexual harassment
either unwillingly or unwillingly. Client 1 was raped by the adoptive father
while client 2 had consensual sexual relations with her boyfriend while
clients 3 and 4 were raped by her brother-in-law. This shows the client
recognizes them. This finding is supported by Mat Rijal (2010) who stated
that the problem of rape cases is often dealt with by those who are said to
have mental problems or are better known as “mentally ill” individuals
despite studies conducted by Jamaludin bin Mustafa and his colleagues
(2004), according to the findings of only 1 / 3d of rape cases by 'sick'
people, in fact 2/3 of these crimes were committed by men in organized
crime, victims of rape most commonly known by rapists.

Family theme
Client 1

The above painting shows a client drawing a house and three people, a
foster mother and a foster sister. Both individuals are very important to
her and often to engage with her. Client do not draw other family
members because they are considered lost and unimportant. She
acknowledged that their bad relationship with the other siblings. She is
dilemma when living in a house with loved ones and hated ones. She is
also willing to sacrifice anything to her foster mother and younger sister.
Researchers have found that there are positive and negative relationships
among client family members. This result was supported by Hetu, (2014);
Fuller, (2016); Motjelebe, (2009) stated that family acceptance of rape
victims found that more families had a negative response to rape victim
than positive reaction. The findings suggest that there are still many
parents and other family members who cannot accept the rape incident.

11
Researchers have found that the value of cooperation provided by client
and her family members needs to be improved. The impact of the client's
and family's self-esteem will provide a low-value family atmosphere for
cooperation. The value of cooperation will educate the attitudes of
adolescents who interact, exchange ideas by exploring new ideas to
develop Muslim adolescent personality. In this way they become aware of
each other's needs such as welfare, law and skills that indirectly establish
a relationship between them. The Messenger of Allah (may peace be upon
him) said: "The best of you are the best of his family and the best of my
family." (At-Tirmidzi History).
Client 2

The client has drawing a family. The drawing shows a picture of her
mother addicted to drugs while her other siblings are in a shelter home.
Mother often scolded clients throughout stay together. The client said her
mother never changed to stop taking drugs, because she has friends who
are involved in drug addiction.
Researchers have found that the value of cooperation and the value of
virtues still need to be improved in the client's family. If parents do not
become a good example to children, so the development of their will be
problem. Negative atmosphere in the family will have a negative effect on
the growth of the client. In Islam, according to Khairul Hamimah
Mohammah Jodi et.al, (2012) these virtuous values shape teenagers who
are not only virtuous to themselves but are virtuous to God and their
apostles. They are trying to stay away from involvement in the conflict
that is often not based on rational thinking. This will create a society living
in harmony, humility and compassion in strengthening the relationship
among fellow Muslims. Parents need to instil in them values that will
enable them to live their lives to the fullest. The Messenger of Allah (may
peace be upon him) said: Every child is born in a state of purity (purity),
and his mother and father are the Jews, Christians or Majusi. (Abu David,
1387H).
Mohamad Faizal Mohammad and Mohd Zaki Ishak (2014) The failure of
household institutions, especially parents who fail to plan and create
harmonious situations in a family, can have a huge impact. The findings
show that parents who do not spend time with their children to discuss or

12
create a loving atmosphere in the family will create a gap and an
unhealthy feeling for adolescent emotions. This finding is consistent with
studies that have been done by Fariza et al. (2000) state that failure of
domestic institutions has led to various moral breakdowns such as running
away from home, sexual misconduct, prostitution, abortion, vandalism and
so on.
Client 3

In this drawing, she writes each family member's name except the
eldest sister and the third sister. Each of these names is positively
portrayed by everyone. She has written a word for herself that has a
negative attitude. For example, the mother of a patient, her younger sister
is a child, her father is a caring person and she is an emotional person.
She misses his family members a long time ago because his family
doesn't talk to her often over the phone. Surat at-Tahrim verse 6, God says
in the Qur’an: believers, protect yourself and your family from the fire of hell. Clearly, in order to
keep themselves and their families from the fire, it is necessary to educate family members as well as
possible.

Client 4

The client has drawn and written words that represent her family
members. Client said her mother was a caring person, her father was a
patient, her sister was a good person who care her siblings, her brother
was fierce, and sporting and her younger sister was mischievous and
spoiled. The client also describes herself as spoiled, stubborn, tough,
sporting and emotional person. The shape of love is a feeling of love and

13
misses her family back home because had not visited her in RKK. She
expressed frustration that during his stay in the RKK, none of his family
members visited her. She said because they are struggling to come and
not enough money to come.
Support System
client 1

As a result of the client's drawings, it was found that she had

drawing the shelter home. She says RKK is a fun place for many friends
and teachers. Field drawing is where clients relieve stress by engaging in
leisure activities. Drawing building in the RKK means she is doing all
activities in the RKK. As a result of the client's drawings, it was found that
she had drawing the shelter home. She says RKK is a fun place for many
friends and teachers. Field drawing is where clients relieve stress by
engaging in leisure activities. Drawing building in the RKK means she is
doing all activities in the RKK. From the image, she reflects the positive
atmosphere of RKK and can engage in all activities with teachers and
friends. The client is also grateful and appreciate of the assistance,
guidance and support provided by the RKK members. The value of
gratitude expressed in the client's acceptance of RKK as an institution
helps them become better human. Grateful values will give birth to
teenagers who are always grateful to God, family, friends, employers and
others by appreciating, sharing the blessings they receive.
God said in the sura of Ibrahim, verse 7: And (remember), when thy Lord informs; "Verily, if you are
grateful, surely We will increase (your favors), and if you deny (my favors), verily my punishment will
be very painful."

14
Review of Abdul Razak, Zakiyah, Rusimah, Noor Azizah Ahmad Shukri, (2010) stated RKK always
pay attention to some important aspects of the provision of a support system for children who are
abused and in need of care and protection. All the physical and spiritual needs of the children try to
fulfil the implementation of programs such as guidance and counselling, educational, spiritual,
recreational and sports activities. Besides the shelter, residents not only provided a place to stay that is
safe and comfortable, even given priority is filling especially in terms of strengthening the spiritual.
Each of them was given motivational classes, religious classes and there is a daily routine (Hafizah
Mohd Noor Haridi, 2016).
RKK is one of the clients get support if there is no support from the family. A study from Nasrudin
et.al (2012) found that raped adolescents are more at risk when they fail to obtain adequate support
from family members, especially parents. The fostering attitude of rejection also makes the child less
loving, thus increasing the negative impact of rape when the child who is raped feels empty without
support.

Client 2

The result shows the drawing of client RKK is a great support. Through this
support system, clients can learn skills to make cakes and bread to pass in
those skills. Clients also noted in RKK also provides religious education is
indispensable client. Clients also paint a picture of the hospital because no
client can know the status of HIV disease from sexual activity.
The client is a young teenager who still need to be given spiritual
guidance in facing the challenges of life. Religious assistance provided by
RKK is well received by clients. This is because a study conducted by Arieff
(2006) states that religious persistence occurs in adolescents between the
ages of 23 and 24 years. Thus, at a young age, they failed and did not
care about the religious demands that had to be met. (Mohamad Faizal
Mohammad and Mohd Zaki Ishak, 2014).
This study was supported by Noor Hafizah Mohd Haridi, (2016) states in
the shelter, residents not only provided a place to stay that is safe and
comfortable, even given priority is filling especially in terms of

15
strengthening the spiritual. Each of them was given motivational classes,
religious classes and there is a daily routine.
The value of gratitude shown by clients through drawing will give
adolescents who are grateful to God, their family, friends, employers and
others by appreciating and sharing the favors they receive. As Allah says in
Luqman's surah, verse 12: And verily We give wisdom to Luqman, that is, "Thanks be to Allah. And
whoever is grateful (to Allah) is truly grateful to himself; and whoever is not grateful, surely Allah is
Rich, Most Glorious. "

Client 3

Drawing above show the longing for family and sometimes client feel sad
for the family. Activity of listening encouraging herself, while also cooking
with friends and Zumba can also reduce feelings of sadness. The
researchers found, the client expects the support of family and client’s
happy life in RKK. The support provided by RKK helps client to manage
their grief. Client is grateful for their support and help to become stronger
in her lives. The value of gratitude will give a sense of appreciation for the
people around them. Allah says in surah al-Proverbs verse 10: "Believers
are indeed brothers. so, make peace between your two brothers, and fear
Allah, that you may have mercy. "

Therefore, young people need to be helped by providing them with

protection to make their lives safer and more secure in the face of future
challenges. The findings of this study were supported by Siti Marziah
Zakaria & Nur Afifah Binti Zulkifli (2017) The study found that the shelters
under study had successfully provided significant new experiences to the
lives of adolescents there. At the shelter, they will be given guidance and
guidance in preparation for returning to the community.
As a result of this study, the client stated that upon release from the RKK,
the client still expects the parents to accept the situation. Support is
needed by clients for good growth especially family support. Many studies
have shown that social support received by individuals is inconsistent
(Schobucher, Maier, Mohler-Kuo, Schnyder & Landolt (2014). Most of these
children receive support from their parents (Hershkowitz et al., 2007).
Although social support has been found to be an important predictor of
psychological healing after sexual abuse, the level and quality of social

16
support provided to victims of sexual abuse has not been sufficiently
examined.

Client 4

The results above show she get support from family members especially
from her brother and her father. She said they will be able to understand
and always supported through the life. The value of the client is grateful
to the support of her family. She also expressed when in a state of sad and
stress, she will be reading the novels, listening to the music, zikir and
praying in order to calm her emotion. She does the activities to support
herself from always sad. God says in the Qur'an: "who you believe, protect yourself and your
family from the fire of hell whose fuel is man and stone; the guardians of the angels are harsh, hard,
and disobedient to Allah for what He has commanded them and always do what He commands. ”
(QS. At-Tahrim: 6).

Summary

Based on observations on drawings, object descriptions in sessions and

counselling report documents provided by the researcher, the conclusion
is that adolescents involved in sexual harassment should be helped to
enhance Islamic values in themselves. The client's self-esteem shows a
high level of dedication to help them deal with emotions and feelings such
as anger, resentment, sadness, worry and frustration. These negative
emotions still exist that distract clients from showing dedication in their
lives. In addition, the value of family co-operation should also be
enhanced for the client's emotions, thoughts and behaviours to grow.
Thanksgiving is also born of clients in appreciation of support systems
such as family and children's homes. Researchers found the use of Islamic
Creative Art Therapy modalities in this study helps the researcher focus on
the issues discussed and facilitate the researcher to see the concept
through a clear and interesting picture. Also, the process is faster, and the
results are easier to understand. The proposed study based on the
findings of this study is a more in-depth study by adding themes related to
adolescents involved in sexual harassment.

17
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Izenberg, N. 2016. If your child is raped. The Nemours Foundation

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dengan Perilaku Seksual Pranikah Pada Mahasiswa Semester V STI Kes X Jakarta Timur
2012”. Jurnal Ilmiah Kesehatan, 5(5), 12-19.

Siti Noorasmah Hamzah. 2016. Keberkesanan Terapi Seni Lukisan Terhadap Remaja Mangsa
Penderaan Seksual Universiti Malaysia Terengganu

Siti Marziah Zakaria & Nur Afifah Binti Zulkifli. 2017. Pengalaman Remaja Di Rumah Perlindungan
Dan Perubahan Dalam Makna Hidup. Journal of Sciences and Humanities Special Issue 3
(2017): 005 ISSN: 1823-884x

Schobucher, V., Maier, T., Mohler-Kuo, M., Schnyder, U. & Landolt, M. A. (2014). Adolescent
perspectives on social support received in the aftermath of sexual abuse: A qualitative study.
Arch Sex Behav, 43, 571-586.

19
20
 Isu Penyalahgunaan Bahan Dalam Kalangan Remaja Sekolah : Pendekatan Dan
Penyelesaian

Noor Azian Binti Abd. Hani

azian3678@gmail.com

Abd. Halim bin Mohd. Hussin, PhD

halimhussin@yahoo.com

Alumni SPADA Negeri Sembilan (Special For Alcohol And Drug Abuse)

ABSTRAK
Peningkatan data penyalahgunaan bahan dalam kalangan remaja amat menggerunkan dalam
kalangan masyarakat hari ini. Ketidakseimbangan arus pemodenan negara dengan kerohanian
dalam pembentukan jati diri dalam kalangan remaja menyebabkan golongan ini terjebak
dalam penyalahgunaan bahan. Pengetahuan yang rendah berkaitan dengan faktor risiko dan
faktor pelindung dalam penyalahgunaan bahan dilihat sebagai faktor masyarakat menganggap
isu ini sebagai masalah sosial yang tidak penting dan kian menular pada setiap tahun. Dalam
konteks di sekolah rendah mahupun menengah, Kementerian Pelajaran Malaysia dan Agensi
Antidadah Kebangsaan perlu memikirkan suatu pendekatan yang holistik dan memberi impak
dalam melaksanakan pelbagai program pencegahan melalui Buku Garis Panduan Pendidikan
Pencegahan Dadah Dan Publisiti yang bermatlamat untuk memberikan pengetahuan,
kesedaran dan keinsafan kepada murid sekolah, remaja, ibu bapa, masyarakat dan komuniti
akan bahaya dadah dan menjadikan “Negara Bebas Dadah”. Justeru, kertas kerja ini akan
memberi pemahaman berkaitan modul pencegahan penyalahgunaan bahan dan terapi
kerohanian yang perlu diberi perhatian yang meluas bagi mengurangkan kes penyalahgunaan
bahan di samping memberi nilai tambah pada golongan remaja khasnya.

Kata kunci : penyalahgunaan bahan, kerohanian, faktor risiko, faktor pelindung, jati diri
 The Implementation of Assertive Training to
Reduce Aggressive Behaviors of Students with Mild
Intellectual Disability in Special Senior High School
Endang Pudjiasuti Sartinah, Rischa
Hudzaimi Zulfah
Universitas Negeri Surabaya
Surabaya, Indonesia
endangsartinah@unesa.ac.id
rischa.hudzaimi@gmail.com
Abstract— The purpose of this study is to describe the effect
of assertive training to reduce aggressive behaviors of students
with mild intellectual disability of grade ten SMALB (Special
Senior Public School) Sidoarjo. This study used a quantitative
approach with type Single Subject Research (SSR), A-B-A
design. The technique of collecting data used observation. The
data analysis technique used was visual analysis in conditions
and visual analysis between conditions for frequency and
duration data, while quality data were analyzed using
descriptive percentage techniques. The results showed that in
the baseline phase (A1) the average aggressive behaviors of
students during the 40 minutes is 35, 5 seconds with an average
frequency of 14.25 times with the quality of severe aggressive
behaviors. In the Intervention phase (B) the average aggressive
behaviors carried out by students in 40 minutes was 9.2
seconds with an average frequency of 5.7 times with a mild
quality of aggressive behaviors. In the baseline phase (A2) the
average aggressive behavior carried out by students in 40
minutes was 15.5 seconds with an average frequency of 7.25
times with mild aggressive behavior. Thus, it can be concluded
that during the intervention phase there was an effect of
assertive training to reduce the aggressive behaviors of
students with mild intellectual disability.
Keywords—aggressive behaviurs, assestive training, children
with mild intellectual disability
I. INTRODUCTION
Sometimes, during the process of educating a child,
parents are often faced with various problems related to the
development of their child's life. One of them is about the
child's emotional development. Emotions are a person's
tendency to act, a biological and psychological state that
leads to a feeling or thought in the individual. So it is not
surprising if someone's way of acting is strongly influenced
by the presence of emotions [1].
Basically emotions have an important role to shape
one's feelings and mindset. In other words, the emotions
contained within a person will be reflected through
expressions and feelings. There are two dimensions to one's
emotional experience, namely negative feelings and positive
feelings. Positive feelings refer to emotions such as
happiness, pleasure, attraction. While negative feelings refer
to emotions, such as anger, guilt and sadness.
The development of one's emotions is determined by
various factors that are internal and external. One of the
determinants of a child's emotional development is maturity
and learning factors [2]. Emotional maturity comes from a
person's mental maturity to be able to recognize, accept, and
process his/her emotions influenced by chronological age. In
other words, when a person grows older he/she will increase
his readiness and ability to learn and recognize the various
emotions around him/her.
The process of emotional development will generally
be hampered in children with intellectual disability. Children
with intellectual disability are the children who have
intellectual abilities below the average [3]. Intellectual
disability refers to the general intellectual ability that is
significantly below the average accompanied by adaptive
behavioral difficulties or adjustments that take place during
the developmental period. In addition to deficiencies in
social adjustment, children with intellectual disability also
experience obstacles in various developments in their lives,
one of which is obstacles in behavioral and emotional
development.
Intellectual barriers experienced by children with
intellectual disability will affect the development of
emotions. This happens because intellectual ability allows a
child to recognize new knowledge that was previously not
understood, and focus emotional tension on a particular
object. So it is not surprising if in their daily lives, children
with intellectual disabilities tend to show unstable and un
directed emotions.
Unstable and undirected emotions are caused by
intellectual barriers that indirectly affect a child's ability to
manage information from the outside which will lead to
presuppositional errors so that children with intellectual
disability become difficult to sort out, and manage their own
emotions. This is supported by research in accordance with
the field, which proves that children with intellectual
disability experience a decreased ability to identify emotions
in themselves and others, have relative control over peers
who are mentally suitable for those who have no disabilities,
[4]; [5].
Difficulties in managing emotions will trigger
behavioral problems in children with intellectual disability.
One such behavior problem is aggressive behavior.
Aggressive behavior is violent behavior and willpower [6].
Aggressive behavior is a negative behavior that is often
shown through anger towards something, for example,
attacking other people if their wishes or desires are not
fulfilled.
Based on the observation in one Special Senior High
School, children with intellectual disability were found with
aggressive behavior both verbally and non-verbally. This
condition is in line with the opinion of Asri [7], who states
that most children with intellectual disability have an
aggressive nature both verbally and physically. Aggressive
levels proved in children with intellectual disability based
on prevalence surveys showed aggressive rates of 35% to
38.2% in institutions, 9.7% in families and 17% in the
community [8]; [9].
This kind of situation, makes children with intellectual
disability often shunned and become ostracized by others
around them. As a result, they are less able to be publicized
in social activities, even often get strong resistance to being
able to interact with the community because they are
considered disturbing and dangerous in social life.
This situation is exacerbated because on average
children with intellectual disability are less likely to handle
aggressive behavior appropriately in school. Because in
general, the average school only focuses on academic
development, talents, interests and skills of students. Even if
there is only the formation of character and morale of
students, while for intervention and intervention programs
regarding behavior, especially aggressive behavior in
students is still lacking.
Therefore, children with intellectual disability that
require special handling and guidance to develop their
emotional development. This particular guidance is needed
especially for mild children with intellectual disability who
are still able to interact socially in their environment, so that
they can optimally blend and be accepted by their
environment.
Indeed, to solve these problems, children with mild
intellectual disability need proper handling through a
behavior modification program or behavior change [10].
defines behavior modification as an attempt to change a
person's behavior and emotions with a series of procedures
that are useful based on the law and techniques of the
learning process theory.
One behavior modification technique is the assertive
technique training or assertiveness training. Assertive
training is a behavior change technique whose main purpose
is to guide, train and encourage someone to be able to
behave assertively in certain circumstances [11].
In this assertive training children with mild intellectual
disability will be trained to be able to recognize their
feelings, both positive feelings and negative feelings. Then
trained to manage emotions, learn situations that can lead to
conflict, motivate themselves and develop relationships
between humans by understanding the rights of others
wisely.
Assertive training is a structural intervention that is
used for improving social relations, therapy for anxiety
disorders, and phobias in children, adolescents and adults.
This training uses a multi-content method that includes
guidance, role playing, feedback, modeling, training and a
review of trained behavior [12]. With assestive training,
children with mild intellectual disability will be able to
manage emotions, distinguish good and bad
behaviour(assertive or aggressive) so that they can master
their own behavior in problematic conditions in order to
increase the effectiveness of their social life, so that
aggressive behavior can be reduced and controlled.
The research aimed to shortly describe whether there
is influence of Assertive training to reduce the aggressive
behavior of one student with mild intellectual disability in
grade 10 of special senior high school in Indonesia.
II. METHOD
The method used in this study was an experimental
method with a single research subject. This method was
used to see a change that appears as carefully as possible, so
that a cause-and-effect relationship can be identified.
Single subject research was a research which carried out
with the aim to determine the magnitude of the influence of
the treatment given repeatedly in a certain time. Referring to
experiments with a single subject, the research design used
was the ABA design. The ABA design has three phases,
namely A-1 (Baseline 1), B (Intervention) and A-2
(Baseline). ABA design aims to determine the effect of the
treatment given to the variables given to the subject. In
addition, in the SSR study, ABA design aims to obtain data
before the subjects get intervention or treatment, when
getting an intervention and after getting treatment, then see
whether there is a change after the influence given to the
subject.
The subject in this study was one male student with mild
intellectual disability of grade ten, and aged 16 years named
BSW. He performs aggressive behavior in frequently in
school. Data were collected through observation. Data
analysis method used the simple statistic descriptive.
According to [13] statistics descriptive statistics used for
analyze data with way describe it or describe the data that
has been collected as is existence without intend make
conclusions apply for general or generalization. Data on
the form of frequency and duration were written in graph,
then analyzed use visual graphic techniques (Visual
Analysis of Data Graphs). Data in the A1 and A2 baseline
phases were analyzed using analysis stability while data
phase intervention (B) were analyzed based on its tendency.
III. RESULT AND DISCUSSION
A. Result
Observation of the aggressive behavior of one
student in this study was carried out for 14 sessions which
were divided into 3 phases. Data collection on the aggressive
behavior of students is carried out in three aspects, namely,
frequency, duration and quality. The first phase is the
baseline (A1) phase which is carried out for 4 sessions in
which observation of aggressive behavior was carried out in
a situation where students have not been given any treatment.
The next phase is the intervention phase (B) which
was carried out in 6 sessions or meetings. Observations in
this condition were during the intervention or during
intervention. Interventions in this study were conducted in
six sessions in conformity with the assertive training
procedure. In the first session student was guided to be able
to recognize their own behavior, distinguish good and bad
behavior. Then in the second phase student was guided to
find solutions when situations that lead to conflict or
aggressive behavior come. In the third session student was
guided to be able to behave and communicate assertively
through eye contact, conversation style, tone volume, etc.
Then in the fourth session student was guided to recognize
the types of assertive behavior (rejection, requests and
praise). In the fifth session, student was guided to play a role
with peers to practice the material that has been learned,
afterwards student was guided to do real practice applying
assertive behavior. In the last session feedback, evaluation,
and motivation were held on what students had learned.
The last phase was the baseline phase (A2) which
was carried out in 4 sessions. Observation of aggressive
behavior carried out on subjects in normal conditions as a
way to see the impact of the intervention that has been given.
After the data were analyzed, in terms of both the
frequency, duration and quality of the results showed that in
the baseline phase (A1) the aggressive behavior of students
was rated high, then decreased in the intervention phase (B),
and slightly increased again in the baseline phase (A2).
Decrease in behavior occurs in the intervention phase, where
the frequency, duration and quality have decreased
significantly from the baseline phase (A1) to the intervention
phase. This proves that during the intervention, assertive
training provides a good influence on student behavior.
The decrease in behavior that is not significant in
the baseline phase (A2) is possible because of several
reasons. Firstly, data collection in the intervention phase was
done in a special therapy room individually, so students can
be easily conditioned. Whereas in the baseline phase (A2),
students are left without any treatment or under normal
conditions. This proves that the decline in aggressive
behavior only occurs significantly during intervention. In the
intervention phase the student is placed in controlled
conditions so that his behavior can be controlled as well.
While at the baseline (A2) students' aggressive behavior was
not controlled or given reinforcement so that allows students
to behave aggressively again. lastly, based on observations
during the baseline (A1) phase, the intervention phase and
the baseline phase (A2), the student environment still cannot
support students to behave assertively, and often still
supports students to behave aggressively.
Apart from data on frequency, duration and quality.
a decrease in aggressive behavior in students is characterized
by an increase in student assertive behavior. Increasing
assertive behavior of students during the intervention is
characterized by an attitude that begins to be able to respect
others such as saying thank you when receiving assistance or
something, apologizing if you make a mistake or reject
something and say a word of help when asking for help from
others. Students are able to maintain eye contact while
talking, speak in a firm sentence. But these changes have not
happened consistently because students still often speak in
high tones and volumes.
B. Discussion
The results of the study of BSW, a student with
mild intellectual disability who experience intellectual and
emotional obstacles. Intellectual barriers are characterized by
delays in academic abilities, especially basic academic such
as reading, writing, and math. Emotional barriers
experienced by BSW are characterized by unstable emotions
and cannot control their behavior. This is in line with
research in accordance with their fields, which states that
children with intellectual disabilities experience a decrease in
their ability to identify emotions in themselves and others,
have relative control over peers who are mentally ill who
have no disabilities ([4]; [5]).
Interventions in this study used assertive techniques
training which is one technique in behavior modification.
According to Panggabean [16] behavior modification is the
application of shaping or gradual behavior formation, the use
of positive reinforcement and exticttion or deletion. Shaping
was given an intervention using assertive training is in the
form of self-training in the formation of assertive behavior.
while the reinforcement is given through motivation, praise
and the delivery of the consequences of aggressive behavior.
Moreover, according to Gunarsa and Praktis [15] assertive
behavior that reflects the attitude of honesty, openness in
thoughts and feelings that can show through social
conformity of the ability to adapt itself or conform to other
people.
Moreover, Freud [17] in his psychoanalytic theory
assume that aggression carried out by someone is due to an
impulse. Encouragement can come from inside and outside
the individual. Encouragement from outside can come from
the student environment. Such as interference from other
students that make these students motivated to behave
aggressively or the existence of an aggressive model in the
student environment that makes students mimic the behavior.
Therefore, as long as the environment still has great potential
to encourage students to behave aggressively, the tendency of
students to behave aggressively is still possible to continue.
IV. CONCLUSION
Based on data analysis and discussion, it can be
concluded that there is a significant effect from assertive
training for reduce the aggressive behaviors of student with
mild intellectual disability on the intervention phase.
However, this condition is not happening in the baseline
either before intervention or after intervention.
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 The Needs of Functional Academic Teaching
Materials for Special Education Teachers in
Improving The Visual Cognitive of Students with
Visual Impairment
Sayidatul Maslahah Mumpuniarti Mumpuniarti
Special Education
Graduate School
Univeritas Negeri Yogyakarta Univeritas Negeri Yogyakarta
Yogyakarta, Indonesia Yogyakarta, Indonesia
Sayidatulmaslahah@gmail.com
Abstract—Functional academic learning is crucial for students
with visual impairment, since it is a basis for problem solving
in life. This learning aims to increase students’ independence in
daily life. The purpose of this study was to determine the needs
of functional academic teaching materials for special teachers
of students with visual impairment. The research implemented
descriptive qualitative method. The subjects of this study were
teachers at one of SLB for the students with visual impairment
in Yogyakarta. Data collection was conducted in this study by
using observation, interview, and documentation techniques.
The data was analyzed by using qualitative descriptive analysis
techniques. The results of the study showed that the special
teachers of students with visual impairment require functional
academic teaching materials that are more organized and
systematic based on the learning stages with the syntax of
contextual learning models. Good teaching materials should
have brief, communicative, solid, and systematic language use.
The scope of the content contained in teaching material should
be suitable with the students’ conditions as the learning
subjects.
Kata kunci: Functional Academic, Teaching Materials, Teacher,
Students with Visual Imparment.
I. INTRODUCTION (HEADING 1)
Functional academic is a very important learning
for children with special needs, such as students with visual
impairment and intellectual disability. The use of symbols or
information coding that are concrete and can be found in
daily life is necessary [1]. The visually impaired person is
someone who experiences visual impairment and
experiences 85% loss of visual perception [2]. The learning
characteristics of the students with visual impairment and
intellectual disabilities must use concrete and functional
knowledge [3]. Also, [4] Vygotsky believes that concrete
things are necessary in teaching process. In addition, the
appropriate guidance is necessary for training the students,
in order to make them more independent in living their lives
Ishartiwi Ishartiwi
Special Education Special Education
Graduate School Graduate School
Univeritas Negeri Yogyakarta
Yogyakarta, Indonesia
mumpuni@uny.ac.id buisyk@yahoo.com
[5]. One of the roles needed in the learning process is the
teacher’s role. The teacher can provide learning by
organizing the learning activities like the real daily lives [6].
The teacher becomes an important component in the success
of this implementation.
Special education teachers are educators who
provide instructional guidances for students with special
needs [7]. For example, the teacher of students with visual
impairment also has a role as a learning provider for reading
and writing Braille appropriately [8]. A teacher must have
Braille literacy skills [9]. The adaptive process of
communication and teaching requires teachers who are
willing to meet the parents and the students as their partners.
[10]. Teachers and students must be equally active. The
teacher is not the one who determines the learning, but
rather comes from the students themselves [11]. Therefore,
the teacher plays a very important role for helping students
in gaining new knowledge.
A teacher will be helped if the teaching materials
are appropriately used. [12] shows that the selection of
relevant teaching materials and the teachers’ ability to
improvise in learning have a significant impact on functional
academic learning. Students’ independence is seen from
their ability to perform mobility and self-determination in
relation to work, school, recreation, and daily activities [13].
By relating to the experience, students will construct their
own understanding of the world around them [11]. Based on
the constructivism theory, learning is a process of building
meaning and how people understand their experiences
related to the real life [14].
Environmental influences, gestures,
encouragement, and learning model need to be provided as
the facilities in learning activities. [15] Piaget stated that
learning does not occur passively, but rather occurs with an
active construction of meaning. One of the learning
processes needed by the teacher is to provide teaching
materials.
 Learning material is used by the students in order to study
more effectively [16]. The contents of teaching materials are
those which needed by the students in printed form and
facilitated by the instructor to achieve the learning
objectives [17]. They appear in the programs which are
arranged in a particular form based on the learning interest.
[18]. Teaching materials can be used if the product’s quality
is good. Criteria for good teaching materials [19] include the
feasibility of content, the feasibility of linguistic aspects, the
feasibility of presentation, and the feasibility of graphics.
Teaching materials should prioritize those criterions in order
to make good teaching materials.
However, there are several problems that occur in
the learning process at school. One of them is sometimes
begun to invite children to go to the market. The learning
process still uses a lecture method that causes students to be
passive and tend to be the knowledge recipients only. In
addition, functional academic teaching materials have not
been conducted yet. Based on preliminary studies in one of
the SLB-A for blind people in Yogyakarta, the data shows
that there has been no teaching material that is well
summarized until now. On the other words, the curriculum
is also on average or still modify the general elementary
school curriculum. The teacher said that until now there has
been no systematic learning about functional academics.
Therefore, this research can be an initial step for collecting
information in establishing empirical and theoretical
conditions (needs analysis) to design functional academic
teaching materials. From the result of the preliminary study,
it can be seen that the needs in the real condition can be a
basis for preparing functional academic teaching materials.
Hence, the purpose of this study was to determine
the needs of functional academic teaching materials for
special teachers of students with visual impairment. It was
conducted because of the interest in developing teaching
materials based on the criteria.
II. METHODS
This research implemented a qualitative approach.
The type of the research was descriptive research.
Qualitative descriptive research is research that aims to
describe the various conditions, situations, or social
phenomena that exist in society, such as the object of the
research and try to attract these realities as characters,
models, descriptions of certain conditions or situations [20].
The purpose of this study is to describe the needs of
teaching materials for teachers in SLB A Yaketunis.
This research was conducted at SLB A Yaketunis
which is located at Jalan Parangtritis No 46 Danunegaran
Yogyakarta. The setting of this research was in the school,
by observing the learning activities periodically. In order to
support this research, the data were obtained through these
followings:
 Observation, this technique was
implemented by researchers to observe
learning activities in SLB A Yaketunis
 Interview, this technique was
implemented to directly interview the
implementation of learning activities in
SLB A Yaketunis which contribute to the
research object.
 Documentation, the researcher
documented the learning activities in
SLB A Yaketunis.
The data analysis technique used in this study was a
qualitative descriptive analysis technique. Qualitative data
analysis is an effort made by examining through data,
compiling data, choosing what can be managed, looking for
themes and finding patterns, finding important things that
are necessary, and can be explained to others [21]. The
stages in this study included data collection, data
condensation, data presentation, and drawing conclusions
[22].
III. RESULTS AND DISCUSSION
Results
Academic Functional Curriculum
The results were obtained based on the
observations and interviews with the teachers at SLB A
Yaketunis and analysis of students’ textbook published by
the Indonesian Ministry of Education and Culture, based on
Kurikulum 2013. The research began with examining the
needs during the learning process at SLB A. Based on the
results of interviews with SLB teachers, it was found that
the teacher still had difficulties in developing students'
abilities related to their knowledge and skills in using
functional academics in daily life, especially for students
with visual impairment. Data were obtained during the
literature study on core competences and standard
competence on the curriculum of SLB A 2013 textbook and
related literature about the implementation of functional
academic material, which can be explained as follows:
• Material on functional academic implementation was not
very brief but there were already several subjects that
integrated such as the introduction of money,
• The use of money is based on the students with visual
impairment needs in their daily lives,
• Concern with the skills of adaptive behaviors for the
students with visual impairment when using money.
This curriculum is prioritized for activity-based programs.
Students’ schedules are organized around daily activities
based on their age and prepared for the students in order to
have productive life in the future, combined with traditional
academic with real-life tasks.
The process of obtaining information about
functional academic learning for visually impaired students
also experiences difficulties since the special book is not
available. So far, they just listen to the teacher’s lectures
which makes the acquisition of information is less than the
maximum. In addition, it was mentioned that these students
are in a concrete operational cognitive stage. Piaget said that
a child is in the concrete cognitive operational stages of 7 /
11-11 / 12 years old (elementary school). At this stage, the
children begin to use something with logical thinking or
using concrete or real things [23].
Based on the lectures that are delivered by the
teachers in class, they are still experiencing difficulties due
to various factors such as lack of formulation of learning
about functional academics in a systematic and structured
manner. Thus, what the teacher should do is to modify the
curriculum based on the elementary curriculum.
The Importance of Functional Academic Learning
 Functional academic learning is still not
systematically structured in terms of material, curriculum,
and learning process. Hence, the teachers still have difficulty
in learning functional academic which want to be applied to
the students with visual impairment. Meanwhile, what blind
students are need is the learning which is suitable with the
real life since it contirbutes to the independence in social
life.
The Perception in Obtaining Information of Students
with Visual Impairment
The process of obtaining information for students with
visual impairment are not similar with other people in
general. They lose their vision, which is the largest
information acquisition owned by humans, as much as 85%.
The students with visual impairment have difficulty in
obtaining a stimulus that comes from their vision. Therefore,
stimulation from the rest of the senses are necessary such as
touching and hearing. Hence, in the learning process, the
students are expected to to take advantage of concrete or
real-life learning strategies since it will be more optimal for
obtaining the information. Stimulus should be given to the
students maximally, since it will make the process of
perception and sensation be successfully captured and
responded by the brain properly.
The Needs of Teaching Materials
The interview results with SLB teachers indicated
that teachers want a more organized and systematic textbook
or teaching materials in order to help students in learning
about functional academic implementation in daily life.
Media and learning resources can be considered as qualified
if they can create meaningful learning experiences, in order
to be able to facilitate the interaction between students and
teachers, students with each other, students with relevant
experts, and the environment; can enrich the learning
experience; as well as being able to change the learning
from passive learners and teachers as the only source of
knowledge, become active students who discuss and explore
the knowledge by seeking information and experiences
through various sources and objects [24].
It occurs since learning is a process of improving
mental trust through the active interaction of individuals
with their environment in order to provide changes in
knowledge, skills, attitudes and values. This material should
include knowledge, skills, and attitudes aspects. This
teaching material is prepared with several variations such as
pictorial and Braille. The teacher hopes that materials in the
book must be concise and use simple sentences but clear,
supported by pictures. The pictures should be colored and
presented clearly. The chosen font / letter form can be read
clearly by the students with visual impairment. Based on the
cover, it is presented with colored pictures and letters in
order to attracts the students’ interest when reading.
Discussion
Functional Academic Curriculum
Based on the results, it was found that functional
academic teaching materials had not been available yet.
According to the teachers, even it was still modifying the
curriculum for public elementary schools, and make the
teacher have difficulties. Based on the data during the
literature study of core competeces and standard
competences, the SLB A textbook and related literature,
especially the implementation of functional academic
material, there is no assessment of the material. Meanwhile,
good material should have certain criteria.
The applied curriculum should prioritize the
materials based on the experiences and activities, since it
can make students more participated in the deep learning
process. Learning is also an effort of students to give
meaning to their experiences that lead to the development
of cognitive structures independently and socially [25].This
curriculum is prioritized an activity-based programs. Student
learning is organized based on the daily activities. The
application of the contextual learning can improve the
motivation, active participation, improve a conducive
learning atmosphere, interesting and fun, students are easier
to understand and master the competencies in order to make
the learning becomes more meaningful. [26].In line with this
opinion, the curriculum given to students must also
prioritize the current stages of students’ thinking skills.
Students with visual impairment as the subjects are in the
concrete operational cognitive stages. Piaget said that
children which are in the concrete cognitive operational
stages consist of 7 / 8-11 / 12 years old children (elementary
school). At this stage, children begin to use something with
logical thinking by using things that are concrete or real
[23].A good curriculum modification process will also affect
the learning process in the classroom. Therefore, learning
assistance is needed by the teacher by using teaching
materials that have been arranged in a systematic, solid,
brief, and easy to use.
The importance of studying functional academics
for students with visual impairment is because the materials
with daily acitivies are used for their independence in social
life. One of the learning methods that can be implemented is
functional academics. Bouck and Joshi define functional
academics as "an approach to the teach students skills to
help them to be productive members and support the school
achievements" [27]. In addition, functional academics are
functional academic curricula designed for teachers and
instructors who work with a group of very special teens, 12
years and older, since the developmental or academic
approaches are no longer effective, and have basic academic
skills from kindergarten to the second grade [28].
Functional academic is a course which aims to use
simbols or codes towards the environment[1].
• Functional reading is an activity of reading about
things in daily life.
• Functional writing is a writing activitiy that is directly
applied in daily life.
• Functional Mathematics
This functional mathematics uses the principles of realistic
mathematics learning. This realistic mathematics learning
utilizes the reality and environment that students understand
in order to facilitate the process of learning mathematics in
real / concrete things. Teaching and learning Realistic
Mathematics has criteria especially for the experience in
students’ daily life. Mathematics is applied in solving daily
problems [29].
The Perception in Obtaining Information of Students
with Visual Impairment
The process of perception of students with visual
impairment is not different from other students, but only
differs in the modality [30]. Also, the perception can be
obtained from the stimulus [31]. The process of obtaining
this stimulus consists of 2 stages, such as the sensation stage
and the perception stage. In addition, in daily life, the people
with visual impairment rely more on hearing information
[32]. They rather process the language they get. More
studies have provided evidence that increased use of the
hearing system results in compensatory behavior in the
visually impaired. People with visual impairment also
perform better in distinguishing tone or duration, and in
hearing language and memory tasks. In daily life, many
events stimulate more than one sensory system. Multisensor
research has collected evidence as the integration of
information across modalities, facilitates perception, and
action control. Therefore, the students with visual
impairment can get complete information based on the
stimulation.
The Needs of Teaching Materials
In this research, the researchers conducted needs
analysis in order to determine the teaching materials users,
teachers or students. Functional academic learning is very
important to be taught to students with visual impairments.
It refers to visual obstacle that interferes with the learning
process optimally based on the required methods, the
coherence of learning materials, and learning environment
[33].
The next analysis is the map of standard
competencies and basic competencies according to the
applied curriculum, based on the students’ development
stage. Next is the analysis of learning resources by
inventorying the availability of learning resources around
the user. Components of the curriculum that contains
information are in the form of principles or rules, concepts,
facts, procedures, problems, which are arranged
systematically in order to achieve the students’ competence
[34]. In addition, it was also conveyed by Dick, Carey &
Carey who said that the content of teaching materials are
needed to be learned by students in printed form and
facilitated by the instructor in order to to achieve the
learning objectives [34].
For examples, teachers can teach students to shop,
teachers can arrange classes by arranging tables and chairs
like a market and using photos of food, vegetables, fruit, that
are sold, then students can practice buying and selling in the
classroom. These activities can be even better if using
concrete items, such as real food or real money. Functional
academic learning for can be conducted if it is supported
by the school curriculum. A curriculum has a learning plans
that directly to the teacher in order to have personal
readiness and abilities according to the societies’ needs [35].
When finding an experience or situation that
challenges the way of thinking, then imbalance is created.
Conditions for changing students must change their thinking
skills in order to get balance. It is intended that students
learn to understand new information and then relate it to
knowledge that has been previously known. In order to
make the materials and programs become directed, they
need to be arranged systematically and structured in order to
make it easy to learn. On the other words, to obtain the truth
of a concept of knowledge in one whole unit.
Aspects that need to be considered in developing
teaching materials are users’ characteristics, competency
objectives, material coverage, assessment tools and
revisions. These aspects are made by researchers as an
anticipatory step in the development of teaching material
content. Researchers analyze the needs of special education
teachers in learning subjects according to the basic
competencies of students with visual impairment. The basic
competency objectives and scope of the material are written
in the content of teaching materials in order to make it easy
to learn. Teaching materials are also equipped with
measurement tests for each grade level in written form. This
is in line with teaching materials that should be arranged
systematically and structured in order to make it easy to
learn and the construction of the truth of a concept of
knowledge in a unified whole [18]
The teacher wants a hand out or a textbook about
functional academic learning that will be applied during the
learning process, that can be learned easily. It includes the
ease to understand the procedures for reading, writing and
applying mathematics. The teacher suggests that a
guidebook should also be available to find out the
procedures and how to use a concise material with
explanatory pictures. The contents of the book are expected
to provide a display of how to write and read, and a
coherent application of mathematics.
Each explanation is supported by examples of
writing and reading making, in order to make it easier for
teachers to explain functional academic learning. In
addition, teaching materials can be used if they require the
good product quality. Hence, the teaching materials should
be developed based on certain criteria. The criteria for good
teaching materials are the feasibility of content, the
feasibility of linguistic aspects, the feasibility of presentation
and, the feasibility of graphics. [19]
According to the interview results, the teacher hopes that
the teaching materials should contain language use that is
clear, communicative, solid, and systematic. The content in
teaching materials should also suitable with students;
condition. In addition, one material should relate with
another material. This is in line with Suparman [36],
Supriyadi [37], Dar [38] and Ronghua & Stanley [39] who
state: "Contains instructional objectives clearly, Contents are
appropriate for the students’ need, the contents are
appropriare based on the field, the contents are up-to-date in
terms of theory and examples, the description is systematic,
logical and easy to understand, uses varied media and
methods, the quotations are original, the contents are
strengthened by research results, the exercises are varied,
and nased on the instructional achievement, the tests are
valid and reliable. "The criteria for teaching materials
requested by teachers in SLB are also in line with Harjanto
opiions as the criteria for instructional objectives: a selected
subject material is intended to achieve the learning
objectives [40]. In addition, in order to translate the subject
materials, there is a close relationship between the
specifications of the objectives and the specifications of the
subject material in order to be observed and measured. And
relevant to the students needs, each subject material is
 presented with efforts to develop students' personalities.
Based on the conditins in the society, the material should
help them provide educational experiences that are
meaningful for their development into human beings which
adaptable. The subject matter contains ethical aspects. The
subject matter is arranged in a systematic and logical scope
and sequence. The material is arranged sequentially by
considering the students’ psychological development factors.
The subject material is adapted from standard books, expert
teachers, and the community.
This teaching material must also
prioritize aspects of learning for students with
visual impairments, through the sense of touch
and hearing. Hence, all criteria in the
preparation of teaching materials must be
suitable with the students with visual
impairment learning needs. This is consistent
with the opinion of Hallahan, Kauffman & Pullen
which states that learning for students with
visual impairment is accompanied by
intellectual and instruction nased on the real life
settings with concrete materials [6]. The
teacher can arrange the class activities as in
daily lives, for example the teacher can teach
students to shop. Functional academic
contribution is media which uses symbols or
encoding of the environmental phenomena. The
role contained in functional academics is also
suitable with its contribution in daily life.
IV. CONCLUSION
Based on the results and the above explanation, the
conclusion is that the special teacher for students with visual
impairment needs functional instructional materials that are
more organized and systematic, and suitable with the
learning process stages, with the syntax of contextual
learning models. Teaching materials should be taught by
using brief, communicative, concise, and systematic
language. The contents in teaching materials should also be
suitable with the students’ condition in learning process. In
addition, one material should be related with another
material.
V. ACKNOWLEDGEMENT
The author would like to thank
RISTEKDIKTI for supporting this Research. The
author also thanks the supervisor who has given
motivation, enthusiasm, and guidance in
completing this research and article. Then, the
authors also thank the school staffs and
teachers who have given permission in
collecting the data. Also, to the team who have
helped each other in arranging this article.
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 The Need of Functional Learning Resources for
Teacher in Developing Metacognition of Student
with Intellectual Disability
Yeni Irma Normawati Mumpuniarti Mumpuniarti Ishartiwi Ishartiwi
Special Education Special Education Special Education
Graduate School Graduate School Graduate School
Universitas Negeri Yogyakarta Universitas Negeri Yogyakarta Universitas Negeri Yogyakarta
Yogyakarta, Indonesia Yogyakarta, Indonesia Yogyakarta, Indonesia
yeninormawati01@gmail.com mumpuni@uny.ac.id buisyk@yahoo.com

Abstract— The research is aimed to describe the need of
learning sources required by the teachers in developing the
metacognitive abilities of student with intellectual disabilities in
functional academic and to identify how the strategy used by
teacher to develop the student’s metacognitive abilities.
Method used in the research was descriptive qualitative. Data
was obtained by using the techniques of observation and
interview. Subjects of the research were the teacher in
extraordinary school (SLB) Yapenas and SLB Tunas Bhakti
Yogyakarta. The validity of the data was obtained by
triangulation of techniques and sources. Data analysis
technique was descriptive-qualitative analysis technique. The
results of the research were 1) the development of learning
resources are required by teachers to develop metacognitive
abilities of students with intellectual disabilities in functional
academic fields. The learning resources should be arranged
according to the student’s abilities, arranged from the easy to
difficult materials (task analysis) and can be applied in daily
life (practical), 2) The metacognitive abilities of student with
intellectual disabilities still needs to be improved. The
strategies used by the teachers to develop the student’s
metacognitive are the role-playing and practice methods.
Keywords—need of learning resources, functional academic,
teachers, metacognitive, intellectual disabilities
I. INTRODUCTION
In learning process, learning sources are one of the
elements that must exist to conduct the teaching and learning
activities [1]. Learning resources are all forms of resources
that exist outside of the students and those help the students
easier in joining the learning process [2]. Learning process
can be taken for the benefits of teaching-learning process
either directly or indirectly, in-part or as a whole [3].
Learning resources provide the opportunities for the students
to get more knowledge from various sources; not only from
books but also from the environment.
According to the interview and observation in SLB Tunas
Bhakti and SLB Yapenas Yogyakarta, the development of
functional academic learning resources for students with
intellectual disabilities is still low. The teachers use the
textbook from official government, 2013 Curriculum book.
Teachers feel that they do not need to make any development
on learning resources since they are available in textbooks
facilitated by the government. On the other hand, the
teachers play the important role in giving assistance to the
students in obtaining knowledge. The teachers have a role to
prepare, to conduct, and to evaluate the learning process.
The teachers's role are related to teacher competency. In
developing their career, teachers should have 10
competencies which include: mastery of teaching materials,
able to manage learning, mastery of class, mastery of media
and teaching resources, mastering educational foundation,
able to manage teaching interactions, able to assess learning
achievement, engage in activities school administration, and
understand research principles [4]. Based on these
explanations, we can conclude that the role of a teacher in
designing or arranging teaching materials influences student
learning success. But the fact that happens is that there are
still many teachers who have not developed teaching
materials due to their lack of understanding when compiling
teaching materials.
The development of learning resources emerges after
appearing a problem designed to help the students achieve
their learning goals. The need of learning resources for
students with intellectual disabilities is more emphasized in
the practical academic field or it is called functional
academic. The functional academic in schools is
implemented in a functional curriculum. The functional
curriculum is also called the life skills curriculum. It is
designed to teach and to deliver the functional life skills, or
in other words, the skills are needed to support life, work,
and to pursuit fun in an inclusive community [5] [6] [7].
Therefore, the approach used in the functional curriculum
is the consideration of teaching the students with intellectual
disabilities to help them becoming productive individuals in
their community, and to support positive post-school
outcomes [8]. Learning for students with intellectual
disabilities in school life is more directed at the functional
academic. It is because there are limitations of their
metacognitive abilities.
Metacognitive is a person’s awareness on how he/ she
learns , ability to assess the difficulty of a problem, ability to
observe the level of understanding about himself/ herself,
ability to use various information to achieve goals, and
ability to assess the progress of learning themselves [9].
Metacognitive is the knowledge and the awareness of
cognitive processes; or metacognitive thinking is an
awareness of thinking itself, how our cognitive works when
we are thinking, and how our cognitive works when solving
the problems [10].
 Regarding metacognitive abilities, the students with Lack of functional
intellectual disabilities expose characteristics of abstract academic learning 3
thinking difficulties and limitations in their cognitive resources
abilities. Limitations of cognitive abilities appear in the Functional academic
ability to remember, to generalize, and to focus on or to pay curriculum 4
attention [11]. Explaining more about the cognitive Functional academic
disabilities that occur in students with low metacognitive learning strategies 5
abilities, they have difficulties in four areas: attention, Functional academic
memory, language, and academic. evaluation 6
resources
The teachers can help the students with intellectual
disabilities by making all things they have learnt relevant to
real life experiences [12]. For this reason, learning resources Functional
that have been designed must be closer to the experiences of academic
their daily life. The teachers design the learning activities in learning
the classroom as similar as the real life [13].
Development of learning resources for students with
intellectual disabilities must be arranged based on particular TABLE II. LITERATURE GUIDELINE FOR OBSERVATION OF TEACHING
principles in order to be effectively used during the learning MATERIAL TO DEVELOP METACOGNITION OF STUDENT WITH INTELLECTUAL
DISABILITY
process. The purpose of the research is to describe the need
of developing metacognitive learning resources for students
with intellectual disabilities, and to find out how the
strategies are used by teachers in developing the
metacognitive abilities of students with intellectual
disabilities.

II. RESEARCH METHOD

A. Research Type
The research used qualitative approach with type of
descriptive research. Qualitative descriptive research is the
research with the purpose to describe, to give a picture of a
certain condition, situation, social phenomenon that occurs in
the community without any interference from the researcher.
n this study, researchers describe the need for functional
academic teaching materials needed by teachers to teach
students with intellectual disabilities. This research was
conducted in SLB Yapenas and SLB Tunas Bhakti. The
subjects of the research were five teachers of those schools.

B. Data Collection Techniques

Data collection techniques were observations of
functional academic learning in 4th grade and interviews
with five teachers who are the subjects of the research.
Observations were made on functional academic learning
with basic competencies about the concept of money.
Interviews were conducted on teachers to determine the need
of functional academic learning resources in developing the
metacognitive ability of student with intellectual disability.

TABLE I. LITERATURE GUIDELINE FOR INTERVIEWS OF TEACHING

MATERIAL REQUIREMENT TO DEVELOP METACOGNITION OF STUDENT WITH
INTELLECTUAL DISABILITY

Literature guideline for interviews

Variable Aspect Indicator Item
Learning resources
Functional used by the teachers 1
academic Learning Learning media used
learning reseources by the teachers 2
C. Data Source
Data of the research was obtained from primary data
sources and secondary data sources.
 Primary data sources were obtained from the results of
teacher interviews with 5 respondents.
 Secondary data sources were obtained from the study
results of literature particularly the books of intellectual
disability and the teacher’s books used for functional
academic teaching.
D. Data Analysis Techniques
Data analysis techniques of the research were
descriptive-qualitative analysis techniques. These followings
were the steps [14]. First was data collection. Data collection
was taken from the results of interviews, observations, and
documentations. Second was data reduction. Data was
filtered into the specific data truly required as the basic data
to develop metacognitive learning resources for students
with intellectual disabilities. Third was data presentation in
the form of narrative report. Fourth was drawing
conclusions.
III. RESULTS AND DISCUSSION
A. Functional Academic Learning Resources
Functional academic learning resources used by teachers
are the student’s book and teacher’s book based on
curriculum 2013. These books are provided by the
government. Based on the results of content analysis of
student’s and teacher’s books on functional academics, on
basic competencies of concept of money, the arranged
learning materials seem to highlight more on the academic
realm; the affective and psychomotor domains is less
indicated in the student books. Lack of learning resources on
2013 curriculum books, according to the teachers, are still
uninformed, so that they are sometimes not on accordance
with student’s abilities.
The teachers reveal that functional academic learning
resources for students with intellectual disabilities are very
important. They believe that academic learning delivered to
the students should be directed more at the practical and
functional which can be applied by the students in daily life.
Metacognitive barriers experienced by students make the
students are easier to forget to accept the learning, so it takes
a special strategy to teach them. The learning methods that
have been implemented by teachers so far include role-
playing method and hands-on methods of teaching using
concrete learning media. Learning evaluation is conducted in
both writing and performance tests.
B. Metacognition Skill of Student with Intellectual
Disability
Metacognition ability is to think about thinking [15].
Metacognition is the ability to think in which the object of
thinking is the thought process that occurs in itself. Learning
designed by teachers to develop thinking processes in
students with intellectual disabilities is by learning the
simple and easy things first then moves to more difficult
things. The teachers use task analysis to make it easier for
students to understand the functional academic learning.
According to results of teacher interviews, student’s
metacognitive knowledge including declarative, procedural,
and conditional knowledge still needs to be improved.
Students with intellectual disabilities generally do not have
This work was funded by the Republic of Indonesia's Ministry of Research, Technology and Higher Education (Ristekdikti).
A.
the awareness to put themselves as the learners. They must
still be assisted in determining what will be done or simply
how to use the knowledge they have in their learning
activities.
In terms of metacognition experiences, the students with
intellectual disabilities also need to be guided in planning
their learning activities. Knowledge information processing
possessed by students with intellectual disabilities requires
the specific strategies; for example with a lot of concrete
media, task analysis, and practical experience, so that the
students are able to construct knowledge simply from
themselves. About the evaluation, it is general to teachers
who determine the best learning strategies that have been
implemented so far. Whether it is effective or not; if it is
ineffective, the teachers look for other learning strategies that
are suitable for developing the student’s metacognitive
abilities.
C. Discussions
Functional academic field is the important thing that has
to be mastered by the students with intellectual disabilities.
This field is used when the students are deemed to need the
assistance of life skills. The same issue is also needed when
student’s educational experiences in school where the formal
education curriculum is applied is less effective to improve
the student’s skills required to get the success in post-school
[16] [17].
The teachers reveal the lack of existing functional
academic learning resources (for examples: the learning
material is too difficult for the students with intellectual
disabilities). There are some aspects need to be considered
by teachers in developing teaching materials. One of them is
by recognizing the characteristics of users (in this case, the
students), the compatibility of learning objectives, the
learning materials, and the evaluations. With this idea, the
learning materials that should be developed by the teachers
will meet the particular criteria. The criteria includes: the
appropriateness of content and linguistic aspects, the
appropriateness of presentation, and the appropriateness of
graphics [18]. The teachers also want a functional academic
handout/ handbook that can deepen the teachers’ knowledge
in teaching functional academics. Of course, the preparation
of handout/ handbook must be in accordance with the criteria
of good teaching materials.
The teachers’ strategy in developing the student’s
metacognitive abilities is conducted through the role-playing
method or task analysis. These methods bring the students
get closer to the daily life experiences. Teaching using role-
playing is a holistic teaching method that grows the critical
thinking processes, influences the emotions and moral
values, and informs the factual data [19]. Thus, the students
can feel the real pictures of something simply from this
teaching method.
Teaching with role-playing method increases the efficacy
of the learning experience and makes it feel more real in
reality [20]. The results of other studies indicate that the
students will be more successful in mastering the learning
materials particularly when they get involved in real
situations. One learning model that can be used by teachers
in bringing the reality closer to learning method is the
experiential learning method.
The experiential learning method activates the learning
process to build knowledge and skills through hands-on
experience [21]. This method will be meaningful if the
students participate in carrying out the activities [22]. The
students are actively guided by the teachers to find their own
or to build their own knowledge through direct activities they
have.
The experiential method is applied in the basic
competence of functional academics. For example, the
students can be invited to shop in the school’s canteen
directly, or the students are invited to set up the classroom
learning where the students act as the seller and buyers and
they have to use money and other concrete media. Therefore,
the development of learning resources for students with
intellectual disabilities should be arranged with task analysis
and systematic. It’s also able to help developing
metacognitive abilities of the student through real learning
which close to their daily life.
IV. CONCLUSION
The results of analysis reveal that the development of
learning resources required by teachers to develop the
metacognitive abilities of student with intellectual disability
in functional academic field. Arranging learning resources
should be in accordance with the student’s abilities, arranged
from the easy to difficult materials or using task analysis and
can be implemented in daily life and is practical. The
strategies used by teachers to develop the student’s
metacognitive abilities are role-playing and practice
methods.
ACKNOWLEDGMENT
This work was funded by the Republic of Indonesia's
Ministry of Research, Technology and Higher Education
(Ristekdikti). The author would like to thank Ms. Ikada
Naohito for her technical assistance. The author also very
grateful to the teachers who participated in the study and the
supervisors who have provided guidance and assistance.
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 The Use of Modules in Learning Vocational Skills
for Washing Motorcycle on the Students with
Intellectual Disability
Adhitia Yoga Arfiyan Mumpuniarti Mumpuniarti
Special Education Special Education
Faculty of Education Faculty of Education
Univeritas Negeri Yogyakarta Univeritas Negeri Yogyakarta
Yogyakarta, Indonesia Yogyakarta, Indonesia
yogaarfiyan@rocketmail.com mumpuni@uny.ac.id
Abstract— This study aimed to examine the use of modules
for learning vocational skills, especially in washing motorcycles
on the students with intellectual disability, at eight (8th) grade
students of SLBN 1 Yogyakarta. This research implemented
quantitative approach and experimental research. The design
used in this study is Single Subject Research (SSR) by
implementing A-B design. The data were obtained by
conducting observation and documentation. The data obtained
were analyzed through descriptive statistics and presented in
graphical form. The results showed that there was a significant
influence on the use of modules in vocational learning for
washing motorcycles, seen from the increased participation
during the learning process. The mean level of AK subjects
increased from 112.4 at baseline (A) to 122.2 in the treatment
(B). It showed that the use of modules in learning vocational
skills for washing motorcycles on the students with Intellectual
disability at eight (8th) grade students of SMPLB 1 Yogyakarta
could be improved.
Keywords— module, vocational learning skills for
washing motorcycles, low intellectual disability.
I. INTRODUCTION
Education for children with intellectual disability
aims to build their life skills that are adapted to the students’
condition, based on various aspects of the students’ needs
[1]. Intellectual disability refers to general intellectual
functions that are significantly below average (normal),
along with the deficiencies in their behavior, and those
ocuur during their developments. [2]. Intellectual disability
(intellectual developmental disorder) is a disorder with onset
during the developmental period that includes both
intellectual and adaptive functioning deficits in conceptual,
social, and and practical domains. [3]
A learning atmosphere and learning process are
necessary in order to make the students actively develop
their potential. Education for children with intellectual
disabilities must be based on the characteristics and abilities
possessed by each student, in order to be suitable with their
interests and talents [4].Learning is a concept of two
dimensions of activities between learning and teaching that
must be planned and actualized. According to Piaget's
opinion, for children with intellectual disability, their
abilities and competencies in learning new skills reach the
preoperational stage [1]. Its transition phase is from
Sayidatul Maslahah
Special Education
Graduate School
Univeritas Negeri Yogyakarta
Yogyakarta, Indonesia
sayidatulmaslahah@gmail.com
egocentric to social intercommunication. In this period,
children begin to communicate with the social environment,
eventhough their egocentricity is still apparent. Piaget [5].
Students with intellectual disability are more concerned on
functional learning, such as learning by applying cognitive
skills yet directly applied to their daily lives. One way that
can be done is to provide vocational skills. Vocational is a
basic skill that must be possessed by clients to achieve
independence in economic terms. By mastering the skills, it
is expected that the clients can have skills which are suitable
with their interests and abilities. Vocational skill is an ability
that is found on a person in order to be able to live properly
and with dignity in the society [6].
The persons with intellectual disability may have
more chance on being unemployed than the others more than
the others. This happens since they still unready and lack of
preparation to face the workers’ world, such as qualified
skills in certain fields [7]. One of the skills that can be taught
is washing motorcycle skills. The vocational skills for
washing a motorcycle have been conducted in order to make
the children have preparation for their future life in society
[5].
Konvensi ILO No. 159 and Rekomendasi No. 168 [8]
also regulate the rights of persons with disabilities. The
Indonesian government has not ratified it yet. This
convention promotes equality between workers with
disabilities and other workers in general. Pasal 27 ayat (2)
Undang-Undang Dasar Negara Republik Indonesia
Tahun 1945 affirms that every Indonesian citizen has the
right of decent work and livelihood [9]. It can be interpreted
that the country is responsible for the citizens’ constitutional
rights. Hence, persons with disabilities have the same rights
of decent work and livelihood. They need to get jobs based
on their respective abilities and privileges. The right for the
equality is emphasized in [10] UU no 8 Tahun 2016 dalam
pasal 11 about Work Rights, Entrepreneurship, and
Cooperatives with the Disabilities. This action is an
operational basis to make the people aware with the
disabilities who are prosperous and independent, especially
in obtaining a job. Special treatment can be seen as an effort
to maximize respect, promotion, protection, and fulfillment
of human rights in universal. [11]
The level of students’ understanding in learning also
has variations that require more explanations, according to
[12]. Since the student have low intelligence development,
they experience various obstacles. It happens since they still
lack of independence in learning and the unavailability of
adequate teaching materials, such as the use of learning
modules in order to support teaching and learning activities
in the classroom, and for students' guidance material in
learning. In line with the opinion [13] the use of media by
utilizing modules has a positive impact on student learning
achievement learning achievements since the students will
easily accept the material of washing motorcycles, in order
to improve students’ understanding
Modules are tools for achieving the learning objectives.
By using modules in learning process, it is expected that
students will easily accept the learning materials. By making
an interesting learning atmosphere, the students will be
happy during the learning process, in order to reach the
learning objectives. Therefore, the use of this module needs
proper management in order to create an interesting learning
atmosphere. [14]
In addition, using module also has an advantage, such as
being able to determine the speed on its own, with the total
packaging which means that the learning is integrated and
validated. [15. [16 In order to produce modules that are able
to increase learning motivation, it should concern with the
module characteristics. The characteristics are self
instruction, self contained, stand alone, adaptive, and user
friendly. [17
Then, it can be stated that the selection and planning of
the media should be suitable with the learning objectives,
students’ conditions, learning material, and current
conditions. [14] In seeing the students’ condition, it must be
related with the students’ learning characteristics, such as for
children with intellectual disabilities, concrete learning
should be involved. On the other words, learning activities
must be generalized according to the conditions.
II. RESEARCH METHOD
a. Type of the Research
The study implemented a quasi-experimental research
with a quantitative approach. The experimental method was
applied with the aim to find out whether there was any
influence of a treatment, by the implementation of using
printed modules to improve vocational skills for washing
motorbikes in students with intellectual disabilities at
SLBN 1 Yogyakarta. This type of research was Single
Subject Research (SSR), which referred to a research that
was used for a single subject to a particular behavior. This
SSR research type was to measure the improvement of
vocational skills in washing motorcycles through a printed
module for children with intellectual disability.
b. Research Schedule and Place
This study spent four weeks for conducting the research.
It was started from February 18th 2019 to March 18th 2019.
The activities were conducted during the study before
getting treatment and after getting treatment. The treatments
were conducted for five times. This research was conducted
at SLB N 1 Yogayakarta which located at Jl. Bintaran
Tengah No. 3 Yogyakarta. SLB N 1 Yogyakarta was chosen
because in there is a skills development program in tthe
school, suitable with the students’ interests and abilities,
especially vocational skills for washing motorcycles, and for
the use of modules in vocational skills and washing
motorcycles, it had also not been implemented, especially
vocational skills in washing motorcycles.
b. Research Procedures
The study was conducted by implementing A-B
design which aimed to determine the effectiveness of the
treatment on certain variables given to the individuals. The
model used was a design that used a control condition or
baseline, bounded with the independent variable. At the
baseline session (A) a performance test of the ability to wash
a motorcycle before giving treatment by using a module was
conducted 3 times or until the tendency of direction and
level of data has been stabilized. In the treatment session
(B), the treatment was given by using the modules to
improve vocational skills in washing motorbikes.
c. Research Subjects
The subject in this research was the object, atmosphere,
or person related to the problems. In this study, the research
subjects were determined purposively or by the appoinment
with the teacher [18]. suggested that purposive is a
technique for sampling data sources with certain
considerations [19].The subjects of this study were children
with intellectual disability at the eight (8t h) grade of
SMPLBN 1 Yogyakarta with vocational skills in washing
motorcycles, while the subject was one male student. The
subject selection was a consideration of the researchers and
the teachers with vocational skills in washing motorcycles.
d. Data Collection Techniques
Data collection techniques are very important in
order to be processed, based on the objectives of the study.
Data collection techniques used in this study were
observation and documentation tests, the ability of the
subjects before implementation and during the treatment.
e. Research Instrument
The instruments used in this study were tests and
observation guidelines. Observation guidelines have been
detailed and suitable with the activities designed in the study.
The observation test guidelines were prepared first and then
submitted to the teacher. The test was conducted in order to
find out the improvement of the vocational skills in washing
the motorcycle, the observation test guidelines were used to
monitor the learning process.
f. Technique of Analyzing Data
Experimental research data with single subject were
analyzed through descriptive statistics.The data in this study
were presented in graphical form. In this study, graphs were
used to show changes in the data for each session and to show
the ability to wash motorcycles by using modules in the
baseline and treatment sessions [20].
III. RESULTS
Research that used a quantitative approach with
experimental research can be seen from the effects of using
modules for vocational skills in washing motorcycles on the
students with intellectual disability at SLBN 1 Yogyakarta. It
examines whether there is an effect of the use of the module
on the washing motorcycle ability which can be seen from
 the comparison of the baseline conditions and treatment. In obtain competencies in learning new skills until the
order to find out and clarify the development of the results at preoperational stage [1]. In addition, Piaget [4] students
the baseline and treatment stages, it can be presented in the with intellectual disability are more concerned on functional
following tables and graphs: learning, such as learning by applying cognitive skills which
TABLE I. :THE COMPARISON BETWEEN BASELINE AND is directly applied to daily life. In addition, the teacher also
TREATMENT needs to translate this learning concretely in order to make
TABLE II. children with intellectual disabilities can get a relevant and
Baseline Treatment real picture of occupation. [22].
1 1 1 1 1 1 1 1 Someone with intellectual disability will do their
0 1 1 2 2 2 2 2 best in their work only if they know what their job is. [23].
9 4 4 0 2 1 4 4 [24].for example vocational skills in washing motorcycles.
The types of skills found in SLB Negeri 1 Yogyakarta are
suitable with the abilities, talents, and students’ needs.
The aim of learning the washing motorcycle skills
Subjek AK is to prepare the children in order to make them useful for
130 the society, and can be useful in their daily life, as well as
provision to face the world after graduating from high
125 school. In line with Hamalik’s theory of the learning
120 purpose, which states that learning objective is an effort to
115 convey knowledge to students or students in special schools;
to prepare the students to be good citizens; and to help
110 students deal with daily life, especially in social life [25].
105
100
1 2 3 4 5 6 7 8
Baseline Column1

Fig. 1. The Graphs of the Comparison between Baseline and Treatment

IV. DISCUSSION
This study aimed to provide treatment through a
printed module in order to improve vocational skills in
washing motorcycle on the students at 8 th grade of SMPLB
in SLBN 1 Yogyakarta. The results of data analysis and
processing data described above turned out to produce an
assessment that the use of modules can affect the students’
vocational skills in washing motorcycle at 8th grade of
SMPLB in SLBN 1 Yogyakarta.
The use of this module affects the vocational skills
of washing motorcycles and the subjects’ ability to mention
motorcycle parts, materials, and the sequence for them to
wash motorcycles. This research used a treatment in the
form of a printed module with a large size and brief, while
the module made by the researchers themselves by using
thick paper with high quality, in order to make it safe if
exposed to water. After that, the module is bound like a
book and with a large size in order to make it easy to read
and the photos printed on the module are the concrete ones,
in order to help the children to easily understand the
contents. It was consistent with the statement that a good
module can increase learning motivation [15].
In developing modules that are able to increase
learning motivation, module development must concerned
with the characteristics [16]. The characteristics are self
instruction, self contained, stand alone, adaptive, and user
friendly [17]. In addition, in teaching children with
intellectual disabilities, it requires a prompt image, not only
verbally asking from someone. Through prompt pictures, it
showed that children with intellectual disabilities could
complete the task in punctuately [21]. The intellectual
disabilities children is more focused on skills that are
concrete, such as learning skills. This is in line with Piaget's
statement that children who have intellectual disability will
 The organizational environment, both in education and in
the workplace, plays an important role in determining the
success of skills training with children with intellectual
disabilities. [26]. In addition, transition program service
institutions and interagency service coordinators are
necessary for those who experience intellectual disabilities.
It is counducted since it requires in creating a professional
role for services, such as transition specialists. Therefore,
competence for transition specialist practitioners is required
by identification and validation. It is hoped that the
transition specialist can make the process of teaching
children with intellectual disabilities successfull. [27].
The statements above can be proven by an increase in
each phase, such as the baseline and treatment phases. Based
on the test results at the baseline session, the results showed
that there had not been an improvement during the baseline
phase, the results of the research were pointing in the same
direction since in the first session the test obtained the same
results as the last test in the first session which obtained 109
scores, the second session improved, that obtained 114
scores, while in the last session, it obtained the similar
results with the second session, or 114 scores. Data from this
study indicated that in this baseline phase there had been no
significant improvement, since there was no treatment given
by the researchers.
This treatment phase showed a significant increase
compared to the baseline phase, in five times tests which
were conducted in the treatment session for the subjects,
which 120, 122, 121,124, and 124 scores. Factors that
affected the treatment phase were the treatment by using a
motorcycle wash module. The use of this module was
effective in improving subjects’ vocational skills since the
subject is more helpful when learning vocational skills in
washing motorcycles.
Factors that influence the changes are as follows:
1. The existence of the module for wahing motorcyle which
allows students to practice, in order to minimalize the
mistakes.
2. The use of the module can support the process of learning
activities which in line with Hamalik [28] who stated that
"The use of modules in learning process can generate
different desires and interests, build the motivation, and
stimulation of learning activities, and even psychological
effects on students with intellectual disabilities.
Based on the results of data analysis techniques and also
the discussion above, it showed that the treatment by using
of modules can effectively provide an effective influence on
students’ vocational skills in washing motorcycles. This is in
line with Arsyad’s opinion [11] that: "if the sensory devices
used to receive and process information function as fully as
possible, the information can be understood and can also be
retained in memory".
Based on the analysis results of the conditions when
conducting research, there were several obstacles in
conducting research, this condition was due to several
factors such as:
1. External interference such as noise.
2. Psychiatric conditions that are different when the
treatment is in an unfavorable condition.
3. The subjects feel bored after performing a number of
treatments and implementing the module baseline.
However, these obstacles can be anticipated by
researchers based on the conditiond, in order make the
students stay focused and enthusiastic in the activities, such
as
1. Researchers have known the subject more deeply in order
to make them felt comfortable.
2. Researchers give compliments to the child if the answer is
correct.
3. Researchers ask the students to high-fives if they answer
correctly.
V. CONCLUSION
Based on the data analysis and discussion of the
research, it can be concluded that the use of modules for
learning vocational skills in washing motorcycles on
students with intellectual abilities at 8 th grade of SLBN 1
Yogyakarta was proved to be effective in improving the
washing motorcycle vocational skills. It could be seen when
the baselines were cnducted for three times, students
experience errors when spraying, rinsing, rubbing, wiping,
and setting standard two. However, after being given
treatment by using modules for learning vocational skills in
washing motorcycles, these errors can be minimized when
practices such as spraying, rinsing, scrubbing, wiping, and
installing standard two. The creation in washing motorbikes
was conducted coherently by children in the baseline session
cince in the treatment session the researchers used a module
as printed media and as a reference for student which there
were any sequences of washing motorcycles and grouping
materials according to their interest [1] hence, the method
and the suitability of the module contents were suitable with
children’s daily life. The methods and markings given by the
appropriate educators will make the material delivered
become more meaningful, concrete, and easy to be accepted
by the children. The results of learning to wash motorcycle
achieved by students before being given treatment reached
112.3 for the average score, while after being given a
treatment, it showed that the subject of AK increased by
122.2 for the average score.
ADVICES
Based on the results of the research, there are
suggestions that can be given by the researchers:
1. For teachers.
a. The use of modules to improve vocational skills in
washing motorcycles can be used as an alternative in
teaching selection.
b. It is expected that this module is able to create good
learning atmosphere in order to make the children
enjoy the learning process.
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Mental. Yogyakarta : Kanwa Publisher. 2007.
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hak-hak penyandang disabilitas.
[9] UUD 1945 Pasal 27 Ayat 2 tentang Tiap tiap warga negara berhak atas
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[10] UU No. 8 Tahun 2016 tentang Penyandang Disabilitas Pasal 53 yang
berbunyi Pemenuhan hak bagi penyandang disabilitas terkait jaminan
akses pekerjaan
[11] Majda El Muhtaj, Dimensi‐Dimensi HAM Mengurai Hak
Ekonomi, Sosial dan Budaya, Raja Grafindo Persada, Jakarta,
2008, hlm. 273. Bandingkan Budiyono, Muhtadi, Ade Arief
Firmansyah, Dekonstruksi Urusan Pemerintahan Konkuren dalam
Undang-Undang Pemerintahan Daerah, Kanun Jurnal Ilmu Hukum
No. 67 Th XVII, hlm. 419-432, 2015.
[12] Damayanti, M. pelaksanaan pembelajaran keterampilan Mencuci
Sepeda Motor Pada Anak Tunagrahita Kategori Ringan Di SLB G
Daya Ananda Purwomartani Kalasan Sleman Yogyakarta. Jurnal
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Kualitatif, dan R&D. Bandung : Alfabeta. 2010.
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High School: A First Look at the Postschool Experiences of Youth
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681–698. Elsevier. 2011.
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Reston Vol. 62, Iss. 1, (Sep 1995): 38. Competencies needed for
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SAGE PUBLICATIONS. 1995.
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[29]
[30]
 MANDATORY COUNSELLING SATISFACTION AND READINESS TO
CHANGE AMONG INSTITUTIONALISED ADOLESCENTS

Mansor Abu Talib, Azzah Sabrina Mohd Paul Shariff, Rumaya Juhari
Faculty of Human Ecology, Universiti Putra Malaysia

Satisfaction and readiness to change go beyond being merely positive attitudes

regarding successful behaviour modification in behavioural treatment programs
are essential. The increased numbers of new and relapse cases of adolescents in
rehabilitation institutions indirectly show that these individuals experienced issues
related to preparedness to change and satisfaction towards the behavioural
intervention. Hence, this study discusses the relationship between mandatory
counselling satisfaction, and readiness to change, among institutionalised
adolescents in Malaysia. A total of 365 adolescents were selected from eight
rehabilitation institutions across Malaysia using purposive sampling method. The
mandatory counselling satisfaction and readiness to change variables were
measured using Mandatory Counselling Satisfaction Scale (Mansor, Rumaya &
Zainal, 2013) and University of Rhode Island Change Assessment (Prochaska &
DiClemente, 1982) respectively. In terms of readiness to change, 65.8% of
institutionalised adolescent were contemplating change, 24.1% were thinking of,
but not prepared to make any changes, while 10.1% were making preparations to
execute their plans for change. Overall, the findings showed a high level of
mandatory counselling satisfaction. Bivariate analysis displayed a significant
relationship between mandatory counselling satisfaction and readiness to change.
Generally, mandatory counselling has its own unique therapeutic elements in
bringing about positive changes among clients.

Keywords: mandatory counselling, satisfaction, mandated client, readiness to

change

INTRODUCTION
Readiness to change can be defined as a willingness of a person to mentally and
physically make changes within themselves. It represents one’s state of mind where they are
ready to commit to take action based on what has been decided. The most common theory
used for behaviour change is the Thranstheoretical Model (TTM) of behaviour change. This
model provides the means to identify which particular stage a person is at, in the process of
changing of their behaviour. The model also reflects an overall idea of a person’s degree of
willingness to change in order to attain the desired behaviour.
In helping professions such as counselling, the counsellor needs to have skills
and knowledge in facilitating the change. During the treatment, the client can be urged to
follow the program intervention, but that does not ensure his/her commitment to abide to the
treatment and recommendations once the treatment is over. In this regard, social support,
motivation, perceived choice in attending treatment, lack of engagement and past trauma
contribute to readiness to change.
Another proximal variable associated with readiness to change is the
adolescents’ satisfaction with their behaviour treatment service. Generally, satisfaction
variables are popularly researched in the marketing industry to identify the association of
service quality, customer satisfaction and behaviour intention (Ranjbarian, Saayei, Kaboli &
Hadadian, 2012; Ramez, 2012; Dado, Petrovicova, Cuzovic and Rajic, 2012; Jen, Tu & Lu,
2011). In this study, treatment service refers to mandatory counselling service, as adolescents
involved in this study were from rehabilitation institutions for whom counselling was made
compulsory, based on Malaysian law.
Client satisfaction is defined as individual feelings towards the whole experience of
treatment received in a certain environment and during a specific time frame. Thus, client can
feel satisfaction if the service is at par, or exceeds the client’s expectation. In a counselling
setting, satisfied clients felt that their worries were lessened, and as a result they were able to
cope better with their problems.
Another form of helping service with regards to behaviour change is mandatory
counselling which has produce positive outcomes (Snyder & Anderson, 2009). Mandatory
counselling refers to counselling sessions performed on the order of an authority figure such
as the courts or an agency (Razzhavaikina, 2007). However mandated client has been
labelled as noncompliant thus hindering both successful outcomes as well as satisfaction.
In cases or referral or more specifically, mandatory counselling satisfaction
conceptually defines how one appraises the systemic or administrative aspect of counselling
service, the counselling process, and the result of their service experience (Chao, Metcalfe,
Lueck & Petersen, 2005). Furthermore, satisfaction and behavioural intentions in education
setting highlighted the importance of satisfaction in the service and its subsequent influence
towards behavioural intention. Hence, it can be concluded that satisfaction variables play an
important part not only to improve the helping service, but also has significant influence in
treatment of behaviour change. Thus, it is the aim of the providers to offer effective service
and to ensure that clients will return to gain benefit from this service. In order to achieve this
objective, it is vital that the service provided is satisfactory.
Aliman and Mohamad (2013) researched on factors influencing behaviour intention in
healthcare in Malaysia and found that satisfaction with facilities, staff, service, knowledge and
skills ultimately influence the patient’s behavioural intention to come back and receive the
same service again. With regards to mandated clients, Gregoire and Burke (2004) proved that
respondents who were coerced into treatment were more ready to change their behaviour. In
line with this, Mansor (2010) claimed that clients will participate in mandatory counselling if
the counsellor can clearly state and justify the reason clients had been mandated for
counselling. This paper will discuss the relationship between mandatory counselling
satisfaction (Alliance-System, Counselling Efficacy, Therapeutic Change, and Counsellor-
counselling Effect) and readiness to change among institutionalised counselling clients and
thereafter present constructive suggestion to practitioners in helping professions.
METHOD
Population and sampling: Population for this study consisted of adolescent clients from
seven rehabilitation institutions throughout Malaysia that come under the Department of
Social Welfare. The institutions are located in Perak, Pahang, Terengganu, Federal Territory
of Kuala Lumpur, Malacca and Sarawak. The population of the study was 1393; based on the
table, a population of 1400 needs a sample size of 306 adolescents.
The sampling method for this study was purposive sampling, where selection of
respondents was done by the counsellor assigned for each state, and had to be based on the
conditions set by the researcher, namely; (a) respondent age ranged between 12 and 19 years;
(b) respondents were institutionalised for social behaviour misconduct; and (c) respondents
had attended a minimum of two sessions of mandatory counselling.
Instruments: Mandatory Counselling Satisfaction Scale (MCgSS) was used to measure
institutionalised adolescent’s satisfaction in mandatory counselling (Mansor, Rumaya &
Zainal, 2013). This is a multidimensional scale with 16 items. There were four subscales
which include alliance-system, counselling efficacy, therapeutic change and counsellor-
counselling effect. The scale was developed in Malay language and Cronbach Alpha was .90.
The University of Rhode Island Change Assessment (URICA) was used to measure
institutionalised adolescents’ readiness to change (Prochaska & DiClemente, 1982). There are
32 items with four subscales, namely pre-contemplation, contemplation, action, and
maintenance. Cronbach Alpha for this instrument was .86.

RESULT AND DISCUSSION

A total of 365 institutionalised adolescents were involved in the present study
where 46.8% of them were in the age range of 15 to 17 years old whereby 60.3% of them
were male. The mandatory counselling satisfaction was categorised into two categories.
Therefore, those who scored below 60 were categorised as having low level of mandatory
counselling satisfaction and those who scored 60 and above were categorised as having high
level satisfaction. The finding showed that 195 (53.4%) of the institutionalised adolescents
were experiencing high level of satisfaction, with the average score of 60.34 (S.D = 13.47),
while the remaining 170 (46.6%) of the institutionalised adolescents experienced low
satisfaction in mandatedory counselling.
The findings revealed a high level of mandatory counselling satisfaction among
the institutionalised adolescents, specifically on the Counsellor-counselling Effect subscale
(M = 15.27, SD=3.2). A total of 146 (40.0%) institutionalised adolescents reported feeling
‘very satisfied’ with the mandatory counselling sessions, followed by 122 (33.4%) ‘satisfied’;
83 (22.7%) ‘moderately satisfied’; 8 (2.2%) ‘quite unsatisfied’; and 6 (1.6%) ‘not satisfied at
all’. A total of 318 (87.1%) of the institutionalised adolescents reported saying that they would
seek counselling in future while the remaining 47 (12.9%) stated having hesitation to
participate. This indicates that even though they were referred to attend counselling on a
compulsory basis, the majority had experienced positive effects and indicated they would
continue attending counselling in future. Lastly, 328 (89.9%) of the institutionalised
adolescents reported ‘yes’ when asked regarding their intention to persuade their friends to
come for mandatory counselling sessions. Therefore, it proves that their experience had been
generally positive.
Overall, the findings showed the institutionalised adolescents were most
satisfied with the Counsellor-counselling Effect (Mean = 15.27, SD=2.4), followed by
Therapeutic Change (Mean = 15.14, SD=2.1), Counselling Efficacy (Mean = 14.98, SD=3.1)
and lastly Alliance-system (Mean = 14.95, SD=2.2). This finding indicates that satisfaction
among institutionalised adolescents was reflected by how the counsellor and counselling
session affected them during and after counselling sessions. The institutionalised adolescents
were satisfied when the counsellor frequently asked questions to explore more on the
respondents’ problems. In doing so, the client feels that the counsellor is interested in
facilitating the process to solve the problem together.
On the contrary, institutionalised adolescents reported least satisfaction with the
Alliance-system of the mandatory counselling. As the counselling session is a required
condition for adolescents in rehabilitation institutions, some of them would feel coerced to
attend the session. This resulted in some resistance in disclosing their problems, for fear that
the counsellor would report their problems to higher authorities. In doing so, the clients built
up resistance as a way to safeguard themselves from any type of potential harm.
With regards to willingness to change, 65.8% of the institutionalised adolescents
were in the range of eight to eleven with the average mean of 9.00 (SD = 1.78), at which point
they were classified as contemplating changing their behaviour.

Ha1: There is a significant relationship between mandatory counselling satisfaction and

readiness to change among institutionalised adolescents in Malaysia.
The findings showed a significant and strong relationship (r = .77, p < .05)
between mandatory counselling satisfaction and readiness to change. The relationship shows
that the higher the mandatory counselling satisfaction, the higher the readiness to change and
vice versa. Hence, the alternative hypothesis was supported. The current findings proved the
positive association between satisfaction of the service and behaviour intention. Satisfaction
reflects that service quality is up to the consumer’s standard, including clients in the helping
profession. When institutionalised adolescents were happy with the mandatory counselling
service, it leads to a sense of accomplishment in their purpose to find ways to improve
problematic behaviour through addressing their readiness to change. Hence, Udonwa et al.
(2010) claimed that most consumers, upon termination of the helping service, did not
recommend the service to others because they were disappointed with the service delivered.
Before attending mandatory counselling sessions, the institutionalised adolescents had mixed
expectation towards the counsellor and the mandatory counselling service itself. When the
counsellor’s personal attributes and the counselling service met their expectations, it amplified
their satisfaction level and propels them towards the modification of their behaviour.

Ha2: There is a significant relationship between alliance-system and readiness to change

among institutionalised adolescents.
The findings showed a significant and strong relationship (r = .71, p < .05)
between Alliance-system and readiness to change. According to Mansor, Rumaya and Zainal
(2013), satisfaction of the Alliance-system refers to the satisfaction of the interlink or
systemic aspect of the counselling service itself, such as satisfaction with regards to
safeguarding confidentiality of issues as upheld in the counselling profession, and client
motivation to seek professional counselling session after it had been court-ordered. Thus,
claims that resistance was due to forced participation in mandatory counselling can be
challenged, as satisfaction from the counselling service could be achieved by focusing on the
objective of the counselling session.

Ha3: There is a significant relationship between counselling efficacy and readiness to

change among institutionalised adolescents.
Highly satisfied clients create higher tendency for readiness to change as evident
from the strong relationship between both variables in this research (r = .74, p < .05). Mansor,
Rumaya and Zainal (2013) define satisfaction of counselling efficiency as how satisfied the
clients were with the effectiveness of the counselling service in facilitating them to solve their
behaviour issue. When clients believe that the counsellor knows what he/she is doing, or
when what has been discussed and planned during the session appears promising, this will in
turn increase their sense of fulfilment.

Ha4: There is a significant relationship between therapeutic change and readiness to

change among institutionalised adolescents.
Satisfaction of therapeutic change in the current study denotes the attainment felt
by institutionalised adolescents concerning encouraging outcomes of the mandatory
counselling session (Mansor, Rumaya & Zainal, 2013). Findings in this study indicated a
significant and strong relationship (r = .70, p < .05) between satisfaction of therapeutic change
and readiness to change. Gašević (2015) stated that adolescent client’s perception of the
appropriateness and timeliness of counselling played an essential role in their readiness to
change.

Ha5: There is a significant relationship between counsellor-counselling effect and

readiness to change among institutionalised adolescents.
Satisfaction of the counsellor-counselling effect refers to the sense of fulfilment
felt when the counsellors’ skills, knowledge and the counselling process contributed in
facilitating clients to solve their behavioural issues (Mansor, Rumaya & Zainal, 2013). The
findings showed a strong relationship (r = .72, p < .05) between Counsellor-counselling Effect
and readiness to change. Clearly, adolescents were satisfied with the staff’s interpersonal
skills as they were given full attention mainly on the issues presented. In addition, adolescents
were more likely willing to make the first step to change their behaviour when the counsellor
makes an effort to understand their point of view (Gruhl & Van Leuven, 2014) and when there
is meaningful and satisfying relationship between the counsellor and themselves (Hauser &
Hays, 2010).

CONCLUSION
According to Prochaska and DiClemente (1982) in the analysis of
Transtheoretical Model of Behaviour Change, the readiness to change at each stage i.e pro-
contemplation, contemplation, preparation, action and maintenance occurs over time, with
each of the readiness stages representing different cognitive and behavioural actions.
Mandatory counselling satisfaction was considered a new variable, with limited
research of its association with readiness to change. However, research on satisfaction and
repurchase intention, proved that customers’ satisfaction was one of the predictors in
repurchase intention in the context of electronic commerce. When what is expected of the
service is met, the degree of pleasure received regarding the service will influence positive
outcome, behaviour intention to procure the service again, and give positive recommendation
to others regarding it.
In relation to the current study, high mandatory counselling satisfaction had
directly encouraged institutionalised adolescents to be more motivated and ready to change
their negative behaviour to that of the intended behaviour. Based on this intention, clients will
work effectively with counsellors to develop a plan of action as feelings of coercion or
resistance are overcome by numerous positive qualities on the part of the counsellor.
The findings also proved that satisfaction was influenced by expectation,
perceived performance, and disconfirmation of beliefs, as the readiness to change among
institutionalised adolescents increased when the expectation that the mandatory counselling
service would provide the necessary help and support to change were fulfilled.
Clearly, clients will participate in mandatory counselling sessions if the
counsellor can clearly elucidate the reason they are mandated for counselling. It can be said
that resistance can be reduced depending on the counsellor’s skill, ability and delivery,
subsequently creating a therapeutic relationship with the client.
This paper has highlighted the significance of mandatory counselling satisfaction
as one of the variables to influence readiness to change. Therefore, the findings from this
study could benefit counselling practitioners by providing information in understanding
readiness to change and causal variables which can increase readiness to change. Mandatory
counselling does have its own strengths and can benefit certain segments of the population
especially those who had been ordered by courts to undergo therapy.

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 Bullying of Children with Special Needs in
Inclusive Schools
1st Angga Damayanto
Special Education
Universitas Negeri Yogyakarta
Yogyakarta, Indonesia
anggadamayanto@uny.ac.id
2nd Wening Prabawati
Special Education
Universitas Negeri Yogyakarta
Yogyakarta, Indonesia
weningprabawati @uny.ac.id
Abstract— This research aims to find out cases of bullying that
exist in inclusive schools. This research is a qualitative research
with descriptive research type. The subjects of this study are
educators, students, and school principals. The place of
research is Junior High School 36 Surabaya. Data collection
techniques are interviews and observations. Data analysis
through reduction, data display, and concluding. The results of
this research are the forms of bullying behavior that are verbal,
physical, and mental/psychological bullying. The motivation of
the bullying behavior is motivated by a sense of pleasure that
arises in the offender, seeking attention from both teachers and
friends, avoiding learning activities, and wanting money. The
impact that arises from the bullying is that the learning activity
becomes disrupted, students cannot participate in learning,
students do not want to go to class, students do not want to go
to school. The school has made efforts to prevent bullying from
happening again, namely through socialization activities from
the school to parents and students regarding the conditions and
diversity acceptance from students. In addition, educators also
make classroom arrangements so that the learning activities
can take place well so that bullying does not happen again
Keywords—bullying, inclusive, Special Needs Children
I. INTRODUCTION
Education for all means that all children can obtain
knowledge and feel comfortable in the learning process. Fun
learning activities for children will benefit the child's
learning process. Children can easily acquire the knowledge
conveyed and discover new information, even develop the
knowledge. When children can learn well, the learning
objectives will also be achieved. Therefore, it is important to
create a conducive and pleasant learning condition and
environment, So the school can produce quality graduates
who can make a good contribution to social life.
According to Ki Hajar Dewantara, three fundamental
educational environments have a large role in the
relationship with the personality of a child known as
"Tripusat Pendidikan". Tripusat Pendidikan includes: 1)
Education in the family environment, 2) Education in the
school environment, and 3) Education in the community
environment (1). School is the second environment where
children interact with school residents (principals, teachers,
school employees, and other students) and develop their
3rd Zykra Zakiah
Special Education
Universitas Negeri Yogyakarta
Yogyakarta, Indonesia
zykrazakiah@uny.ac.id
4th Khairunnisa
Special Education
Universitas Negeri Yogyakarta
Yogyakarta, Indonesia
qiung21.2017@student.uny.ac.id
abilities. It should be noted that interactions conducted by
children in schools contain a load of values and sociomoral
aspects. In the process of interaction not only concerning the
education of children's cognition but concerning the
development of other personal aspects.
However, there is a learning environment that is less
conducive to school. Children still feel disturbed or
uncomfortable when they participate in learning activities at
school. One of the annoyances and discomforts is the
bullying done by friends at school towards some children,
especially children with special needs.
Children with special needs are children who need special
services in the field of education. They depend on the help
from parents, teachers, school principals, friends, and people
so the learning process towards them can be well conducted.
Therefore, the existence of bullying in schools also greatly
affects the learning process of students with special needs as
well as other students within the environment. This results in
the children become inhibited and uncomfortable in school.
One of the impacts is the children are not able to learn well
in school, and thus learning goals also become harder to
achieve.
Based on the results of the determination made by Juvonen
and Graham (2014) 0–25% of children are directly involved
in bullying cases as parties involved, victims or involved.
On a larger scale studies conducted in Western countries
show that 4-9% of adolescents are often involved in bullying
and that 9-25% of school-age children have experienced
bullying. The smaller groups involved in intimidation
(intimidation victims) also supported. In a meta-analysis in
the journal concerning the prevalence of bullying and
cyberbullying in all relationships with a total sample of
335,519 children involved 12-18 years, the authors
estimated an average prevalence of 35% for traditional
bullying and 15% for cyberbullying involvement (2).
Based on this, the researcher wants to investigate further
about the forms of bullying cases in children with special
needs in inclusive schools. Inclusive schools are schools that
accept all conditions of children, especially children with
special needs. Therefore, inclusive schools have students
with more diverse conditions. It needs to be further
investigated regarding cases of bullying in children with
special needs in inclusive schools.
 II. METHODS
This research is a qualitative research with descriptive type. Table III shows intimidation between students both victims
The research subjects were students, educators, and school and non-victims, suspects and students. For students who are
principals. The place of research is SMP Negeri 36 victims, they do not want to attend the class and not even
Surabaya. This study uses data collection techniques wanting to come to school. Meanwhile, the other students
consisting of interviews and observations. Interviews, data cannot participate in learning activities due to the delayed
collection about bullying, causes, impacts, and resolutions resulted from bullying in class. Other than that, teachers also
conducted by the school. Educators, students, and school experience the effects of bullying because when bullying
principals are sources of information from interviews. occurs learning activities become disrupted so learning
Observation, collect data about bullying. Analysis of the cannot run properly.
data in this study is reduction, display data, and conclusions.
Data reduction is the process of selecting data that is subject During this time, school has been attempting to solve the
to researcher approval. Display data that compiles data in problem of bullying. The solution consists of socialization
order to collect existing data. While the latter consists of both school residents and parents of students. Socialization
data that already exists. about conditions of children with special needs and
acceptance of the existence of students with special needs in
school. In addition, the teacher also tries to arrange the
seating of students. The goal is that students with special
III. RESULT AND DISCUSSION needs who are unable to ask questions can ask their more
Result capable friends. Moreover, with this seat arrangement,
students who are used to bullying can sit with students that
Based on the results of interviews and observations, they fear. Accordingly, students who are used to bullying
researchers get the results in the form: will be afraid and will not to bullying the other students.
TABLE I. FORM OF BULLYING
Form of Bullying Discussion
Verbal Physical Mental/Psychology
Based on the research results, there are broadly three groups
1. Mocking / making fun 1. Hitting 1. Not invited to play
of bullying, including bullying in the form of verbal,
2. Calling with certain 2. Throw the firecrackers together
designations Beating 2. Not invited to study physical, and mental/psychological. This is consistent with
3.
3. Screaming Touching together the opinion of Hertinjung (2013) that bullying has three
4. 3. Hiding shoes
4. Threatening aspects namely physical, verbal, and mental/psychological.
4. Asking for money Physical bullying is an act of hurt involving physical contact
5. Forcing friends to do and visible appearance, for example hitting, pinching,
certain things.
twisting, pulling, tackling, spitting, slapping. Verbal bullying
Table I shows that the form of bullying that occurs is usually is the act of hurting someone through words, such as
in the form of verbal, physical, and mental or psychological. shouting, cursing, slandering, making fun of.
Verbal bullying is those such as mocking, calling with a mental/psychological bullying is an act of hurt that has a
certain title (for example an inclusion child which means mental or psychological impact on the victim, for example
that he is a bad boy), yelling, and threatening. Physical looking cynically, avoiding, committing terror through
bullying includes hitting, throwing firecrackers into the social media (3).
classroom, beatings and touching female friends, asking for Based on the results of research from Abdullah (2013)
money and to do certain things. shows that verbal bullying is the most common form of
bullying. But if the verbal bullying is acceptable to the
victim, it is can be considered normal. Verbal bullying can
TABLE II. CAUSES OF BULLYING
Causes Of Bullying be in the form of nicknames, reproaches, slanders, insults,
Sensory
harassments, false accusations, gossip. From three groups of
Attention Escape Tangible
Satisfied when 1. Seeking attention Avoiding Want some
bullying, verbal bullying is one of bullying that is easily
disturbing from teacher learning money done. It is can be an entry point to other forms of bullying
friends 2. Looking for activities and be the first step towards to crueler struggle. Physical
attention from
friend bullying is the most visible and recognizable type. It is can
be in the form of hitting, strangling, kicking, damaging. The
bigger the student is the stronger and more dangerous.
Table II shows that the causes of bullying include sensory, Relational bullying is difficult to know from the outside.
attention, escape, and tangible. Sensory areas some students
do bullying because there is a sense of joy that arises by Usually in the form of neglect, exclusion, avoidance,
doing it. Attention is like a child seeking attention from exclusion. This bullying can be used to alienate or reject
friends or educators. Escape is like students to avoid friends and intentionally damage friendships (4).
assignments or learning activities. The last one, tangible is The results of the research are also following research from
like wanting money from his friend. Pratiwi (2016) that forms of bullying behavior that occur
physically in the form of students pinching friends, kicking,
hitting, and pulling which causes the victim to cry. Whereas
TABLE III. IMPACT OF BULLYING verbal bullying includes scolding friends who make
mistakes resulting in disputes between students, blaming
Educators Student Victims The Other Students friends who are considered wrong, making fun of calling
Learning activities 1. Don't want to go to class Cannot studying well friends by their nicknames, and cheering on friends who
disrupted 2. Don't want to come to
school making mistakes to cause victims to be ashamed. Forms of
 non-verbal bullying include silencing friends who don't have
friends, staying away from friends who are not liked or
picking out friends in play, isolating friends so that victims
become limited in hanging out with classmates, ignoring
friends who are not liked by certain groups, looking
cynically friends who are not liked, and threatening friends
who are considered weaker by actions such as glaring and
showing a fist to other friends so that victims become afraid
and threatened (5).
There is motivation behind the occurrence of bullying.
Motivation is the reason someone acts or thinks. Motivation
becomes a special cause in directing and determining one's
behavior (6). The research results of the causes of bullying
happen because of the feeling of pleasure that arises when
doing bullying, seeking attention from both educators and
friends, avoiding learning activities, and wanting money.
Some of the causes of bullying are the reasons that someone
to bring up the behavior, in this case, the behavior is
bullying (7). Motivations from problematic behavior, such
as bullying, are usually grouped into four aspects; sensory,
attention, escape, and tangible.
The results of the study also indicate that there have been
actions to prevent bullying from happening again, one of
which is through socialization conducted by the school. the
primary school educators are one of the important parties in
preventing bullying. The reason is that the educators have an
understanding of the conditions and development of student
participants, learning methods, how to create fun learning
activities, and managing students and classes. This is can
help prevent bullying from happening again. This is
consistent with the results of research from Riri (2013) he
intention of educators already have an understanding of the
concept of bullying Bullying is needed in bullying. Evaluate
from every aspect of bullying based on the notion of
bullying, forms of bullying, the causes and effects of
bullying behavior, educators already have an understanding
of it (8).
IV. CONCLUSION
Inclusive schools are schools that provide educational
services for all children. One of the inclusive schools in
Surabaya is SMP Negeri 36 Surabaya. At SMP Negeri 36
Surabaya there is still bullying regarding students. This
shows that inclusive schools cannot yet accept differences
from each student. Whereas there should be diversity both in
schools or in the community must be balanced with a sense
of understanding and tolerance as well. Besides, educators
have not been able to manage classes that have diverse
students well. Whereas conducive classroom environment
conditions can affect learning activities that take place.
However, what is available, less optimal classroom
management can cause bullying behavior to appear in
schools.
ACKNOWLEDGMENT
Thank you to the guidance and counseling department,
Universitas Negeri Yogyakarta for giving the support and
opportunities in writting this article.
REFERENCES
1. Agustini NMS. Tripusat Pendidikan Sebagai Lembaga
Pengembangan Teori Pembelajaran Bagi Anak. Magistra
Media Pengemb Ilmu Pendidik Dasar dan Keislam.
2018. p.28-32;
2. Juvonen J, Graham S. Bullying in Schools : The Power
of Bullies and the Plight of Victims. 2014. p. 161-162;
3. Hertinjung WS. Bentuk-Bentuk Perilaku Bullying Di
Sekolah Dasar. Semin Nas Psikol UMS 2013 - Parent.
2013. p.450-458;
4. Abdullah N. Meminimalisasi Bullying Di Sekolah. 2013;
(83):50–55..
5. Pratiwi RP. Hubungan Perilaku Bullying Dengan
Kemampuan Interaksi Sosial Siswa Kelas Iii Sdn
Minomartani 6 Sleman. J Pendidik Guru Sekol Dasar.
2016;2:141–151.
6. Richard Groos. Psikologi: Ilmu Jiwa dan Perilaku. Ke
Enam. Yogyakarta: Pustaka Pelajar2012. p. 61-62;
7. King LA. Psikologi Umum: Sebuah Pandangan
Apresiatif. Jakarta: Salemba Humanika; 2012 33-34.
8. Riri Yunika, Alizamar IS. Upaya Guru Bimbingan dan
Konseling dalam Mencegah Perilaku Bullying Di SMA
Se-Negeri Kota Padang. 2013;2(September):21–25.
 Mother contribution in fine motor development of children with intellectual disability in
rural area
Suparno Suparno1, Ernisa Purwandari 2*, and Mumpuniarti Mumpuniarti 3
1,2,3
Special Education Department, Faculty of Education, Universitas Negeri Yogyakarta

suparno_plb@uny.ac.id, ernisa@uny.ac.id, and mumpuni@uny.ac.id

*Corresponding Author
Received: day month 201x, Revised: day month 201x, Accepted: day month 201x
Published online: day month 201x

Abstract: One of the factors that influence the optimal fine motor development of children with intellectual
disabilities is the contribution of mothers in teaching or doing stimulation and early intervention. The purpose of this
study is to describe how the contribution of mothers who are in rural areas in developing fine motor skills of
children with intellectual disabilities. The study began by conducting an assessment of fine motor skills of children
with intellectual disabilities at an early age. The subject of the assessment involved 47 intellectual disability students
in rural areas with a vulnerable age of 7-8 years. Based on the results of the assessment shows that there are 22
students with intellectual disabilities who have fine motor skills in the category of developing as expected and
developing very well. Based on the results of these studies then conducted in-depth research on mothers of 22
students with intellectual disabilities through observation and interviews to describe how the form of stimulation and
early intervention by mothers so far. The results showed that mothers gave more stimulation and early intervention
because the culture in the rural areas were still thick with mutual cooperation so that more optimizing the resources
in the surrounding environment. The majority of mothers never attend workshops or get assistance from experts in
developing fine motor skills of their children. Stimulation and intervention are mostly done by optimizing existing
resources in the surrounding environment such as inviting children to play with other children in the home
environment, involving children in all activities of the mother, and inviting other family members to provide
stimulation and early intervention in children. The pattern applied by the mother in providing stimulation and
intervention is done through the selection of special material, giving promt, giving fading, shaping, and giving
reinforcement.

Keywords: children with intellectual disabilities; mother's contribution; fine motor development
The Analysis of Self Concept Scale in Engineering
Faculty : A Rasch Model Analysis
*Note: Sub-titles are not captured in Xplore and should not be used

Dr. Jahju Hartanti East Jakarta, Indonesia

Guidance and Counseling Program
{Faculty of Education)
Universitas PGRI Adi Buana
Surabaya, East Java- Indonesia
Email : jahjuhartanti789@gmail.com
Email: riandika.lucky29@gmail.com
Lucky Nindi R. Marfu’i, M.Pd.
Guidance and Counseling Program
(Education and Social Science Faculty
Universitas Indraprasta PGRI

Abstract— Self-concept is a way of how we perceive ourselves
in terms of physical or individual’s characteristics regarding
the strengths and the weaknesses. Self-concept needs to be
measured by an instrument that needs to be identified the
reliability to measure the college student’s self-concept.
Engineering students are often faced with practical lectures
and rarely have a dominant social world because of their daily
activities are often spent to interacting with lab tools and
materials. This article is going to discuss about the result of
instrument’s item analysis in the form of self-concept scale
given to the engineering faculty college students. The analysis
includes; difficulty level anaylis, item distribution, instrument’s
consistency, consistency of the item on measuring self-concept,
consistency of the engineering students in answering the items,
and overall reliability using RASCH anylisis model. This is
conducted to evaluate the existing self-concept scale, so that the
instrument’s performance can be developed. Method used in
this research is literature study and quantitative descriptive. In
this method, evaluation and instrument identification in the
form of developed self-concept scale has been conducted. The
self-concept scale used has reliability in the moderate category,
consistency of student’s in answering and item’s reliability is in
high category, the average engineering student answered the
question below the question’s difficulty level. It can be
concluded that average items in self-concept scale is difficult to
be comprehend by students and less able to measure student’s
self-concept and the difficulty level need to be simplified. This
can be performed by re-testing the instruments to the same
students to test the reliability through test-retest.
Keywords—self-concept, engineering faculty, adolescent,
RASCH Model Analysis
I. INTRODUCTION
Students in engineering faculty known as active
and creative students in practicum fields with machines and
often work in the fields. This fact makes engineering
students considered less socializing with world of friendship
and known as tactical in solving personal problems. Self-
concept is part of the self-adjustment and self-esteem [1].
Moreover, self-concept is the result of social interaction in
the environment [2]. Based on that statement, engineering
student’s self-concept according to their socialization result
during in the university need to be identified to recognize
their ability to adapt in their social environment as well.
Self-concept is a variable related to self-
esteem. However, self-concept and self-esteem
are separate factors with unique associations
for self-adjustment numbers in respondents.
Self-concept is part of the realm of affection or
feeling which is the determinant of the value of
behavior and individual psychological
adjustment [1]. Self-concept influences the
development of individual interests and decision
making [3]. Self-concept refers to one's thinking
in evaluating himself and giving an assessment
of himself [4,5].
Self-hatred, self-neglect, and self-blame
include negative self-concept [6]. Self-concept
will affect individual academic achievement,
when a teenager has a high self-concept, he will
have good academic achievement [4,5]. Good
achievements will lead to a good career too. A
good career will provide a positive self-image so
that the individual will be more highly
actualized.
The self concept of adolescents is not
affected by age and gender. Antisocial
adolescents have negative and autonomous self
concepts. Teenagers who are autonomous
means that women have hatred compared to
other groups. The results showed that normal
adolescents will have a self-concept that is not
chaotic, so negative self-concept is only
possessed by adolescents who have an
antisocial lifestyle [7].
Students who get special treatment in
inclusive schools will reduce the students' self-
concept. In regular classroom conditioning in
learning it is necessary to apply social
interaction that develops students 'self-
concepts and does not cause mild interference
with students' self-concept [8].
Self-concept is individual’s self-image, whether in
form of physical, social, or psychological that becomes
expectation of theirself in the future and will form
interactions with their environment and personal experience
[9]. This statement explains that the primacy of self-concept
in daily life determines the future. If the students in
engineering faculty often practice with tools or innanimate
objects such as machines, etc. How will their self-concept
going to be?.
This become a big question in social science. It is
actually not easy to make judgement on a problem with only
common sense, but in this study, one if the goal is to
measure the ability of engineering faculty college student’s
self-concept variable. In addition, in this article will be
described the evaluation result of self-concept scale that the one of them is able to identify the instrument’s ability to
researcher used to measure the self-concept of engineering measure a variable accurately [10].
students in terms of difficulty level, consistency, and self- RASCH model analysis is capable to identify
concept scale measurement. item’s difficulty level with it’s distribution, respondents
II. MATERIALS AND METHODS consistency in answering, item’s reliability, and respondent’s
reliability on answering the question. In addition, this
This study conducted at the engineering faculty analysis can be used to identiry the respondent’s ability to
of University of PGRI Adi Buana (UNIPA), Surabaya – answer the questions that has been presented.
Indonesia. This study was conducted on students with age
range of 18-21 years old or in adolescent category. This III. RESULTS
study used a quantitative approach with evaluation method The discussion of result will be divided into four analyzes
to identify the self-concept scale performance that used to which will be explained in detail as follows;
identify UNIPA engineering student’s self-concept level.
The data analysis technique use RASCH model A. Test of Reliability
analysis. RASCH model analysis is an modern analysis Data analysis showed the reliability of overall self-concept
theory developed by B. Sumintono and W. Widhiarso scale in moderate category with reliability coefficient of
recently. RASCH model analysis has several advantages, 0.67. The reliability analysis result using RASCH model
analysis overall can be seen in the following figure.

Fig 1. Test of Reliability

In figure 1 can be seen the student’s consistensy in

answering all self-concept scale’s item is very high which
has the reliability coefficient of 0.89 and item’s consistency
on the respondent’s answer is really high with coefficient
0.99. It can be concluded from the analyzes above that the
instrument has low ability to measure self-concept because
the respondents couldn’t answer the questions according to
the difficulty standard level of the questions contructed by
Elisa Margania [11].
B. Item Maps
Self-concept scale has item distribution with high and low difficulty level according to RASCH model anaysis which
illustrated by the map items as follows.
Fig 2. Item Maps
Based on picture above, the question that have the highest
difficulty level is the question number 50, 20, 24, up to
number 52. Whereas the question that include as the easy
question to answer is question number 31, 01, 32, up to
number 41. On figure 2, there is a has sign (in the blue box)
to reflect the position of the respondent on answering self-
concept scale item constructed by Elisa [11].
In that box, the hash sign are not parallel with the item’s
distribution, so it can be concluded that the self-concept
scale items still cannot be used to measure engineering
faculty college student’s self-concept. In other words, this
instrument still has a low measuring performance category
when applied to engineering faculty college students in
UNIPA. This can also prove that when this instrument
applied to the engineering faculty student is not appropriate,
therefore, it needs further testing with different subject
groups to identify the usefulness of the self-concept scale
developed by Elisa.
C. The Analysis of Students Ability
The next data analysis aims to identify the respondent’s
ability through self-concept score tha thas been achieved,
through the figure of the answer’s consistency from the
following skalogram.
 Fig 3. Scalogram of Self-Concept Engineering Students

In the scalogram above, it can be seen that students who
have the top three self-concept score are respondents
number 36. 38 and 184. While students who has the lowest
three self-concept score are respondents number 142, 002,
and 196.
The scalogram above can be used to identify the
respondent’s answe r, whether they answered consistently or
not. In the score pattern obtained by respondents illustrated
on the scalogram shows the seriousness of respondents in
answering. For example the answer shown by respondent
number 036 has a consistent score of 3 and 4 from question
number 1 to 52, so the respondent answers the statement on
the scale of self-concept seriously and can certainly not
cheat or be influenced by friends, whether in anwering the
difficult question or the easy one.

D. Item Fit

Some statements are considered difficult or easy by analyzing fit items which validity can be seen in the following figure.
 Fig 4. Item Measure
In the figure above shows some items that have been
captured, it can be identified with the item norms of
discrimination between 0,4 and 0,85 or 0,4 < Pt Measure
Corr > 0,85. To find out whether an item is clear and does
not create confusion as well as misconception for the
students, Outfit MNSQ (0,5 < MNSQ > 1,5) and Outfit
ZSTD (-2,,0 < ZSTD > 2,0) should be considered as well as
norm on Pt. Measure Corr [10].
Based on that statement, it can be identified that item that
can be used and did not cause misconceptions in measuring
engineering student’s self-concept is item number 34, 14,
23, 51, 08, 19, 25, 22, 39, and 52.
IV. DISCUSSIONS
Self-concept scale reliability has a moderate category of
reliability (Fig 1). This is due to external and internal
factors. External factors emerge from used instrument, while
internal factors stem from the readiness of the engineering
students to work on the self-concept scale. The instrument
used have quite a number of items, besides that the quality
of the students who work on the self-concept scale doesn’t
have the same ability, so they will produce different self-
concept score as well (Fig 3).
Another factor that affects the lower reliability is the self-
concept scale has a high level of difficulty items (Fig 2),
while items that can be mantained have a less decent quality
of validity (Fig 4). Factor that affect self-concept come from
within the individual. One of them is the interpersonal
communication skills in expressing identity followed by
constructing social contact in social environment [12]. Other
than that, factor that influence student’s self-concept can
also come from experience, especially interpersonal
experience, which emits positive feelings and feeling of
worth, and competency in respected area by individuals and
others [13]. This makes engineering students answers the
self-concept scale in accordance with the showed
engineering student’s self-concept result, which is overall in
positive category.
The categorization of positive self-concept students as a
whole becomes a component in the item analysis of the self-
concept scale items used. Items are eliminated because the
dominant difficulty level is too easy when applied to
 students of several faculties. Different ability of the score dominates in the high category. However, the
constructed items seems to be not quite decent and makes measuring instruments used were identified as having
the reliability at a moderate level. The quality of this scale reliability in the medium category, so the instruments in the
can be said as not optimal yet, because this scale contains form of self-concept scales need to be improved in further.
almost all items that have a low point measure correlation
value. This is according to the opinion that explains, if the The level of difficulty of the instrument can be seen in
value of PT. Measure is greater than 0.4 and less than 0.85, Figure 2 which shows items in difficult and easy categories
this instrument is easy to understand and does not cause have the same percentage. It can be concluded that the self-
ambiguity in the subjects [10]. concept scale instrument is not suitable for measuring the
self-concept of engineering faculty students. This is because
Engineering faculty student’s dominant the constructed self-concept scale shows that the quality of
intelligence is on mechanical intelligence, while the items is inconsistent and the level of reliability is still in
self-concept is part of intrapersonal intelligence the moderate category.
and social intelligence. This allows the results of
the analysis per item discussed in figure The recommendation for further study is that it is necessary
number 2 which stated about the analysis of to re-examine the respondents for improvement of the
engineering students who can answer on the instrument and if necessary, testing external validity to the
scale of self-concept. Another possibility that is student groups in other faculties. So that the scale of self-
the cause of the results is not balanced with the concept instruments is accurate when applied.
analysis of items that are considered as other ACKNOWLEDGMENT
factors or because the quality factor of the
measuring instrument is not decent and has Authors wishing to acknowledge assistance or
encouragement for this study from Prof. Dr. Juntika
been proven in fig 4.
Nurihsan, M.Pd, and I would say thank you for the UNIPA,
Surabaya for its support of my research. Then, I would say
Engineering students cannot answer with the standard set as thanks to engineering students Universitas PGRI Adi Buana,
described on the scalogram, because while working, there East Java - Indonesia to their participation in this research.
are some students who lack of concentration in answering,
REFERENCES
so that this becomes an external factor that afects the results
of answers given by students. In addition, the results of these [1] Findley, D. Self-Concept Clarity and Self-Esteem in Adolescence  :
Associations with Psychological , Behavioral , and Academic Adjustment,
answers are some that are manipulated by students because 2013 (January).
they have no motivation to answer the scale with too many[2] Agustiani, H. Psikologi Perkembangan (Pendekatan Ekologi Kaitannya
statements. dengan Konsep Diri). Bandung: Refika Aditama, 2006.
[3]
Planning, E. Relation of Technology , Science , Self-Concept , Interest , and
These external factors can be referred as lack of Gender, 1994 pg. 43–51.
concentration and self-confidence in answering items in[4] Bharathi, T. A., & Sreedevi, P. A Study on the Self-Concept of Adolescents,
2016, 5(10), 512–516.
engineering students. This is in accordance with the results
of the study which explains the self-concept of students who [5] Bharathi, T. A., & Sreedevi, P. A Study on the Self-Concept of Adolescents,
2018 (April).
are in the low category on the personal dimension of self. In [6] Sebastian, C., Burnett, S., & Blakemore, S. Development of the self-
addition, the student's self concept cannot be measured concept during adolescence, 2008 (October).
properly based on the "item map" which is reflected because https://doi.org/10.1016/j.tics.2008.07.008
the ratio of students' ability to answer with difficulty is not [7] Ybrandt, H. Self-concept in adolescence . A study of age. UMEA
directly proportional or balanced. Psychology Reports. Sweden. 2015
[8] Kearney, A. Exclusion from and Within School. Netherlands: Sense
Publishers., 2011
This becomes the basis the scale of self-concept cannot be
[9] Assahhra, M. F. Konsep Diri Remaja yang Tinggal di Panti Asuhan (Studi
generalized because the results are less suitable if applied to Kasus). Jurnal Skripsi. Jakarta: Universitas Gunadarma, 2014.
engineering students at UNIPA, Surabaya. The self-concept
[10] Sumintono, B & Widhiarso, W. Aplikasi pemodelan RASCH pada
scale needs to be tested on respondents from other faculties. assessment pendidikan. Cimahi : Trim Komunikata. 2015
This becomes an alternative to increase the reliability and
[11] Elisa Margania. Skala Konsep Diri. 2012. [online]. Accessed on March
validity of the scale of self-concept used. In addition, the 2016 in http://elisatjahayoe.blogspot.com/2012/06/skala-
scale of self-concept can be tested for external validity so konsep-diri.html
that it can be applied to students in other faculties, because it
[12] Sumintono, B & Widhiarso, W. (2013). Aplikasi Model Rasch
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V. CONCLUSION
[13] Fitts, W. H. The Self Concept and Delinquency. California:
The conclusion of this study is that all respondents have a Western Psychological Services., 1971
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in the scalogram which shows the respondent's self-concept
 An Analysis of the Needs for Comprehensive
Guidance and Counseling Services for Senior High
School Students
Tri WidatiSetiyaAtmarno Asrowi
Educational Science Educational Science
University of SebelasMaret University of SebelasMaret
Surakarta, Indonesia Surakarta, Indonesia
twidati01111968@gmail.com asrowi@yahoo.com
Muhammad Akhyar
Educational Science
University of SebelasMaret
Surakarta, Indonesia
makhaliya@yahoo.com
Abstract—The service of Guidance and Counseling (GC) at
schools has not been able to help develop the students
optimally, because it has not been implemented as expected.
The research aimed to (i) reveal the students’ level of
satisfaction towards the guidance and counseling services (ii)
design a model of developing guidance and counseling
programs. The research method used a quantitative approach.
The population was senior high school students in Sukoharjo
Regency. The sampling technique used was purposive
sampling. The data were collected using attitude scale
questionnaire and analyzed by descriptive statistics. The results
of the research show that the students’ level of satisfaction
towardsthe guidance and counseling services provided by
GCteachers cumulatively is 52.9% at the adequate, low, and
very low levels. GC teachers are advised to increase the
students’ satisfaction towards guidance and counseling services
by developing guidance and counseling programs that are in
harmony with the development of the students and that
strengthen the relations among professions at the education
unit of school. Such programs are called comprehensive
guidance and counseling
Keywords—comprehensive guidance and counseling, senior high
school
I. INTRODUCTION
Guidance and Counseling Service at schools has not been
able to help develop the students optimally because it has
not been implemented as expected. The problem occurs
because of the negative view of the students and some
related parties that sees the institution of Guidance and
Counseling (GC) only handles problematic students, gives
punishment scores to students who violate the school’s rules,
functions as the school’s police, only fills empty classes, or
does other things which are not related to the main tasks and
functions of GC teachers.
The fact is supported byMurad’s research[1] which reveals
that the fact that some GC teachers are unable to provide
appropriate services to the students influences the perception
of the students and their parents towardsGC teachers in
general. The satisfaction of the users of GC services is often
due to the performance of GC teachers which is not
professional. The research found out that 38% of the
students’ parents have not recognized the existence of GC
programs because they consider GC teachers are less
professional in carrying out their tasks. This research
conducted at State Senior High School IV Medan and State
Munawir Yusuf
Educational Science
University of SebelasMaret
Surakarta, Indonesia
munawir@yahoo.co.id
Senior High School II Medan reveals that a number of
teachers work unprofessionally and do not have any formal
qualification in guidance and counseling. They are subject
teacherswho are entrusted with the responsibility of
providing guidance and counselling.
The non-optimal function of GC services at schools as
exemplified above is due to, among other factors, the lack of
understanding of the paradigm of collaboration among
professions in the education unit of school. The teachers at
schools, including GC teachers, have not optimallycarried
out a comprehensive work pattern which emphasizes the
collaborative and supportive relations among the involved
teachers [2]. The collaboration should be done since GC
teachers prepare GC programs at the beginning of the
academic year. In preparing GC programs, especially in
conducting a needs assessment, GC teachers have so far not
collaborated with related parties, namelysubject teachers, the
students’ parents, the headmaster, and the school committee.
In addition, GC teachers do not carry out assessments based
on the students’ needs, which can be seen in the
developmental tasks of the students.
According to Yusuf&Nurihsan[3], in the 21st century there
has been a paradigm shift in guidance and counseling
approaches from conventional, remedial, clinical, and
counselor-centered approaches to developmental and
preventive ones. Developmental guidance and counseling or
comprehensive guidance and counseling are educative,
developmental, and outreaching. It is educative because the
emphasis is on prevention and development, instead of
correction or therapy, although corrective and therapeutic
services are not ignored. It is developmental because the
emphasis is on the optimal development of all the personal
aspects of the students. The main task is to facilitate the
development through the engineeringof the developmental
environment. It is outreaching because the target population
of the guidance and counseling services is not limited to the
problematic students, but all the students with all their life
aspects in any context (problems, intervention targets,
setting, method, and service duration).
According to the Indonesia Ministry of Education [4],
comprehensive guidance and counseling is directed to the
efforts to help students carry out developmental tasks,
develop their potentials, and alleviate their problems.
Developmental tasks are formulated as the competency
standards that have to be achieved by students. Therefore,
the approach is also called standards-based guidance and
counseling.
The scope of comprehensive guidance and counseling is the
prevention through design and natural development.
Comprehensive GC programs are designed to ensure that
every student receives the program prepared byGC teachers.
In conducting their tasks, GC teachers may allocate most of
their time for direct services to the students, so that each of
them may get maximum benefits from the services.
Gysbers& Henderson [5]states that there are five premises
that support the organization and management of
comprehensive GC programs at schools. The premises are:
1) guidance and counseling is a program; 2) guidance and
counseling programs are developmental and comprehensive;
3) guidance and counseling programs use team approach; 4)
guidance and counseling programs are developed through a
series of systematic processes from planning, design,
implementation, and evaluation to sustainability; and 5)
guidance and counseling programs are supported by a strong
leadership.
The five premises should be a whole framework which
functions as a base for developing and managing guidance
and counseling programs at schools. According to Bowers &
Hatch [6], guidance and counseling programs at schools
should not only be comprehensive in scope, but also
preventive through design and developmental in purpose.
Being comprehensive in nature means that guidance and
counseling programs should be able to facilitate the
psychological development of the students in all guidance
aspects (academic, personal-social, and career). Guidance
and counseling services are intended for all students without
exception.
Being preventive through design means that basically the
aim of guidance and counseling programs should be
preventive in nature. Efforts for prevention and anticipation
as early as possible (preventive education) should become
the main spirit underlying the basic services provided at
schools. With this preventive method, it is hoped that
students will be able to sort right actions and attitudes and
support their own psychological development to an ideal and
positive direction.
Being developmental in nature means that the programs
designed by the school counsellor are aimed at fulfilling the
students’ needs according to their developmental stages.
The model of comprehensive guidance and counseling in
Indonesia has been developedbased onthe model of National
ASCA (American School Counselor Association). The
ASCA model has been modified according to the
educational process and the culture in Indonesia. The ASCA
model has been adopted with the following considerations:
1) it is a model that has a reliable theoretical and practical
base; 2) it is a response to various related researches that
have been conducted by ASCA; 3) it is the result of the
improvement and development of guidance and counseling
models that have previously been developed; and 4) The
National ASCA model is used as the guidance federally, in
states, and at schools for designing, developing,
implementing and evaluating guidance and counseling
programs at schools which are comprehensive,
developmental, and systematic.
The components of comprehensive GC services developed
by ASCA and adopted for Indonesia are stated in the
Regulation of the Minister of Education Number 111 Year
2014, article 6 section 1, as mentioned in the Operational
Guidance for the Implementation of Guidance and
Counseling at Senior High Schools[7]. The components in
general can be explained as follows:
a) Basic services
Basic services can be defined as the process of helping all
counselees through the activities of preparing structured
experiences classically or in groups, which are designed and
implemented systematically and aimed at developing the
ability to do effective self-adaptation according to
developmental stages and tasks. All these points are made as
the standards of independence competency.
b) Individual planning
Individual planning is assistance provided to counselees, so
that they will be able to formulate and conduct systematic
activities related to their future planning based on an
understanding about their strengths and weaknesses, as well
as the opportunities available in their environment. A deep
understanding of the counselee, a correct interpretation of
the assessment results, and the supply of accurate
information which matches the opportunities and potentials
which the students have and which is related to their talents
and special needs are required by counselees to make a
correct decision in their efforts to develop their potentials
optimally.
c) Responsive services
Responsive services are provided to help counselees who
have a problem and need immediate help, so that they will
not be obstructed in doing their developmental tasks.
Strategies in responsive services include individual
counseling, group counseling, consultation, collaboration,
home visits, and case referral.
System support
The three program components (basic services, individual
planning, and responsive services) as has been explained
above are provided to the students directly. Whereas system
support comprises services and management, working
procedure, infrastructure (for instance, information and
communication technology), the development of the
professional competencies of counselors or GC teachers, and
sustainable counseling, which all indirectly facilitate the
development of the students and supports the effectiveness
and efficiency of the conduct of guidance and counseling
services.
Richardson[8] from Alabama State Department of
Education, based on his research, reveals that
comprehensive guidance and counseling programs have
some strengths. The first strength is that the programs
provide important benefits to every student to help them
fulfill their intellectual, emotional, social, and psychological
needs. The second strength is that the programs are designed
sequentially and cover activities that help students obtain
competency to understand themselves and others, identify
educational targets, and carry out career planning at
elementary school, junior high school, and senior high
school. The third strength is that the programs are held at
every school by certified school counselors, being supported
by all the teachers, administrators, students, and students’
parents.
The aim of this research is to measure the level of
satisfaction of students with GC services. In the field, the
level of satisfaction of students towards GC services has
been unsatisfactory. The data shows that the programs
implemented so far have not shown as expected.
II. METHODS
35.0%
The method of the research used quantitative approach. The
30.0%
research subjects were 416 senior high school students in
Sukoharjo Regency. The sampling technique used purposive 25.0%
sampling [9]. The samples for this research are students of
class XII and XI because they already joined classical 20.0%
guidance programs in class X. The technique for data 15.0%
collection attitude scale questionnaire. The technique for
data analysis was descriptive statistics. 10.0%

To test the validity, a construct validity test has been done 5.0%
with a factor analysis. From the data analysis obtained 0.0%
loading values between 0.40-0.60.Thus, the instrument can
Very Low Low Adequate High Very High
be considered to represent the factors formed [10].
Reliability test, the coefficient of Cronbach Alpha > 0.90 Fig. 1. The Senior High School Students’ Level of Satisfaction
was obtained. Thus, it can be concluded that the instrument towardsGuidance and Counseling Services
is reliable[11]. After item discrimination indices are counted,
it is found that there is one item that has discrimination Discussion
index less than 0.30 ((rᵢᵪ >0.30), i.e. item number 30 with rᵢᵪ
= 0.265. Therefore, the item is not used. Satisfaction is defined as a condition in which a user’s
wishes, hopes, and needs are fulfilled. A service is
From the data analysis the results of the eigenvalues amount considered as being satisfactory if the service can fulfill the
are 71.8%. Instruments that have eigenvalues > 70% are said user’s needs and hopes. Furthermore, Armstrong & Kotler
to be feasible, because the instrument can explain 70% of [13] explain what customers’ satisfaction is:
the measured variance of the construct. Eigenvalues are
influenced by the magnitude of the loading factor of each “Customer satisfaction is the extent to which a
item that forms a factor. While reliability is also influenced product’s perceived performance matches a
by the magnitude of the loading factor of each item that buyer’s expectations”.
forms the construct [12].
The validity test through factor analysis and reliability test Considering the above definition, it can be explained that the
shows that out of the 35 items, the number of items that can customer’s satisfaction is to what extent the performance of
be used to measure the level of the students’ satisfaction a product matches his/her expectation. The customer’s
towards guidance and counseling services provided by GC satisfaction depends on his/her perception of the
teachers is 17. performance of a product in relation to his/her expectation.
If the product’s performance is far from the customer’s
III. RESULT AND DISCUSSION expectation, he/she will not be satisfied. If the product’s
performance is in harmony with the customer’s expectation,
Result he/she will be happy. If the performance exceeds the
In this research, the students’ satisfaction is categorized into customer’s expectation, he/she will be very satisfied.
five levels, namely very high, high, adequate, low, very low. According to Armstrong, most of the related researches
The calculation of the satisfaction shows the following show that if the customer’s level of satisfaction is higher, the
results. customer’s loyalty will be higher, which in turn will
contribute to the company’s higher performance. The
TABLE I. THE SENIOR HIGH SCHOOL STUDENTS’ LEVEL OF SATISFACTION
customer who is satisfied will not only make a repeat
TOWARDSGUIDANCE AND COUNSELING SERVICES purchase, but also be willing to become a marketing partner
by sharing his/her good experience with others.
Level of Number of
Interval Percentage
Satisfaction Answers Based on the explanation above, it can be analogized that in
17-26 Very Low 22 5.29 % the provision of guidance and counseling (GC) services at
27-36 Low 58 13.94 % schools, the product is the service provided by GC teachers
37-46 Adequate 140 33.65 % to the students. The customers are the students. In the
47-56 High 141 33.89 %
provision of GC services, if the performance matches the
57 < Very High 55 13.22 %
Total 416 100 %
students’ expectation, they will be satisfied. Whereas, if the
performance does not fulfill the students’ expectation, they
will be disappointed; it can be said that the services are bad
Based on the above data, it can be concluded that the senior and possibly the students will not want to use them
high school students’ level of satisfaction cumulatively is anymore. To make the students satisfied with the services,
52.9%, at the adequate, low, and very low levels. To clarify GC services haveto be managed properly in order that
the results of data analysis, the following histogram is quality services can be produced. This way, the students will
provided. be interested in the services and feel respected as a customer
served or using the services. It can be said that the students’
satisfaction is influenced very much by the quality of the
services provided by GC teachers.
Many studies prove that the quality of services influences
the customers’ satisfaction very much. Some of such studies
are the ones conducted by Ohliati&Abbas[14]; Pham,
Limbu, Bui, Nguyen, and Pham [15]; Handayani,
Wibowo,Florentinus& Rifai [16]; Beydoğan,
&Beydoğan[17]; Mtebe& Raphael [18]; Asaduzzaman,
 Hossain & Rahman [19]; Hafeez & Muhammad [20];
Douglas, Douglas & Barnes[21].
Based on the definition and analogue stated above, it can be
concluded that satisfaction indicators in GC services cover
the following things:
1. The performance of the product/service
matches the students’ expectation.
2. Willingness to use the services again.
3. Willingness to recommend the services to
others (marketing partner).
4. Being faithful for a long time.
If students are satisfied towardsGC services because the
services meet their expectations, they will come again to GC
when they need it,and share with other students about the
good GC services. For a long time, they will not move to
another party to get similar services. Smith and Houston
(Parasuraman 1985: 43) states that the satisfaction towards a
service has something to do with the confirmation or
disconfirmation of an expectation. They based their research
on the disconfirmation paradigm, which states that
satisfaction is related to the size and direction of the
disconfirmation experience related to the initial expectation.
The results of data analysis show that the senior high school
students’ level of satisfaction towardsGC services
cumulatively is 52.9% at the adequate, low and very low
levels. Such levels of satisfaction may be due to the
unqualified or low-quality performance of the services. This
occurs because the implementation of GC services still
encounters serious obstacles. As Rahman [2] states, there is
still a negative image among the students and some other
related parties that GC only handles problematic students
and gives scores for the violation of the school rules
committed by the students. According to Rahman, more
ironically, students’ negative behavior and mischief are often
considered as the result of the non-optimal function of GC at
schools.
The study conducted by Murad[1] supports the results of
Rahman’s research. Murad reveals that many users of
counseling services relate their dissatisfaction to the
unprofessional performance of GC teachers. Murad found
out that 38% of the students’ parents have not recognized the
significance of GC programs because they think that GC
teachers are less professional when conducting their tasks.
The facts above also occur in US. As observed by Gysbers&
Henderson [5] in 2000, most of the school counselors in US
spent their time more on and wasted their time for
unprofessional tasks and obligations. The research
conducted by ASCA (American School Counselor
Association) shows that most of the school counselors spend
between 1% and 88% of their working time for
unprofessional activities which do not have any direct
relevance to guidance and counseling services[22]. The
unprofessional activities here, according to ASCA, include
managing students’ registration and the schedule of new
students (registering and scheduling), handling discipline
problems encountered by students, enforcing too strictly the
use of school uniforms, doing clerical and administrative
tasks, and even replacing subject teachers, teaching subjects
outside GC services.
Considering the facts and data above, GC teachers need a
solution to improve their professionalism and applying
various recent services model[23], so that the students’
satisfaction towards GC services can be improved. GC
teachers should be able to understand the students’
characteristics and needs. One appropriate treatment to
fulfill the students’ needs is making a relevant program [23].
Guidance and counseling activities at schools should be
conducted in an organized and planned program. Guidance
and counseling programs can be carried out effectively if
they are based on real needs and the objective condition of
the students’ development. According to Ridwan,
meaningful guidance and counseling is the one providing
full benefits to the subjects. Therefore, guidance and
counseling should be based on the subject’s needs. This has
some implication on the preparation of GC service
programs. The research by Kartadinata, et al. (1996-1999)
shows that guidance and counseling programs at schools
will run effectively if they are based on real needs and the
objective development of the students [3].
The preparation of GC programs should not only be based
on the students’ needs related to their self-development, the
knowledge development or the development of other
aspects, but also support the achievement of the school’s
vision and mission. The school should take a look on the this
result and broaden the access of meaningful GC service
influencing students’ study life; and effective in shaping
students’ attitude towards studies[25].Although they are
untrained or lack of supportive rules in the school,
counselors were appointed to take the responsibilities in
sensitizing students on the needs for effective GC services.
Although these were untrained counselors, their efforts
brought remarkable development in guidance and
counseling[26].
To improve the satisfaction in case of preparation of GC
service, counsellor should carry out surveys prior to
execution of a programto detect any problems that arise
occasionally. Appropriate action should be taken to fix any
shortcomings of each program[27]. Problems can be
detected at the early level and can be addressed immediately.
According to the Indonesia Ministry of Education,
nowadays there has been a paradigm shift in guidance and
counseling approaches from the approaches that are
traditional, remedial, clinical, and counselor-centered to the
ones that are developmental and preventive. The approaches
of developmental guidance and counseling and
comprehensive guidance and counseling are based on the
efforts to achieve the targets of developmental tasks, help
the students develop their potentials, and alleviate their
problems. Developmental tasks are formulated as the
competency standards that must be achieved by the students.
Because of this, this approach is also called standards-based
guidance and counseling. When implemented, the approach
of developmental guidance and counseling will combine
approaches that are clinical, remedial, and preventive [24].
The strength of comprehensive guidance and
counseling(GC)is also stated by Richardson [8] from
Alabama State Department of Education. Based on his
research, he concluded that comprehensive GC programs
provide important benefits to students, which may help them
meet their intellectual, emotional, social, and psychological
needs. The programs are designed sequentially and cover
activities to help students fulfill their needs. Specifically, the
programs help students obtain the competency to understand
themselves and others, identify educational purposes, and
plan career at elementary school, junior high school, and
senior high school. Comprehensive GC programs are carried
out at every school by certified school counselors, being
supported by all the teachers, administrators, students, and
students’ parents.
Considering the explanation above, GC teachers are advised
to prepare comprehensive GC programs that are suitable for
the developmental tasks of the students and that emphasize
the relations among professions at the education unit of
school and promote the publicity of the programs to inform
 students about purpose and benefit the program, so that the
students’satisfaction towards GC services can be improved.
IV. CONCLUSION
It is concluded that the senior high school students’ level of
satisfaction towards GC services cumulatively is 52.9% at
the adequate, low, and very low levels. In other words, the
performance of the services is less than expected. The
satisfaction at the adequate, low, and very low levels is
possibly due to the unqualified or low-quality services. The
low quality may occur because of the non-optimal function
of GC at schools and the unprofessional performance of GC
teachers.When preparing GC programs, they do not consider
the students’ needs and the objective condition of the
students’ development. Furthermore, the prepared programs
do not support the achievement of the school’s vision and
mission.
Based on the conclusion, GC teachers are suggested to
prepare comprehensive GC programs that are suitable for
the developmental tasks of the students and that emphasize
the relations among the professions at the education unit of
school, so that the students’ satisfaction towards GC services
and the performance of GC teachers can be improved.
ACKNOWLEDGMENT
This research was fully supported by the University of
SebelasMaret. We thank our colleagues from the
Department of Educational Science who provided insight
and expertise that greatly assisted the research, although
they may not agree with all the interpretations or
conclusions of this paper.
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 DEVELOPING ACADEMIC SELF-CONCEPT
INVENTORY
Ratna Sari Dewi
Risma Anita Puriani
Universitas Sriwijaya
Universitas Sriwijaya
Palembang, Indonesia
Palembang, Indonesia
ratnasdw@fkip.unsri.ac.id
rismary@fkip.unsri.ac.id
Abstract— Guidance and counseling as a component of
education in schools have an important role to assist students in the
process of self-understanding, self-discovery and potential
development. In this case a counselor needs a measuring
instrument that can be used to find out information and obtain data
so that the counselor can provide assistance or action for students,
namely an inventory of academic self-concepts. An effective
counselors, should know about self-understanding, potency and
goals their counselee. Building counseling relationships is
important and decisive in the counseling process. A counselor can’t
build a counseling relationship if counselors doesn’t understand
about counselee, their purpose and the goal of counseling. One of
the factors needed by the counselor is a set of instruments to reveal
various data about students. Therefore, a counselor should have a
set of instruments that can reveal data about students, including
data about academic self-concepts that are owned by students. This
is important to understand the condition of students before
providing guidance and counseling services. Students at the high
school level should have understood the concept of self, especially
in the academic field, making it easier for them to understand their
potential as a provision to face further studies. Therefore academic
self-concept is needed.
Keywords—Academic Self-concept, Inventory
I. INTRODUCTION
Academic self-concept is one of the important factors
in shaping students' self-identity for achieving academic
success. Academic self-concept is part of self-
concept. According to Lent, Brown, & Gore, as quoted by
Cokley (2000: 149) academic self-concept is defined as
attitudes, feelings and perceptions relative to an intellectual
or academic skill. Reinforced by Dagnew (2015: 216)
academic self-concept is defined as one's view of oneself in
school or the academic field, or in relation to academic
progress.
Positive academic self-concept will encourage
students to be optimal in their learning period. Shevelson
and Bolus (Ahmad, et al: 2018: 94) state that students who
have positive self-concepts have positive concepts to be able
to perform self-acceptance, self-confidence, and self-esteem
related to the academic field at school.
Students at the secondary education level, have
considerable demands at this time, especially in the 2013
curriculum which requires graduates from high school /
vocational high school who must have prepared themselves
to continue their studies to college or find work. So that
secondary level students must already understand the
Please do not give the page number in the header or footer.
Syarifuddin Gani
Universitas Sriwijaya
Palembang, Indonesia
syarifuddin.gani@yahoo.com
potential they have and the purpose of continuing their
education.
Guidance and counseling as a component of
education in schools have an important role to assist
students in the process of self-understanding, self-discovery
and potential development. In this case a counselor needs a
measuring instrument that can be used to find out
information and obtain data so that the counselor can
provide assistance or action for students, namely an
inventory of academic self-concepts.
Inventory is a kind of questionnaire or a list of
several items of questions or statements that must be
answered briefly by respondents (Marlina, Arifin Ahmad, &
Pandang, 2015).Inventory is a measuring tool that can
assess whether or not there is a behavior that exists in a
person (Chaplin, 2006). Inventory is a self-
report Questionnare, to determine personality
characteristics, interests , attitudes , and values . Inventory
is very useful for knowing personality characteristics such
as interests, self-adjustment, motivation, and prejudice. But
keep in mind that there is no perfect inventory used and
each only explains one or several aspects of personality.
The phenomenon that is in the field, in the
implementation of guidance and counseling in
schools , counselors still have limited psychological instruments . So
the implementation of need assessment as one thing that
underlies the process of understanding the potential and
characteristics of students can’t be done . With an inventory
of academic self-concepts, it can identify strengths,
weaknesses, self-understanding, suitability of academic
plans with future career directions.
II. ACADEMIC SELF-CONCEPT
Academic self-concept in the Psychology and Education
literature is defined as feelings, perceptions and attitudes
regarding one's academic or intellectual abilities (Reynolds,
Ramirez, Margina and Allen in Lloyd, 2013: 46). Academic
self-concept is used as a general opinion about how
someone perceives themselves in relation to academic
abilities. Papalia, Olds, and Feldman (2009) added, at this
time babies form self- coherence, which is a feeling of
physical unity within certain limits, and self-awareness ,
namely conscious knowledge (conscious ). of oneself as
something unique and has its own identity.
In early childhood, children are able to do more things
independently, but still rely on the opinions and attitudes of
others, seek positive reactions from parents for their success,
learn to appreciate praise, and feel proud of what they do.
According to Papalia, Olds and Feldman (2009: 380), at this
time children still describe themselves with a single
representation (single representation), where self-
description in the form of concrete behaviors and can be
observed. In addition, each unit of self is still described
separately without connecting logic. Children also have not
been able to differentiate between the actual self (actual
self-image) with the ideal self (desired self-image), so that
the self-description also tends to be positive.
Preschool is a time when more people who are significant
to children (significant others) enter their lives, and their
views become increasingly valued and trusted by children.
At this time, children are also increasingly facing new
situations that are pressing; mastery of these situations also
played a role in the development of his self-concept. The
child's self-description begins to include representational
mappings, namely the association between parts of the self-
image that were previously separate, even though his self-
description in general is still very positive; children have not
been able to see that someone who excels in one field can
also be weak in another (Papalia, Olds and Feldman, 2009:
381).
The fourth stage is marked by the entry of children into
primary school. Three sources of self-concept formation
began to be integrated: the opinions of others, the
competence of children, and opinions of children about
themselves. At this time also the concept of self began to
develop rapidly. Papalia, Olds and Feldman (2009: 381)
state that in this period a representational system develops,
namely a broad and deep self-concept , more realistic, and
more balanced between strengths and weaknesses.
During adolescence, individuals begin to reassess various
categories that have been formed beforehand and their self-
concepts become increasingly abstract. Reappraisal of these
views and values according to the stage of cognitive
development that adolescents are facing, from concrete
thinking to be more abstract and subjective. Piaget (in
Annlistyana, 2012) said that adolescents are in the formal
operational stage, individuals learn to think abstractly,
formulate hypotheses, and consider alternatives,
consequences, and introspection.
Early adulthood is a period of choosing and a period of
establishing responsibility, achieving stability at work and
starting to establish close relationships. During this period
self-concept and body image become relatively stable.
According to Santrock (in Pebriana, 2012), early adult
individuals enter the transition period, both physically
transitional physically (cognitive trantition), and social role
transition (social role trantition). At the early adult
development stage physical growth has stopped, but
cognitive, social, and behavioral changes continue
throughout life.
Based on the description of these opinions it can be
concluded that the self-concept develops with age and the
appearance of perceptive abilities. Likewise with the
academic self-concept that develops when children begin to
enter elementary school level. At this stage children's
thinking is still relatively concrete and their self-concept is
developing rapidly. Furthermore, in adolescence the self-
concept develops more abstract because it is in accordance
with the cognitive development they experience.
II. ACADEMIC SELF-CONCEPT FACTORS
The development of academic self-concept is influenced by
many things (in Debby 2013), including:
1. Social comparison. Marsh found that students' self-
concepts partially depended on their surroundings,
which Marsh described as big-fish-little-pond effects
(BFLPE). If the average abilities of classmates are high,
students tend to develop negative academic self-
concepts. However, if their classmates have average
abilities, students will develop a more positive
academic self-concept. Academic self-concept is very
important during a child's secondary education because
he has more time to interact in school.
2. Evaluation of academic achievement is needed in shaping
academic self-concepts so that students get a general
and personal standard frame of reference. This
framework is what distinguishes the level of students'
academic self-concepts even if they obtain the same
academic achievement.
3. Gender was found to have an influence in the
development of academic self-concepts.
4. The culture of the individual, whether individualistic (as
in the United States and Europe) or collectivism (as in
the Asian region). Minority factors (such as religion,
racial and ethnicity) also influence students' academic
self-concepts.
5. The use of feedback on the academic performance of
significant others.
6. Components of a functioning home environment such as
security, conformity, reward, and direct parental care
(not significant others) can improve academic self-
concept.
7. School climate that provides a sense of security, comfort
and gives individuals the opportunity to express
themselves academically without being compared with
their peers.
IV. Academic Self-concept Inventory
Development
Inventory is a self-report Question, to determine
personality characteristics, interests, attitudes, and values.
Inventory is very useful for knowing personality
characteristics such as interests, self-adjustment, motivation,
and prejudice. The main function of inventory is to collect
data, a number of information or information about
something or it can be in the form of descriptive
explanations. The provision of effective Guidance and
Counseling services is based on accurate data. Berdie (in
Mamat, 2011: 197) if the counselor wants to carry out
effective guidance activities or do any work with students,
then he must know everything that is in these students. The
more information he knows, he will be able to work better
with his counselor.
The development of an inventory of academic self-
concepts in this study will use the Academic Self Concept
Scale developed by Reynolds and will be adjusted to the
characteristics of the research subjects. Academic Self
Concept Scale (ASCS) is used to measure self-concepts
related to academic achievement and perceptions of
academic success in students (in Bacon, 2011: 38). The
academic self-concept scale consists of seven sub-scales,
namely the value and effort dimension (grade and effort
dimension), study habits / self-regulation settings (study
habits and organization self-perception), peer evaluation of
academic abilities (peer evaluation of academic abilities) ),
self-confidence in academics (self-confidence in
academics), satisfaction (satisfaction with school), self-
doubt abilities, self-evaluation with external standards.
V. IMPLICATIONS OF DEVELOPING ACADEMIC SELF
CONCEPT INVENTORY
An effective counselors, should know about self-
understanding, potency and goals their counselee. Building
counseling relationships is important and decisive in the
counseling process. A counselor can’t build a counseling
relationship if counselors doesn’t understand about
counselee, their purpose and the goal of counseling. One of
the factors needed by the counselor is a set of instruments to
reveal various data about students. Therefore, a counselor
should have a set of instruments that can reveal data about
students, including data about academic self-concepts that
are owned by students. This is important to understand the
condition of students before providing guidance and
counseling services. Students at the high school level should
have understood the concept of self, especially in the
academic field, making it easier for them to understand their
potential as a provision to face further studies. Therefore
academic self-concept is needed. While the reality on the
ground has not found an instrument used to measure
academic self-concept. The obstacle faced by the
supervising teacher is the limited ability of the supervising
teacher to make a measuring instrument that has validity and
reliability requirements, which can be used in the process of
providing guidance and counseling services.
So the development of an academic self-concept inventory
is expected that the results or products can be useful and can
be used by guidance and counseling teachers in schools in
providing guidance and counseling services appropriately
according to the conditions and needs of students.
VI. CONCLUSION
As individuals who go through the education process at
school, students are expected to have high academic self-
concepts. With the high academic self-concept, students will
have a positive view of themselves, accept and understand
the strengths and weaknesses that exist in themselves, and
be able to develop all the potential that exists, especially
related to the academic field. By utilizing all of this
potential, it is expected that students will be able to solve
every problem that will be faced not only when undergoing
education in college but also in living life in the community.
By using an inventory of academic self-concepts ,
especially for Guidance and Counseling teachers, it will be
easier to identify academic self-concepts . Then when
designing guidance and counseling services, the Guidance
and Counseling teacher is oriented to the results of the
analysis of academic self-concepts so the guidance and
counseling services provided are in accordance with
students' needs.
REFERENCES
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Focused Brief Counseling untuk Meningkatkan Konsep Diri
Akademik Siswa. Jurnal Bikotetik, Volume 2, No. 1.
[2] Annlistyana. 2012. Perkembangan Konsep Diri. (Online,
http://annlistyana.com).
[3] Bacon, L. S. C. 2011. “Academic Self-Concept and Academic
Achievement of African American Students Transitioning from Urban
to Rural Schools”. Thesis. United States of America. Doctor of
Philosophy Degree in Rehabilitation and Counselor Education in the
Graduate College of the University of Iowa. (http://ir.uiowa.edu).
[4] Chaplin, J. P. (2006). Kamus Lengkap Psikologi (Terjemahan Kartini
Kartono). Jakarta. PT Radja Grafindo Persada.
[5] Cokley, Kevin. 2000. An Investigation of Academic Self-Concept and
Its Relationship to Academic Achievement in African American
College Students. Journal of Black Psychology, 26 (2), 148-164.
[6] Dagnew, Asrat. 2015. The Relationship among Parenting Styles,
Academic Self-concept, Academic Motivation and Student‘ Academic
Achievement in Fasilo Secondary School: Bahir Dar, Ethiopia.
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[7] Debby, N. 2013. Konsep Diri Akademik. (Online,
http://debbytama.wordpress.com/).
[8] Lloyd, H. J. 2013. “The Impact of Racial Identity, Masculinity, and
Academic Self Concept on the Academic Achievement of African
American Male High School Students”. Dissertation. United States of
America. Doctor of Philosophy in the College of Education at the
University of Kentucky. (http://uknowledge.uky.edu/).
[9] Mamat, S. 2011. Bimbingan dan Konseling Berbasis Kompetensi.
Jakarta: Raja Grafindo Persada.
[10] Marlina, E., Arifin, A, M., & Pandang, A. (2015). Pengembangan
Inventori Peminatan Karir (IPK) sebagai Alat Ukur Arah Pilih Karir
Siswa. Jurnal Penelitian Tindakan Bimbingan & Konseling Volume I
(1).
[11] Papalia, D. E., Olds, S. W, dan Feldman, R. D. 2009. Perkembangan
Manusia. Terjemahan A. K. Anwar.. Jakarta: Salemba Humanika.
[12] Santrock, J. W. 2007. Psikologi Pendidikan Edisi Kedua. Terjemahan
oleh Tri Wibowo B. S. Jakarta: Kencana Prenada Media Group.
 DEVELOPING OF ADOLESCENT
DEVELOPMENT TASK INSTRUMENTS IN
SRIJAYA NEGARA PALEMBANG
HIGH SCHOOL
Rahmi Sofah
Ratna Sari Dewi
Universitas Sriwijaya
Universitas Sriwijaya
Palembang, Indonesia
Palembang, Indonesia
rahmisofah59@gmail.com
ratnasdw@fkip.unsri.ac.id

Abstract— This research aims to develop and
produce valid and practical adolescent development task
instruments that can be used by Guidance and
Counseling teachers to identify service needs for
Guidance and Counseling. This research was conducted
at Srijaya Negara Palembang High School. This research
uses a development method consisting of 3 stages;
Planning, Design and Development. The instrument of
data collection uses questionnaire and interview methods.
The data analysis technique uses test validity and
reliability instrument. The results achieved by the
developmental task instruments that have been
developed, tested valid after testing by linguists, material
experts Guidance and Counseling and Practicing
Guidance and Counseling and reliable with coefficient of
reliability of 0.93. Furthermore, it was tested in a small
group, then after being revised by the four validators, it
was tested again in a large group of Palembang Srijaya
High School students.
Keywords— Development Task, Instrument
I. INTRODUCTION
Adolescent is a period of transition from
childhood to adulthood. As Calon said (based on
Monk, Knoers dan Haditano, 2005 : 216)
adolescence shows the traits of the transition
period, because adolescents have not yet obtained
status as adults but do not have the status of
children. Therefore adolescents have to learn a lot
to gain a place in society as responsible citizens.
According to Havigust (based on Ridwan, 2008:
135-136) there are several developmental tasks
experienced by adolescents, the
developmental tasks are related to: foundation of
religious life, foundation of ethical behavior,
emotional maturity, intellectual maturity, social
awareness and responsibility, gender awareness,
personal development, entrepreneurial behavior
(independence of economic behavior), insight into
career readiness, maturity of relationships with
peers and Self preparedness to get married and
have a family.
The tasks of this development demand to be
fulfilled, it means that adolescents need something
of service, whether it is cultivated by themselves or
with the help of others. To fulfill these tasks so that
they can enter the next stage of development better.
In school the fulfillment of the needs of adolescent
students is cultivated by providing education,
teaching and mentoring.
In the path of formal education, guidance and
counseling are part of the education program.
Education can be said as a conscious effort that is
carried out consciously and planned to realize the
learning atmosphere and the learning process. As
permendikbud said on number 111/ 2014 (based on
Ramli dkk, 2016 : 4) Guidance and counseling on
Basic Education and Secondary Education states
that Guidance and Counseling are an integral part
of the education program, which is an effort to
facilitate and empower students in order to achieve
their full and optimal development.
Guidance and counseling services are activities
needed for all students, with these services it is
expected that all students gain self-understanding,
increase responsibility for self-control, have
maturity and understand the environment, and learn
to make decisions. Every student needs help in
learning how to solve problems, and has maturity
in understanding values.
The main function of the instrument is to collect
data, which has meaning as a number of
information or information about something or can
be a descriptive explanation. The provision of
effective Guidance and Counseling services is
based on accurate data. As Berdie said ( based on
Furqon, 2014:201) if the counselor wants to carry
out effective guidance activities or do any work
with students, then he must know everything that is
in the student.
By using the right instrument, the guidance and
counseling teacher will understand the students
themselves, and their environment, in the
framework of mapping the student's personality
development from his current situation towards the
desired development. This requires that the
Guidance and Counseling (BK) teacher before
designing the Guidance and Counseling program
analyze the needs using instruments.
II. METHOD
The research model used is a development
research model carried out to develop

Please do not give the page number in the header or footer.

developmental task instruments at Srijaya
Palembang High School.
Respondents included to fill the development task
instrument were tenth grade students (X).
The development carried out is psychometrics
with the measuring instrument used is testing
validity and reliability. The limitation of the
problem in this research is as follows: the
development of the instruments used focuses on the
methods formulated by Alessi & Trollip (2001)
which has 3 stages ranging from planning, design,
to development.
The implementation of research and development
carried out consists of 3 stages and 7 steps, namely
as follows:
The planning stage consists of:
1. Preliminary stage

Research and information collecting

activities were conducted for one month
using interviews with guidance and
counseling teachers at Srijaya Negara
Palembang High School.
2. Field study

The researcher conducted a number of

analyzes, namely curriculum analysis, and
analysis of the Guidance and Counseling
Program and the Guidance and Counseling
instruments in use in order to achieve
developmental tasks.
At the design stage, it is carried out:
1. Identifying variables, developmental task
indicator grid. The researcher composes the
grid for developing specialization instruments
which include variables, indicators, research
descriptors.
2. The design of the research instrument grid is
clearly illustrated in the following table:
Establishing scale score.

The development of this instrument is

prepared using an intensity selection form with five
available answer choices, namely: Strongly Agree
(SS), Agree (S), Neutral (N), Disagree (TS), and
Strongly Disagree (STS). The statements used are
positive (favorable) and negative (unfavorable).
The last stage, which is in the development
stage, is carried out:
1. Prepare a questionnaire

Questionnaires are prepared as a form of

measuring instrument which will later be used in
data analysis. The questionnaire contains a list of
statements or statements in accordance with the
items of this research instrument. the questionnaire
will be tested and corrected by experts before
testing to students.
2. Perform an alpha test
 This stage is done by asking for consideration
from experts (expert judgement). Experts involved
in this field consist of 4 people, namely from
linguists: Ernalida, S.Pd M.Hum, Ph.D,
practitioner of guidance and counseling: Yeyen
Fitriani, S.Psi. M.Pd and Dra. Nurul Huda, M.Si.
3. Revision
The results of the above tests will be corrected if the
test results show dissatisfaction and if the test results
are satisfactory, the instrument is ready to be tested.
Based on input from various sources, the model is
improved with the following steps: Evaluate and
inventory the results of instrument assessments,
improve instruments, and compiled the adolescent
Development Task instrument.
4. Perform a beta test
The researcher applied the adolescent development
task instrument model, students will be selected to the
subjects of small scale trials as many as 60 students of
Palembang Srijaya Negara High School divided into
30 IPA students and 30 IPS students. The results of the
questionnaire will be tested by testing validity and
reliability, which will then be evaluated for the next
stage on a larger scale.
5. Final evaluation
The results obtained were then analyzed to be used as a
basis in perfecting the developmental task instruments
with the help of computers. Furthermore, the
development task instrument was analyzed to
determine its validity and reliability. Test the validity
of the instrument using SPSS version 22 by using
product moment validity testing and then reliability
testing with cronbach's alpha.
6. Field trial
When the beta test was conducted, the researchers
conducted a small trial group, at this implementation
stage, it can be done on a larger scale. Large group
trials with more participants than before. This is done
to re-analyze the development task instruments and to
continually improve the weaknesses in the contents of
the instrument until the product can be applied to all
students.
TABEL I. REVISION OF DEVELOPMENTAL TASK INSTRUMENT ITEMS
NO BEFORE REVISION
and Rani Mega Putri,M.Pd Kons, by giving an
assessment score on validation sheet for
specialization instruments, which is 4 scores for the
highest and 1 score for the lowest score. After
obtaining the overall score to obtain a qualitative
interpretation of the results of validation.
To get the data or information needed in this
research, researcher used two methods, namely; 1).
Questionnaire, is a technique of data collection conducted
by providing a set of questions or written statements to the
respondent to answer (Sugiyono, 2011: 192), and 2).
Interviews, as a technique that can be used to clarify
questionnaire contents and other things needed.
Data analysis techniques carried out in this
research include:
1. Test validity
Testing the validity of this reasearch was calculated by
Pearson correlation (product moment) using content validity
and construct validity.
2. Test reliability
Reliability shows the extent to which a measuring
instrument can provide relatively the same results if it is
done by measuring again on the same subject.
In this study, reliability testing was carried out using
Cronbach’s Alpha Coefecient to identify how well the items
in the questionnaire were related to one another. The
analysis tool uses the SPSS process.
III. DEVELOPMENT AND DISCUSSION RESULTS
1. Presentation of Alpha Test Result Data
Based on the validation results from 4 validators, it can
be seen that the development task instrument product
shows the feasibility validity of 87.78%, the
developmental instrument product developed in the
criteria of good and feasible use with a slight revision.
Specifically for each aspect, the results of the validity of
content eligibility were 86.75%, language eligibility was
86.60%, and the feasibility of presenting 90%.
2. Product Revision
Although overall the developmental task instruments
that have been developed can be said to be good, and
worthy of use but for instrument perfection there are
some changes made by the developer according to the
comments and suggestions given by the validator.
AFTER REVISION
 1. Item no.9
I am confused if the behavior of others is
different from my habits.
2. Item no.14
Not knowing how to give an argument to justify
opinions.
3. Item no. 19
I don't know how to position myself in the class
to not be influenced by negative friend behavior.
8. Item no. 23
Other people often accept the argument as my
defense for the mistakes my accused alleged
9. Item no. 25
I find it hard to find a way to reject a friend's
invitation to a useless activity.
10. Item no. 33
I was able to collaborate on group assignments
with friends who were of a different type of love
with me.
11. Item no. 44
Parents believe in giving me a monthly allowance
12. Item no. 57
Because of my words, I often get harsh treatment
from my friends.
3. Beta Test
The results of test validity on Srijaya Negara High School
students, with the number of students 31 people in class
XI. From 65 items, 59 items are valid and 6 items are
invalid.
4. Final Assessment
After revision, the researcher tested the validity and
reliability in a larger group of students, that is 90 students
of class XI Srijaya High School.
The results obtained are then analyzed to be used as a
basis in perfecting the developmental task instrument.
Then the developmental task instruments are analyzed to
determine their validity and reliability. Test the validity of
the instrument using the help of SPSS version 22 by
using product moment validity testing and then reliability
testing with cronbach's alpha.
5. Discussion
In developing this task development instrument, of
course there are advantages and disadvantages, while the
advantages of this instrument refer to the independence
competency standard which includes 10 aspects of the
development of junior and senior high school students,
each aspect has three dimensions of objectives, namely
recognition, acommidation, and action. In the purpose of
guidance and counseling services, the development task
is a competency standard that must be mastered by
students. These competency standards are indicators of
the success of counseling and guidance services in
schools. If the teacher uses the interumen development
task to identify student needs, then when the counselor
can design the BK program in accordance with the
competency standards expected from students.
As for the weaknesses of the instrument product
developed, researchers only limit it to junior and senior high
school students (adolescents) so that it is not appropriate for
elementary and college students to use. In addition,
instrument products are only in the form of questionnaires so
they cannot measure in depth all aspects that will be
measured in students. Then the researcher-determined
indicators are limited to 3 dimensions of goals to achieve
independence competency standards. Another weakness, in
I am confused if other people's behavior is different
from my habit.
I don't know how to give an argument for the right
opinion.
I don't know how to avoid negative behavior from
friends, while studying in class.
Friends accepted my confession, for the mistakes I
made.
I find it hard to find a way to reject a friend's
invitation, for things that are not useful.
I am able to work with male and female friends in
working on group assignments.
I am trusted by parents in using monthly
allowances.
I often get harsh treatment from friends because of
my words.
processing data is done manually and does not have a
program to process the data. Therefore, it is suggested that
further researchers can develop broader research, with
different techniques and in processing the results of the
instruments can be developed with computer programs.
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CONCLUSION
Based on the results of research and discussion it can be
concluded that the developmental task instruments that have
been developed by researcher have met the criteria of valid
and reliable. Based on the test validity of the expert the
instrument product developed was in a good category with a
feasibility validity of 87.78%. For the content aspects of the
feasibility validity 86.75%, linguistic aspects feasibility
validity 86.60%, and the aspect of validity feasibility 90%.
Test validity is done through three stages, namely expert
alpha test, beta test aimed at small group students, and field
tests aimed at large group students. At the test phase the
alpha test instrument is in a good category, then revised
based on comments and expert validator suggestions, in the
beta test there are 59 items that are declared valid from 65
items. After revision and testing carried out 65 items were
declared valid and reliable with coefficient of reliability of
0.93. This research produces products in the form of
developmental task instruments in adolescence.
REFERENCES
[1] Ali, Mohammad,Mohammad Asrori. 2006. Psikologi Remaja
Perkembangan Peserta Didik. Jakarta : Bumi Aksara
[2] Daniel, R.A. (2008). “Assertiveness Expectancies: How Hard People
Push Depends on the Consequences They Predict”. Journal of
Personality and Social Psychology. 95, (6), 1541–1557.
[3] Gibson, R.L. at all. 2010. Bimbingan dan Konseling. Yogyakarta: Kementerian Pendidikan dan Kebudayaan Direktorat Jendral Guru
Pustaka Pelajar. dan Tenaga Kependidikan.
[4] Hurlock, E.B. (1980) Depelopment Psychology: A Life Span [9] Ridwan.2008. Penanganan Efektif Bimbingan dan Konseling di
Approach. Alih Bahasa. (1997). Istiwidayanti dan Soedjarwo. Sekolah. Yogyakarta: Pustaka Pelajar.
Psikologi Perkembangan Pendekatan Sepanjang Rentang Kehidupan. [10] Supriana, N. 2013. Bimbingan dan Konseling Berbasis Kompetensi
Jakarta: Erlangga. Orientasi Dasar Pengembangan Profesi Konselor. Jakarta : Rajawali
[5] Peraturan Menteri Pendidikan dan Kebudayaan Nomor 111 tahun Press.
2014 tentang Bimbingan dan Konseling Pada Pendidikan Dasar dan [11] Sugiyono.2011. Metode Penelitian Kombinasi (Mixed Methodes).
Menengah.Jakarta : Kemendikbud RI.. Bandung: Alfabeta.
[6] Prayitno. 2004. Dasar-dasar Bimbingan dan Konseling. Jakarta: [12] Winkel, W.S dan Hastuti, S. 2004. Bimbingan Dan Konseling Di
Rieneka Cipta. Institusi Pendidikan. Yogyakarta: Media Abadi.
[7] Putra, Nusa. 2012. Research dan Development (Penelitian [13] Widyako, S. Eko Putro. 2012. Teknik Penyusunan Instrumen
Pengembangan) Suatu Pengantar. Jakarta: Raja Grafindo Persada. Penelitian. Yogyakarta: Pustaka.
[8] Ramli, dkk. 2016. Sumber Belajar Penunjang PLPG 2016 Paket [14] Yusuf, S dan Nurihsan, J. 2010.Landasan Bimbingan dan
Keahlian Bimbingan dan Konseling : Esensi Bimbingan dan Konseling.Bandung: Rosda Karya
Konseling Pada Satuan Jalur, Jenis, dan Jenjang Pendidikan.
 DEVELOPMENT OF STUDENT CAREER
INVENTORY
1stRani Mega Putri 2ndHarlina
Program Studi Bimbingan dan Program Studi Bimbingan dan
Konseling Konseling
Universitas Sriwijaya Universitas Sriwijaya
Palembang, Indonesia Palembang, Indonesia
rani@fkip.unsri.ac.id harlina@fkip.unsri.ac.id
Abstract— High school students as individuals who are
pursuing careers often experience various problems. The
problem was illustrated by the lack of students' understanding
of the importance of considering intelligence, talent and
interest in career selection. This is proven by the case of a
mistake in choosing a study program so that it decides to
change majors, even drop out, or an error in the selection of
study programs that causes low learning achievement.
Therefore there is a need for prevention so that students can
choose a career in accordance with their personal
characteristics. Based on this, it is necessary to develop an
instrument to detect the direction of a student's career choice
according to his personality which is based on Holland's
theory. Holland's career theory presents assumptions and a
framework of career interventions that based on integrating
personality with the environment. Referring to Holland's
theory, positive outcomes (satisfaction, stability, career
achievement) will be obtained if the individual can find a work
environment that is in accordance with aspects of his
personality. This research will be limited and focused on
developing student career inventory, which is useful to assist
students in the career selection process.
Keywords—Inventori, Karir
I. INTRODUCTION
Career selection is one of the most important decision
making process in individual life. The decisions he made
will have an impact on what will be passed in his life.
Career selection is also an aspect of a person's social life that
is inevitable because it is one of the process of making
decisions after the individual goes through several stages of
development in his life.
Byrne and Reinhart (Purnamasari, 2006:40) suitability
between the type of work and personality characteristics is
expected by all who work, especially for individuals who are
new or will enter the workforce. In times of career
orientation, individuals are always expected to have1.1.
consideration of the match between personal characteristics
and selected work, whether in interest, talent and personal
values adopted because of the suitability between This type
of work with personality characteristics is enormous
possibilities for individuals to achieve success in career.
John Holland is an expert who examines a lot about career
options and career interests. He argues that if individual
interest is known, then the type of work or position that is
deemed appropriate can be denied early. He sets out how
individuals and the environment interact with each other
3rdRisma Anita Puriani
Program Studi Bimbingan dan
Konseling
Universitas Sriwijaya
Palembang, Indonesia
through the development of six types: Realistic, Investigate,
Artistic, Social, Enterprising, and Conventional.
According to Holland's view (Sharf, 2010), career options
and adjustments depict an extension of one's personality.
Splaver (Borchert, 2002), argues similar that the personality
plays an important role in choosing the appropriate career.
Personality itself according to Hirschi (2010) is a theoretical
concept that illustrates a person's tendency to behave, think,
and feel in a certain way on a regular basis.
Holland (Donohue, 2006) states that people are interested in
a working environment that is comfortable for the
orientation of his personality. Holland calls parallels
between personality and the environment as a congruency.
He adds that individuals whose personality does not
correspond to his working environment, are more likely to
change his career with a more congruent with his
personality.
Guidance and counseling teachers as an educator who can
help students career direction should have instruments that
can help his work in the field. This is very useful for the
guidance and counseling teachers in assisting students to
choose the majors or jobs that will be taken after graduating
from high school. But in fact in the field, guidance and
counseling teachers have no instrument in helping students
choose the right course or job for him. This is the researcher
based on the results of the interview with the guidance and
counseling teacher at Srijaya Negara High School in
February 2019. Therefore, researchers are interested in
developing student career inventories as a means of
detecting students ' career interest.
II. LITERATUR REVIEW
Inventori Defenition
Inventory in psychology is a measuring tool consisting of
several questions to uncover things that someone wants to
know. According to Chaplin, J. D (2006:260) inventories
was a tool used to assess and assess the presence or absence
of behaviour, interests, certain attitudes and so on, usually
this inventory is a list of statements that must be answered.
That is, inventory is a tool that is used to estimate and assess
the presence or absence of behavior, interests, certain
attitudes that are owned by a person. This tool was usually a
list of statements that should be answered by the person to
be measured. According to Sukardi (2007:143), in inventory
 engineering, the subject position was represented by a
question item or statement describing a person's behavioral
form. In this inventory test the subject is asked to show
whether each statement or question reflects their behaviour.
The answers they give are then calculated by the numbers,
the answers correspond to the qualities that the researcher is a.
about to measure. Based on this notion, inventories are
elements of a question item which is a form of a person's
behavior, then the subject is asked to choose the appropriate
answer. Inventory is a measuring instrument used to collect
information about attitudes, interests, motivation, and so on
(Hartanti Woro Susianti, 2006:36). According to Dewa Ketut
Sukardi (2003:10) Inventory interests, attitude scales and
personality inventories are included in the typical
performance tests. The further deity Ketut Sukardi explained
that this test was drafted to uncover what the subjects tended
to do in certain situations. The Stimulus in the question or
statement in this test often does not have a clear structure.
So the subject is difficult to guess the best answer that
should be given and the subject does not know how the
answer will later be given a score. Thus the understanding of
the inventory in this development research is the inventory
as a measuring instrument that will serve to measure and
disclose the direction of student career interest, which is a
list of statements that students must answer according to His
circumstances.
The inventory technique is widely used in education because
it has several advantages compared with other test forms
(Sukardi, 2007:143-144). Some of those advantages include:
a. More economical and cost-effective.
b. Simple appearance and manner of organizers.
c. Generate more objective data.
However, inventory tests also have weaknesses that often
arise and affect results when not noticed by researchers.
Disadvantages of most major inventory tests are related to
the validity of the instrument, since the validity of the
inventory test in general is very dependent on the ability of
respondents to read the test of the Peraitemnya and the
business associated with knowing themselves Especially in
an important position, is when they:
a. To fill a poll honestly.
b. Knowing yourself. b.
c. Set the answer of choice with which is closer to his
own conscience.
1.2. Good Inventory Requirements
Career inventories as an instrument to measure the direction
of student career choices, in order to produce an accurate,
precise and relevant instrument the instrument expects to
meet the requirements of good instrument preparation.
Suharsimi Arikunto (2006:168) says that a good instrument
must meet the two essential requirements of validity and
reusability. Further Mahmud (2011:165) said that in order to
obtain a good research instrument or meet the standards,
there are two conditions that must be met are validity and
reliability. Further Nana Syaodih Sukmadinata (2003:217)
mentions the requirements that must be filled by a
measurement instrument at least two kinds, namely the
validity and reliability. In this study, to develop a research
career inventories using two important requirements that are
validity and reliability. The explanation of validity and
reliability is as follows.
Validity
Saifuddin Azwar (2003:5), the validity comes from the word
validity which has the meaning of the precision and
accuracy of a measuring instrument in the function of the
measure. An instrument can be said to have a high validity if
the instrument is able to perform its measuring function or
provide a measurement that is appropriate for the purpose.
In other words, a valid instrument depends on the ability of
the instrument to achieve the desired measurement
objectives appropriately. Suharsimi Arikunto (2006:168)
suggests that validity is a measure that shows the level of
validation or validity of an instrument. A valid instrument
has high validity. Conversely, if a less valid instrument
means a low validity. If the data produced by an instrument
is valid, it can be said that the instrument is valid, as it can
give an overview of the data correctly in accordance with
the actual reality or circumstances. That is, if the instrument
is made capable of producing data in accordance with the
existing reality, then the instrument can be said to be valid.
Based on the definition of the dity can be concluded that the
validity is how far the measuring instrument is capable of
measuring what should be measured according to the
measuring instrument's purpose. According to Sukardi
(2007:122-125) The validity of a test can be differentiated
into four types, namely validity: content, construction,
concurrency, and prediction. These four kinds of validity are
often grouped into two kinds according to the barrage of
thought. Both sorts of validity, namely the logical validity
and emphed validity. The logical validity in principle
includes the validity of the contents, which is determined
primarily on the basis of consideration (judgment) of the
expert. Another validity group is the validity of the
empirical. It is called Deemikian because the validity is
determined by linking the performance of a test to the
criteria of other test performances using statistical
formulations. Included in the logic validity include the
validity of conkruents and predictions.
Reliability
The reliability of the word rely and ability. Reliability has a
variety of names such as reliability, reliability, consistency,
stability, consistency, and so on. But at its core reliability is
a measuring instrument mrnunjukan with the results of
measurement with the tool can be trusted (Saifuddin Azwar,
2003; 4). That is, the instrument that can be trusted, will
generate data that can be trusted also. It is described by
Sumadi Suryabrata (1998:41) That trustworthy tools were
demonstrated by the level of the consistency of scores
obtained by subjects measured by the same tool or measured
by equivalent tools under different conditions. According to
Sumadi Surybrata (2004:29) The reusability of the
measuring instrument also shows the degree of erroneous
measurement which cannot be determined with certainty but
can only be estimated. How to estimate the reliability of the
measuring instrument with several techniques such as two-
way technique, formula Rulon, Formula Flanagan, technique
KR20, technique KR21, analysis technique variance and
 alpha coefficient. In this research to find an estimate of
reliability by using alpha coefficient because this research
score the answer is not 1 and 0 but the answer score is
multilevel/graded (Arikunto, 2006:196). According to Allen
& Yen (Suryabrata, 1999:52) Alpha coefficients are used for
tests that homogeny the homogeneity of the grain, if the test
measures a variety of properties, then alpha coefficient will
produce a very low coefficient.
1.3. Theory of Karir Holland
Personality is an important element in achieving one's
success. Experts have formulated a variety of personality
theories with different assumptions and backgrounds of
individual environments. Personality conceptions that
emphasize the interaction between the environment and the
most commonly used individuals are the personality theories
of Holland (Sharf, 2006). Many studies of Holland's theories
have been used by researchers, especially in reviewing aboutb.
career selection phenomena that support individual success.
The main focus of Holland theory is placed on an
understanding of vocational behavior to produce a practical
way to help people either young, mature or even elderly in
their career in the world of education and Working World
(Louis, 2010). This theory emphasizes the concept of
interest as the basis of one's personality formation. This
theory also emphasizes on personal competence, educational
behavior, social behaviour and personality. The concept of
interest pertaining to work and occupation is the result of a
combination of one's life history and its overall personality,
so certain interest eventually becomes a personality trait that
is self-expression in the field of work, Academic studies,
core hobbies, various recreative activities and many other
likes. So briefly it can be said that the interest in vocations is
the most important aspect of personality so that the
inventory of interest is seen as a personality test (Holland,
1997:7). Indications of interest are the preference of a
person to carry out certain activities, while dislikes are
contraindicated. Holland himself developed several tests that
could help people to get to know themselves, such as: The
Vocational Preference Inventory in 1977 and Self-Directed
Search in the year 1979.
Holland's theory is built with four assumptions (Holland,
1997, Hal 2-4) which is the heart of Holland's theory, which
indicates fundamentally the interaction between the type of
personality with the environmental model, is:
a. Everyone can be classified according to the benchmark until
how far they approach one of the six personality types,
namely: realistic type (the Realistic Type), type of
researcher/tracer (The Investigative Type), type of artist c.
(The Artistic Type), type Social Type, type of entrepreneur
(The Enterprising Type), and Conventional Type. The more
suitable for a person with one of the six types, the more
distinctive the characteristics and behavior patterns that are
typical for that type. Each personality type is a theoretical
type or ideal type, which is the result of interactions between
internal and external factors. Based on those interactions
young individuals learn to prefer certain activities/activities,
which then give birth to a strong interest which in turn
grows certain abilities and skills. The combination of those
interests and abilities creates a very personal disposition to
interpret, behave, think, and act in certain ways. As an
example: a person with a social type that is more sensitive to
the needs of others and therefore it is more important to
enter the occupational environment that contains elements of
social services such as nurses, teachers, social workers, and
religious leaders. The process of comparing all attitudes and
the way of acting to a person with a specific pattern of
action and behavior for each personality type, can help
determine the type that fits the individual, in the most
appropriate order, so that One can be expressed near the
social type, but still has a resemblance to the type of
entrepreneur and type of artist. This can continue by
identifying similarities with the other types in the fourth,
fifth, and sixth sequences. The total profile of the overall
resemblance in the first downward sequence, reveals the
individual personality pattern. Attempts to determine the
total profile can be used by various methods such as
psychological testing and life history analysis in connection
with occupational aspirations.
There are 6 models of environment (a model environment)
in which each environment is dominated by certain
personality types and each environment has a picture of
physical situation, problems and give opportunities and
opportunities, namely: the Realistic environment ( The
Realistic Environment), environmental Research (the
Investigative Environment), Environmental Arts (the Artistic
Environment), environmental entrepreneur (The
Enterprising Environment), Social service environment (The
Social Environment), environmental The Conventional
Environment. The more like a certain environment with one
of the six environmental models, the more it is in the pattern
and the atmosphere of life that is typical for the
environment. Each model of the environment, including the
occupational environment, is dominated by certain
personality-type people. As an example: the art environment
is dominated by people of the artist, in the sense that most
people who live and work in that environment include this
type of personality. Each model of the environment provides
specific opportunities and poses certain challenges as well.
Given that the six personality types demonstrate a specific
pattern of interest and competence, when many people of
certain types of personality gather to live and work together,
they create an atmosphere that reflects the type of
personality and Attract others of the same type to merge
themselves with them. One of the methods used to examine
a particular environment is to calculate the number of people
of different types of personalities who live and work there.
These count results are transformed into percentages. The
high percentage of certain personality types creates a
distinctive atmosphere.
Humans tend to look for a suitable environment to be used
as a medium for developing skills and abilities, to improve
attitudes and values and to obtain a proper problem solving
and in accordance with their characteristics. The
combination of certain personality types and appropriate
environmental models results in occupational homogeneity,
so that one can develop themselves in certain occupational
environments and feel satisfied. The environmental Model
allows predicting the choice of occupancy, success, stability
of a person in the occupation. As an example: one is known
to be very close to the social type, it is more likely to enter
the occupation in the social service environment because the
occupation is known to best suit its own personality and
most satisfying for him, While others are known to be
 closest to the type of routine person, it is more likely to be
an occupation in an environment of routine activities, such
as officers in offices, receptionists, accountants, and library a.
officers. Conversely, people entering the occupational
environment that are far from the most distinctive
personality types for him will have a conflict and will not be
satisfied, so it tends to leave the occupational environment
and seek another environment suitable for him.
d. Behaviour is a manifestation of the interaction between
personalities and the environment. Conformity between
individuals and the environment will determine the level of
conformity of the majors and the stability of education as
well as determination of satisfaction and achievement. In
addition there are three additional assumptions about the
people and the Environment (Holland, 1997:4-5). This
second assumption is as an intermediary to explain the main
concept of the call. These assumptions are: b.
1) Consistency, on a person or ward, some pair of type closer
to the relationship than the other. For example, realistic and
investigative types are more similarities than conventional
and artistic types. Consistency is the level of relationship
between personality types or between environmental
models. The level of consistency or connectedness is
assumed to affect vocational preferences. For example,c.
people who resemble the most realistic types and most
closely resemble those with investigative types (the realistic
person of investigative people) should be more predictable
than people who are realistic-social.
2) Differentiation, some people or environment is more clearly
restricted than others. For example, a person may resemble a
type and show little similarity to other types, or an
environment may be largely dominated by a single type.
Conversely, people resembling many types or an
environment that is characterized roughly equal to the sixth d.
type is undifferentiated or less defined. The extent to which
a person or an environment is well defined is its
differentiation level.
3) Congruence, various types require various environments.
For example, realistic types flourish in realistic
environments because such an environment provides
opportunities and appreciates the needs of realistic types.
The disharmony (incongruence) occurs when a type of life
in an environment that provides foreign opportunities and
rewards for the preferences or abilities of that person, such
as realistic type In a social environment. e.
1.4. Personality type
Type was produced by type, meaning that although the
behavior of parents has a minimal and complex contribution
in the development of child interest (Roe, 1956; Roe and
Siegelman, 1964 in Holland, 1997:5) But the assumption is
that the type of parent presents an activity environment to
his children who are relevant with the type of parents. For
example, those who tend to be realistic, will certainlyf.
provide activities, situations, media, communication with
others that tend to be realistic, so that either consciously or
more often is not realized, the child will perceive and
develop such realistic type in him for example in view,
argue, even in choosing his friends and neighbors. In
summary the types of personalities according to Holland are
the result of interactions of innate and environmental factors
and these interactions lead to preference for specific types of
activities, which in turn Directing individuals to certain
types of behaviors. The summary is:
The realistic type that preferences on activities that require
explicit, orderly, or systematic manipulation of objects,
tools, machines, and animals is required. Implementation of
this concept means that individuals with this type tend not to
like the activities of providing aid or education. These
preferences lead to the development of competencies in
working with objects, animals--animals, tools and
engineering equipment, and ignoring social and educational
competencies. Individuals with this type consider
themselves both in mechanical and athletic capabilities and
incompetent in the social skills of human relationships.
Assess the height of real objects, such as: money and
kekuasa-an. The characteristics of particular are practicality,
stability, conformities. It may be more fond of skills and
occupational skills.
Investigative types have a preference for activities that
require observational, symbolic, systematic, cysttic and
creative investigations of physical, biological and cultural
phenomena in order to understand and control the
phenomenon, and Dislike persuasive, social, and repetitive
activities. Examples of occupational occupancy that meet
the needs--the needs of investigative types are chemists and
physicist.
Artistic type has a preference in activities that are diverse,
free, and unsystematized to create products--artistic
products, such as painting, drama, essays. Dislike
systematic, orderly and routine activities. Competencies in
artistic endeavours are developed and routine, systematic,
clerical skills are ignored. Look at yourself as expressive,
pure, independent, and possess artistic abilities. Some traits
in particular are emotional, imaginative, impulsive, and
pure. Artistic occupation is usually paintings, essays, acting,
and sculpture.
The social type has a preference for activities that are related
to other people with an emphasis on helping, teaching, or
providing assistance. Do not like routine and systematic
activities involving objects and materials-materials. Social
competencies are likely to be developed, and things that are
manual & techniques are ignored. Consider yourself
competent in mcmbantu and teach others as well as assess
the high activity-the attivity of social relations. Some
features in particular are cooperation, friendly, persuasive,
and thoughtful. Social occupations include jobs such as
teaching, counseling, and social kesejahte work.
Enterprising type has a preference on activity--activities
involving manipulation of others for economic acquisition
or organizational objectives. Dislike systematic, abstract,
and scientific activities. Leadership, persuasive and
supervision competencies are developed, and are
scientifically ignored. Look at yourself as aggressive,
popular, confident, and have the lead ability. Political and
economic success is highly rated. Its distinctive features are
ambition, domination, optimism, and sociability.
Conventional type has preferences on activities requiring
explicit, orderly, and systematic data manipulation to
contribute to organizational objectives. Dislike of uncertain,
free and non-systematic activities. Competencies are
developed in the field of clerical, computational, and
business systems. Artistic activities and such are ignored.
Look at themselves as regular, easy to adapt, and possess
clerical and numerical skills. Some of its distinctive features
are efficiency, regularity, practicality, and self-control.
Appropriate occupations are bankers, price estimator, tax
experts, and bookholders. A type has a correlation with other
types, such as a realistic type close to an investigative type
on one side and a conventional type on the other (the
correlates 0.46 and 0.36), while far from the correlation with
the social type where Its correlate 0.21. The artistic type
closely relates to the investigative and social types (the
correlates 0.34 and 0.42), but it is far from the conventional
type so that the correlates 0.11 (OSIPOW, 1983:83).
III. METHODS
This research is a development research. According to gays
(in Shahidah, 2012:3) "Development research is an attempt
to develop an effective product for use in school, and not to
test the theory". Syahidah further (2012:4) explained that
"development research is a systematic study process to
develop and validate products used in education. Products
developed include teaching materials, learning media,
questions, and a management system in learning ". The
development Model in development research is the basis for
developing the product to be produced.
In this research will be developed student career inventories
based on Holland theory. Inventory development is done by
implementing the following steps:
1. Menentukan indikator karir Holland.
2. Membuat rancangan kisi-kisi berdasarkan kajian teori
yang dipakai dengan cara menjabarkan variabel, sub
variabel, indikator dan butir-butir pernyataan yang
mengungkapkan arah pilihan karir siswa. Rancangan
kisi-kisi inventori dapat dilihat pada tabel 1 berikut:
Tabel 1. Student Caree Inventory Grid Sistm
Variabel Indikator Jml Item
Tipe Karir a. Tipe Realistik (The 10
menurut Realistic Type)
Holland b. Tipe Peneliti/ Pengusut 10
(The Investigative Type)
c. Tipe Seniman (The Artistic
Type) 10
d. Tipe Sosial (The Social
Type) 10
e. Tipe Pengusaha (The
Enterprising Type) 10
f. Tipe Orang Rutin
(Conventional Type) 10
3. Inventori ini menggunakan model Skala Likert.
Alternatif respon untuk mengukur tipe karir siswa
berbentuk kontinum yang terdiri dari lima skala, yaitu:
Sangat Sesuai (SS), Sesuai (SI), Cukup Sesuai (CS),
Tidak Sesuai (TS), dan Sangat Tidak Sesuai (STS).
4. Untuk keperluan analisis kuantitatif, maka data yang
diperoleh dari hasil pengadministrasian instrumen akan
diolah dengan memberikan skor pada masing-masing
butir pernyataan. Penskoran untuk masing-masing
pernyataan dapat dilihat pada tabel 2 berikut:
Tabel 2. Penskoran
Alternatif Respon Skor
+ -
Sangat Sesuai SS 5 1
Sesuai SI 4 2
Cukup Sesuai CS 3 3
Tidak Sesuai TS 2 4
Sangat Tidak Sesuai STS 1 5
5. Instrument test
After the instrument is written, the next process is done
analysis of the selection of the statement. The first process is
to perform a qualitative evaluation process to examine the
suitability between the details of the statement and the
instrument grid. After the inspection process is completed,
the weighing process (judgement) will be done to determine
the feasibility of the instrument for testing.
To measure the level of goodness of the instrument, the
instrument is carried out by administering the prototype of a
career inventory. The level of goodness of the instruments
referred to in this study is validity and reliability.
a. Validity
The validity according to Joseph (1996:11) is "how far the
instrument actually measures what to measure". Analysis of
the details of research statement utilizing Product Moment
Correlation analysis technique, with respect to the
correlation between bullet score and total score. Sunyoto
(2009:72) states that the statement item is said to be valid if
the Rcount of each item statement is greater than the rtable.
Sugiyono (2006:179) mentions that if the correlation is
below the 0.30 number, then the item can be concluded that
the statement is not valid so that it should be discarded or
repaired.
b. Reliability
Reliability refers to the extent of the consistency of a
measuring instrument used in measuring what is to be
measured. According to Joseph (1996:26) "Reliability is the
consistency or stability score of a research instrument on the
same individual and is given in a different time".
The determination of data reliability in the study was
conducted by noting the value of the Cronbach Alpha.
Sunyoto (2009:68) states that a construction is said to be
reliable if it delivers a large Cronbach Alpha value of 0.361.
REFERENCES
[1] Andersen, P. & Vandehey, M. (2012). Career Counseling and
Development in a Global Economy. USA: Brooks/Cole, Cengage
Learning.
[2] Azwar, S. (2007). Metode Penelitian. Yogyakarta: PUSTAKA
PELAJAR
[3] Azwar, S.. (2012). Reliabilitas dan Validitas Edisi 4. Yogyakarta:
PUSTAKA PELAJAR
[4] Azwar, S. (2014). Penyusunan Skala Psikologi. Yogyakarta:
PUSTAKA PELAJAR
[5] Djaali, H. (2008). Psikologi Pendidikan. Jakarta: Bumi Aksara.
[6] Sugiyono (2011). Metode Penelitian Kuantitatif, Kualitatif, dan R
& D. Bandung: Alfabeta.
[7] Suharsimi Arikunto. (2002). Prosedur Penelitian Suatu Pendekatan
Praktek. Jakarta: Rineka Cipta
[8] Tang, M. (2009). Examining the Aplication of Holland’s theory to
vocational interest and choices of chinese college Students. Journal
of Career Assessment.
 Please ensure that all template text is removed from your
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 APPLICATION OF RASCH MODELS
FOR VALIDATION EMOTIONAL INTELLIGENCE INVENTORY (EII)
HIGH SCHOOL STUDENTS

Mulawarman Mulawarman
Binti Isrofin Afriyadi Sofyan
Department of Guidance and
Department of Guidance and Department of Guidance and
Counselling
Counselling Counselling
Faculty of Education, Universitas
Faculty of Education, Universitas Faculty of Education, Universitas
Negeri Semarang
Negeri Semarang Negeri Semarang
Semarang, Indonesia
Semarang, Indonesia Semarang, Indonesia
mulawarman@mail.unnes.ac.id
bintiisrofin@mail.unnes.ac.id afriyadisofyan@mail.unnes.ac.id

Abstract— This study aims to validate the Emotional
Intelligence Inventory (EII) using the Rasch Model. The
research sample of 394 senior high school students (SMK
and MAN) in the city of Semarang. The sample selection
using cluster random sampling techniques. The results of
this study showed that from 54 item to be 34 items fit use
the Rasch measurement model with acceptable fit index
(0.66 -1.49). item reliability 0.99 and person reliability 0.77.
impact of this research that this instrument can be used one
of inventory to measure emotional intelligence for senior
high school.
Keywords—emotional intelligence, rasch model
I. INTRODUCTION
Industrial Era 4.0 demands higher quality human
resources, namely people who are not only superior in terms
of their rationality but also have an emotional advantage.
Research conducted by psychologists shows that rational
intelligence or intelligence contributes approximately 20% to
a person's success, while 80% is filled by other forces
including emotional intelligence [1] [3]. Salovey and Mayer
proposed the definition of emotional intelligence as a type of
emotional information processing that includes accurate
appraisal of emotions in one self and others, appropriate
expression of emotion, and adaptive regulation of emotion in
such a way as to enhance living [2]. Emotional intelligence it
is the capacity for recognizing our own feelings and those of
others, for motivating ourselves, and for managing emotions
wellin ourselves and in ourrelationships[3].
Emotional intelligence works in synergy with cognitive
skills. Based on the results show that there is a significant
positive relationship between the level of emotional
intelligence with the learning achievement of second grade
high school students [4]. Thus it can be interpreted that the
higher the level of emotional intelligence of high school
students, the higher the learning achievement will be. This is
in line with the research by Chamundeswari [5] that there is
a significant relationship between emotional intelligence
with student academic achievement. Other research shows
that whether students learn or not is also influenced by
emotions, so the teachers by helping students to understand
their emotions can be useful to support the learning process
[6]. This shows that emotional intelligence significantly
influences student learning outcomes [7].
In addition to being influential in the academic field,
emotional intelligence also influences individual decision
making and leadership attitudes [8], [9]. Research conducted
by Aprilia [10] shows that there is a negative relationship
between emotional intelligence and brawl behavior in
adolescent boys who have been involved in brawls at SMK
"B" Jakarta. Arbadiati in Yulianto [11] said that individuals
who have intelligence have the ability to feel emotions,
manage and utilize emotions appropriately so as to provide
convenience in living life as a social creature.
For middle school adolescents emotional intelligence has
an important role. This emotional aspect is very important
needed because it will truly understand the personal reality
itself and that exists in the surrounding environment. In
addition to this emotional aspect students / individuals learn
to deal with conflicts and effective challenges, in the sense
that students need efforts to build emotional intelligence in
order to control their feelings and channel them in positive
and productive ways. Based on the search results, in
Indonesia only found two emotional intelligence instruments
developed by Syamsu [12] and Wulandari [13]. The two
elements were developed using the classical test theory
approach. According to Wibisono in Ardiyanti [14] states
that 95% of measurements in psychological studies are still
being developed based on the classical test theory (CTT)
approach. In classical test theory the attitude measurement is
considered as interval data so that the data can be directly
processed in the formula. Meanwhile, Mitchel in Ardiyanti
[14] states that the type of data obtained through
measurement techniques that ask for opinions or attitudes, is
nominal and ordinal so that analytical tools that can be used
are also limited. Even this classical test theory approach was
later improved by the emergence of item response theory
(IRT). One approach model in IRT is the Rasch model.
Therefore, the aim of this study is to validatition
emotional intelligence inventory using Rasch modeling with
the help of computer programming WINSTEPS 4.4.5[15]
[16]. Menurt Bond and Fox [15] stated that the use of the
Rasch model in instrument validation would produce more
holistic information about the instrument and better meet the
measurement definition. This statement was reinforced by
Sumintono & Widhiarso [17] who said that the advantages of
Rasch modeling compared to other methods, especially
classical test theory, namely the ability to predict the missing
data. These advantages make the statistical analysis results of
the Rasch model more accurate in the research conducted. In
addition, Rasch modeling is able to produce standard error
measurement values for the instruments used which can
improve the accuracy of the calculations. Calibration is
carried out in Rasch modeling simultaneously in three ways,
namely the scale of measurement, respondent (person), and datapoints: 10694. Log-likelihood chi-squared: 23968.6279 with approximately 24000 +- 19 d.f., probability = .

item (item]. 5558. Global Root-Mean-Square Residual: .7867.

Based on the above table, it can be seen that the
II. METHOD consistency of the answers given by person or person
Emotional Intelligence Inventory (EII) has been reliability (.77) is ‘adequately’ while and the reliability of the
developed by Mulawarman [18] as many as 54 items based items in the emotional intelligence inventory (.99) results are
on Golmen's theory [3] with 5 dimensions, namely: knowing "excellent". While the interaction between person and item
one's emotions, managing one's emotions, motivating as a whole (.81) 'Good'. Thus EII can be used to measure by
themselves, recognizing the emotions of others and fostering considering doing rapport on the respondent so that
relationships with people other. Respondents in this study respondents are really serious in filling.
were 394 high school / equivalent students in the city of
Semarang. The sample selection is done using cluster C. Threshold: Partial Credit Model
random sampling techniques[19]. In this study, the researcher analyzes the validity of the
The Emotional Intelligence Inventory (EII) was rating scale to verify whether the ranking (choice) of the
developed using a Likert scale that uses a continuum of choice used confuses respondents or not.
"always", "often", "sometimes", "rarely" and "never". For
positive statements, the number 5 is given to the answer Tabel 2. Summary of Category Structure. Model="R" (N =
"always" and the lowest number 1 is given to the answer 308)
"never". For negative statements, number 1 is given on the Label Category Observed Andrich
Label Average Threshold
answer "always" and number 5 is given on the answer
Never 1 -.69 None
"never". In this study the calculation of the emotional Rarely 2 .00 -1.87
intelligence inventory weighting value scale using the Sometimes 3 .77 -.81
Summated Ratings method [20]. To analyze the data in this Often 4 1.31 .34
study, researchers used the WINSTEP Rasch Model Very often 5 1.94 2.34
computer program 4.4.5 [15] [16].
In the table.2 can be seen that the average observation starts
III. RESULT AND DISCUSS
from logit -.69 for the choice of score 1, then the choice
A. Initial Check for Objective Measurement with a score of 2 is .00 logit and increases to logit + 1.31 for
a score of 4, and + 1.94 for the choice of score 5. Logit
The researcher conducts two preliminary value for each option showing improvement, this shows that
checks to decide how accurate the data items
respondents can ascertain the difference between the choice
and respondents taken are according to the
ideal measurement model. The ideal item and of answers provided in the EII. The average value of
person suitability that the researcher took is observations is relevant to the value of Andrich Threshold
determined by the measurement range value in which moves monotonically from NONE then moves
Outfit Meansquare (MNSQ) which is 0.5 logit toward a negative logit and continues to lead to a positive
<MNSQ< 1.5 logit; The standard Z Outfit (ZSTD) logit for each answer choice indicating that the given answer
is - 2.0 <ZSTD < +2 [10] [9][13]. Based on item choice is declared valid (NONE -> -1.87 logit -> -.81 logit
analysis, from a total of 54 items there were 20 -> .34 logit -> +2.34 logit). Thus it can be concluded that the
items that were outliers or misfit meaning 20 suitability between items and the choice of answers is ideal
items were not able to measure what should be for measurement.
measured or items that were made difficult for
respondents to understand. Information fit items D. Estimation Validity Through Principal Component
can be accessed via the link Analysis
https://osf.io/rz7xw/. At the person level
researchers found that of the 394 people who Unidimensional test using Principal Component
filled EII there were 86 respondents who were Analysis (PCA). aims to measure the diversity of
inconsistent or were not serious about filling EII instruments measuring what should be measured in this case
or did not understand the item well. Detailed is an inventory of emotional intelligence.
information regarding respon misfit can be Table 3. Standardized Residual Variance (in
accessed via link https://osf.io/q5c92/. Eigenvalue Units) (N = 308)
Observed Expected
B. Test Reliability and Separation Index Total raw variance in observations 100.0% 100.0%
Raw variance explained by measures 34.0% 35.1%
The reliability test is carried out through three processes, Raw variance explained by persons 5.9% 6.1%
namely by looking at the reliability of items, reliability of Raw Variance explained by items 28.1% 29.0%
people and the reliability of interactions between people and Raw unexplained variance (total) 66.0% 64.9%
items when filling EII. Unexplained variance in 1st contrast 5.1% 7.8%
Unexplained variance in 2nd contrast 4.4% 6.6%
Tabel.1 Estimation of test reliability and separation index Unexplained variance in 3rd contrast 4.0% 6.0%
(N = 308) Unexplained variance in 4th contrast 3.7% 5.6%
Estimatision Measure Unexplained variance in 5th contrast 2.7% 4.1%

Person reliability .77

Based on the table, it can be seen that the results of the
Items reliability .99 measurement of raw variance data amounted to 34% (>
Cronbach alpha (KR-20) person raw score "test" .81 20%). Thus it can be concluded that the inventory of
reliability emotional intelligence meets unidimensionality.
Item separation index 9,38
E. Item Measure
Person separation index 1.82
One of the advantages of using Rasch Model for
researchers is being able to provide a linear scale with the
same interval. Item measures provide information about the
items that are the most difficult to approve by the person
and the items that are the easiest to approve.
Tabel 4. Item Measure of NMPQ (Item = 34, N = 308)
semarang. To get good results, the EII needs to be followed
up with continuing development both in terms of writing the
statement items, the number of statement items, the contents
of the statement to the subjects used in developing the
Emotional Intelligence Inventory.

Item No Measure Perceived REFERENCES

1 2.11 Difficulties
5 1.60 [1] Goleman, D. Emotional Intelegence: Mengapa EI Lebih Penting
16 1.49 daripada IQ. Jakarta: PT Gramedia Pustaka Utama, 1998,pp. 44
6 .77 [2] P. Salovey, & J.D. Mayer, Emotional Intelligence, dalam
34 .71 http://unh.edu/emotional_intelligence/EIAssets/-
9 .61 EmotionalIntelligenceProper/EI1990_Emotional_Imagination,
21 .51 Cognition, and Personality).
8 .33 [3] Daniel Goleman, Emotional Intelligence Why It Can Matter More
15 .29 Than IQ, (New York: Bantam Books, 1995.
18 .26
[4] Hariyani, S. Hubungan Antara Masalah-Masalah yang Dihadapi dan
11 .25
Kecerdasan Emosional dengan Prestasi Belajar Siswa Kelas 2 SMU
7 .10
Negeri 3 Kediri. Skripsi Tidak diterbitkan. Malang: Jurusan PPB-FIP
17 .10
IKIP Malang.1999.
10 .01
20 -.06 [5] Chamundeswari, S. Emotional intelligence and academic achievement
30 -.11 among students at the higher secondary level. International Journal
12 -.13 of Academic Research in Economics and Management Sciences,
4 -.26 2013, 2.4: 178
25 -.28 [6] Campbell, Linda., Campbell, Bruce, dan Dickinson, Dee,. Teaching
31 -.32 & Learning Through Multiple Intelligences. Massachusetts: Allyn and
29 -.33 Bacon. 1996.
19 -.33 [7] Muzdalifah, Muzdalifah. Pengaruh Kecerdasan Intelektual,
26 -.40 Kecerdasan Emosional, dan Kecerdasan Spiritual Terhadap Hasil
28 -.44 Belajar IPA Siswa SMP Negeri di Kabupaten Sinjai. Diss.
3 -.49 Pascasarjana, 2017.
14 -.49 [8] Hess, James, and Arnold Bacigalupo. "Applying emotional
13 -.51 intelligence skills to leadership and decision making in non-profit
24 -.52 organizations." Administrative Sciences 3.4 (2013): 202-220.
33 -.53
[9] Chauhan, Richa. "Role of Emotional Intelligence in Decision
32 -.55
Making." Available at SSRN 2797345 (2016).
22 -.59
27 -.64 [10] Aprilia, Nuri; Indrijati, Herdina. Hubungan antara kecerdasan emosi
23 -.73 dengan perilaku tawuran pada remaja laki-laki yang pernah terlibat
2 -1.73 Easiest tawuran di SMK'B'Jakarta. Jurnal psikologi pendidikan dan
perkembangan, 2014, 3.1: 1-11.
[11] YULIANTO, Dema. Hubungan antara Konsep Diri dan Kecerdasan
Emosi dengan Kenakalan Remaja. Nusantara of Research, 2014, 1.1.
Based on the above table, item 1 logit value with value [12] Syamsu Yusuf, L. N.; Akhmad, Sudaryat Nurdin; Adriany, Vina.
(+ 2.11 logit) shows this is the item that is the most difficult Pengembangan Alat Ukur Kecerdasan Emosi Berbasis Komputer
to agree with the respondent in the given EII instrument; Untuk Validasi Pengambilan Keputusan Dalam Manajemen Sdm.
insight, 2008, 88.
while item no. 2 with a value (- 1.73 logit) is the method
[13] Wulandari, Rina. Uji Validitas Alat Ukur Kecerdasan Emosi (The
that is most easily agreed upon by respondents. Emotional Competence Inventory 2.0). Jurnal Pengukuran Psikologi
dan Pendidikan Indonesia (JP3I), 2019, 2.8.
F. Person Measure
[14] Ardiyanti, D. (2016). Aplikasi Model Rasch pada Pengembangan
Person Measure provides information about each Skala Efikasi Diri dalam Pengambilan Keputusan Karir Siswa. Jurnal
person's logit. Detailed information regarding person Psikologi, 43(3), 248-263.
measures can be accessed via link https://osf.io/kqt3a/. [15] Linacre, J. M. Winsteps® Rasch measurement computer program.
Beaverton, Oregon: Winsteps.com, 2019.
based on a person measure analysis of 308 researchers
[16] Linacre, J. M. Winsteps® Rasch measurement computer program
found that person 48 showed the highest emotional User's Guide. Beaverton, Oregon: Winsteps.com, 2019.
intelligence compared to others (+2.90). while person 144 [17] Sumintono B and Widhiarso W, 2014 Aplikasi model Rasch untuk
shows the lowest emotional intelligence by answering in the penelitian ilmu-ilmu sosial (edisi revisi) Trim Komunikata Publishing
direction of never. House.
[18] Mulwarman, Pengembangan Inventori Kecerdasan Emosional Siswa
IV. CONCLUTION AND LIMITITATION Sekolah Menengah Atas. 2011.
Based on the data in this study, we conclude that the [19] Borg, Walter & Gall, Meredith. Educational Reseach. New York:
Longman. 1983.
Emotional Intelligence Inventory has a very good item
reliability, only for sufficient person reliability. For validity [20] Edwards, L, Allen. Techniques Of Attitude Scale Construction. New
York: Appleton Century Croft, Inc, 1957
through Principal Component Analysis 34% (> 20%) is
fulfilled. Limitation this research responden taked in [21] Sumintono B and Widhiarso W. Aplikasi pemodelan rasch pada
assessment pendidikan.Trim Komunikata, 2015.
 Special Interests Development Supports in an
Autistic Students
Thalia Ayu Rini
Yogyakarta State University
Yogyakarta, Indonesia
thalia.ayu2015@student.uny.ac.id
Abstract— The purpose of this case study was to describe
special interests development support in an autistic student at
Dian Amanah Autism School in Yogyakarta. This study
collected data about 1) form of special interests; 2) model of
interest’s development; 3) consequence of special interests; 4)
and special interests support. Data were collected through
observation, interview, and documentation technique. Data
were analyzed by data reduction, data display, and drawing
conclusion/verification. The results showed 1) subject has two
forms of special interests i.e. on music and pictures; 2) special
interest on music triggered by family and persisted by
maintenance factors such as environmental opportunity,
perception of ability, cognitive reward, and emotional reward
while special interest on pictures triggered by other interests
and persisted by maintenance factors such as environmental
opportunity, cognitive reward, and emotional reward; 3)
special interest on music viewed positively because there was
perception of ability while special interest on pictures viewed
negatively due to behavioral problem; 4) giving supports to
subject’s special interest on music lead him to have
employment-related to his interest while unsupported special
interests lead him to exclusion.
Keywords— special interests, autism
I. INTRODUCTION
Autism Spectrum Disorder (ASD) is a to routines towards activities related to music.
neurodevelopmental disorder indicated by deficits in
communication and social interactions across multiple
contexts as well as restricted and repetitive patterns of
behaviors, interests, and activities [1]. Autistic individuals
can be described as having special interest such as the
character Raymond Babbitt portrayed by Dustin Hoffman in
the film titled ‘’Rain Man’’[2]. Raymond Babbitt has special
interest in Judge Wapner and The People's Court television
program [2]. Raymond's behavior that is interested in Judge
Wapner and The People's Court can also be categorized as
repetitive behavior which, according to Caldwell-Harris
often emerged in the form of intense interests that are
considered unusual [3].
Special interests can be categorized in Criterion B
Diagnostic and Statistical Manual of Mental Disorders Fifth
Edition (DSM V) for the diagnosis of autistic children i.e. the
existence of restricted and repetitive patterns of behaviors,
interests, and activities [1]. There are four indicators included
in Criterion B i.e. repetitive or stereotyped behavior,
inflexible to routines, highly restricted, and hypersensitive to
sensory input. The indicators in Criterion B that are closely
related to special interests are highly restricted and inflexible
to routines.
Many popular studies focus on the special interest of
individuals with autism or Asperger's syndrome [2]. Each
researcher using different terminology to express the main
symptoms in individuals with autism or Asperger's
syndrome. Keywords that refer to these symptoms i.e.
intense interests, obsessions, fixations, repetitive behaviors,
Thalia Ayu Rini
Yogyakarta State University
Yogyakarta, Indonesia
Thalia.ayu2015@student.uny.ac.id
interest areas, passions, special fascinations, and special
interests in autism, autism spectrum disorder (ASD),
Asperger's syndrome, Asperger's disorder, and high-
functioning autism. Following research from Caldwell-Harris
& Jordan [3], Grove [4], and Mandy [5], special interest is
then used to state one of the main symptoms in individuals
with autism in this study.
Facts found at Dian Amanah Autism School in April
2019, there is an autistic student who has an interest in
music. This was identified from the involvement of student
in any kind of activities related to music that is restricted and
inflexible. This interest is thought to be special interests in
autistic individuals. His interest in music also has both
positive and negative effects. The positive effect is that this
interest made him be able to sing and play the keyboard by
training both inside and outside school. He joins music
lessons in school and music class conducted by the Ministry
of Education, Youth and Sports in Special Region of
Yogyakarta. He also performed singing at various events
with his music band whose members are special need
children. On the other hand, the negative effect of his interest
in music is the emergence of behavioral problems. This
interest often distracts his focus on other activities, rising a
strange social approach i.e. handshake with random people
and mentioning the name of actor or actress during a
handshake. Further, he has restricted behavior and inflexible
Special interest may effects exclusion, shame, and
ridicule if it’s not identified, respected, and supported [6].
Professionals need to recognize and create support plans
toward special interests [6]. Parents and teachers can
collaborate to integrate special interests into school
curriculum [2] to accommodate special interests at school.
Parents and teachers need to support their interests even the
unusual one to be acceptable by society and lead benefits to
children. John Elder Robinson is one example of autism
whose interest led to a successful career [7]. His interest in
music and machines led him to be a successful author and
autism advocate.
II. METHOD
This research using a qualitative method with a case
study approach. Sukmadinata [8] stated that qualitative
research is used to describe and analyze phenomena, events,
social activities, attitudes, beliefs, perceptions, and people
either individuals or groups. According to Sugiyono [9], the
qualitative research method used to examine natural objects
with researchers as key instruments, data collection
techniques carried out by triangulation, data analysis is
inductive, and research results emphasize meaning rather
than generalization. Arikunto [10] suggests that case studies
are intensive, detailed and in-depth research on an
organization, institution or specific symptoms with a narrow
area or subject and it can be in the form of in-depth research
conducted on individuals [11].
 This research was conducted at Dian Amanah Autism
School located in Sleman, Yogyakarta. The research using
classroom setting to observe behavior during the academic
learning process, music room setting to observe the behavior
when learning music, and school environment to observe
behavior outside of the learning process. This research is
carried out in July-August 2019.
The subject of this study was an autistic student at Dian
Amanah Autism School. The subject was chosen because of
his interest in music that has not yet been identified and
assessed as special interests. Data collection techniques in
this study used three methods i.e. observation, interviews,
and documentation. We interviewed parents, class teachers,
and music teachers at the Dian Amanah Autism School. The
instruments used were observation guidelines and interview
guidelines arranged based on observation and interview
guidelines grid. Data collected were in the form of special
interests, special interest development models, and
consequences of special interest. This study using Miles and
Huberman model to analyze the data [12] with the following
stages i.e. data reduction, data display, and drawing
conclusion or verification.
III. RESULTS AND DISCUSSION
A. Forms of Special Interests
The subject has an interest in music which is manifested
by singing, listening to music, watching music videos, and
playing the keyboard at school. The frequency of
manifestation is approximately two hours a day. Expressions
shown when engaging in musical activities are smiling,
jumping, and often showing flat or ordinary expressions.
His other interest is staring at pictures, especially photos
of singers. He manifests his interest by staring at photos on
the internet through his cellphone or laptop at home. The
frequency of manifestation in his interest in photos of singers
is approximately two hours per day which is one hour before
leaving school and one hour after school. He only showed a
flat or ordinary expression when staring at photos of singers.
B. The Special Interests Development Model
His interest in music started before school-age. In his
childhood, he often listened to music videos from his parents.
He also joined guitar lessons and singing course in a short
time. His extended family also loves music especially
singing and playing musical instruments.
His interest in photos of singers emerge because of his
interest in music. Previously when he was two years old, he
was interested in mosque pictures because he saw a mosque
on television. At his school age, he watched cartoon ‘’
dragon ball’’ and ‘’power ranger’’ on television then made
him interested in pictures of ‘’ dragon ball’’ and ‘’power
ranger’’. As he had no cellphone yet to stare at the images, he
collected the images from magazine, newspaper, and
pamphlet.
C. Consequences of Special Interests
His interest in music is manifested both at home and
school because of positive response from family and teacher.
They think that he has music skill and tend to lead a positive
impact on social and emotional aspect.
On the other hand, his interest in photos of singers
previously manifested both at home and school but now, he
only manifests his interest in photos of singers at home. That
is because school teachers tend to give negative responses by
banning the manifestation of his interest that cause
behavioral problem such as seizing cellphones or computers
at school to see photos of singers.
D. Supports on Special Interests
Parents especially his father always supports him to
engage in activities related to music. Parents do a good
collaboration with the class teacher and music teacher to
provide him chances to learn about music especially singing
both inside and outside school. His father always
accompanies him to join music class or music performances
outside school. Parents and teachers do believe that he has
the ability and skill in music. On the other hand, parents give
him chance to engage his special interest in photos of the
singers by providing facilities such as cellphone and laptop.
When teachers view negatively about his interest in photos,
his parents always view positively and plan to bring his
interest as a useful skill.
IV. DISCUSSION
A. Form of Special Interests
The majority of autistic individuals have more than one
special interests [4] so does the subject in this study who has
special interests in music and pictures. The subject is
interested in singing and listening to songs. On the other
hand, he was very interested in staring at photos of singers
whose songs were heard and sung by him.
Highly restricted behavior is explained as an intense and
fixated interest e.g. strong attachment or preoccupation with
unusual objects and excessively circumscribed or
preservative interest [1]. This restricted behavior can be
identified when he engages in musical activities and staring
at photos of the singer as it’s his interests. He has a strong
attachment to music and a preoccupation with an unusual
object i.e. photos of the singers.
His focus on music and photos of singers is also unusual
or excessive so that it distracts his focus on other activities.
He often leaves current activities suddenly and cannot be
prevented or stopped to do a handshake with new coming
people then mentioning the names of singers and sometimes
followed by mentioning song titles or lyrics. This makes him
has a strange social approach.
His interest in music and photos is also fixated and
inflexible to daily routines. He has to manifest his interest
based on his schedule or daily routine. If it’s not, it can cause
behavioral problems such as stereotyped behavior and
emotional problem such as anger.
B. The Special Interests Development Model
In its development, special interest requires triggers and
some maintenance factors to maintain special interests [13].
There are four triggers of special interests i.e. another
interests, family, friends, and no particular triggers [13].
Each special interest of the subject has a different trigger.
Trigger from family plays an important role in his interest in
music while trigger from another interest lead him to have
special interests in pictures.
There are four maintenance factors [14] i.e.
environmental opportunities to engage in special interests,
subject's perception of his abilities (more people consider
them as able and skilled at the interest, the longer it is to be
maintained), the desire to know more about special interests
(cognitive reward), and feeling good when engage in special
interests (emotional reward).
His special interests in music have all four maintenance
factors while his special interests in pictures only have three
maintenance factors i.e. environmental opportunity, cognitive
reward, and emotional reward. His school environment
around does not perceive his interest in photos as a useful or
functional skill.
C. Consequences of Special Interests
Gunn & Delafield-Butt [15] find that special interests
affect academic, cognitive, social, and emotional skills. The
subject's academic skills are not affected by the existence of
special interest in music and pictures because his class
teachers have not integrated special interest in academic
lessons. His cognitive abilities in music and photos are still
in the stage of knowledge/memorization which is the lowest
thinking process in Bloom's taxonomy [16]. Subjects have
not been able to reach the stage of understanding,
application, analysis, synthesis, and evaluation in his special
interests. In the social aspect, his special interest in music has
a positive effect because it increases his social interaction
with people when engaging in activities related to music
while his special interest in photos has a negative effect
because it causes a strange social approach and isolates
himself from the environment. In the emotional aspect, both
special interests have positive and negative effects. Its
positive effect is positive feeling such as happiness and
comfort while its negative effect is anxiety and anger due to
changing routines related to his interest.
D. Supports on Special Interests
Supports on special interests can lead to a successful
career for individuals with autism [7]. In this study, subject
gets supports from parents and teachers to engage in
activities related to music such as music lessons and music
class. This supports lead him to improve his skills in music
and perform singing at various events that may become his
successful career in future time. On the other hand, his
interest in pictures only supported by parents at home but
get banned by teachers because it caused a behavioral
problem. In this case, his special interest in pictures effects
exclusion because it’s yet respected and supported by
teachers [6]. Teachers need to make a support plan towards
his interest in the pictures to utilize its powerful effect [6].
Bross & Travers [6] propose a four-step process to provide
school-based opportunities aligned special interest i.e.
identifying special interest by doing preference assessments,
matching special interest with school-based opportunities,
creating the plan, and evaluation of intervention on special
interest. This four-step may lead his interest in pictures as a
necessary skill for employment [6] rather than exclusion.
CONCLUSION
The subject has two special interests i.e. in the field of
music and pictures. Special interest in music emerges due to
trigger from family while special interest in pictures emerges
due to triggers from other interest i.e. music. His special
interest in music is supported by four maintenance factors
while his special interest in pictures is supported by three
maintenance factors. Special interests in music get a positive
response because the perception of ability in music while
special interest in photos get a negative response because it
causes behavior problem. It’s important to identify,
recognize, and supports students’ special interest as it may
become a future career or employment.
REFERENCES
[1] APA. (2013). Diagnostic and Statistical Manual of Mental Disorders
DSM-5. Washington DC: American Psychiatric Association.
[2] Winter-Messiers, M. A. (2007). From Tarantulas to Toilet Brushes:
Understanding the Special Interest Areas of Children and Youth With
Asperger Syndrome. Remedial and Special Education, 139-152.
[3] Caldwell-Harris, C. L., & Jordan, C. J. (2013). Systemizing and
special interests: Characterizing the continuum from neurotypical to
autism spectrum disorder. Elsevier, 98-105.
[4] Grove, R., Hoekstra, R. A., Wierda, M., & Begeer, S. (2018). Special
Interests and Subjective Wellbeing in Autistic Adults. Autism
Research, 1.
[5] Mandy, R., & Dillo W. (2015). A course of Fascination: Special
Interests in Asperger Autism. Austin Journal of Psychiatry and
Behavioral Sciences, 2(3).
[6] Bross, L. A., & Travers, J. C. (2017). Special Interest Areas and
Employment Skills Programming for Secondary Students With
Autism. TEACHING Exceptional Children, 50, 74-83.
[7] Robison, J. E. (2007). Look me in the eye: My life with Asperger’s.
New York, NY: Random House.
[8] Sukmadinata, Nana Syaodih. (2009). Metode Penelitian Pendidikan.
Bandung: Remaja Rosdakarya
[9] Sugiyono. (2009). Metode Penelitian Kuantitatif, Kualitatif dan R&D,
Bandung: Alfabeta.
[10] Arikunto. (2010). Prosedur Penelitian: Suatu Pendekatan Praktek.
Jakarta: Rineka Cipta.
[11] Nasution. (2009). Metode Research (Penelitian Ilmiah). Jakarta: Bumi
Aksara
[12] Sugiyono. (2009). Metode Penelitian Kuantitatif, Kualitatif dan R&D,
Bandung: Alfabeta.
[13] Armstrong, K. (2014). Interests in Adults with Autism Spectrum
Disorder. Simon Fraser University Library.
[14] Renninger, K. A., & Wozniak, R. H. (1985). Effect of interest on
attentional shift, recognition, and recall in young children.
Developmental Psychology, 21(4), 624-632.
[15] Gunn, K. G., & Delafield-Butt, J. T. (2015). Teaching Children with
Autism Spectrum Disorder with Restricted Interests: A Review of
Evidence for Best Practice. Research Gate.
[16] Anderson, L.W. & Krathwohl, D.R. (Eds.) (2001). A taxonomy for
learning, teaching, and assessing: A revision of Bloom’s taxonomy of
educational objectives. New York: Addison Wesley Longman.
 COPING SELF-TALK BASED ON BLENDED
LEARNING TO DEVELOP COUNSELOR’S
COMPETENCE
1st Adi Atmoko
2nd Henny Indreswari 3rd Irene Maya Simon
Guidance and Counseling Department
Guidance and Counseling Department Guidance and Counseling Department
Faculty of Education, Universitas
Faculty of Education, Universitas Faculty of Education, Universitas
Negeri Malang
Negeri Malang Negeri Malang
Malang, Indonesia
Malang, Indonesia Malang, Indonesia
adi.atmoko.fip@um.ac.id
henny.indreswari.fip@um.ac.id irene.maya.fip@um.ac.id

4thNugraheni Warih Utami

Guidance and Counseling Department
Faculty of Education, Universitas
Negeri Malang
Malang, Indonesia
nugraheni.warih.fip@um.ac.id

Abstract—This electronic document is a “live” template and
already defines the components of your paper [title, text, heads,
etc.] in its style sheet. This study aims to develop counselor
competences through coping self-talk training with learning
resources (media) based on blended learning (face to face,
offline, and online). This research was conducted on 30
counselors from 5 cities in Indonesia. The data analysis was
using a non-parametric statistical hypothesis test (Wilcoxon
test). The results of the study explained that the development of
the counselor's competence through coping self-talk training
with blended learning methods was significantly able to
improve coping self-talk skills in counseling. Therefore,
participants can improve their professionalism in carrying out
counseling services. The changes were in the form of a decrease
in negative self-talk, and an increase in counselor’s coping self-
talk
Keywords—coping self-talk, school counselors, blended
learning)
I. INTRODUCTION (HEADING 1)
The complexity of the problems experienced by students
demands professional competence from a counselor.
Professional competencies include personality competencies,
social competencies, pedagogical competencies, and
professional competencies are obtained by counselors
through participation in expertise programs. Widada [1]
states that professional competence can be enhanced by
counselors when following a continuing education or as
known as expertise program. The improvement of the
counselor's expertise is expected to be able to help students
in solving problems faced at school. This expectation is
inversely proportional to the challenges faced by counselors
recently, namely the limitations in increasing the knowledge
and skills of counselors to apply counseling techniques to
counselees (students) [2]. This limitation influences the
counselor's skills in the counseling process. More
importantly, in this context, during counseling service
implementation, the counselor needs to be able to govern and
control his/her thought.
The ability to govern and control the mind is called mind
skill. Jones [3] states that counselors need this ability to
initiate feelings, physical reactions, communication, as well
as conducive measure to promote welfare within the
counselee. In mind skill, self-talk plays a role in giving an
influence on the mind and thought.
is the internal voice of a person that, while aware, offers a fu
nctioning verbal monolog of ideas [3]. This self-talk needs to
be managed by a counselor to carry out his/her professional
activities. This is because self-talk influences on the healthy
condition of individuals [4], enhances career and results in
individual professional careers [5], and increases happiness
[6]. Self-talk is divided into two forms, namely negative self-
talk and coping self-talk [3].
Negative self-talk influences the counseling process [7],
such as anxiety. Whereas, [8] state that coping self-talk helps
individuals to calm themselves, view better goals, and train
themselves to adjust communication with others. Based on
the results of Hiebert's study [7] and [8], negative self-talk
needs to be avoided, whereas coping with self-talk needs to
be promoted. To promote coping self-talk, blended learning
is one of the available alternative approaches [9]. Blended
learning is based on the development of the industrial
revolution era 4.0 — requiring counselors to shift their
counseling and guidance service activities from face-to-face
counseling measure to online-based, by means of telephone,
video, cyber therapy, e-mail and text messaging [10].
Needs identification results on 141 school counselors
from five cities in East Java reported that only about 24% of
counselors understood the term of blended learning; meaning
that the understanding of blended learning still needs to be
promoted to most counselors. In reality, most counselors
(aged between 25 and 45 years) already have technology
literacy, most counselors (73%) have work experience
between 6 and more than 21 years which is sufficient to learn
about blended learning, most schools (82%) have counseling
rooms as an important facility for blended learning in
Guidance and Counseling services [11]. In addition, a
counselor serves a total of 234 students, meaning that the
number of students served is abundant. Thus, counselors
need online media, such as blended learning in Guidance and
Counseling services. Furthermore, only a small percentage of
students attend face-to-face counseling services per semester,

Please do not give the page number in the header or footer.

which averages 337 students per semester, compared to 2971 dealt with real counselee they have never been known. Thus,
students (only 12% per semester). This number means that it encouraged counselee to perform self-talk directly and it
Guidance and Counseling services need new progress, one of trained how counselor to do coping self-talk.
which is through blended learning. Thus, the question posed
in this study is how to develop the coping self-talk of
counselor through blended learning to improve professional
competence. III. RESULTS AND DISCUSSION
This results and discussion part begins by presenting the
II. METHODOLOGY t-test results between before and after coping self-talk
School counselors (30 people) from 5 cities in East Java treatment. The results are presented in the following Table 1.
will be directly involved as participants in a limited field According to Table 1 regarding pretest and posttest
trial. The research method used is one group pre-post test results, it can be concluded as follows:
design with a quantitative approach. The sample used in the
study was random sampling from 5 city counselors namely The self-talk abilities total score obtained the value of t =
Malang, Sumenep, Madiun, Jember, Tulung Agung. The data 2,125, sig 0,04<0,05 and the margin mean was 11.41. The
analysis was using a non-parametric statistical hypothesis test number explains a significant difference between school
(Wilcoxon test). Data collection in the study was carried out counselors’ self-talk ability before and after treatment. In
using the counselor's Coping Self-talk inventory which was other words, school counselors’ self-talk ability increased
developed based on the coping self-talk indicator, namely 11.41 point. Negative self-talk obtained t = 2,02, sig
affirming self-talk, coaching self-talk, and calming self-talk. 0,05=0,05 and the margin mean was -5. The number explains
Counselors as participants worked on a series of pre-tests a significant difference between school counselors’ negative
about the accuracy, acceptability, usability, and attractiveness self-talk before and after treatment. In other words, school
of the product. Then, they attended the training and ended counselors’ negative self-talk ability decreased 5 points. The
with the implementation of the post-test. following results explain each aspect of the assessment.
Coping self-talks encountered by school counselor are 1. Sub-aspect of negative calming self-talk obtained t
calming self-talk, coaching self-talk, and affirming self-talk = 2,28, sig 0,03<0,05 and the margin mean was
[3]. Calming self-talk constitutes a counselor’s ability in -1.93. The number explains a significant difference
managing thought verbalization by attempting to calm down between school counselors’ sub-aspect of negative
counselor’s thought. Coaching self-talk is the ability of calming self-talk before and after treatment. In other
counselor to instruct himself/herself to perform certain words, school counselors’ sub-aspect of negative
measure when dealing with unpleasant situation. While calming self-talk ability decreased 1.93 point.
affirming self-talk constitutes the ability of counselor to give 2. Sub-aspect of negative coaching self-talk obtained t
a positive affirmation to himself/herself. = 1,32 sig 0,19>0,05 and the margin mean was
Coping self-talk training by employing blended learning -1.21. The number explains a significant difference
provides a set of training which is able to improve between school counselors’ sub-aspect of negative
counselor’s ability in understanding how to do coping self- coaching self-talk before and after treatment. In
talk appropriately. The training was performed by giving the other words, school counselors’ sub-aspect of
content through offline approach (face-to-face meeting) and negative coaching self-talk ability decreased 1.21
online approach using video, training website point.
www.blendedlearning.um.ac.id; it enables the counselor to 3. Sub-aspect of negative affirmation self-talk obtained
download the learning content and upload their assignment t = 2,21, sig 0,03<0,05 and the margin mean was
during training. The participant counselor also involved in a -1.86. The number explains a significant difference
discussion regarding self-talk through counseling process between school counselors’ sub-aspect of negative
practice activity. In the end of training session, the counselor affirmation self-talk before and after treatment. In
Results
Paired Samples Statistics Std.
Mean N Dev pos-pre t Df sig REMARKS
Total Pretest Of Self-talk 98,31 29 17,78
Pair 1 11,41 Significantly
Total Posttest Of Self-talk 109,72 29 17,94 2,12 28 0,04 increase
Significantly
Pretest Of Negatif Self-talk 44,10 29 8,77
Pair 2 -5,00 decrease
Posttest Negatif Self-talk 39,10 29 9,56 2,02 28 0,05
Significantly
Pretest Of Sub Negative Calming Self-talk 14,17 29 3,19 decrease
Pair 3 Posttest Of Sub Negative Calming Self- -1,93
talk 12,24 29 3,26 2,28 28 0,03
Pretest Of Sub Negative Coaching Self- Significantly
Pair 4 talk 14,62 29 3,33 -1,21 decrease
Posttest Sub Negative Coaching Self-talk 13,41 29 3,45 1,32 28 0,19
Significantly
Pretest Sub Negative Affirmation Self-talk 15,31 29 2,98
Pair 5 -1,86 2,21 28 0,03 decrease
Posttest Sub Negative Affirmation Self-
talk 13,45 29 3,43
Significantly
Pretest Of Coping Self-talk 54,21 29 14,71
Pair 6 16,41 increase
Posttest Of Coping Self-talk 70,62 29 18,73 3,02 28 0,00
Significantly
Pretest Of Sub Coping Calming Self-talk 17,45 29 5,60
Pair 7 6,62 increase
Posttest Of Sub Coping Calming Self-talk 24,07 29 6,78 3,26 28 0,00
Significantly
Pretest Of Sub Coping Coaching Self-talk 18,76 29 4,56
Pair 8 4,31 increase
Posttest Of Sub Coping Coaching Self-talk 23,07 29 5,89 2,63 28 0,01
Pretest Of Sub Coping Affirmation Self- Significantly
talk 18,00 29 5,13 increase
Pair 9 5,48
Posttest Of Sub Coping Affirmation Self-
talk 23,48 29 6,39 2,95 28 0,00
 other words, school counselors’ sub-aspect of
negative affirmation self-talk ability decreased 1.86
points.
4. Coping self-talk obtained t = 3,026, sig 0,00<0,05
and the margin mean was 16.41. The number
explains a significant difference between school
counselors’ coping self-talk before and after
treatment. In other words, school counselors’ coping
self-talk ability increased 16.41 point. The
following results present detail information on each
aspect.
5. Sub-aspect of coping calming self-talk obtained t =
3,26, sig 0,00<0,05 and the margin mean was 6.62.
The number explains a significant difference
between school counselors’ sub-aspect of coping
calming self-talk before and after treatment. In other
words, school counselors’ sub-aspect of coping
calming self-talk ability increased 6.62 points.
6. Sub-aspect of coping coaching self-talk obtained t=
2,63 sig0,01<0,05 and the margin mean was 4.31.
The number explains a significant difference
between school counselors’ sub-aspect of coping
coaching self-talk before and after treatment. In
other words, school counselors’ sub-aspect of
coping coaching self-talk ability increased 4.31
points.
7. Sub-aspect of coping affirmation self-talk obtained t
= 2,95, sig 0,00<0,05and the margin mean was 5.48.
The number explains a significant difference
between school counselors’ sub-aspect of coping
affirmation self-talk before and after treatment. In
other words, school counselors’ sub-aspect of
coping affirmation self-talk ability increased 5.48
points.
According to Figure 1 above, before school counselors
receiving treatment, both negative self-talk (NST) and coping
self-talk (PST) which include calming, coaching, and
affirming were relatively high. On the contrary, after school
counselors
Fig1. Descriptive receiving
Analysis results of treatment, the Posttest
Both Pretest and score of negative self-talk
of Counselors’
(NST) was low and the score of coping self-talk (PST) was
high from relatively high in the initial findings.
Furthermore, it signifies that self-talk with blended
learning method significantly improves school counselors’
coping self-talk when providing counseling service. It
decreases negative self-talk of the school counselors at the
same time.
However, these findings must be further confirmed by
conducting a wider scope of study with greater possibilities
of population and sample; not only within East Java scope.
The counseling process is the keypoint of school
counselor when providing guidance and counseling service,
though other approaches of counseling are available to be
taken into account by a professional counselor. A
professional counselor who performs and carry out
counseling service should consider the quality of counseling
service in order to accomplish the targeted objective of the
counseling process.
Counseling service activities are highly influenced by the
approach of counselor and counselee in establishing a
relationship. The counselor takes an important role in the
success of the counseling process [12]. A warm and
congruent counselor is capable of assisting counselee to be
open in expressing what he/she feels and explaining the
problems. It is further beneficial for enabling cooperation
between the of them in finding the most possible approach of
problem-solving. On the other hand, if the counselor is
unable to create a positive atmosphere during the service,
counseling service will be hampered.
The attainment of the counseling process relies on the
personal element of the individual and interpersonal skill of
the counselor [13]. Counselor’s ability in exhibiting his/her
personality and establishing a therapeutic relationship with
counselee play as a prominent role during the counseling
process. Counselor’s ability in exhibiting his/her personality
is highly affected by the counselor’s mind when facing with
the counselee. What counselor think the moment they
interact with counselee during the counseling process
influences the counseling process he/she performs.
Negative thought and feeling occurred from self-talk
influence the attitude and appearance of counselor [5]. The
way counselor in dealing with and responding to the
counselii in the process of counseling with negative self-talk
could promote fear and unpleasant feeling from counselor.
Further, it influences counselor attitude to the counselee
The thought of the counselor that appears before and
during the counseling process influences the counselor in
having certain attitude and behavior, therefore it influences
the relationship of counseling. Building positive self-talk
enables counselors to lead counselees or direct counselees
effectively, while non-functioning self-talk affects creativity
negatively [14]. Counselors who have positive self-talk can
help counselees to explore problems and find solutions to
problems. Counselors who bring up negative self-talk can
interfere or hinder the counselor in building a counseling
process.
Counselors have not been able to recognize self-talk or
self-talk that has been experienced carefully, this is indicated
by the results of low self-talk coping pre-test. Some
counselors have not understood self-talk and have not been
aware of the self-talk they experienced. Self-talk coping
training was carried out to provide an understanding to the
counselor in recognizing self-talk and controlling the self-
talk. By performing coping self-talk, counselors can improve
the quality of counseling services and manage self-talk in
various situations [3].
The ability of counselors in coping self-talk affects the
counseling process they do. Counselors who are able to
increase self-talk affirming can increase their confidence and
focus more on helping counselees (John, 2013). Increased
affirming self talk helps counselors to manage the counseling
process that is carried out, therefore counselors are able to
find their own strengths and experiences to be able to handle
the situation and the counseling process that is carried out.
The results of the evaluation of the training
activities showed that the counselor, before conducting the
training activities, was not able to recognize the self talk that
emerged. This situation is shown with low results. The
counselor understands the influence of self-talk in the
counseling process, through practical activities carried out.
Counselors were challenged to do counseling with new
people through counseling activities. Counselors gain new
experience in knowing self-talk with a variety of negative
self-talk and positive self-talk. Improving the ability of
counselors was obtained through the practice of counselor
self-talk management.
 The counselor experiences doubts and anxiety,
uncontrolled emotions originating from negative self-talk
that emerges [6]. Counselors experience anxiety in
recognizing counselees who are considered "strange" by the
counselor's thoughts. This new experience challenges the
counselor's ability to manage negative thinking into positive
thinking. The feelings of the counselor that gradually
influence the thoughts and actions of the counselor are
expected to be managed appropriately.
Successful self-talk in social talk requires
commitment to oneself [7]. Counselors need a commitment
in themselves to use self-talk consistently and manage self-
talk, therefore it will improve the ability of counselors in
building social relationships through the counseling process.
This commitment will help counselors to manage their self-
talk, thus the counseling process can take place effectively.
An effective counseling process involves the abilities,
skills and competencies of professional counselors (PP.19 /
2005). Counselor's academic and professional competencies
are clustered in pedagogic competencies, personality
competencies, social and professional competencies. The
competency of the counselor can be realized through the
ability and skills of counselors in understanding and applying
their competencies through appropriate guidance and
counseling services.
Coping self-talk experienced by counselors is
calming self-talk, coaching self-talk and affirming self-talk
[3]. Calming self-talk is the counselor's ability to manage
verbalization of thoughts by trying to calm the counselor's
thoughts. Coaching self-talk is the ability of the counselor in
instructing the counselor to do something that helps the
counselor to deal with conditions that are actually pleasant.
Affirming self-talk is the ability to manage self-talk by
giving reinforcement to the counselor.
Self -talk coping training conducted using blended
learning seeks to present interesting and easy training
performed by counselors in schools. School counselors who
have been digitally friendly are given training that seeks to
combine face-to-face activities with online activities. Self-
talk coping training using blended learning has succeeded in
increasing pedagogic competence, personality competence,
social competence and professional competency of
counselors. Further research is carried out by considering
rational dissemination and wider training for counselors in
East Java.
Counselors as professional teachers attempt to
adjust to the development of education. Classroom activities
that are integrated with online and in the form of blended
learning are recommended for current counselors because
they have a positive impact on improving learning in the
classroom [15]. Counselors who present learning in blended
learning can improve the ability of students to take lessons
that are appropriate to the needs of students.
Self-talk coping training using blended learning
presents training that can improve the ability of counselors to
understand how to do coping self-talk. The training is
conducted by presenting material offline through face-to-face
and material online using videos, using the web training
www.blendedlearning.um.ac.id which trains counselors to be
able to download material and upload training assignments.
The training counselors also gained experience through
discussion of recognizing self-talk that emerged through the
practice of the counseling process. At the end of the training
session, counselors gained experience by finding real
counselees who had never been known, therefore they
succeeded in generating a great chance of self-talk that was
directly experienced by the counselor and successfully
trained the counseling to do coping self-talk.
Self-talk coping training conducted using blended learning
seeks to provide interesting and easy training for counselors
in schools. School counselors who have been digitally
friendly are given training that seeks to combine face-to-face
activities with online activities. The self-talk coping training
using blended learning successfully improved the counseling
ability of self-talk counselors who attended the training.
These activities need to be improved by conducting wider
dissemination and training for counselors in East Java.
IV. CONCLUSION
The ability of counselors in managing self-talk in the
counseling process becomes the most important part for
counselors in implementing counseling services. By
managing self-talk, the counselor can manage the negative
thoughts that arise during the counseling process and manage
them into positive thoughts. The ability of counselors to
manage their thoughts will influence the attitude and
behavior of counselors to the counselee. The self-talk coping
training using blended learning method was able to improve
the self-talk coping ability of participants from 5 cities in
East Java. Training in controlling self-talk (coping self-talk)
with learning resources (media) based on blended learning
(face to face, offline, and online) can improve the
competency of school counselors Counselors can realize
professionalism in implementing counseling services.
Counselors / counseling teachers can use coping self-talk to
overcome thinking problems in the counseling process.
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[12] (Tidak Ada)
[13] Putri, A. (2017). Pentingnya Kualitas Pribadi Konselor Dalam
Konseling Untuk Membangun Hubungan Antar Konselor
 THE PREVALENCE OF CYBER-
COUNSELLING:
A SYSTEMATIC LITERATURE REVIEW ON
EFFECTIVENESS AND PREFERENCES
Zaida Nor Zainudin Yusni Mohamad Yusop
Siti Aishah Hassan
University Putra Malaysia University Putra Malaysia
University Putra Malaysia
Selangor, Malaysia Selangor, Malaysia
zaidanor@upm.edu.my Selangor, Malaysia
yusni_my@upm.edu.my
sitiaishahh@upm.edu.my
Mansor Abu Talib Alia Sarah Asri
University Putra Malaysia Aniza Ahmad
University Putra Malaysia
Selangor, Malaysia University Putra Malaysia
Selangor, Malaysia
mansorat@upm.edu.my Selangor, Malaysia
gs53296@student.upm.edu.my
nor_aniza@upm.edu.my

Abstract—Cyber-counselling, among its other names, is not
at all new to the counselling field. Along with the emergence
and advancement of computer-assisted technology, internet,
and information and communications technology (ICT), the
counselling field has also benefited from the use of online
services in providing counselling to all. Hence the purpose of
this systematic literature review is to explore and discuss the
prevalence of cyber-counselling in reaching out to all possible
clients and improving counselling services. Journal articles
were selected primarily from the use of SCOPUS database for
the purpose of this review and its main objectives. A total of 22
articles were selected and included in this review study. The
thematic synthesis identified four themes: (1) the statistics of
effectiveness and preferences toward cyber-counselling, (2) the
prevalence that cyber-counselling services have over face-to-
face counselling, (3) the patterns of factors that make prevalent
of cyber-counselling as alternative and preferable method of
counselling, and (4) the limitations that cyber-counselling
services have over face-to-face counselling. The limitations in
the use and delivery of online counselling were also reviewed
which finally led to the discussion of implications of online
counselling as an alternative method to counselling.
Keywords— cyber-counselling, effectiveness, preferences,
prevalence)
I. INTRODUCTION
Cyber-counselling, also called as e-counselling, web-
counselling and e-therapy [30] has dated all the way back to
the early 1960s with the development of computer. National
Board for Certified Counselors defined cyber-counselling as
‘‘the practice of professional counselling and information
delivery that occurs when client(s) and counsellor are in
separate or remote locations and utilize electronic means to
communicate over the Internet’’ [19].
The rapidly increasing rate in the use of internet and ICT
among Millennium generation has become a norm for all
where it assists in obtaining information or in seeking help
with health and relationships [28]. Simultaneously, the
internet has provided counsellors with multiple methods in
building counselling relations with clients and these include
the use of e-mails, online chatroom, video conferencing and
online support group [27];[21].
The stigma among the Asian societies towards mental health
problems are hindering some affected individuals from
seeking for help [14]; [17]. This, including the norms in
Asian cultures that are less inclined towards self-disclosure,
may be causing the 2.8 to 10 million individuals in Malaysia
[17]. to not choose to seek for mental health support and
help. This situation is similar as to the ‘negation effect’ [18]
which is experienced by individuals who are facing severe
psychological issues such as depression and social anxiety
but are refusing to seek professional help. This negation
effect and stigma on mental health problems, however, are
able to make cyber-counselling a more viable and
convenient option for affected individuals who may not
consider seeking help through face-to-face counselling.
For this particular reason, the online counselling is seen to
be prevalent as a good alternative to face-to-face counselling
for multiple reasons. The effectiveness in the use of both
counselling methods are shown to be as equal [27];[10]
while the preferences toward either counselling methods are
varied with slight or no significant differences identified.
The preferences toward using online counselling can be
explained by the sense of anonymity, privacy and control
that such counselling method has to offer the clients with
[10];[6]. A study among secondary school students showed
that over 80% of the students are willing and preferred to
use online counselling services if made available at school
[18] for different reasons such as their anonymity, as
previously mentioned.
Hence, this paper is written to explore the prevalent use of
cyber-counselling services to all possible clients and to
address the effectiveness and preferences toward such
services over more traditional counselling methods such as
face-to-face counselling. Even though the effectiveness of
both counselling methods shows no significant differences,
reviewer wished to explore the factors that are making
online counselling such a prevalent method to counselling
and help-seeking in this technological era. This review
paper also discussed the limitations that the reviewer
believed to be challenging the use and preferences of both
clients and counsellors toward using online counselling,
which will later allow for continual improvement in overall
counselling services.
The objective of this review is to investigate and explore the
prevalent use of cyber-counselling. Hence the questions
below will provide some of the main ideas and contexts that
will be reviewed in this study.
1. What are the statistics of effectiveness and preferences
toward cyber-counselling?
To study the statistical data acquired from literature
readings which illustrated both the effectiveness and
preferences toward online counselling.
2. What is the prevalence that cyber-counselling services
have over face-to-face counselling?
To discuss and explore some of the factors that makes
cyber-counselling as an effective and preferable,
alternative counselling method.
3. What are the patterns of factors that make prevalent of
cyber-counselling as alternative and preferable method
of counselling?
chapters, review article and conference proceedings or
articles. The number of articles remained for selection after
this exclusion process was 59 articles. Afterwards, only
subject areas Psychology, Social Sciences and Arts and
Humanities were included in the article selection where
articles selected were also in English, which finally resulted
to 51 articles. This searching method is known as to be the
inclusion and exclusion criteria, which can be better
described in Table 1, in order to search for the most
appropriate literature reading for this review. Table 2 is the
search string used for this research.
Table 1: Inclusion and Exclusion Criteria
Table 2: Search string used for systematic literature review process

To see the main factors that is making cyber-counselling

method preferable to some.
4. What are the limitations that cyber-counselling services
have over face-to-face counselling?
Finally, the remaining articles left were all reviewed for
To see the limitations and suggestions in providing eligibility according to their titles and abstract those were
cyber-counselling services. relatable to the content of this study. In the final selection
II. METHODOLOGY process, a total of 22 articles were selected and included in
this review study. A complete article selection process is as
The systematic literature review was first initiated with the shown in the flow of systematic review process in Figure 1.
key word “cyber-counselling” and “e-therapy”. Some other
key words were also included so to limit the literatures to a
smaller number that was further filtered to derive suitable
and appropriate literatures. Hence, the objectives of this
systematic literature review serves as a guide when
searching for literatures that are appropriate to the main
context in this review paper.

A. The search strategy

Journal articles were selected primarily from the use of
SCOPUS database for the purpose of this review and its
main objectives. The searching process started with a list of
keywords “cyber counselling”, “online counselling”, “e-
counselling”, “e-therapy” and “face-to-face counselling”. A
complete list of keywords or search string for this study is
tabulated in Table 2. The keywords used were able to extract
as many as 117 articles in the initial searching process. Such
reasonable amount of articles identified were possibly due to
the specific list of keywords used, while at the same time
may also be due to the lack of research conducted on the Fig 1: Flow chart of systematic literature review
topic.

Next, the search was limited from the year 2012 to 2019 as
to review some of the most recent journal articles
publication, where it was able to identify 81 articles. Then,
the identified articles were also screened according to their
document or literature type by excluding book, book
The selected journal articles from the search strategy are
summarized as shown in Table 3. The literatures are
presented by their authors, publication years, title of the
articles in the journal, sample of the study conducted and
finally the findings in each literature that are relevant to the
objectives of this systematic literature review.
Author (Year) Title of Article Sample Relevant Findings

Ballesteros, J. Attitudes toward Online 231 college students. The research showed fairly positive attitudes
L., & Hilliard, Counseling. Age: 18 – 55 years toward both online and face-to-face counselling.
R. C. (2016). Male: 85 While there are slightly more preferences toward
Female: 146 face-to-face counselling, they are less stigma
towards online counselling which explains the
positive attitudes.
Bathje, G. J., Attitudes toward Face- 228 volunteered students Research showed less negative impact of stigma
Kim, E., Rau, to-Face and Online who enrolled in on online counselling and a slightly or neutral
E., Bassiouny, Counseling: Roles of psychology courses attitudes toward online counselling due to self-
M. A., & Kim, Self-Concealment, Male: 107 disclosure expectations.
T. (2014). Openness to Female: 121
Experience, Loss of
Face, Stigma, and
Disclosure Expectations
among Korean College
Student
Blake Buffini, One-to-one support for 78 participants who have Study indicated working alliance as a predictor
K., & Gordon, crisis intervention using been diagnosed with to clients’ satisfaction, whereby clients who were
M. (2014) online synchronous mental health condition previously diagnosed with mental health issues
instant messaging: Male: 13 show lower level of satisfaction from online
evaluating working Female: 65 counselling.
alliance and client
satisfaction
Campbell, M. The Provision of Online Secondary school students Although the technology has been a primary
A., & Counselling for Young and school counsellors medium of communication and information
Glasheen, K. People gathering for youth, the use of online counselling
(2012) services is seen to not be as much as being used
by adult.
Chu-Mei Lan Predictors of Willingness 214 college students with Cyber-counselling needs and cyber-counselling
(2016) to Use Cyber Counseling disabilities in universities help-seeking attitudes serve as determinants for
for College Students in Taiwan. willingness of college students with disabilities
With Disabilities Male: 102 to use cyber-counselling services.
Female: 112
Cipolletta, S., Online counseling: An 388 Italian licensed Study indicates that most respondents are
& Mocellin, D. exploratory survey of psychologists showing positive attitude and more favoritism
(2017) Italian psychologists’ Age: 27 – 80 years towards using the online modalities.
attitudes towards new Male: 48
ways of interaction Female: 241
Dowling, M. Experiences of 19 professional online The study highlighted on counsellors’
J., & Counsellors Providing mental health clinicians perceptions on online clients whereby they have
Rickwood, D. Online Chat Male: 3 multiple roles not only as counsellors, while also
J. (2014) Counselling to Young Female: 16 dealing with issues brought into online that are
People. mostly much more serious and complex.
Dunn, K. A Qualitative 13 participants as clients. Although lacking in physical presence, features
(2012) Investigation into The Age: 19-25 years such as locus of control, anonymity, disinhibition
Online Counselling Male: 3; Female: 10 and more time to think in email counselling are
Relationship: To Meet or shown to make online counselling an alternative
Not to Meet, That Is The 6 participants as counselling method.
Question counsellors.
Male: 1; Female: 5
Glasheen, K. Online Counseling in 215 secondary school The preferences to seek for help through online
J., Shochet, I., Secondary Schools: students from schools counselling are influenced by factors such as
& Campbell, Would Students Seek Male: 103 gender and levels of psychological distress.
M. A., (2015) Help by This Medium? Female: 112
Hanley, T. Understanding the 15 secondary school Three factors are examined: initial engagement,
(2012) Online Therapeutic students. developing rapport and establishing control,
Alliance through The Age: 11-15 years which influence client-service match or
Eyes of Adolescent Female: 15 therapeutic working alliances through online
Service Users counselling.
Harris, B., & Ethical and Legal - The study discussed on the advantages of online
Birnbaum, R. Implications on the Use counselling (accessibility, anonymity,
(2014) of Technology in asynchronous communication) can also be the
Counselling. disadvantages
Holmes, C., & A Preliminary 50 counselling participants The research analyzed that the social presence
Foster, V. Comparison Study of Age: 18 and above and working alliance constructs in online
(2012) Online and Face-to-Face Male: 11 counselling are at least similar to clients’
Counseling: Client Female: 39 experiences with face-to-face counselling.
Perceptions of Three
Factors
Holmes, C. M., A Preliminary Participants, who are The study was conducted with two groups of
& Kozlowski, Comparison of Online counselling master participants: online and face-to-face group
K. A. (2015) and Face-to- students, are divided into counselling. Results obtained indicated that
Face Process Groups. two groups: 31 in face-to- although working alliance between the two
face and 12 in online groups does not differ significantly, participants
Male: 6 & 2 do feel the lack of group safety, emotional
Female: 25 & 10 relatedness and social presence in online setting.

Kah P. Wong, Preferences for Online 409 students from six The study indicated a slight preference toward
Gregory Bonn, and/or Face-to-Face universities in Malaysia. face-to-face counselling although both
Cai L. Tam & Counseling among Age: 16-35 years counselling methods were viewed positively.
Chee P. Wong University Students in Male: 170
(2018) Malaysia Female: 239
Mishna, F., Cyber Counseling: 34 undergraduate students. While student interns (as counsellors) felt the
Bogo, M., & Illuminating Benefits and Age: 18 - 34 lack of body cues to be thwarting the counselling
Sawyer, J. L. Challenges Male: 3; Female: 31 process, the students (clients) felt that techniques
(2015) 24 MSW student interns. such as ‘emotion bracketing’ are beneficial.
Age: 20 – 30
Male: 2; Female: 22
Mishna, F., Here to Stay: Cyber 16 counseling psychology The study divided the participants into co-
Bogo, M., Communication as a master students facilitating two support groups: online group
Root, J., & Complement in Social Age: 22.58 – 43.25 counselling and face-to-face group counselling.
Fantus, S. Work Practice Male: 6 Participants were novice counsellors who, from
(2014) Female: 10 this study, perceive more challenges when
conducting online group counselling.
Nagarajan, Mental health 11 mental health Study conducted show that the participants,
M., & S, Y. counsellors’ perceptions professionals despite acknowledging the prevalent use of
(2019) on use of technology in Male: 4 technology in counselling, mostly prefer one-on-
counselling Female: 7 one modalities due to the lack of training
received and existed when compensating the
disadvantages of the online modalities.
Phey Ling Kit, Exploratory Findings on 16 counselling psychology The research conducted on 16 novice counsellors
Shyh Shin Novice Group students. implied that participants prefer face-to-face
Wong, Vilma Counselors’ Initial Co- Age: 22.58 – 43.25 years counselling platform due to the challenges they
D’Rozario & facilitating Experiences Male: 6 faced in online platform.
Chua Tee Teo in In-Class Support Female: 10
(2014) Groups With Adjunct
Online Support Groups
Pordelan, N., How online career 45 students divided into The study on online and offline intervention
Sadeghi, A., counseling changes three groups: online, face- groups showed that both groups are able to
Abedi, M. R., career development: A to-face and control group improve and enhance clients’ career development
& Kaedi, M. life design paradigm Age: 20.60 (Mean age) (which consists of career decision-making and
(2018) Male: 16 career planning among many).
Female: 29
Salleh, A., Online 6 qualified counsellors The study showed that therapeutic relationships
Hamzah, R., Age: 35 – 49 years can be developed through the online
Nordin, N., counseling using email: Male: 3; Female: 3 environment whereby counsellors are able to
Ghavifekr, S., A qualitative study 59 volunteer clients adapt some of the skills they applied in face-to-
& Joorabchi, T. Age: 20 – 55 face counselling to online.
N. (2015) Male: 12; Female: 47
Stefan, S., & Face-to-Face Counseling 56 undergraduate The study concluded that no significant
David, D. versus High Definition Psychology students. differences are shown in effectiveness of
(2013) Holographic Projection Age: 20-44 years reducing distress and irrational beliefs (through
System. Efficacy and Male: 7 the use of theory REBT), as well as the presence
Therapeutic Alliance. A Female: 49 of therapeutic working alliance through both
Brief Research Report counselling methods.
Tse, S., Face-to-Face and 92 participants who are The study conducted online and telephone
Campbell, L., Telephone Counseling facing gambling problem counselling towards participants with gambling
Rossen, F., for Problem Gambling Age: 16 and above issues. Findings indicated that both face-to-face
Wang, C.-W., Male: 30 and telephone intervention show similar clinical
Jull, A., Yan, Female: 62 outcomes for clients with specific issues.
E., & Jackson,
A. (2012)

Table 3: Summary of selected literatures


III FINDINGS & DISCUSSIONS
The Statistics of Effectiveness and Preferences toward
Cyber-Counselling
Article Statistical or Relevant Data
1 Regardless of gender, there are slightly more preferences
toward face-to-face counselling modalities.
2 Students show slightly positive or neutral attitudes toward
online counselling.
3 The use of online counselling in psychotic clients is seen to be
less efficient when related to the lower level of working
alliance and satisfaction as compared to the traditional, offline
setting.
4 There is a lack of, or absence of, evidence of online
counselling services being actively provided at schools in
Australia.
5 Highest score is obtained in career domain issues in cyber-
counselling needs, resulting to high willingness to accept
cyber-counseling services in the said needs.
6 Most of the respondents who are psychologists and had
previously provided online counselling are more favorable
towards using the online modalities.
7 Online mental health practitioners are showing diverse
perceptions on online clients whereby they are responsible
with many different roles in the counselling relationship.
8 Email counselling is considered to be as effective as face-to-
face counselling method.
9 80% of female and over 84% of male secondary school
students indicated that they might, or would likely to use
online counselling services if available.
10 Young people are able to develop good therapeutic working
alliance with counsellors through online counselling.
11 Online counselling is suggested to be provided in conjunction
with face-to-face counselling for more effective outcomes.
12 Most online counselling clients perceived a significantly
stronger alliance in the Goal subscale analysis than they did in
face-to-face counselling.
13 Online group counselling is seen to be lacking in social
presence as compared to face-to-face group counselling.
14 35% of the participants are more receptive towards only using
online counselling services.
15 53% out of 64 undergraduate students participated in the
research chose to receive online counselling.
16 Participants indicated more preferences toward face-to-face
group counselling than online.
17 6 out of 11 participants prefer one-on-one modalities when
providing counselling due to some of the limitations and
challenges of the online setting.
18 75% of the novice counsellors had positive experiences when
co-facilitating online group counselling.
19 Both online and face-to-face interventions are effective in
improving clients’ career development, hence indicating
positive outcome for both counselling modalities.
20 Therapeutic relationship is able to develop through online
communication.
21 As small as 4% of differences are shown in the effectiveness
and the presence of therapeutic working alliance via both
face-to-face counselling and videoconference counselling.
22 Both face-to-face and telephone counselling modalities
produce equally effective short-term clinical outcomes.
Table 4: Statistical or relevant data from selected studies
Prevalence of Cyber-Counselling over Face-to-Face
Counselling
According to the reviewed literature readings, it is shown
that the use of cyber-counselling is indeed preferred for
some, and has the potential to become an alternative
counselling method to face-to-face counselling. In fact, it is
proven that the effectiveness of cyber-counselling is as
equal to the more traditional face-to-face counselling with
slight or no significant differences [18];[10].
The research conducted on 24 MSW student interns who are
providing cyber-counselling services to 24 undergraduate
students in a 4 academic years span proved cyber-
counselling method to be both benefiting and challenging to
counsellor interns and clients for its accessibility, written
word or text, emotions conveyed and online disclosure. The
undergraduate clients, through this research, reported that
cyber-counselling offered them with opportunities to re-read
their responses which then enable them to self-reflect.
A different research [16] also showed that while online
counselling clients show no differences in working alliance
from the Task and Bond subscale analyses, they nevertheless
showed a stronger alliance towards the Goal subscale
analysis. This indicated the ability of telecommunication
through computer-assisted communication “[the
effectiveness of online therapy] in setting agreed upon and
clear goals between the counselor and client due to the
written nature of the sessions” [16]. This is also similar to a
research conducted [27] which resulted with the Goal
Agreement component to be showing a significant
advantage through the use of advanced videoconference
system, EON Holopodium. As concluded by both researches
respectively [16];[27], both face-to-face and online
counselling are at least equal in their effectiveness in
building and forming strong social presence and working
alliance, as well as reduction in general distress and
irrational beliefs. However, it should also be noted that a
study [5] contradicts to this when the results indicated lower
level of working alliance, which is a predicator to lower
level of satisfaction, in psychotic clients as compared to the
offline or face-to-face counselling setting. A study on
comparison of online and face-to-face group counselling
also indicated that despite the improved of social presence
through the use of videoconferencing, participants
nevertheless perceived a lack of social presence and
emotional relatedness in online group counselling as
compared to the more traditional modalities [15].
Nevertheless, the research conducted using the CBT
approach [27];[3] also demonstrated the effectiveness of
online interventions on clients with disorders such as panic,
anxiety, PTSD and smoking cessation. It was also showed
that young people facing severe psychological distress are
more inclined in using online counselling as a medium for
help-seeking [18]. The very foundation of anonymity and
privacy in online counselling services are most likely the
reasons that they prefer to seek help through online
communication, hence making such method as powerful
tool in overcoming the ‘negation effect’ [18];[25]. This is
also consistent with a study [22] where counsellors perceive
anonymity, convenience and accessibility to be important
factors that attract online clients.
A research on males suffering from addictions also implied
that online counselling may be more preferable to them for
the sense of anonymity and privacy that the online method
offered them with [6]. In fact, this sense of anonymity has
become one of the main benefits that online counselling
possesses, where it gives more control to the clients
especially for those who are facing the feeling of
embarrassment when experiencing face-to-face therapy [6];
[13]. Hence, it is to no surprise that the ‘disinhibition effect’
offered in online counselling enables clients to develop a
more open, intimate and personal counselling relationship
[18].
Apart from that, a research [7] illustrated that students with
disabilities in universities in Taiwan are displaying more
cyber-counselling needs on issues in domains such as career,
academic achievements; subsequently, this influences them
to have high willingness to choose and seek for cyber-
counselling services, given that they have high counselling
attitudes. It should also be noted however that a different
study reported that students at secondary schools would be
more likely to seek for career counselling through face-to-
face counselling and instead seek for online counselling for
more sensitive, personal and complex issues or concerns
such as sexuality, suicide ideation, sexual assault and other
stigmatized issues [18];[6]. This is supported in a research
that explained the issues being discussed through cyber
counselling services to be different and more sensitive than
those discussed in face-to-face counselling method [19].
Different studies also agreed on how positive attitudes of
US-based Latina/o college students and Korean college
students, respectively, toward online counselling are due to
less self-stigma and stigma as perceived by others on this
counselling modalities [2];[5].
Online individual approaches and interventions also
appeared to be more effective and best be utilized by the
young (19 - 24) and older adults (25 – 39) [27];[3]. This is
not at all a shocking finding since the use of ICT is far-
reaching and prevalent among people of such age group. As
quoted, “a single case-study where email communication
enabled a 17-year-old female client with severe and
enduring depression, who had previously been unable to
form an alliance through face-to-face contact, to engage
effectively with a psychiatrist” [10]. This showed that in
addition to young age, factors such as anonymity,
disinhibition, locus of control, permanent record,
opportunities for self-monitoring and asynchronous
responses in online counselling method may be facilitative
in the counselling process [10].
Patterns of Factors That Make Prevalent of Cyber-
Counselling as Alternative and Preferable Method of
Counselling
The myriad prevalence of cyber-counselling method as
stated in subtopic 5.2 has listed some of the factors that
make online method and interventions preferable and more
attractive to some. These unique advantages that online
counselling method has over other counselling methods are
those such as better accessibility, opportunity for self-reflect
and self-monitor through written word or text, better
counselling goal agreement, anonymity and privacy, and
sense of control. The disinhibition component in online
space also create more opportunities for clients to discuss
different and more complex, sensitive and personal issues
than those discussed in face-to-face counselling, hence
showing less worry to the issue social stigma. Lastly, the
negation effect that most young people or people with
severe issues faced is able to be mitigated when online
counselling method is offered in addition to, or in place of
the more traditional counselling method that may be too
daring and intimidating to some.
Limitations of Cyber-Counselling as Compared to Face-to-
Face Counselling
Studies showed that online counselling are, sometimes, not
the best solution for some clients, even counsellors [17].
Through online counselling conducted, counsellors
expressed difficulties in eliciting emotional responses from
clients, which restrict their abilities to show empathy, which
is one of the core component to being an effective and
therapeutic counsellor. Hence, the lack of non-verbal cues
and body language from both parties, clients and
counsellors, are possibly the main reason that online
counselling are less preferred, or limited in their efficiencies
when compared to face-to-face counselling. Also, although
the sense of anonymity and control of the online setting are
attracting more online clients, online mental health
practitioners are facing difficulties in extracting or gaining
specific information from clients due to the more control
that they have over the counselling relationship [9].
A research conducted also demonstrated the conflicting
perspectives of MSW student interns and undergraduate
student clients toward emotions conveyed through the use of
cyber in counselling, as reported by [19]. Although the
majority of clients expressed techniques such as emotions
bracketing to be meaningful as it enables them to feel
understood by their counsellors, the MSW student interns
were otherwise felt the lack of or inability to capture
nonverbal communications from clients to be thwarting their
ability to connect more deeply. Few other studies also
agreed to this, where they implied that counsellors and
psychologists are concerned with the absence of eye contact,
voice tone, facial expression and body language which will
undermine the effectiveness and the therapeutic process in
the counselling relationship [8];[6].
Result from a study also indicated that students with hearing
disorders and low grades show low tendencies and
willingness to use cyber-counselling services [7]. Similar
study conducted also showed that students who are not well
acquainted with using computers indicated low willingness
in using cyber-counselling services. This pattern of behavior
can also be seen in counsellors, psychologists and other
mental health practitioners whereby frustration towards
technical problems in online setting acts as a barrier to
online counselling [8]. This is also supported by another
study that described how school counsellors are restricted
from providing online counselling to students at school due
to the lack of training in the use of ICT and other new
technologies [6], hence causing more challenges for online
practitioners to constantly and efficiently provide such
services. This is also consistent with another study where
the participants, who are mental health professionals,
commented on the “dearth in training for online
counselling” and a lack of technical skills and skills that are
specific to online services [22].
IV. IMPLICATION
Although the more traditional, gold standard and more
preferred treatment [17] through face-to-face counselling
services are usually sought after, it should not be overlooked
at how online counselling can potentially reach out to
individuals who may not have the time or physical needs to
seek for face-to-face counselling. As quoted, “the more
mental health providers understand the forces motivating
people to seek help, or not, the better they can do in assuring
that those in need of help are able to obtain it” [17].
As the youth and adolescents have the tendency to seek for
help and gain information online, it is only reasonable that
online counselling should be expanded and enhanced on its
delivery and accessibility to all. In Australia, ‘youth
friendly’ websites have been built with the purpose of
spreading and providing therapeutic information to the
young people through the use of FAQs, fact sheets and
suggested links [18]. However, despite the focal use of
technology and online space nowadays, less research are
conducted on the use of online counselling among the young
people as compared to other age group. This is supported by
a previous research that highlighted the lack of research on
the use of online counselling services at schools as
compared to those researches conducted on college and
university students [6]. Hence, as quoted, “such a gap in the
literature is indicative of the ‘neglect’ of the alliance in
youth counselling in general” [13].
One of the five themes extracted also mentioned on the need
of online counselling skills to compensate for the lack of
nonverbal messages which are prevalent in face-to-face
counselling, but not to online counselling method [6].
Another theme, from the same study, also implied that
school counsellors are concerned about the uncontrollable
boundaries between clients and counsellors in the online
services where they perceived that students would have the
freedom to contact the counsellors at any time. This hence
calls for more research on the matter of the use of online
counselling so that more people, both counsellors and
possible clients, are exposed to, and are well informed with
the myriad use and effectiveness of such counselling
method.
Few researches has been made on the use of online
counselling via video conference in spite of its potential in
enhancing the physical presence and compensating for the
lack of body language [27]. The same research conducted
utilized the EON Holopodium which is an advanced
videoconference system that has never been used for
counselling purposes before but was tested in this research
and proven its effectiveness in improving clients’ distress
and irrational beliefs, as well as enhancing therapeutic
working alliance in the counselling relationship. Hence for
this particular reason, more researchers and counsellors are
also needed to shift their focus on the use of online
interactive tools in cyber-counselling to improve the overall
counselling experiences in clients. Nevertheless, it should
also be noted on how some other studies also indicated
online counselling to be not as effective as the offline
modality which hence calls for more attention to this matter
in order to improve the overall clients’ counselling
experiences. A study also suggests online counselling to be
provided in conjunction with face-to-face counselling in an
effort to overcome barriers faced by both counselling
modalities [12].
Online counselling method is seen to be limited in its use
due to the lack of training for counsellors to conduct
efficient online services. This is affirmed by another
research that stresses on the “lack of educational programs
to prepare social work students [counsellors and therapists
included] to effectively use ICT as practitioners [19].
Therefore, there is a dire need for counsellors to be fully
prepared for the use of online counselling method through
courses in development of appropriate skills that can
compensate for the lack of visual, auditory and body
communication cues so to ensure that therapeutic
counselling relationship is attained [6]. This is in addition to
the appropriate set of counselling skills and techniques such
as the ‘emotion bracketing’ that need to be developed and
refined for better delivery in online counselling.
Overall, the literature readings reviewed have demonstrated
many compelling data that shows the unique advantages,
and challenges, the online counselling method offered us
with. It was obvious that, during the searching process,
research on cyber counselling was limited, which
consequently influenced the validity and reliability of the
studies reviewed. The numbers of participants involved in
some studies conducted were also small in comparison with
others which may inadvertently invite the possibility for
biasness and inaccurate data obtained. Hence, it is important
for counsellors themselves to be advocates on the use of
online counselling as alternative to counselling methods,
while at the same time properly trained in acquiring skills
and techniques to provide such services. Apart from that,
more in depth research on the topic are needed for future
references. The lack of literatures found on the topic of
online counselling and face-to-face counselling may
possibly require a wider research for reviewer. Hence,
asides from the need for more research on the effectiveness
and improvement of the online counselling method, more
thorough and wider search need to also be conducted in
order to obtain as many data possible so that accurate and
reliable review and analysis from the literatures can be done.
V- CONCLUSIONS
The use of ICT nowadays is ubiquitous and eminent among
not just the youth and adolescents, but also the adults and
older generations in all parts of the world. Along with this
continual modernization, the counselling field, more
specifically cyber-counselling, has also paved its way into
finding more and more alternatives in order to provide and
deliver the best counselling services to all clients with issues
unique to them. From the literatures reviewed, reviewer was
able to discover the prevalence, or factors that are
influencing the preferences of specific group of people
toward online counselling. In general, the effectiveness of
online counselling is at least as equal to that of face-to-face
counselling while the features that the online method offered
clients with are able to attract people who may initially did
not consider seeking help through the more traditional, face-
to-face counselling. While there are many advantages of
online counselling, there are, of course, limitations that are
restricting its use and delivery method which explains a
fraction of clients and counsellors who prefer the more
conventional method in counselling. To conclude, the
comparable effectiveness of online counselling to face-to-
face counselling is influencing the preferences toward using
online counselling, hence implying the prevalence of online
counselling as an alternative method to counselling.
ACKNOWLEDGMENT
This work was supported by the Malaysia Ministry of
Education under Fundamental Research Grant Scheme,
2018.
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A Development of Web Based John Holland Theory
Career Interest Detection Instruments
Nararya Rahadyan Budiyono
Program Studi Bimbingan dan Konseling
Universitas Teknologi Yogyakarta
Sleman, Indonesia
nararya@uty.ac.id
Abstract— Self-understanding is the first and foremost step in
the career decision-making process. Failure in a career begins
with inability to recognize and identify career potentials and
interests, and has an impact on mistakes in majoring in school
or college. This paper is an idea of a research plan that was
built from the background of student problems at Yogyakarta
University of Technology. Research and development methods
are chosen to create instrument products that are able to detect
one's career interests. The final product is in the form of a
website and uses John L. Holland's career theory as the basis
for product development. The main idea of this product is to
help users recognize the characteristics of career and work
interests or positions that match their qualifications. Therefore
users are able to achieve optimal career achievement.
Keywords— career decision making, instrument of interest
identification, John L. Holland's career theory
I. INTRODUCTION
Throughout human life span, career achievement is one of
everyone's orientations. In general, Winkel and Hastuti[1]
explain the notion of a career as a journey that covers all
aspects of one's life. There are three aspects of life in a
career context, namely (a) life role, (b) environment (life
setting), (c) life event. According to Mathis and Jakson [2], a
career is a sequence of positions related to one's occupation
throughout his life. Careers are work-related experiences
that span throughout the work journey experienced by each
individual / employee and can be broadly broken down into
objective events.
To achieve these career goals, it needs to start from an effort
to understand themselves (self understanding). It is to the
potential that exists in him, explore the things that interest
him, to identify, map, and make plans or strategies for
achieving career targets. The Guidance and Counseling
profession in Indonesia has a quite central role in helping
someone in their efforts to understand their capacity. This is
based on several functions of Guidance and Counseling
including the functions of understanding, development,
maintenance, and distribution.
Career planning and development is one of the domains of
Guidance and Counseling services. In the context of
Guidance and Counseling services this is called Career
Guidance. Career guidance is guidance in preparing to face
the world of work, in choosing employment or positions and
certain professions and equiping themselves to be ready to
assume that position, and in adjusting to the various
demands of the job fields entered[1].
The Indonesian Minister of National Education of
Regulation Number 22 of 2006 concerning Content
Standards for Primary and Secondary Education Units
provides support to professional Guidance and Counseling
to carry out student self-development activities. Self-
development is not a subject that must be taught by the
teacher. Self-development aims to provide opportunities for
students to develop and express themselves according to the
needs, talents, and interests of each student in accordance
with school conditions. No exception students who also
need self-identification efforts to be right in making career
decisions in the future.
Attention and preparation to provide career assistance to the
client population are distinguishing and unique
characteristics for the counseling profession [3]. Career
guidance according to Walgito [4] aims to help clients in (1)
Understanding and valuing themselves especially those
related to abilities, interests, talents, attitudes, and ideals (2)
Recognizing and understanding the value of himself and
society (3) Knowing various types of work related to their
potential (4) finding obstacles that may arise in the
achievement of the career (5) planning for the future and
find a career in life that is in harmony or in accordance.
The Ministry of Research and Technology released higher
education statistics on the number of active students in
Indonesia in 2017 reaching 6.924.511 students. In the same
year, there were recorded students dropping out (DO) and or
resigning in 195.176. Many factors were behind the drop out
of students. In addition to the problem of cost, motivation
and seriousness of students during the lecture process also
become the background of the problem. Students who do not
enjoy the lecture process and do not really live it will
certainly be the main cause of study failure. This does not
need to happen if students have careful preparation in
planning studies according to their career potential and
interests.
Nathan & Hill [5] explains that one of career decision making
is ineffective self-presentation, which is usually related to
poor self-esteem or lack of oral and written communication
skills. This indicates that an understanding of oneself
becomes central in planning a career. Someone will have a
comprehensive and useful self-image in career decision
making on the self-orientation he has understood.
One of the success of one's career achievement is also
determined by the belief in his ability to achieve career
targets in his life or what is called self-efficacy career
decisions. Sawitri [6] assert that in various studies there are
positive implications of exploration and commitment made
based on exploration in various domains of life related to
self-efficacy of career decisions. This means that one's
ability to explore themselves makes a positive contribution
to career decision making.
Referring to the discussion above, self-development begins
with the process of self-understanding assessment and
identification of talents and interests explicitly into the work
area or context of the Guidance and Counseling task. In
addition to psychological testing, Guidance and Counseling
practitioners are deemed necessary to provide non-test
instruments to accommodate the identification process. The
availability of web-based assessment instruments seems to
be the most realistic recommendation in order to answer
needs and adjust technological developments.
Researchers will develop non-test instruments to detect
career interests based on the career theory of John L.
Holland. The essence of Holland’s thepry is that both people
and environments can be described interms of their
resemblance to six model, or theoretical types [7].
Furthermore the instrument is packaged in a website that
allows users to access the instrument through their
smartphone. Assessment to detect career interests that are
developed scientifically, and the ease of accessing them to
the latest media was the main motivation of researchers in
conducting research and development processes.
II. METHODS
This paper is a conceptual script about the research and
development plan that the researcher will undertake. The
research model used is Research and Development (RnD).
According to Sugiyono [8] research and development method
is research methods used to produce certain products and
test the effectiveness of these products. Research and
development is a process or steps to develop a new product
or improve existing products and can be accounted for.
Implementation of research and development is done by
several methods, namely descriptive, evaluative, and
experimental methods.
In this research and development descriptive method is used
in the initial survey to collect data about existing conditions.
These conditions include: a) The condition of the products
that already exist as a comparison or basic material, b) the
condition of the user in this case are 590 students from 4
Faculties at Yogyakarta University of Technology who are
randomly selected as respondents and research subjects, c)
the conditions of supporting and inhibiting factors of
development to the operation of the product produced.
Evaluative method is used to evaluate the process of testing
the development of a product. Products are developed
through a series of trials, and every evaluation activity is
held, both results evaluation and process evaluation. Based
on the findings of the trial, an improvement was made. The
trial begins with the validation of media and material experts
to perfect the product and evaluate the content of the
material contained in the product. Then the product is tested
on respondents (students) as users.
The experimental method is used to test the ability of the
product produced. Even though the evaluation phase
(measurement) has been carried out (measurement), the
measurement is still in the framework of product
development. In this study, the experimental method has not
yet been carried out because research and development have
only reached product creation and have not tested its
effectiveness.
Research and development steps according to Sugiyono[8]
are; potential and problems, information gathering, product
design, design validation, design improvement, product
testing, product revision, trial use, product revision and mass
product manufacturing. This research was conducted only
up to the final product revision stage after being tested for
use.
Pict 1 Flowchart of Research
The respondents of this study were some students of
Universitas Teknologi Yogyakarta who were randomly
selected. The first survey of 590 students aimed to identify
the needs and background of the problem. Researchers
began to develop product designs or prototypes which were
then validated by experts (media experts and material
experts). Expert validation involves media experts in the
web field to provide corrections and input on the appearance
and operation of the product. Meanwhile academics and
practitioners in the area of Guidance and Counseling will
provide input regarding the content of the material contained
in the product.
After the product developed was judged feasible by experts,
the product was tested on students with established criteria
according to the needs and research objectives. This study
limits or sets the criteria for respondents (research subjects)
to be involved, so the sampling technique used is purposive
sampling. Students involved in product trials and usage
trials were level 2 (minimum) students who have a
cumulative achievement index (GPA) of less than 2.5 and a
GPA of more than 3.5. Respondents are student
representatives from each faculty who have predetermined
cumulative achievement index criteria. Students with the
above characteristics were chosen because the researchers
wanted to measure the accuracy of the product, as well as
test the hypothesis that academic achievement was
determined by the suitability of career interests owned by
students.
The number of students who will be involved in the product
trial (limited trial) is 20, and will assess the feasibility of the
product in terms of both content and media. After revision of
the product in a limited trial is deemed sufficient, the trial is
carried out on a larger group to assess the product in terms
of usage. The trial use (large group trial) was conducted on
60 students who were also selected purposively.
The instruments used in this study were questionnaire and
scale. The researcher developed a questionnaire with closed
questions in the initial survey activity to find out the
background and condition of the research subjects. While for
the needs of product development and improvement,
researchers adopted a feasibility scale in the form of a Likert
from previous research and development with 5 intervals
(Excellent (5), Good (4), Good Enough (3), Poor (2), and
Very Poor (1)). The product feasibility scale is equipped
with open-ended questions to provide descriptive input /
suggestions for product perfection.
Total Score Obtained
Result = x 100%
. Maximum Score
Pict 2. Eligibility Results Formula
Product eligibility categories are formulated based on the
following criteria[9]:
Table1. Eligibility Classification
Level of Feasibility / Rating Classification
 Effectiveness
81 % - 100 % Excellent
61 % - 80 % Good
41 % - 60 % Good enough
21 % - 40 % Poor
0 - 20% Very Poor
RESULT AND DISCUSSION
An initial survey of 590 respondents (students) of
Yogyakarta University of Technology showed that there
were 19.2% of students who had no understanding in career
planning, and 48.3% did not have a full career preparation.
These conditions indicate that students' study trips as part of
the career process are carried out pragmatically without a
mature orientation and strategy. Even 6.8% stated that they
did not know the job prospects they obtained after
graduating from their chosen major.
As many as 14.7% of respondents said the current chosen
majors were not in accordance with their interests, and 29%
of respondents stated that the chosen majors were not in
accordance with their talents. 14.9% of respondents said the
chosen majors at this time were not part of their career plans
in the future, and 13.4% of respondents chose not to have a
career in accordance with the discipline they were taking at
the moment. Although the linearity of the suitability of the
field of study with professions / jobs in the future is not
'fixed price', but the quality and professionalism of our work
will be more awake its accountability if the educational
background and the skills we take are in accordance with
what we do.
Anne Roe (Winkel and Hastuti) [1] involves the role of
parents and their profession during the child's development.
This is a factor that also determines children's decision
making in a career in the future. This is evidenced by data
that shows 18.5% of respondents make parents the reason
for choosing majors. Even 88.7% of respondents admitted
that the choice of majors they took was coercive by parents.
There is nothing wrong with parents' recommendations in
choosing majors for their children, because parents base
their life experiences as a reference for children. But what
needs to be understood is that the study process is carried
out by their children, and their children will be the ones who
will face every challenge and obstacle during the study.
Career decision making that is not in accordance with
individual conditions will be the cause of failure of the work
or study process. This statement is supported by research
findings regarding career maturity with employee turnover
intentions. Research results show that the higher a person's
career maturity, the lower his turnover intention, or
conversely, the lower his career maturity, the higher his
turnover intention[10]. Then everyone needs to have career
maturity for every decision taken.
The data above provides background for researchers to offer
solutions through research and development. Website
becomes the most appropriate media choice to accommodate
the product development that researchers will do. In addition
to an attractive multimedia visualization, the website can be
accessed easily through the device (smartphone) users.
The website is the whole web page contained in a domain
that contains information [11] . Meanwhile, the definition of a
Website according to Hendrianto[12] is a collection of web
pages that are related to other related files. There is a page
called the home page that is seen when someone visits the
website. Starting from the home page the user can click the
hyperlink to move to another page contained in the website.
So it can be concluded that the website is a collection of
pages that are connected to the internet that provides a
collection of information and is packaged by connecting one
file to another.
Website or site can be interpreted as a collection of pages
that are used to display information, text, still or moving
images, animation, sound, and or a combination of all of
them, both static and dynamic that form a series of
interrelated interlocking where each linked to page networks
(hyperlinks)[13].
The process of identifying career interests in the product to
be developed processes data in such a quantitative way that
has been filled out by respondents to produce a qualitative
analysis and recommendations. This process involves
various elements so as to create a programming system. The
definition of the system according to Scott (1996) and
McLeod (2004) is a group of elements that are integrated
with the same goal to achieve certain goals and consist of
elements such as input (input), processing (processing),
output (output)[14]. Another opinion about the definition
states that the system is interrelated parts that operate
together to achieve some goal or purpose. Broadly speaking
there are two groups of systems approaches, namely systems
approach which emphasizes more on the elements or groups
defined as a network of interrelated procedures, gathered
together to carry out an activity or complete a certain rule[15].
Data that were processed based on user contents were the
accumulation of a series of activities that represent the
interests of the filler's career. The definition of data
according to McLeod is the fact that describes the existence
of an event (event), the data consists of facts (facts) and
numbers that are relatively meaningless to the user [14]. While
the definition of information is the result of data processing
so that it becomes an important form for the recipient and
has a usefulness as a basis for making decisions that can be
felt directly or indirectly in the future [16]. According to
McLeod, information is data that is processed into a form
that is more useful and more meaningful for those who
receive it[14]. Another definition of information is data that
has been processed into a form that is more meaningful to
the recipient, and data is a reality that describes the events
and real unity. An event is something that happens at a
certain time[15].
The product developed is based on John L. Holland's theory
which suggests six occupational environments and six
personality types as the basis for someone to make
appropriate career decisions. The occupational environments
are:
a. Realistic (R) with characteristics like realistic careers such
as, mechanical machinery, production planning, building
construction, or marine engineering. They prefer to work
with tools or machines that technically have work
procedures or use clear tools.
b. Investigative (I) with a characteristic of favoring
investigative activities and solving cases, such as:
researchers, economists, management analysis,
anthropologists, and biochemists, individuals with this type
usually have abilities in the fields of mathematics and
scholarship. They enjoy working alone, and are happy to
solve scientific problems. They like to work with ideas
rather than with people or equipment in general.
c. Artistic (A) with characteristics like work that involves
elements of beauty (aesthetics), such as: architects, graphic
editors, script editors, songwriters, interior experts, and
designers. Individuals in this type generally have skills in
the field of art, happy to create something new, have a high
imagination. This characteristic is described as an individual
who is imaginative, intuitive, emotional, idealistic, and
independent.
d. Social (S) has characteristics like social careers such as;
teacher, psychologist, personnel, teacher, or other social
worker. Individuals with this type usually have good
socialization skills, are interested in building relationships
with humans, and are happy to help others. This type tends
to prefer work related to humans rather than with equipment.
In general it can be described that individuals with this type
are people who are friendly, warm, cooperative, friendly,
sympathetic, patient, and caring.
e. Enterprising (E) likes an enterprise career, such as:
marketing, financial planning, entrepreneurs, and lawyers.
This type usually has good leadership skills and public
speaking skills. They have the ability to influence others.
Individuals of this type are portrayed as open, popular,
social minded, confident, and ambitious.
f. Conventonal (C) has characteristics like conventional
careers, such as: accountants, accountants, shopkeepers, and
organizational positions. Individuals of this type enjoy
working with regularity. In general, this type is described as
like practical things, leadership, orderly, efficient and
careful.
Holland illustrates the relationship of the six types above as
hexagon where in the hexagon above can be represented by
the letters that have been mentioned namely R, I, A, S, E,
and C.
III. CONCLUSION
Pict 3. Heksagonal Holland
Holland introduces the concept of consistency constructed
from Hexagonal Holland and refers to 32 relationships
between the first and second letter codes, where Holland
divides into three levels namely:
a. Consistence: when the first and second letters of the code
are close together such as RI, IR, IA, AI, AF, FA, FE, EF,
FC, CE, CR, and RC.
b. Moderatly Consistent: if between the first and second
letters one type is embedded within a hexagon circle, such
as: RA, AR, IS, SI, AE, EA, SC, CS, ER, RE
c. Inconsistent: where the first and second letters face each
other in hexogens, such as: SR, RS, IE, EI, CA, and AC.
According to Holland's theory, a person is called
inconsistent because he has a variety of experiences that also
influence and strengthen the individual's capabilities.
Whereas consistent individuals have internal stability and
are not easily influenced. Holland also introduced the
concept of congruence in which a person will obtain a career
achievement that is far more optimal if they work in a field
of work or position that has the same qualifications as the
characteristics of their career interests.
Holland holds on to the belief, that an interest regarding
work and occupation is the result of a combination of a
person's life history and overall personality, so that certain
interests eventually become a personality trait in the form of
self-expression in the field of work, academic studies, core
hobbies, various recreational activities and many other
likes[1].
Researchers have designed the product design and started
distributing it to students and students aged 14-21 years as a
form of try out and design evaluation. The product overview
is generally visualized through the following flowchart:
Pict 4. Product Development Flowchart
Career understanding is interpreted from the perspective of a
job or the achievement of a position, the contribution of the
surrounding environment, the experience that has been
achieved, and the role of a person in the life of the
environment or the people around him cannot be ignored.
The factors behind someone choosing or making a career
decision are; intelligence abilities, talents, interests,
attitudes, personality, values, hobbies, achievements, skills,
use of leisure time, aspirations and knowledge of schools,
work experience, work world knowledge, abilities and
limitations in life, personal problems and limitations.
Success in career achievement is largely determined by a
mature career planning process. Meanwhile career planning
begins with an effort to understand themselves
comprehensively. The research product to be developed
helps users explore the characteristics of career interests that
are useful in the career decision-making process. Matching
the characteristics of career interests with the qualifications
of a profession or position will be the main key to the
success of the person's career achievement.
In accordance with the steps in the RnD research procedure,
the researcher begins by identifying the potential and
 problems in the field. The high drop out rate for students in [5]
tertiary institutions becomes the rationale for researchers to
identify deeper the causes. The first survey was conducted[6]
on UTY students to explore the background of study
program decision making choices. The results show that
there are still many students who do not have the maturity of
career planning, thus affecting decision making. [7]
The weakness of individuals in recognizing their potential
and self interest are one of the factors in making mistakes in
study programs in tertiary institutions. Instruments or tools [8]
that can help identify career interests are not widely
available. Existing instruments and tools still have[9]
weaknesses in various aspects, namely technical use or
implementation, product validity, completeness of material
content and instrument depth, and final output or[10]
recommendations that are still shallow.
Furthermore, researchers have developed a career interest
detection product design in the form of a website as a
prototype that will be validated in advance by experts. [11]
Researchers only arrived at this stage until the manuscript
was published. Researchers hope to get support from various
parties during the research and development process to take [12]
place for the perfection and usefulness of the product being
developed.
[13]
REFERENCES
[1]
Winkel, W.S and Hastuti, Sri M.M, “Bimbingan dan
[14]
Konseling di Institusi Pendidikan” Media Abadi. Sleman
Yogyakarta, 2013.
[2] [15]
R. L. Mathis and J. H. Jackson, Manajemen Sumber Daya
Manusia. Jakarta: Salemba Empat, 2002.
[3] [16]
Gibson, R.& Mitchell Marianne H. “Bimbingan dan
Konseling ed.7” Pustaka Pelajar. Yogyakarta. 2011
[4] Walgito, B. Bimbingan Konseling Studi dan Karier.
Yogyakarta: Andi, 2010.
Nathan Robert & Linda Hill. Konseling Karir Edisi Kedua.
Yogyakarta: Pustaka Pelajar, 2012.
Sawitri, Dian R. “Model Keraguan Mengambil Keputusan
Karir Pada Mahasiswa Tahun Pertama” vol. 13 no. 26.
Universitas Islam Indonesia: Psikologika. 2008, pp. 41-47
Nauta, Margaret M. “Holland’s Theory of Vocational Choice
and Adjusment” Brown, Steven D. & Robert W. Wiley.
USA, ed. 2nd, pp. 55–82, 2013
Sugiyono. Statistik Untuk Penelitian. Bandung: Alfabeta.
2012
Arikunto, Suharsimi. Prosedur Penelitian Suatu Pendekatan
dan Praktek. Jakarta: Rineka Cipta. 2013
Hanza, Sheriff R. & Ingarianti, Tri M. “Kematangan Karir
Dengan Intensi Turnover Pada Karyawan” vol. 3 no. 2.
Uniersitas Muhammadyah Malang: Jurnal Ilmiah Psikologi
Terapan. 2015, pp. 286 – 303
Yuhefizar, Mooduto, Rahmat Hidayat, “Cara Mudah
Membngun Website Interaktif Menggunakan Content
Management System” Joomla. Edisi Revisi, Jakarta. 2010.
Hendrianto Dani, E, “Pembuatan Sistem Informasi
Perpustakaan Berbasis Website Sekolah Menengah Pertama
Negeri 1 Donorojo Kabupaten Pacitan”, 4th ed., vol. 3.
Indonesian Journal on Networking and Security, 2014,
pp.57–64.
Utama, Y. (2011). Sistem Informasi Berbasis Web Jurusan
Sistem Informasi Fakultas Ilmu Komputer Universitas
Sriwijaya. Jurnal Sistem Informasi (JSI), 3(2), 359–370.
Retrieved from http://ejournal.unsri.ac.id/index.php/jsi/index
Yakub. Pengantar Sistem Informasi. Yogyakarta: Graha
Ilmu. 2012.
Ladjamudin, A. Analisis dan Desain Sistem Informasi.
Yogyakarta: Graha Ilmu. 2005.
Edhy Sutanta. Sistem Basis Data. Yogyakarta: Graha Ilmu.
2004.
[17]
 BURNOUT IN COMPLETING UNDERGRADUATE THESIS AND ITS
IMPLICATIONS TO GUIDANCE AND COUNSELING PROGRAM OF
UNIVERSITY PGRI PALEMBANG
1 2
Kurnia Sari , M . Pd . , Kons. , Syska Purnama Sari , M . Pd . ,
Tutut Zauziah , S . Pd .3

❑
1.2 Program Studi Bimbingan dan Konseling, Universitas PGRI
Palembang, ❑3 Mahasiswa PPS UNY

❑1.2 Palembang, ❑3 Jogjakarta

❑ kurniasari@univpgri-palembang.ac.id, ❑ syskapurnamasari@
1 2

univpgri-palembang.ac.id, ❑ tututzauziah@gmail.com
3

Abstract −¿ Burnout for final semester students couldn't be considered trivial.

Someone experiencing burnout activities will be hampered, as well as a trigger for
the emergence of disease either physical or psychic. This research aims to identify
the condition of the student burnout level in completing their undergraduate thesis
and its implications on the guidance and counseling program of University PGRI
Palembang. This research is quantitative research with a quantitative descriptive
analysis method. The population of the research is 69 people, the sample is
selected by random sampling, using the formula Slovin, and gained 58 people as
samples. Data analysis using frequency distribution, percentage formula and
continued with the interpretation of the score. The highest score of students is on
the moderate category, with fi = 37, equivalent to the value of P = 63.8% and the
rest are at a low and high level. Hence the need for preventive and curative efforts
of relevant parties in particular university institutions in which there is a Pusat
Bimbingan dan Pengembangan Karir (PBPK), which maintained by guidance and
counseling Programme of University PGRI Palembang.

Keyword: burnout, thesis completing.

Background General in the age range 20-23 years is

Skripsi (undergraduate thesis) is a
mandatory task to do student, as a
condition for finishing their study
period. In addition to the demands of
the lecture, a student's final grade
should immediately resolve their
undergraduate thesis also due to
pressure from parents who expect them
very soon graduated. But in fact, many
students find difficulties in completing
a thesis. The final grade students in
located in the period of early
adulthood, as individuals who are in
the period of early adulthood, they are
expected to hold the adjustment
process itself against the completion of
the thesis independently. Hurlock
(1999) says early adulthood was
difficult because, during this period,
they are expected to be self-sufficient.
When they find difficult difficulties
overcome, they hesitate to ask for help
and advice to others because it is
reluctant in the case they are
considered immature.
Based on Agustin Reseacrh (2009)
student obstacles in resolving them
thesis, a student having trouble finding
sources of learning, the difficulty met
professors to consult, difficulty
adjusting to the learning environment,
do not understand the material that was
provided by lecture, a lot of the cost for
the task, difficult to refuse a friend
when studying, there are problems with
academic lecture, there are personal
problems with lecturers, there are
personal issues with friends, many
family problems, many problems in
place of cost, have difficulty in
translating foreign-language books,
difficulty in making the studying task,
and the difficulty of dividing time
studying with the bustle outside the
study.
As a young adult person, they will
face difficulties with wistfulness,
although in reality, they require
parents, friends, teachers, and their
circle to be able to help them cope with
their difficulties. The difficulties they
face will be the pressure and resulting
stress. The results of Broto research
(2016) shows the stress that occurs
undergraduate student in completion
thesis because of they were not able to
deal with the difficulties encountered in
thesis completion. The stress
experienced by individuals in a
continuing and not done the proper
coping can leads to burnout. Cooper
(Dewe, 2004) states burnout can occur
due to stress sustained in
work/services.
Although students in general have
not worked, but they have obligations
that must be done, namely carrying out
the obligation to complete assignments
as students. According to Rahmawati
(2015) students are considered to work
because they are involved in structured
activities, such as attending classes and
doing work assignments with specific
goals.
Cherniss (1980) argues burn out is
a form of withdrawal psychologically
in responding to stress that excessive or
against the insurrection. Burnout is a
factor that causes a decrease in the
quality of academic students. Students
who have experienced Burnout in
completing a thesis will attempt to
withdraw from the neighborhoods that
are associated with the campus and
academic quality so that the thesis will
also decrease which will cause
academic failure.
Weiner (1990) found that academic
failure can lose confidence, mastery
orientation, and make a negative
reaction. One of the negative reactions
caused by the student may be suicidal.
For example, a Sriwijaya University
students found dead from apparent
suicide causes stress in completion
thesis (Komering Online, 20th March
2018), then on 24th December 2018,
the same incident held in Padjajaran
University (Detiknews, 24th December
2018).
Based on such phenomena can be
known that burnout for undergraduate
students who are working on theses can
not be taken for granted because it will
impact badly on students. So
researchers interested in examining the
behavior of burnout on the final grade
students in completing a thesis at the
guidance and counseling program of
University PGRI Palembang.
Method
Research using a quantitative
approach, with quantitative descriptive
method. The purpose of the study was
to describe the condition of the final
grade student burnout level in
completing the thesis quantitatively.
Description of burnout obtained
through data processing based on the
acquisition of the Burnout scale score.
The population in this research is
69 student guidance and counseling
program at the University PGRI
Palembang were in 8th semester at the
academic year 2015-2016. 58 students
Result
Results showed students score
based on the earnings scale burnout in
completing a thesis is highest on the
criteria moderate, with fi = 37,
equivalent to P= 63.8% (Figure 1).
Very10%
Low; Low;Very
2% High; 5%
High; 19%
Moderate; 64%
Figure 1.
The percentage of Level Burn Out
In Completing Thesis
Description of criteria and
frequency distribution score of Burnout
in completing thesis scale (N=58) can
be seen in table 1.
Table 1.Criteria and frequency
Distribution score of Burn
out in completing thesis
scale (N=58).
were selected as the sample, based on
the slovin formula calculation.
Research use burnout scale, with
40 items using a Likert scale model.
Data analysis techniques using formula
for distribution of frequency and
percentage. In this study all the data
presented in the form of a table of
frequency distribution and percentage.
Any result shows a majority of the
student's guidance and counseling
program (P=83%) experienced physical
exhaustion, with µ =48 and Σ X =
2784. 70% students experienced
mental exhaustion with µ = 40.85 and
Σ X = 2369. Lack of motivation
experienced by 29% students, with µ =
17 a and Σ X = 984. The third sub-
variables shows a moderate level of
burnout. On the other hand, sub
variable emotional exhaustion belongs
to a high level, with P= 32% µ =18.53
and Σ X amounted to 1075. The
details of each sub-variables can be
seen in table 2.
Table 2. Frequency
Distribution Response
based on Subvariable
Burnout (n=58.)
Discussion
 The results showed most students
of guidance and counseling program in
academic years 2015th and 2016th, are
being burnout at a moderate level. The
situation not too worrying, but if there
is no responsive action, it will be a
boomerang for themselves, because it
would be complicated to accomplish
their study process. Many students who
could not avoid burnout behavior while
working on a thesis. According to
Freudenberger (1974) and Maslach
(1976) in Schaufeli, Leiter, Maslach
(2008), that burnout occurred in
conditions of social relationships are
changing rapidly.
As the last semester students, they
are required to be able to work on a
thesis independently. Students are no
longer together with his classmates, he
should be able to interact with students
from different classes to consult with
the same lecturer, therefore requires
good adaptability. Besides, a new habit
appears, they must ready and good
preparation in facing the lecturer and
are required to mastery a wide range of
theories from various reference sources
Burnout can be triggered by
situational factors, one of which is the
event that is full of pressure and
pressure in doing the work (Alarcon,
2011). The pressures and demands of
students usually come from self,
family, friends and theses promotor.
The pressure and demands of the
quickly can improve the behavior of
burnout because it causes the student to
become physical exhaustion due to lack
of nutritional intake, lack of rest and
can cause mild to severe stress.
According to Bakker, Demorouti, and
Euwema (2005), feedback, social
support, and good working
relationships are part of job resources
that can decrease levels of burnout.
Students need support and guidance
from their circle.
To bring down the risk of burnout
is from personal and social support
from family, colleagues, and theses
promotor is needed. Students who feel
lack of confidence, feel and are less
effective. Ironically, they are like
thinking about failure. Maslach (1993)
state that the reduced quality of self is
caused by feeling guilty about having
done others around them negatively, for
example someone who changes his
behavior to be bad in front of others
because he does not pay attention to his
own needs and body condition.
According to Hikmatullah (2016) by
knowing the condition of the body in
person, the subject is expected to be
able to cope with burnout, by opening
up, consulting or setting priorities in
order to carry out each activity in order
to avoid the symptoms of burnout and
to prioritize health so that it can
continue to work more productively for
a period of time the long one.
Social support may be either a
sense of being loved, cared for,
respected and rewarded his closest
people so that students feel comfortable
and protected. According to Havighurst
(Monk et al, 1998), the family is the
closest neighborhood that forms a
special bond that can prevent them
from fear, anxiety when facing failure
in academic assignments
According to Bandura (1986), the
individual directed with suggestions,
advice, and guidance could enhance its
ability assets to help the individual
achieve the desired goals. Social
support from influential mentors
lecture, for example, by providing
scheduled thesis consultation, establish
good communication when giving
advice, the advice associated with the
thesis a student thesis guidance during
the process. Furthermore, the role of
friends' colleagues should also note in
reducing burnout behavior. Thus a
colleague's friend can give you some
positive effects when students can
make friends with people who have a
high motivation to complete his
education. Students will be encouraged
and the spirit as well as mutual help-
help, to make the graduation together.
Undergraduate student burnout
behavior problem is the responsibility
of the organizational center for career
guidance and development (PBPK) of
the Palembang PGRI University in
collaboration with the Guidance and
Counseling Study Program. The
implication of the results of this study
is expected to be able to be used by
PBPK and the Guidance and
Counseling Study Program as data to
facilitate the making of Counseling
service work programs in dealing with
burnout behavior problems both
preventive and curative. Preventive can
be done by providing information
services about the behavior of burnout
when thesis training activities are
carried out, so that students can
understand and anticipate
independently.
Furthermore, curative
countermeasures are given the need for
burnout assessment. The next action
was the provision of Guidance and
Counseling services, both classically, in
groups and individually conducted by
the Guidance and Counseling Study
Program lecturers at the PGRI
University of Palembang. Preparation
of work programs in accordance with
needs analysis is expected to reduce
burnout behavior in the guidance and
counseling study program.
Conclusion
Research shows the largest score
the first students are on the criteria
moderate, with a total frequency of 37
respondents, equal to 63.8%. Score the
second-most on the high criteria, with
the frequency of the 11 respondents
equal to 17%. Score the third most on
the criteria of low frequency, with 6
respondents equal to 10.3%. Score the
fourth largest on the criteria was very
high, with a frequency of 3 responded
equally to 5.2%. Score the fifth largest
high criteria, with a frequency of 1
responded equal to 1.7%. The research
findings that student burnout in
completing the thesis must be
controlled to not increase to high level.
References
Allarcon, G.M. (2011). A Meta
Analysis of Burnout with Job
Demand Resources and Attitude.
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Agustin, M. (2009). Model Konseling
Kognitif- Perilaku Untuk
Menangani Kejenuhan Belajar
pada Mahasiswa (Disertasi).
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Indonesia.
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Karena Skripsi Seorang
Mahasiswa Akhirnya Bunuh Diri.
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mahasiswa-akhirnya-bunuh-diri/
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Euwema. (2005). Job Resources
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Mahasiswa Penulis Skripsi.
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Dewe, P. (2004). Job Stress and Haditono, S. R. (1998).
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Predictors of Job Burnout and
 Creative Problem Solving Training to Enhance the
Problem Solving Skills on Career Issues of Students
in Junior High School
Wenny Arie Puji Susanti, Tamsil Muis,
Endang Pudjiastuti Sartinah
Universitas Negeri Surabaya
Surabaya, Indonesia
wenny.17071325018@mhs.unesa.ac.id
endangsartinah@unesa.ac.id
tamsilmuis@unesa.ac.id

Abstract— This study aims to describe the application of
creative problem solving to improve career problem solving
skills and describe improvement in career problem solving
skills with creative problem solving for grades nine students in
Public Junior High School. Research conducted using the type
of Counseling and Guidance Action Research conducted on a
cyclical basis. In each cycle consists of planning, action,
observation, and reflection. Data collection techniques used
include: questionnaire, rating scale, observation of teacher and
student activities and interviews. The data analysis technique
used is quantitative descriptive analysis. The subjects in this
study amounted to 32 students consisting of 11 male students
and 21 female students. From the results of the questionnaire
analysis in the first cycle, scores obtained from career problem
solving skills changed from the classical average number of
44% to 69%. Cycle II experienced a change in classical
completeness in scores on career problem solving skills from
69% to 84%. Furthermore, from the data analysis of the rating
scale, the average score of career problem solving skills has
increased from 22% to 69%. Cycle II has increased from 69%
to 94%. Comparison of classical completeness between cycles
of questionnaire instruments and rating scales which indicate a
change in positive signs of 15% and 25%. The results of
teacher activity observation reached 80%, and observation of
student activities reached 80%. The results of the interviews
showed an increase in aspects of being happy with the training,
instructions given, the course of the training, the need for
techniques to be used and the decreasing barriers to training in
using the technique.
Keywords— Skills; Creative Problem Solving, Career,
Problem Solving,
I. INTRODUCTION
Problems are conditions that must be experienced by
every individual. Differences in experience and learning
processes make the individual's point of view on problems
diverse [1]. According to Polya [2], problem solving is an
effort to find a way out of a difficulty to achieve a goal that
is not immediately achievable. Moreover, problem solving
can also be defined as a planned process that needs to be
implemented in order to obtain certain solutions to a
problem that may not be immediately obtained [3].
Furthermore, problem solving is the process of resolving
differences between what happened with expectations [4].
Students experience various problems, one of them is a
career problem. Career problems need to be found the right
solution so as not to interfere with optimal development.
Therefore, students need skills in solving all career
problems faced. Career problem solving skills are skills
needed in a planned process in order to get a way out of a
career problem with the following steps of gathering facts,
analyzing information, arranging various alternative
solutions and choosing the most effective solution.
Individual career development has begun since
childhood. Early career recognition will help children plan
their careers carefully so as to minimize mistakes in career
decision making. Career guidance can be provided to help
middle school students plan their careers. According to
Winkel [5] career guidance is guidance in preparing
themselves to face the world of work, in choosing jobs or
certain positions / professions and equip themselves to be
ready to assume that position, and in adjusting to the various
demands of the jobs entered. Career guidance and
counselling for junior high school students (is the process of
providing guidance and counselling teachers or counsellors
to students / counselees to experience growth, development,
exploration, aspiration and career decision making as long
as its life span is rational and realistic based on information
on the potential of themselves and the opportunities
available in their environment so as to achieve success in
their lives [6].
The number of students who have not completed their
career problem solving skills. The researcher has conducted
a preliminary study in one public junior high school in
Indonesia which shows that 78% of 32 students in one class
lacking skill in solving career problems. The rationale is
when solving a problem, not through the process of thinking
according to the stages of problem solving, but, directly
towards the stage of finding alternative solutions so that the
chosen alternative is not appropriate. Furthermore, data
from 25 students who were less skilled in solving career
problems, 10 children complained about the difficulty to the
counselling and guidance teacher that they did not
understand the potential they had because they did not
understand their talents and interests; do not know how to
choose a study because they pay less attention to the
information provided; students choose jobs not based on
mature considerations because they are based on fantasy or
prestige, following trends; doubt and confusion in
determining which further study is suitable for him because
he lacks information about further studies available, further
studies chosen are not appropriate between abilities and
desires because of differences in school choice and work
with parents; choose a course that parents ask for; unable to
explain the demands and requirements of the work /
profession that are in demand because of lack of
information, just following friends and others. These career
problems must be solved. If left unchecked it can result in
psychological developments that appear in behavior, such as
lack of enthusiasm in learning, not confident, feeling
confused, incompatible career planning with self-potential
that will make students unhappy.
Coaching must be improved so that career problem
solving skills increase. Career solving skills that are still
lacking can prevent students from making career decisions
appropriately. However, if career problems faced by
students can be resolved will help the process of planning
studies and careers, take responsible decisions, choose the
right direction, choose the right ideals and so on. One way
that can be done is the application of creative problem
solving. Creative problem solving was developed by Alex
Osborn and Sidney Parnes [1] emphasizing that to be able to
find various alternatives, problem solving ideas are
emphasized to be creative. Students are said to be skilled if
they use the thinking process in accordance with the steps of
solving the problem as follows: describe the problem, the
suitability of the core problem, sharpness determine the
approximate cause, sharpness determines the alternative
problem solving, The explanation above raises questions
about how the application of creative problem solving can
improve career problem solving skills. Thus this research
aimed at knowing the effect of creative problem solving in
improving career problem solving skills
II. METHOD
Research was conducted using the type of Counseling
Guidance Action Research on a cyclical basis. In each cycle
consists of planning, action, observation, and reflection. The
subjects in this class action research were 32 students from
the grade nine of the Public Junior High School in Indonesia
consisting of 11 boys and 21 girls. The research instrument
was applied by providing a data collection tool that
contained a skill test statement that was used to compare the
results of career problem solving skills possessed by
students. Indicators of problem solving skills according to
Sukarno [1]are as follows:
 Translation of the problem at hand
 Suitability of core problems
 Sharpness determines the approximate cause
 Sharpness determines alternative solutions to
problems
 Alternative compatibility with the alternative
support.
 Suitability of alternatives with these alternative
barriers.
 Choice of alternative problem solving.
Data collection to answer the research problem
formulation was as follows: questionnaire, rating scale,
observation of teacher and student activities, and interviews.
This study applied quantitative descriptive analysis
techniques. Analysis in the form of a sentence that provides
an explanation of the application of creative problem
solving and improvement of career problem solving skills.
The validity of this study was tested using content
validity with the help of professional judgment to obtain
indicators and items as presented in the research instrument.
This validity is used because the instrument includes enough
topics that have been defined as dimensions and elements
that describe the concept. Professional assessment is used to
see whether the items in the research instrument are in
accordance with the objectives and measurements and write
the principles of good and right scale. Input from experts is
needed to find out the content validity in this study. experts,
in this case, are someone who meets the following criteria:
(a) able to see the relevance between the definition of
dimensions with items that have been made, (b) can see the
criteria for writing the right item. Validation includes RPL
test, film media test and instrument test (questionnaire,
rating scale, observation of teacher and student activities,
and interviews).
III. RESULT AND DISCUSSION
Creative problem solving training to improve career
problem solving skills among grade nine students in two
cycles, each meeting three times, each meeting having a
specific purpose and strategy. Increasing career problem
solving skills carried out by implementing steps include;
understanding problems, developing ideas, reviewing ideas,
and building acceptance. The creative problem solving steps
are internalized by the steps in making mind mapping. So
that the product of this training is in the form of problem
solving mapping.
The creative problem solving training is carried out
in two cycles. Each cycle has four stages, namely planning,
implementation, observation and reflection. The first cycle
was conducted in three meetings. Following is the translation
carried out at each meeting.
The first meeting was held and lasted for 2 x 40
minutes. The first meeting begins with greetings and
motivates students with excited sentences. Delivered the
training objectives. To foster good relations with students,
given ice breaking activities in the form of the game "Boom,
Buzz, Dorr, Duerr". After doing ice breaking, the initial
material was given around creative problem solving for
solving career problems. Furthermore, the scale of the
assessment of career problem solving skills is given, then
students are invited to watch the Front of the Class movie
calmly, review the film, then the teacher gives an example of
the steps in using creative problem solving and is imitated by
students.
The second meeting began with greeting and
building a rapport. To foster good relations with students, ice
breaking activities are given in the form of "Tiger" games.
After doing ice breaking, then proceed by explaining the
purpose of the activity at the meeting that day and asking
about the readiness of the subject to carry out the activity on
that day. Then the students were invited to watch the Taare
Zameen Par movie calmly, review the film by reading a brief
synopsis about the film to be aired. After watching the film,
the research subject was asked to make career problem
solving in the film using creative problem solving steps
independently without an example from the teacher. Next,
students are asked to fill out a reflection sheet.
The third meeting was carried out in the classroom. At
the third meeting, the research subjects carried out
individual planning practices in career decision making. The
meeting consists of three preliminary stages, contents and
closing. In the preliminary stage begins with greetings to
students and motivational sentences to be enthusiastic in
participating in the activity, delivered the purpose of the
activity, fostering good relations with light ice breaking
namely "BK Says", an explanation of the steps of activities,
tasks and responsibilities of students, explanations about the
topic of indivual planning practice is career decision
making, asking the readiness of students to carry out
activities, and starting into the core stage.
Entering the core phase which is 65 minutes long,
students are formed by a small group of three people, to
hold discussions about individual planning, acting as
counselors, counselees and observers in turn. The
counselling and guidance teacher shares a sheet of career
decision making, the scale of assessment of career problem
solving skills and questionnaires. Small groups fill the
career decision-making sheets, the scale of assessment of
career problem solving skills and questionnaires within 30
minutes. Furthermore, each group member alternates in a
small group to convey the results of the planning carried out
on the career decision making sheet and on the scale of the
assessment of career problem solving skills. The counselling
and guidance teacher goes around observing the discussion
activities of each group. After the discussion, students were
invited to conclude the results of the meeting, conveying
reflections and further hopes. And followed by an interview
at the end of cycle I. The meeting ends with a prayer and
greeting.
The implementation of the second cycle of action, the
same as the first cycle consists of three meetings. However,
the difference in group division at the third meeting was
determined by the even distribution of students whose career
problem solving skills were not yet completed in groups
with students who were completed.
In this study according to the established success
indicators, it can be fulfilled in cycle II. So the research was
stopped in cycle II. This can be seen in the results of
questionnaires and rating scales that meet the indicators of
success. Learners achieve success of ≥80% with a
percentage of 80%, classical completeness of career
problem solving skills of IX-L students at Public Junior
High School 1 Taman on the cognitive aspects obtained
from the questionnaire obtained percentage of 84%, on the
performance test aspects seen from the rating scale obtained
percentage of 94%.
By looking at the data from the comparison of data
collection between cycles. There is a change in career
problem solving skills. The direction of change shows a sign
(+). From the questionnaire data, the change in
completeness rate is 15%, the rating scale is 25%, in the
activities of student activities 8%. So this change shows an
increase in career problem solving skills. The final results of
career problem solving skills possessed by IX-L class
students at Public Junior High School 1 Taman experienced
positive changes, namely completed students as much as
84% of questionnaires and 94% of rating scales.
IV. CONCLUSION
Based on the results of the research and discussion
of the results it can be concluded that the training of creative
problem solving techniques in the media of the film was
carried out in two cycles. Each cycle was conducted three
times, the first meeting using creative problem solving
techniques in the media film that was exemplified by the
teacher, the second meeting of students using techniques
independently and the third meeting of individual planning
practices in career decision making using creative problem
solving techniques. The film chosen is a film that contains
career problems that will be trained to find a solution.
Overall, the final results of career problem solving skills
possessed by the students were positive changes, namely
students as much as 84% of questionnaires and 94% of
rating scales were completed by students.
REFERENCES
[1] T. P. Sukarno and D. M. Handarini, “Pengembangan Panduan
Pelatihan Creative Problem Solving untuk Mencegah Bullying di
SMP,” J. Kaji. Bimbing. dan Konseling, vol. 1, no. 1, pp. 33–39,
2016.
[2] H. Hudoyo, “Pengembangan Kurikulum dan Pengembangan
Matematika,” Malang UNM Malang, 2001.
[3] N. S. Saad and S. A. Ghani, Teaching mathematics in secondary
schools: theories and practices. Universiti Pendidikan Sultan
Idris, 2008.
[4] S. G. Isaksen, K. B. Dorval, and D. J. Treffinger, Creative
approaches to problem solving: A framework for innovation and
change. Sage Publications, 2010.
[5] W. S. Winkel and M. M. S. Hastuti, Bimbingan dan konseling di
institusi pendidikan. Media Abadi, 2005.
[6] K. Pendidikan, K. D. J. Guru, and T. Kependidikan, “Panduan
Operasional Penyelenggaraan Bimbingan dan Konseling Sekolah
Menengah Pertama (SMP).” Jakarta, 2016.
.
 THE APPLICATION OF THE ROLE OF TEACHER’S ROLE IN GUIDING EARLY
ELEMENTARY SCHOOL STUDENTS

Dra. Evita Adnan, M. Psi

Elementary School Teacher Education – Faculty of Education
Universitas Negeri Jakarta

ABSTRACT

Indonesian government through the Ministry of Education, emphasize the importance of

improving elementary education quality. One point that underlined is most of the students,
especially in early class, only mastered reading and counting skills without understanding the
substances on what they are studying. Most of teachers teach students in early class to master
those skills without considering student’s psychological aspects, such as has the student already
accomplished his/her former task development or not before start to study. As a result, students
in lower class often fail to accomplish the academic tasks or have a feeling that schooling is not
amusing activity. This lead to big question about how teachers apply their role especially their
guidance role.
This research shows that most of the teachers still defining the meaning of successful
learning by the student’s counting and reading ability. Students who are unable to accomplish
the target often assume as unsuccessful students with negative labels they have to carry on,
which based on Erik Erikson psychosocial development theory, such situation can grow the
inferiority for the student. Teachers also limit their indicator of successful learning only by level
of knowing and not understanding. In conclusion, most of teacher still not realizing and applying
their role in guidance since they only focus on teaching or transfer of knowledge and skills as
their main role. Lack of psychological theories, especially in developmental psychology in
elementary school teacher’s education become one of the key of this situation.

Keywords : teacher’s role for guidance, elementary school, early class.

INTRODUCTION

Defined by The Law of National Education System, education is a conscious and planned
effort to create an atmosphere of learning and learning process itself so that students can
actively develop their potential for having religious and spiritual power, self-control,
personality, intelligence, noble characters, and skills needed by themselves, community, and
 nation.1 Here, we can say, teachers really have great role. Teachers are one of the main actors in
educational process, especially in formal education. Teachers not only focusing on their role as a
“teacher” itself which generally only stressing on the academic aspects or knowledge transfer
process but they also should pay attention to their role in guiding their students, both on
academic and non-academic aspects.
Guidance is a process to help an individual for understanding his/herself and his/her
world, and in educational context, this guidance focusing on the development of learning
atmosphere which can facilitating the individual to reach successful learning (Kartadinata,
2011).2 Refers to that statement, guidance can interpreted more broadly, not only guiding
students on making sure that the students understand the material substance but also guiding
them to have : motivation, security, comfort, and other psychological aspects which can support
student’s learning process.
Early grades in elementary school (1st – 3rd grade) are the most crucial stages because in
general, the early graders are in transition from early childhood education (PAUD – in
Indonesian education, or kindergarten) learning mentality and atmosphere which contradictive
to the elementary school learning mentality and atmosphere. Most of elementary school already
ask the early graders to learn like their seniors : focus on study and tasks oriented. This situation
often make them feel stress and unhappy.
The Indonesia education level still leaves behind nearest countries, such as Singapore and
Malaysia. In Indonesia, 3rd grade students already able to read fluently but not all of them grasp
the meaning of what they read about. Based on the 2013 survey about the elementary students
reading skills, the students are able to read but they just understand half part of the reading
materials (articles “Akses Pendidikan Harus Disertai Mutu”). From this fact, we can say that
Indonesian education main focus still on students skills of reading, writing, and counting (in

1 The Law of National Education System (Undang – Undang Nomor 20 Tahun 2003) article 1 (1) stated that (in
Bahasa) “pendidikan sebagai usaha sadar dan terencana untuk mewujudkan suasana belajar dan proses pembelajaran
agar peserta didik secara aktif mengembangkan potensi dirinya untuk memiliki kekuatan spiritual keagamaan,
pengendalian diri, kepribadian, kecerdasan, akhlak mulia, serta keterampilan yang diperlukan dirinya, masyarakat,
bangsa dan negara.”

2 Bimbingan adalah proses membantu individu memahami diri dan dunianya, dan dalam konteks
pendidikan bimbingan terfokus pada pengembangan lingkungan belajar yang dapat memfasilitasi
individu memperoleh kesuksesan belajar (trans. Bahasa, Kartadinata, 2011).
Bahasa “baca, tulis, hitung” – calistung) without considering the aspect of comprehension.
Students can comprehend the materials by the right guidance from their teacher. Since then, the
study about how the role in guiding already applied by the teachers in elementary school,
esepecially for the teachers in early grades.

Facts/problems :

- Early grades students with Teacher’s role in guiding

reading, writing, counting (Teacher as guide)
skills but lack of
comprehension on materials.

- Early grades students often

fail in their study

TEACHER STUDENTS

- Are the teachers already Are the students

applying the role of already feel the
guidance? results/benefits from
their teachers
- How teachers applying guidance?
their role of guidance?

RESEARCH METHODOLOGY

This study is a qualitative descriptive research which main focus on teachers who teach in
early grade classes (1st – 3rd grade) at SD Negeri 01 and SD Negeri 03 Jatinegara Kaum, East
Jakarta. Since learning process is a dialectic process which involving two parties, so although
this research focusing on teachers but students also involved in this research.
For collecting field data needed, this research using these methods : 1) observation, to
observe the real situation and get the native point of view, 2) survey, which use questionnaire as
instrument, and 3) interview, to recheck and elaborate the data from observation process and
survey.

DISCUSSION

Earlier stated that Indonesia’s national education stressing on the development of

student’s potentials with teachers as the educators hold an important role. The Law of National
Education System in articles 39 (2) defining educator as a professional whose responsibilities are
planning and doing the learning process, evaluating the result of learning, guiding and training,
conducting research and community service, especially the educator in higher education level. In
order to that, teacher as an educator has role not only to teach but also to guide. But in the reality
found earlier, there still many teachers who aren’t realizing their guidance role.
Most of 17 teachers who are involve in this research still focusing on their role in
teaching or knowledge transfer process and they seems easily satisfied when students reach the
level “knowing” the lesson so that they not encourage their students to “comprehend” the lesson
or study materials. In mathematics for example, there still teachers in early grades teach the
concept of addition and subtraction (penambahan dan pengurangan) with the abstract
explanation. Since the students of early grades are on the concrete operational level based on
Jean Piaget’s theory, they cannot grasp the concept well (Adnan dkk, 2016).
Moreover, almost all of the early grade teachers still stressing the mastery of reading,
writing, and counting skill. Here, teachers often push the students to master those skills without
any consideration of the student’s readiness since mastering those skills need some qualifications
e.g. student’s “mature” enough, psycho-motors developed well, and already finish the task
development from earlier stages. There still many teachers who don’t have good foundation of
psychological theories, especially in developmental psychology and educational psychology, so
they assume that every student in the same grade should have same capability. Sometimes
students who can’t meet the expectation get negative labels : lazy, naughty, etc that can make
students uncomfortable with themselves and they will find out that studying is not fun at all.
This situation also lead to the feeling of inferiority, which based on Erik Erikson’s psychosocial
development theory, children around elementary school ages are in the stage industry vs
inferiority (Adnan dkk, 2016). In this stage, students need to feel success from mastering some
skills. The pressure and negative labels because of the assumption of incapability will make
students think they are fail and make them feel inferior.
These recent days phenomenon show us that many students facing problems : in personal
life, social life, study, and career or future plan. Elementary school teacher nowadays still assume
that teacher guidance is like counseling and guindance in middle school (junior high or senior
high school) which usually only relate with problematic students, especially non-academics
problems. These teachers do not realized yet that the scope of guidance that can provide by
teachers is broad enough since its include guidance in personal, social, study, and carrier as
stated by Arthur J. Jones (in Mohan, 2004) “educational guidance is concerned with assistance
given to pupils in his choices and adjustment with relation to schools, curriculum, courses and
school life.”

CONCLUSION

Based on the discussion that described earlier, we can conclude in, at least, 4 points :
1. Most of teachers still not recognize their role in guidance since they still focusing oonly
on teaching process (transfer of knowledge). This assume caused by the lack of
psychological theories foundation on most teachers nowadays, especially in
developmental psychology.
2. The majority of early grade teachers still indicating the successful of learning by the
capability in reading, writing, and counting so then most of teachers already satisfied
enough when students are in “knowing” level, not “comprehending”.
3. Still lack of teacher guidance on study, personal, social, and carrier in elementary school
education, especially in early grades.
4. From those 3 points listed, this problem assume start from less of psychology subject or
materials in teacher’s education so one thing that could be solution of this problem is
strengthening the foundation of psychology theories (developmental and educational
psychology) in elementary school teacher’s education whether it’s from the
materials/subject substances or from other aspects that will give significant effect such as
the lecture quality.
REFERENCES

Adnan, Evita dkk. 2016. Modul Perkuliahan Perkembangan Peserta Didik. Universitas Negeri
Jakarta.

Kartadinata, Sunaryo. 2011. Menguak Tabir Bimbingan dan Konseling Sebagai Upaya
Pedagogis. Bandung : UPI Press.

Mohan, G. Aruna. 2004 . Educational Psychology. New Delhi : Neelkamal Publication.

Prayitno & Amti, Erman. 2008. Dasar – dasar Bimbingan dan Konseling. Jakarta : PT Rineka
Cipta.

Tim Dosen FIP Universitas Negeri Jakarta. 2016. Landasan Pendidikan. Universitas Negeri
Jakarta.

Undang – Undang Republik Indonesia Nomor 20 Tahun 2003 tentang Sistem Pendidikan
Nasional.

“Akses Pendidikan Harus Disertai Mutu” artikel dari

http://ditpsd.kemdikbud.go.id/index.php/2019/03/25/akses-pendidikan-harus-disertai-mutu/
 International Seminar Guidance& Counseling 2019

IDENTIFICATION OF GUIDANCE AND COUNSELING SERVICE

NEEDS FOR HIGHER EDUCATION STUDENTS AT
UNIVERSITAS NEGERI YOGYAKARTA (UNY)

Diana Septi Purnama, Muh Farozin, Budi Astuti

Program Studi Bimbingan dan Konseling, Universitas Negeri Yogyakarta
e-mail : dianaseptipurnama@uny.ac.id budi_astuti@uny.ac.id,
farozin2311@yahoo.com

ABSTRACT

This study was aimed to identify the need for guidance and counseling services at
Yogyakarta State University students. This research is a quantitative research with survey
research type. The study population was all students of Yogyakarta State University at the
Bachelor's level. The research sample was taken as a number of 344 students from 7
faculties at UNY. The sampling technique uses simple random sampling. Data collection
used a questionnaire. Data analysis techniques used quantitative descriptive techniques.
The results showed that the level of guidance and counseling service needs of UNY
students as a whole were in the low category. The need of guidance and counseling Service
on 210 UNY student are at low category (61%) while 134 student (39%) are at medium
category. Based on demographics namely gender the level of guidance and counseling
service needs of female students is higher, the level of guidance and counseling service
needs of students from the 2017 generation is higher than that of other batches, the level of
guidance and counseling service needs of Social Sciences faculty students is higher
compared to other faculties. This research has implications for the Technical
Implementation Unit of Guidance and Counseling Services of Yogyakarta State University
to optimize guidance and counseling services so that their existence provides benefits for
the fulfillment of the needs and tasks of student development.

Keywords: the need for guidance & counseling services, higher education students

purpose of the study was to analyze the

1. Background
needs of UNY students towards LBT
The Guidance and Counseling UPT and the profile of student problems
Service Technical Implementation Unit, and their coping strategies. Student life at
Yogyakarta State University (UPT LBK university is life that has certain
UNY) is a unit that aims to serve UNY characteristics, a new environment that is
students in dealing with psychological, different from the previous school
academic, social and career environment will trigger anxiety and
determination problems in the future. The cause stress both in our country and in

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 International Seminar Guidance& Counseling 2019

other countries. Students are people who Many studies conducted on

experience problems related to their
developmental period because students
start entering the university during
adolescence so that in terms of
development they are sometimes treated
as children and sometimes as adults in
their environment. The most important
thing that is expected of them is
independence. The university is an
environment that is vulnerable to creating
stress for adolescents who are still in the
formation of identity (Ulusoy et.al,
2014).
There are several needs to meet
the requirements for developing human
resources. Therefore, universities strive
to train quality human resources, must
also find the source of their problems and
find solutions for the development of
their personalities and give them
knowledge, skills, ideals and habits of
good students. University environment is
an environment that has demands and
expectations for students. Students who
never get lessons about good values,
attitudes, and habits will experience
difficulties in carrying out their lives as
students. This situation is even more
dramatic for students who come from
small cities to universities which
generally are in big cities.
students show the results that while the
needs of students are mostly increasing in
the academic field, problems of
misdirection and psychological problems,
the needs of students may vary depending
on socioeconomic status, gender, socio-
cultural and cultural trends or subcultures
where they are located ( Papalia et al.,
1998). Students have many difficulties in
daily life such as; overcoming laziness,
public speaking anxiety, career
uncertainty, efficient learning skills, lack
of motivation, self-confidence issues, test
anxiety, fear of failure, depression,
problems experienced by the opposite sex
and time management. (Gallagher et al.,
1992; Nicholas et al., 2012). Likewise,
Nicholas's (2002) study mentioned
problems such as; fear of failure,
overcoming procrastination, depression,
discomfort in the social environment and
overcoming loneliness among students in
South Africa. Arco et al. (2005) states
that problems are experienced in
academics / educational problems such
as; efficient study skills, focused
attention, time management and test
anxiety among university students in
Spain.
The purpose of guidance and
counseling services provided to students
in higher education is not only to

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 International Seminar Guidance& Counseling 2019

overcome psychological disorders and and career problems so that the UPT
healing with therapy but also to support LBK is effective in helping students to
the development of a healthy identity. smooth their studies. The effectiveness of
Incorrect understanding that students who the LBK UPT can be seen in the
have been enrolled in tertiary institutions following criteria: (a) promoting the
have chosen their careers and professions campus / university and giving
appropriately and no longer need orientation to students about the function
professional guidance from counselors. of the UPT LBK at the university, (b)
Many college graduates find it difficult to providing information about efficient
find jobs related to their fields after learning skills, (c) helping them
completing their studies. One area of overcome exam anxiety, (d) ) dealing
guidance and counseling services is with students.
career and academic guidance and 2. Method
counseling. Activities such as career
The research approach used in this
orientation, helping to make the right
research is quantitative research with
decisions, assistance to overcome test
survey research.
anxiety and efficient self-development
Population and Sample
and learning skills in guidance and
The study population was all
counseling services make it easy for
undergraduate students of Yogyakarta
students to find out about the educational
State University. Based on data from the
institution and to find out more about
Higher Education Database (PDPT), the
what material they will learn and practice
Ministry of Research, Technology and
in their chosen field so that students are
Higher Education in the academic year
familiar with academic life on campus
2017/2018 it is known that the total
and are skilled in managing time and
number of UNY S1 students with active
adapting to the campus environment
status is 22,233 students.
(Ulusoy, et.al, 2014).
(https://forlap.ristekdikti.go.id/). The
UPT LBK gives students the
research sample is part of the population
opportunity to utilize their energy and
with sampling techniques using simple
time more efficiently. Counseling
random sampling.
services are provided to students for the
development of individual personalities,
Data Collection Techniques and
overcoming personal, social, academic
Instruments

3

This study uses an instrument in the form
of a questionnaire. The questionnaire
aims to capture and identify the needs of
guidance and counseling services for
students. Then the data is processed,
analyzed and interpreted.
The research instrument was in the form
of a questionnaire that revealed the needs
of guidance and counseling services for
students. The aspects revealed were the
profile of student problems, BK service
expectations, coping strategies and
problem solving.
Data Analysis Techniques
The data analysis technique was carried
out using quantitative analysis and was
described to find a picture of identifying
the needs of guidance and counseling
services for UNY students.
3. Result and Discussion
The results showed that the level of need
for guidance and counseling services for
UNY students as a whole was in the low
category of 210 people (61.05%). This
research explains that the majority of
UNY students are able to solve their own
problems without the help of guidance
and counseling services. This is in
contrast with research conducted on
students of the Koaceli University of
Turkey regarding the identification of
International Seminar Guidance& Counseling 2019
psychological guidance and counseling
services. This study explained that
Turkish Koaceli University students have
a positive perception of guidance and
counseling services so that students'
needs for guidance and counseling
services are also high (Ulusoy et al,
2014). Other research that is also
opposite is the research conducted at
Ankara University on Faculty of
Education students, explaining that the
need for guidance and counseling
services is high, especially in several key
aspects such as academic, relationship,
emotional, and career issues (Yalchin &
Atik, 2010) .
The need for guidance and counseling
services for students in tertiary
institutions is a form of need for
psychological assistance provided by a
professional who has expertise and
authority in providing guidance and
counseling services to individuals or
groups of individuals who are in Higher
Education institutions that aim to solve
difficulties difficulties, obstacles,
obstacles, challenges that are often
experienced by students so that they can
develop optimally in accordance with
their potential (Nastiti & Habibah, 2016).
The low needs of students for guidance
and counseling services in higher
education can be caused by several
4

reasons. Based on the results of research
by Nastiti & Habibah (2016) states that
there are several reasons students do not
need counseling guidance services in
tertiary institutions, half of them (50%)
answered that they are adults, can solve
their own problems, a small portion
(12.9%) answered not too needed /
unnecessary, there is also a small
percentage of reasons that counseling
guidance services are for junior high
schools and high schools and have
nothing to do with their majors (5.5%).
On the other hand, there were also
reasons for the answers of students who
needed counseling guidance services,
almost half (25.10%) answered helping
students solve problems, a small portion
(19.45%) to consult about the problem /
confide / share, and there were also a
small portion (11.09%) reasoned for
better direction and formation of student /
character / personal maturity.
The level of guidance and counseling
service needs of the majority of male
students of UNY is in the low category,
namely 91 people (68.4%) and 42 people
(31.6%) are in the medium category, and
none are classified in the high category
( 0.0%). This result is almost the same as
female students with the level of need for
guidance and counseling services as
many as 119 people (56.4%) are in the
International Seminar Guidance& Counseling 2019
low category, while 92 people (43.6%)
are in the moderate category. The results
of this study indicate that the need for
guidance and counseling services for
female students is higher than male
students. This supports research
conducted on Turkish Koaceli University
students regarding the identification of
psychological counseling and guidance
services that show that the need for
guidance and counseling services for
women is higher than for men (Ulusoy et
al, 2014).
Discussion of this study analyzed
from various studies of the results of the
research, it seemed that it was deemed
necessary to optimize the performance of
the guidance and counseling service units
in tertiary institutions. In this study, it is
also necessary to follow up with the
collection of data that causes the low
need for student guidance and counseling
services. In the research instruments
compiled by researchers, there are
limitations to the research, namely
aspects of student problem profiles,
expectations of BK services, coping
strategies and problem solving. These
aspects do not include the factors that
influence the level of need for guidance
and counseling services as well as the
causes of the need for guidance and
counseling services for UNY students.
5

Therefore, it is necessary to follow up in
order to improve the results of this study.
4. Conclusion
The results showed that the level of
guidance and counseling service needs of
UNY students as a whole were in the low
category. Based on demographics namely
gender the level of guidance and
counseling service needs of female
students is higher, the level of guidance
and counseling service needs of students
from the 2017 generation is higher than
that of other batches, the level of
guidance and counseling service needs of
Social Sciences faculty students is higher
compared to other faculties .
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Determination of the needs of

7
The Development of Multiple Intelligence and
Self-efficacy in Primary School Students
Idat Muqodas
Preservice Teacher Early Childhood Programe
Purwakarta Campus, Universitas Pendidikan Indonesia
Purwakarta, Indonesia
idatmuqodas@upi.edu / ORCID: 0000-0002-8115-1681
Hafiziani Eka Putri
Educational Primary Teacher Programe
Purwakarta Campus, Universitas Pendidikan Indonesia
Purwakarta, Indonesia
Abstract—Multiple intelligence is a set of abilities to
process particular types of information derived from
human biological and psychological factors. Self-
efficacy is people's beliefs about their ability to produce
designated performance levels that affect their daily
activity. This research is based on the significance of
multiple intelligence and self-efficacy for primary school
students. The results of previous studies indicate that
multiple intelligence and self-efficacy of students are
still below average. This study aims at developing
multiple intelligence and self-efficacy of primary school
students. The research used a descriptive approach
involving 27 first-grade students at one of the schools in
Purwakarta Regency. The result of this study indicates
that multiple intelligence and self-efficacy of students
were still in sufficient category; therefore, a particular
strategy was required to develop multiple intelligence
and self-efficacy.
Keywords—Multiple Intelligence, Self-efficacy
I. INTRODUCTION
Based on Law on the National Education System,
Chapter II Article 3, the purpose of education in
Indonesia is to develop students' potential in order to
become human beings who have faithful and pious to
one and only God; who have decent morality; who
are healthy, knowledgeable, capable, creative,
democratic, responsible and independent as citizens
[1]. Thus, in accordance with the law, it is
compulsory to develop multiple intelligence for
students. Multiple intelligence is an individual’s
ability to deal with various problems in life. there are
eight aspects relating to this ability, namely linguistic,
logical-mathematical, spatial-visual, kinesthetic,
musical, interpersonal, intrapersonal and natural
intelligences [2]. However, in fact, multiple
intelligence of students is still rarely developed;
because society generally assumes that multiple
intelligence is closely related to academic ability.
Society assumes that multiple intelligence is only
related to individual's ability in mathematical and
logical subjects. Society assumes that intelligence is
related to the academic aspects or subjects at school.
This phenomenon occurs, because the instrument to
Aan Yuliyanto
Primary Education Programe
School of Postgraduate Studies, Universitas Pendidikan
Indonesia
Bandung, Indonesia
Mubiar Agustin
Primary Education Programe
School of Postgraduate Studies, Universitas Pendidikan
Indonesia
Bandung, Indonesia
measure multiple intelligence is academic in nature
[3].
A teacher needs to develop multiple intelligence for
students in order to nurture them through the
development of various intelligence at the most
possible levels. If students have the opportunity to
learn through their capabilities, they will positively
and miraculously obtain cognitive, emotional, social,
and even physical changes [4].
The students’ multiple intelligence may decrease
when facing difficulties, and it will also decrease their
confidence in the intelligence. Mathematics is
considered as one of difficult subjects. According to
the National Education National Standards Agency
(BSNP: Badan Standar Nasional Pendidikan
Nasional) [5], mathematics is significant to be taught
because it is given at every level of primary and
secondary education with aiming at utilizing
mathematics as a way of reasoning (logical thinking,
analytical, systematic, critical, and creative and
cooperative) for students. The learning activities
cannot be separated from curriculum in which the
objective of mathematics learning curriculum listed in
National Education of Minister Regulation
(Permendiknas: Peraturan Menteri Pendidikan
Nasional) Number 22 of 2006 [6] is to have an
attitude of appreciating the usefulness of mathematics
in daily life, an attitude curiosity, attention, and
interest in learning mathematics as well as tenacity
and confidence in problem solving. Based on these
objectives, the purpose of learning mathematics
requires students to have confidence in problem
solving; which is also called self-efficacy. Self-
efficacy is a belief in handling any situations and
obtain positive results [7]. Self-efficacy is a
confidence in ability to carry out certain behaviors
and achieve certain goals [8].
The significance of self-efficacy for students is
explained by Schunk, self-efficacy affects students'
choice in their activities; the students with low self-
efficacy in learning may avoid many learning
assignments, especially those are challenging, while
the students with high self-efficacy have a desire for
these learning assignments [7]. The students with The nine items of multiple intelligence were
high self-efficacy are more diligent to finish expanded into 46 items of statements adjusted to
assignments compared to the students with low self- students’ daily life. It was used to measure the
efficacy. indicator of multiple intelligence of primary school
students. The statements on multiple intelligence have
Self-efficacy has a significant role in the been examined thoroughly by experts in the fields of
improvement of education, because self-efficacy guidance and counseling, psychology, and readability
helps students become confident in their own test at the student level. The following is an
abilities, and deal with the difficulties in the learning instrument test result depicted in Table 1:
experience effectively [9]. Standar
Self-efficacy affects the choice of taken action and Intelligence
Averag d Validit Reliabilit
the amount of effort when facing difficulties and e Deviatio y y
obstacles [10]. An individual with high self-efficacy n
chooses to make a greater effort and not easily give Verbal
up. However, in fact, many teachers do not consider Linguistics
psychological factors of students related to students’ Mathematica
learning processes. According to [11], the increase in l logic 0.81 0.90 (Very
students' self-efficacy who obtains CPA learning is Kinesthetic (High High or
Visual 306.33 93.06
better than students who obtain conventional or Very
learning, but the increase was still in the low criteria. Musical
Decent) Decent)
Interpersonal
If students' self-efficacy is always ignored by the
Intrapersonal
teacher, mathematics and other subjects will be Natural
considered difficult. Sriyanto even argued that Spiritual
mathematics is considered a difficult subject by most
students, even though mathematics is not the only
subject that influences their confidence, but also other The four aspects of self-efficacy were expanded into
subjects [12]. 24 statement items that was studied by experts'
The lack of improvement in students' multiple judgment in the field of psychology and readability
intelligence and self-efficacy is due to the choice of test at the student level. The following is the result of
approaches, models or learning methods applied by self-efficacy instrument test depicted in Table 2:
teachers in the classroom, which are still conventional Standar
or focused only to cognitive aspects. This is Averag d Reliabili
Aspect Validity
supported by [13] who stated that students’ self- e Deviatio ty
efficacy can be improved by choosing a learning n
approach that emphasizes the active role of students Personal
in the learning process. The lack of attention to Experience
multiple intelligence and self-efficacy requires to be Others’ 0.54
0.70
solved by an appropriate learning in order to maintain Experience (Normal /
21.90 5.76 (High or
the development of multiple intelligence and self- Verbal Respectabl
Decent
efficacy of students. Persuasion e)
Psychologic
II. METHODOLOGY al Index
Data collection was conducted using a descriptive
method by calculating the percentage of initial result B. Profile of Multiple Intelligence of Primary
of multiple intelligence and self-efficacy tests. The
sample was consisted of 27 students: 12 female and School Students
15 male respondents. The age was ranged from 6 to 7 Based on the findings, students' multiple intelligence
years. Multiple intelligence was measured using an was classified into the decent and low criteria.
instrument consisted of 46 statements from 9 items of Logical intelligence was classified into in the decent
multiple intelligence and 24 statement items from 4 criteria; intrapersonal, spiritual and natural were in
aspects of self-efficacy. Each statement provided the low criteria while the rest were in sufficient
measurement points ranged from 1 to 4. If in positive criteria. The data can be seen completely in the
statement, the point 4 indicates a strong agreement; following Table 3.
while, if in negative side, the point 4 is a strong
disagreement that only applies on self-efficacy. The No Intelligence Score Criteria
highest score indicates that the respondents has a high 1 Verbal Linguistics 68 Sufficient
level of intelligence and self-efficacy; otherwise the
2 Mathematical logic 80 Decent
lowest score indicates that the respondents try to
agree with the provided. The measurement scale 3 Kinesthetic 68 Sufficient
followed Likert's scale.
4 Visual 65 Sufficient
III. RESULT AND DISCUSSION 5 Musical 64 Sufficient
A. Development of Multiple Intelligence for 6 Interpersonal 64 Sufficient
Primary School Students
7 Intrapersonal 46 Low
 No Intelligence Score Criteria Meanwhile, for the aspect of having positive self-
esteem, there were 69% (good criteria). Furthermore,
8 Natural 44 Low
the percentage in the aspect of ability to express mind
9 Spiritual or Existential 47 Low and thoughts, there were 57% (sufficient criteria).
Based on the findings and previous studies, the
development of primary school students' self-efficacy
Based on the findings in Table 1, the nine-multiple
was required to be improved an increase in the
intelligence of the students needed to be developed
confidence and competence of primary school
especially intrapersonal, natural and spiritual
students.
intelligence. In line with these findings, based on
preliminary data from [14] 55.6% of students have IV. CONCLUSION
below average intelligence criteria. This is in
accordance with the age of low-class children, in Multiple intelligence is a new finding and
which Suyadi [15] stated that the development of breakthrough in the field of intelligence discovered
intellectual capacity had reached 50% when children by Howard Gardner [18]. Multiple intelligence
are four years old, 80% when children were eight consists of seven types: verbal linguistics, kinesthetic,
years old and even 100% when children are 18 years music, visual, intrapersonal, interpersonal, logical-
old. Further research on children's ability in mathematical along with two additional new
kinesthetic intelligence activities prior to action, intelligences namely natural and spiritual/existential
which based on coordination elements of children [2]. Based on the result of the initial nine tests of
body, shows that there were 15 children or 71.43% of intelligence, there is still a room to improve the
total children who meet the criteria of starting to development of the multiple intelligence, especially
develop; there are four children or 19.05% that meet intrapersonal, natural and spiritual intelligences.
the criteria of developed according to expectation and Self-efficacy is a set of factors of human motivation,
there are two children or 9.52% that meet the criteria
of decent development. In the element of children's influence and action [19]. There are four self-efficacy
agility there are seven children or 33.33% of the total aspects: personal experiences, others experiences,
children who meet the criteria of starting to develop; verbal persuasion and psychological index. Based on
there are 11 children or 52.38% who meet the criteria the result of initial self-efficacy scale measurement, it
of developed according to expectation and there are shows that the scale is in sufficient criteria.
three children or 14.29 % who meet the criteria Therefore, the development of the students' self-
decent development [16]. Based on the explanation efficacy is required to increase the confidence of
above, it is suggested to improve the development of primary school students.
multiple intelligence on the students in order to
generate amazing generation. REFERENCES
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[2] Gardner, H. (2013). Multiple Intellegencies. (Pray, Ed., & Y. A.
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Mengembangkan Potensi Kecerdasan Jamak pada Anak Usia TK
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2 Others’ Experience 66 Sufficient [5] Darusman, R. (2014). Penerapan Metode Mind Mapping (Peta
Pikiran) untuk Meningkatkan Kemampuan Berpikir Kreatif
3 Verbal Persuasion 63 Sufficient Matematik Siswa SMP. Infinity, 164-173.
4 Psychological Index 68 Sufficient [6] Badan Pengembangan Sumber Daya Manusia Pendidikan dan
Penjaminan Mutu Pendidikan. (2011). Pengembangan Instrumen
Penilaian Pembelajaran Matematika SD/SM. (E. Prajitno, Ed.)
Based on the data in Table 4, the students' self- Jakarta: Kementerian Pendidikan Nasional.
efficacy was required to be developed, because there [7] Santrock, J. W. (2009). Psikologi Pendidikan - Educational
are still many students who do not have good self- Psychology (Ketiga ed.). (D. Angelica, Trans.) Jakarta: Salemba
confidence. This lack of confidence is seen through Humanika.
students' learning process in which many students[8] Ormrod, J. E. (2009). Psikologi Pendidikan Membantu Siswa
question their assignment whether it is correct or not. Tumbuh dan Berkembang. Jakarta: Erlangga.
These findings are in line with [14] who revealed that [9] Utari, F. D., Maridi, & Sugiharto, B. (2015, Februari). Peningkatan
primary school students' self-efficacy in generative Hasil Belajar dan Academic Self-Efficacy Siswa Melalui Model
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the result of initial self-efficacy scale was in the SMA Batik 1 Surakarta Tahun Pelajaran 2013/2014. Jurnal
Pendidikan Biologi, 7, 101-112.
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stated the percentage of students' self-efficacy prior to [10] Putri, R. I., & Santosa, R. H. (2015, November). Keefektifan
the application of multimedia-based discovery Strategi React ditinjau dari Prestasi Belajar, Kemampuan
Penyelesaian Masalah, Koneksi Matematis, Self-Efficacy. Jurnal
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Pendekatan Matematika Realistik SMP Kelas VII Langsa. Jurnal
Pendidikan Matematika PARADIKMA, 175-176.
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Matematis, Self-Efficacy dan Soft Skill Siswa SMP melalui [18]
Pembelajaran Generatif. Disertasi UPI: Unpublished.
[14] Nurani, Y. (2012, Februari). Pengembangan Media Daur Ulang[19]
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Hidup Anak Usia Dini. Cakrawala Pendidikan, 1, 67-81.
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American Psychologist, 44, 1175-1184.
 Personal Development Plan As a Guidance and
Counseling Strategy in Higher Education
Khairi Bintani Postgraduate of Yogyakarta State
Guidance and Counseling Study University
Program
Abstract—The process of learning activities in higher
education differs from those in primary and secondary schools,
which is causing problems for students that can affect the way
they learn and have an impact on their learning outcomes and
future careers. To overcome this problem, the college counselor
needs to develop a Personal Development Plan as an
alternative strategy to provide assistance to students. The
implementation of PDP in higher education provides
opportunities for students to develop themselves, to improve
academic achievements, and to prepare to achieve their careers
in the future. To ensure the success of the PDP process, the
implementation of the strategy must be in accordance with the
curriculum, all parties involved are ready and each
environmental factor is of concern. In addition, students must
have a commitment to be actively involved and get used to
reflecting, making plans, and implementing plans on an
ongoing basis.
Keywords—personal development plan, guidance and
counseling, higher education
I. INTRODUCTION
Higher education as an institution has a different teaching
and learning process than in primary and secondary schools.
The process of learning in tertiary institutions is student
centered (Dembo, 2004). Students do the learning process to
get satisfying achievements and are facilitated by lecturers in
order to achieve their learning goals. Students who carry out
activities in tertiary institutions are very susceptible to
problems either in the fields of learning, personal, social or
career. This happens as a result of various demands for
college assignments on campus, as well as demands for life
outside campus. Such conditions create feelings of pressure
on students because of their inability to meet these standards
(Singh, 2014). These problems can make student
achievement not optimally reached, which can be seen from
the achievement of student achievement index (IP) which is
low, or below average.
To help students in tertiary institutions, the participation
of supervisors or academic advisers (PA) are required
(Anidar, 2012) and the Guidance and Counseling Unit
(UBK) available in tertiary institutions should be utilized
optimaly. However, in an article written by Suranata (2013),
it states that the student support service program
implemented by the Undiksha Guidance and Counseling
Unit (UBK) found several problems, which are (1) the
implemented 3S program has not been able to help all
Undiksha students due to the limited number of staff ; (2)
academic guiding by academic supervisors (PA) is very
limited because the frequency is only twice for each
semester; and (3) lack of readiness and trust of students to
express their problems to the UBK team and PA lecturers so
that the problems experienced by these students cannot be
helped properly. Therefore the right strategy is needed to
help students independently.
Personal development planning (PDP) is the most
appropriate strategy to help students solve their problems
Please do not give the page number in the header or footer.
Yogyakarta, Indonesia
bint.o5o9@gmail.com
independently. The effectiveness of PDP in improving
student learning achievement is proven by Strivens & Ward
(2010) in his research which states that PDP is proven to
have a positive effect on improving student learning
outcomes. Similar research was conducted by Goodliffe
(2004), that PDP can help students take responsibility for
their own learning processes and facilitate student progress
more effectively. The PDP process allows students to always
reflect and evaluate themselves. Through self-evaluation,
students will be able to plan their studies well.
PDP needs to be applied and developed at the tertiary
level because as far as the author's knowledge, specifically
there is no research on PDP at tertiary institutions in
Indonesia. The application of PDP in higher education
provides an alternative strategy of providing assistance to
students by counselors so that guidance and counseling
services in higher education are not only limited to
responsive services but also basic services are very likely to
be done.
II. DISCUSSION
A. Guidance and Counseling in Higher Education
Students having complex problems need the help of
someone professional to solve these problems. Counselors in
higher education play an important role in helping students
overcome various problems and avoid the wrong adjustment.
The existence of guidance and counseling services in tertiary
institutions is highly needed in order to support the personal,
social, academic and career development of students,
although structurally the position of the college counselor
has not been listed in the education system in Indonesia
(Departemen Pendidikan Nasional, 2007). Nevertheless, the
efforts to develop and to improve the existence of guidance
and counseling in universities continue to be done. One of
them is by building a guidance and counseling service unit
determined by the head of the relevant university.
College counselors are no different from counselors at
the level of kindergarten, elementary school, and secondary
school. They must also develop and implement a guidance
and counseling curriculum, individual student planning,
responsive services, and support systems. However, more
time is spent on providing assistance in individual student
career planning and conducting responsive services
(Departemen Pendidikan Nasional, 2007).
Counselors in tertiary institutions have the task of
facilitating counselees to grow their character, mastering
hard skills and soft skills with a service focus on
strengthening career in accordance with their track record of
education and the need to actualize themselves (Departemen
Pendidikan Nasional, 2007). In addition, counselors in higher
education must be able to answer the challenges that arise as
a result of increasingly complex student problems. Gibson &
Mitchell (2008) mentioned the challenges of college
counselors include:
  Academic motivation
 Development of appropriate study skills
 Development of appropriate communication and
human relations skills
 Time management and personal responsibility
 Development of appropriate academic and personal
goals and planning for their implementation
 Maintaining proper mental and physical health
To answer these challenges, college counselors must
create the most appropriate strategy in addition to providing
responsive service. The most appropriate strategy is to
develop a personal development plan.
B. Personal Development Plan
Personal development planning (PDP) can be interpreted
as a structure and process carried out by students to reflect
and plan their personal, educational and career development
(QAA, 2009; Smale & Fowlie, 2009; Houghton &
Maddocks, 2005). Through PDP, students carry out three
activities, which are reflecting, planning, and implementing.
The reflection activity here is contemplating the learning
process, performance and achievements so far (QAA, 2009;
Smale & Fowlie, 2009; Houghton & Maddocks, 2005). The
intended planning activities are making plans to develop
personal, academic and career. The development plan is then
implemented and recorded properly.
The main objective of PDP is to increase the students’
capacity to reflect on learning activities so far, plan the
learning process and its development, and independently be
responsible for it (Smale & Fowlie, 2009; Goodliffe, 2004;
Houghton & Maddocks, 2005).
QAA (2009) defines PDP in more detail through 6 things
that are the core of PDP implementation:
1)A structured process that is integral to learning at all
levels. PDP is inseparable from the learning process by
paying attention to developments at every level of
education. Each level of education has its own unique
characteristics either the learning environment, the method
of study, or the character of the students themselves.
Therefore PDP is made based on the needs of students and
their environment.
2)Concerned with learning in a holistic sense (in
academic, personal and professional contexts). In a
personal context, learning is the process of
studying the condition of the self,
understanding the weaknesses and strengths of
the self, understanding the purpose of life, and
developing personal behavior or skills. While
learning in academic context is to understand
the strengths and weaknesses of learning
possessed, and to study the learning skills
needed in order to improve learning
achievement. In professional context, learning
can be interpreted as an activity of learning the
abilities and skills needed and developing
themselves according to standards in certain
professions that will be useful for their career
life.
3)An inclusive process, open to all learners. PDP can be
carried out by all students and are adjusted to the conditions
of each student. Although PDP is carried out according to
student conditions, the PDP process is not carried out
arbitrarily, it must be designed in a structured manner, which
involves a number of stages and definite planning.
4)Something that an individual does with guidance and
support which decrease as personal capability is developed
so that it becomes self-sustaining. Although it focuses on
individuals and is carried out by students themselves
individually, the implementation of PDP requires support
from other parties. The support comes from tutors, academic
staff and institutional systems. Initially, students need the
involvement of others to guide and support the PDP process.
Here, guidance from peer counselors and tutors is needed.
Then the higher the ability of students and the more
independent the implementation of PDP, the less guidance
and support provided. When a student can carry out PDP
independently, that's when he becomes a tutor to help other
students who need guidance and support. This has an impact
on the policies and strategies that must be held to
implement, monitor and improve the quality of PDP.
5)A process that involves self-reflection, the creation of
personal records, and planning and monitoring progress
towards the achievement of personal objectives. Through
PDP students are invited to reflect on the process and
learning outcomes as well as their achievements so far.
Students are trained to have high self-awareness and learn to
criticize themselves, and to be active in making self-
development plans in accordance with their goals. Personal
development planning must be recorded in detail and
documented so that the process and results achieved can be
controlled independently.
6)Intended to improve the capacity of individuals to
communicate their learning to others (for example,
academic staff and employers). Through detailed and well-
documented personal development planning notes, students
are indirectly trained to communicate their learning process
to others. Counselors can see and evaluate the abilities that
students have not and already have so that certain training
can be given to conform to predetermined standards/criteria.
The PDP process requires commitment from oneself to
get used to reflecting, making plans and executing plans
made. All processes in PDP are carried out continuously, thus
forming a cycle of PDP process circles (Smale & Fowlie,
2009; Murley, 2014). If described, the PDP process will take
the form of a cycle like the following picture (Murley, 2014):

Figure 1. Personal Development Plan Cycle
1) Review phase
It means conducting a review of what happened and
making it possible to do it (Moir, Domenico, Vertigans &
Sutton, 2008). In this phase, students identify their current
capacity or abilities (Murley, 2014). Reviewing is not free
from reflection activities. Reflection is the key to the
development and learning process (Smale & Fowlie, 2009).
The purpose of the review is not only to see the success that
has been achieved but also by reviewing the present and
comparing what is desired in the future, career plans and
personal goals (Bryso, 2011).
In the reviewing process, there are two important things,
which are the activities that has already been done and the
purpose of life. The intended activities include all skills and
achievement development activities related to personal,
academic, and career. These activities are then compared to
life goals that embrace the most important values of students
and form the basis of making decisions (Haddon, 1999).
Students ask and answer questions about themselves and
what they want for the future.
There are three questions students must answer when
conducting a review (Bryso, 2011):
 Where have I been? Retrospective reflection. Students
review their past activities by taking notes and then
comparing it with their life goals. Students evaluate
and introspect whether activities carried out in the
past help realize or even make it difficult to achieve
goals.
 Where am I now? Reflection on the current situation.
Students make a list of current activities which are
carried out every day for a period of two weeks to one
month to find out how far they achieve their goals. By
conducting a review of current activities, students can
find out their position towards the goals set and or
find the actual destination so they can see the planned
route that they made. Can the carried out activities
improve the skills needed to realize the goals and
produce achievements? Just like setting goals, every
student needs to know where he is in life and what he
wants to be like (Haddon, 1999).
 Where do I want to get to? Review of opportunities
and identification of personal goals or objectives.
Students make a comparison between the list of
activities in the past with the present. By comparing
these activities students can assess whether there is
consistency in developing skills and achievements, or
reflecting confusion and lack of purpose.
2) Plan phase
Is a very important stage in PDP, which is how to achieve
goals and to meet learning needs (David, 2011). In the
planning phase, information is obtained from the results of
the review phase assessment. Planning provides two
contributions to student life, which shows how to change
from current conditions to desired conditions and identify the
resources needed. Planning can be described as "thinking
before doing". This indicates that planning is the initial
activity that must be done to get the goal, which is thinking
about what is desired and how the best that can be done to
achieve these goals (Haddon, 1999).
The most important thing about a plan is the process. By
processing, it will be known how that process is very
important in achieving goals. To ensure that the process of
achieving goals can run optimally, commitment and creative
thinking are required. "The keyword in any planning process
is 'flexibility'" (Haddon, 1999). Flexible does not mean not
committed. Commitment is directly related to the goal, while
flexible is related to the way how to achieve that goal. If the
plan that has been made does not go as expected, what must
be done is to change the plan, not change the goal. "Never
change the goal because the plan did not work - change the
plan" (Haddon, 1999). Part of the planning process involves
obstacles that can hinder the achievement of goals. To
overcome these obstacles, it requires a mature plan based on
the solution. Therefore, creative thinking is needed to
generate ideas in overcoming these obstacles.
In essence, planning is to answer two questions, which
are:
 How do I get there? Possibilities and decisions on the
best way of achieving goals/objectives. Through this
question, students make the best possibilities and
decisions to achieve success.
 How will I know I’ve got there? Strategy for setting
targets and progress. The thing to do is to design
targets and arrange evaluation tools so that progress
against the targets can be measured.
The first step in the planning stage is to write down goals.
The objectives referred to in the planning stage are slightly
different from the objectives at the reviewing stage. At the
reviewing stage, the intended purpose is a large goal or
general goal as a basis for reflecting on past and present
activities. The objectives at the planning stage are more
detailed because the objectives set are equipped with
strategies so that those goals are achieved.
3) Implement phase
After designing a strategy, the thing that must be done so
that the objectives set are achieved is doing the action and
implementing the plan that has been made (Dykea, Gidman,
Wilson & Becket, 2009). In this phase, students carry out
their self-development activities. Worksheets that have been
designed at the planning stage are used as a road or route at
the implementation stage. Students carry out activities as
planned in the planning stage. The goal is successfully
achieved if the planned activities in the planning stage are
successfully carried out in accordance with the plan.
However, a key aspect of the action is not only doing the
activity but also recording and writing down the activity
(David, 2011). Daily logs or diaries need to be developed by
students to record the activities that have been done.
C. Benefits of a Personal Development Plan
PDP helps increase students' self-awareness of their
strengths and weaknesses and awareness to change for the
better. Besides, PDP also helps students to understand the
added value through learning inside and outside the
objectives of the courses they are learning. QAA (2009)
states that PDP is beneficial for students to:
 Make plans by integrating and taking responsibility in
personal, career and academic development,
identifying learning opportunities in academic
programs and extracurricular activities.
 Recognize the values and evidence of learning and its
development, both inside and outside the curriculum.
 Be more aware of how to learn and of the different
learning strategies to achieve goals.
 Monitor and review learning progress effectively by
using learning notes and evidence.
 Evaluate and recognize your strengths and
weaknesses, and identify ways to overcome your
perceived weaknesses and increase strengths.
 Develop identity in relation to academic, professional
and personal development.
 Develop vocabulary in developing communication
and achievement.
 Prepare yourself in finding, continuing or changing
jobs.
 Express the skills and knowledge that have been
obtained to others.
 Be better prepared for the demands of ongoing
development and career development in professional
and academic careers
The practice of PDP is not only beneficial for students
but also beneficial for college counselors in terms of (QAA,
2009):
 Helping students to be more independent.
 Providing a framework for discussion on individual
student progress.
 Providing the right mechanism to connect the
curriculum with the world outside of tertiary
institutions by improving the quality of interaction
between tutors and students.
 Make opportunities outside the campus to study more
effectively.
 Creating a mechanism through career-related skills
and abilities.
 Enhance student understanding of individual
development and the ability to provide meaningful
work references.
D. Type Ideal Personal Development Plan
PDP has three ideal types which are grouped based on
complexity and diversity in the structure of PDP (Clegg &
Bradley, 2006), namely:
1)Professional, is based on professional competency
criteria and focuses on developing professional
competencies related to working in certain fields that are
strongly influenced by established requirements. In this
type, the profession pursued by students must have ongoing
practice development and professional competence.
2)Employment, based on the criteria for job requirements
that must be owned, and focus on work or soft skills, not on
work discipline. Students are prepared to face a competitive
job market, and to develop the skills needed to face the
stages of job acceptance selection.
3)Academic, criteria based on abilities that must be
possessed in the learning process that is focused on
academic development, metacognitive skills, and special
discipline skills. Students develop an understanding of the
learning process, thinking skills that support learning and
awareness of how they as individuals learn, as well as other
skills such as essay writing skills, report writing, and
presentation skills.
In general, each of the three types of PDP cannot be
found independently. It usually found as a mixture of the
them. However, the differences of these types have an impact
on the differences in objectives, which will then lead to
differences in methods in the assessment and criteria used to
prove and assess the learning process (Jackson & Ward,
2004).
E. Implementation of a Personal Development Plan
The implementation of PDP cannot be separated from
student’s involvement. Students are encouraged to be
actively involved in the activities and the recording process
of PDP. Students are also given the opportunity to integrate
extracurricular experiences to develop and reflect on
themselves, make learning notes containing information
about the qualities and the acquired skills, and provide
feedback about their experiences during the PDP process.
Students are given clear guidance on the appropriateness of
their learning evidence and work records at a verified
institution, as well as recognition and development of student
involvement in the PDP process.
The most important factor in successfull introduction of
PDP policy is the application of strategy. QAA (2009)
mentions five PDP implementation strategies to support the
needs of certain student groups, which are:
 Discrete. PDP is an additional curriculum and is
designed separately from the curriculum in tertiary
institutions. Through this strategy, the students
involved must have high motivation and the
involvement of other parties is very important to
support the effectiveness of the implementation of
PDP.
 Linked. PDP is linked to the existing curriculum and
is seen as aligned with the curriculum. Students fill in
a personal log to view and link PDP activities with the
curriculum.
 Embedded. PDP is embedded to certain elements in
the curriculum in tertiary institutions that reflect the
main support in implementing PDP. PDP also
functions as a link between one material with another
material in the curriculum.
 Integrated. Elements of the curriculum are in line
with the PDP process. All important parts of the
curriculum involve activities that are in line with the
PDP process.
 Extended. PDP is not only integrated into the
curriculum but is also explicitly integrated into
learning activities outside the curriculum.
 To determine the right PDP implementation strategy is by
paying attention to three things, which are: curriculum, the
readiness of the parties involved, and other environmental
factors. The curriculum in universities plays a major role in
the implementation of PDP. Counselors need to examine the
possibilities of whether the PDP process can be included in
the existing curriculum. Is it necessary to develop a
curriculum that is consistent with the PDP process? Is the
curriculum possible to be developed? What is the appropriate
curriculum design that is in accordance with the PDP
process?
The PDP process is not only involving students but also
many other parties. The number of parties involved is greatly
influenced by the existing curriculum. The more curriculum
elements associated with the PDP process, the more
academic staff will be involved. In order for the PDP process
to run smoothly and effectively, the academic staff involved
need special training. The counselor is responsible for
providing this specific training. Students as PDP
implementers must also be prepared by introducing and
conveying the benefits of PDP to the students’ personal,
academic and career development. Counselors must also
prepare tutors who can help students during the PDP process.
Environmental factors include existing facilities and
infrastructure as well as financing. Many things must be
considered and adjusted. One is about how to deliver PDP
material; is it delivered through a workshop or seminar or
only studied through modules that have been prepared? PDP
file forms that reflect the process are based on practicality,
effectiveness and financing factors. Is the PDP process
recorded in written form using a module or in e-file format?
The form of storage affects the facilities and infrastructure
that must be built.
III. CONCLUSION
The implementation of PDP in higher education is in line
with the counselor's task, which is to facilitate the counselee
to develop an independent and responsible character, to
master hard skills and soft skills with a service that focus on
career stabilization in accordance with his educational track
record and the need to actualize himself. In addition, the
application of PDP in tertiary institutions provides alternative
strategies for providing assistance to students by counselors,
so that guidance and counseling services in tertiary
institutions are not only limited to responsive services. To
ensure the success of the PDP process, the implementation of
the strategy must be in accordance with the curriculum, the
readiness of the parties involved and the existing
environmental factors is of concern.
In the process, PDP is inseparable from the involvement
of all parties, especially students. The implementation of
PDP in higher education provides an opportunity for students
to develop themselves, improve academic achievement, and
prepare themselves to achieve their careers in the future.
Students must have a commitment to be actively involved
and get used to reflecting, making plans and implementing
the plan continuously, so that the cycle of the PDP process is
formed.
This paper is a mere author's idea, so further research is
needed on the effectiveness of PDP in guidance and
counseling services in tertiary institutions. Research on PDP
development at Indonesian tertiary institutions is also very
appropriate to be carried out considering that no research has
been done before.
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APPLYING MIND-SKILLS TRAINING TO IMPROVE ACADEMIC HARDINESS
ON GUIDANCE AND COUNSELING STUDENTS WITH ACADEMIC
BURNOUT
Eni Rindi Antika Mulawarman Mulawarman
Guidance and Counseling Department Guidance and Counseling Department
Faculty of Education, Universitas Faculty of Education, Universitas
Negeri Semarang Negeri Semarang
Semarang, Indonesia Semarang, Indonesia
rindi@mail.unnes.ac.id mulawarman@mail.unnes.ac.id
Abstract - Student's academic achievement are often sub-optimal,
and burnout arises as one of its causes. Burnout can be
countered when students possess academic hardiness. The
present study was aimed at training students' mind skill in order
to improve students' academic hardiness against burnout in the
Guidance and Counseling Department (BK) of Semarang State
University (UNNES). This study was categorized as one group
pretest-Posttest experimental study. Using purposive sampling
technique, forty-six students were selected as participants of the
study. The data were collected using academic hardiness scale
and academic burnout scale, each scale is a Likert-scale
consisting of fifteen items. The data were analyzed using Paired
Sample T-Test, aiming at measuring the difference in students’
level of academic hardiness and academic burnout before and
after the mind-skills training was conducted. The result exhibited
the difference in students’ level of academic hardiness and
academic burnout. It could be concluded that mind-skills
training is effective to improve students' academic hardiness
against burnout in BK UNNES. Further, it is expected that mind-
skills can be an instructional purpose and be a part of the
curriculum in BK UNNES, or at least become one of the objects
of study in Basic Counseling Skill subject.
Keywords: mind-skills, academic hardiness, academic burnout
I. INTRODUCTION
Teaching stands as one of the main duties of lecturer in
carrying out Three Pillars of Higher education (Act of the
Republic of Indonesia no. 12 of 2012). One of the teaching
outcomes is students academic score. Students’ academic
score often does not represent their ability or potential. In
other words, their achievement is below their real ability.
This could be caused by several factors; one of them is
academic burnout.
Burnout is a notion coined by Herbert Freudenberger in
1973. In general, burnout arises and is experienced by
workers. However, it is also possibly experienced by
learners, including university student. Student's academic
burnout refers to exhaustion due to demands of study,
cynicism, and low self-efficacy[30]. Student’s burnout is
often caused by academic demands such as thesis,
organizational activity, and parents’ demand [16].
Burnout results in an adverse effect, accordingly it
should be treated. Data from the Ministry of Education and
Culture shows that in the 2010/2011 academic year, there
were 837.213 undergraduate students. In the 2013/2014
academic year, the number of graduated students was
637.905 students. This data shows a difference between the
number of enrolled students and graduated students [20].
Student’s delayed graduation may be caused by various
reasons. One of the classic reasons is laziness to join the
lectures. This laziness may stem from burnout.
The finding of prior studies explains that student's
academic hardiness declines. Hardiness can be simply
defined as one's ability or strength to cope with stress [18].
Hardiness holds three characteristics, commitment, control,
and challenge. Commitment refers to an individual's
Zulfa Mawadah
Guidance and Counseling Department
Faculty of Education, Universitas
Negeri Semarang
Semarang, Indonesia
zulfamawadah422@gmail.com
propensity to involve himself when doing anything. Control
refers to one's ability to influence, to control, and to carry
out unexpected events in his life based on his life
experiences. Challenge refers to a view that changes in life
are normal, not seen as a threat, yet it is considered
interesting and an opportunity to develop one's self.
Following the result of the preliminary study in
Guidance Counseling Department of Faculty of Education o
Semarang State University (BK FIP UNNES) involving
sixty students, 55% of the students' academic hardiness was
categorized as low, 30% of them was categorized as
moderate, and 15% of them was high. With regard to
student's academic burnout, 44% of the student’s academic
burnout was categorized as high, 31% was categorized as
moderate, and 25% was categorized as low. The data shows
that student's low level of academic hardiness significantly
correlates with student's academic burnout. There were 55%
of the students with low academic hardiness. Accordingly, it
results in a high percentage of students with high academic
burnout (44%).
Students should possess internal skill so that they can
withstand demands and pressures. By having internal skill,
students are expected to have motivation to handle their
difficulties and find a solution for their problems. One of the
skills is mind-skills. Mind-skills can be defined as a mental
process that may help students to have an efficient
contextual response to a certain condition, resulting in
proper problem-solving [11, 12, 13]. Mind-skills can help
students to face difficult conditions due to demands and
pressures so that they still possess hardiness to avoid
burnout.
Grounded from the above-mentioned description, it is
necessary to help students to train their mind-skills. Students
with excellent mind-skills possess the proper problem-
solving skill. Thus, the researchers attempted to conduct
mind-skills training to improve students academic hardiness
against burnout in the Guidance and Counseling Department
of Semarang State University.
II. METHODS
The present study aimed to examine the effectiveness of
mind-skills training in improving students’ academic
hardiness against burnout in Guidance and Counseling
Department of Semarang State University. To this end, this
study employed experimental method. This study was aimed
at finding out the difference in students' level of academic
hardiness and burnout before and after the intervention, i.e.,
mind-skills training, was given. Accordingly, the present
study employed one group pretest Posttest experimental
research design.
The population of the study was students of BK FIP
UNNES. Forty-six students were purposively selected as
participants of the study under the criteria. The criteria were
that the students' level of academic hardiness was low, and
students' level of academic burnout was high.
 Academic hardiness and academic burnout scales were
deployed for the purpose of data collection. Academic
hardiness scale was developed by researchers following
Kobasa, Maddi, and Khan's concept [15]. Based on the
concept, the blueprint was developed with the indicators of
hardiness involve: commitment, control, challenge. The
instrument of academic hardiness contained fifteen items
with four-point likert scale (1 = highly disagree; 4= highly
agree).For academic burnout scale, it was developed by
adapting Schaufeli's (2002) Burnout Inventory-Student
Survey, this scale consists of three indicators, namely:
Exhaustion, cynicism, and inefficacy. Through back-
translation process, this instrument contains fifteen items
with four-point likert scale (1 = highly disagree; 4= highly
agree)
For the purpose of hypothesis testing, the data were
analyzed using Paired Sample T-Test. T-test was employed
to examine the difference in student’s level of academic
hardiness and burnout before and after the mind-skills
training was given.
III. RESULT AND DISCUSSION
Results
The result of the study shows a difference in students’
academic hardiness and burnout in BK UNNESS before and
after mind-skills training was conducted. Table 1 shows the
result of the study in detail.
Table 1. Pretest and Posttest Result of Mind-skills training
Pre-Test Post-Test Paired Samples Paired
Correlations Samples Test
Mean Mean Correlation Sig Mean Sig
A 33.13 41.89 0.58 0.00 8.76 0.00
H 37.87 28.48 0.53 0.00 9.39 0.00
BA
Table 1 above shows that students' level of academic
hardiness before participating in mind-skills training was
33.13. The score was improved after they participated in
mind-skills training. Their average score of academic
hardiness after participated in mind-skills training was
41.89. This result is relevant with average score of students’
academic hardiness before and after mind-skills training was
given (8.76). The correlation between the level of academic
hardiness before and after the mind-skills training was given
was 0.58 with Sig. value of 0.00 (Sig. 0.00 < 0.05). This
shows that the correlation between the level of academic
hardiness before and after receiving mind-skills training was
strong and significant. The participants of mind-skills
training obtained the Sig. value of 0.00. Because of Sig. 0.00
< 0.05, it could be concluded that Ha is accepted, it means
that mind-skills training can improve students’ academic
hardiness in BK UNNES.
Table 1 shows that the average level of student’s burnout
was 37.87, and 28.48. This difference shows that there is a
reduction in students’ academic burnout before and after the
mind-skills training was conducted. The score is relevant to
the average score of students' level of academic burnout
(9.39). This result supports that mind-skills training can
lower students’ level of burnout. The correlation score of
academic burnout before and after the mind-skills training
was conducted was 0.53 with Sig. value of 0.00 (Sig. 0.00 <
0.05). It means that there is a strong and significant
correlation between students' academic burnout before and
after mind-skills training. Forty-six participants of mind-
skills training hold Sig. value of 0.00. It was found that Sig.
0,000 < 0,05, accordingly, mind-skills training may lower
students’ academic burnout in BK UNNES.
Discussion
In general, it could be concluded that mind-skills training
affect students’ improvement of academic hardiness against
burnout in BK FIP UNNES. In other words, mind-skills
training is effective to improve students’ academic hardiness
and lower student’s academic burnout in BK FIP UNNES.
This result is relevant to the study finding that mind-skills
internalization in Guidance and Counseling Department
students may improve their basic counseling communication
skill. It means that mind-skills are one of the internal skills
that can be trained and can result in students' positive
changes [1].
As it is previously stated, mind-skills are as a mental
process that may help students to have an efficient
contextual response to a certain condition, resulting in
proper problem-solving [11, 12, 13]. Students with proper
mind-skills tend to be persistent and strong as the
characteristic of hardiness, i.e., Commitment, control, and
challenge [15]. Mind-skills help students to be committed,
have control, and ready to face a challenge, resulting in their
academic performance.
Through mind-skills, students are trained to set a helpful
rule, perception, self-talk, visual image, explanation, and
expectation [11, 12, 13]. These six components of mind-
skills are activities occurring in one's cognition.
Accordingly, it is called internal skill. Each component of
the skills affect an individual’s behavior and feeling, as it
has been proven by previous studies.
Result of studies on ‘rule' concluded that a rule set by an
individual is aimed to guide his behaviors [4, 8, 9, 24, 28].
Therefore, students need to possess helpful skills related to
his study. Through mind-skills training, students are directed
to develop flexible and preferential rules. Thus, if the first
rule cannot be met, students are prevented from stress.
Some previous studies also examined about perception.
These studies explained that one’s perception is used as the
basis to predict other’s or the surroundings’ behavior [7, 23,
25]. Perception is closely associated with the stress an
individual experiences. Mind-skills training helps students
to have a broad perspective so that they do not hurriedly
make a conclusion without concrete evidence. This may
prevent students from dimensions of academic burnout,
particularly depersonalization.
Studies on self-talk found that an individual’s self-talk
directs his acts [10, 26, 29]. By having the skill to develop
helpful self-talk, students are trained to provide themselves
positive instructions. This is closely related to control as one
of the characteristics of hardiness. It is also closely
associated with the other three dimensions of academic
burnout and characteristic of hardiness.
Some scholars conducted studies on the visual image.
Their studies explained that visual image is significantly
helpful for an individual in carrying out his activities. It
occurs because an individual is capable of improving his
mind-skills when receiving information in the form of
sentence and visualization through images [2, 3, 6]. Visual
image affects information processing, resulting in in-depth
understanding. Accordingly, when students are capable of
developing helpful visual image during their study, they may
fully involve themselves in their academic activities. For
instance, a helpful visual image allows students to
understand the materials presented by their lecturers more
easily. The form of a helpful visual image can be, for
 instance, students imagine a concrete example of lecturer's
explanation.
With regard to explanation, studies found that the
structure of explanation within one's cognition contains a
long analytical system about reasons. That reason is the
form of belief, affecting the individual’s action. When an
individual can provide explanation of his act, everything he
does can be accounted [19, 27]. Mind-skills training help
students to create an explanation containing personal
reasons. Thus, students do not easily blame other individuals
and situations when facing something. Skills to develop
explanation may train students to be responsible for their
behavior.
Studies on expectation explain that expectation holds a
pivotal role in how an individual plans his life and achieves
the determined goal. An individual with positive expectation
exhibits positive behavior or performance as well [5, 14,
17]. Creating expectation may lead students to be an
optimistic and realistic person. Expectation is considered
helpful when it complies with one's competence and skills.
Likewise, other components of mind-skills, expectation also
affect the students' characteristics of academic hardiness and
components of academic burnout, particularly inefficacy.
Mind-skills training may reduce inefficacy since the
students are directed to develop an expectation that fits their
potential, not the excessive ones.
Mind-skills training help students to manage their feeling
and thought so that they can control their act [1]. Mind-skills
training encourages students to be persistent, strong, and
hardy. This highly affects students’ attempts in undergoing
his study so that they are prevented from academic burnout.
Mind-skills help students to (1) Set a flexible and
preferential rule; (2) be open-minded and multi-perspective;
(3) perform positive self-instruction; (4) develop a
constructive visual image; (5) not easily blame situation and
other individuals; and (6) create a realistic expectation [1,
21].
IV. CONCLUSION
The present study concludes that mind-skills training
may enhance students’ academic hardiness against burnout
in BK UNNES. There is a difference in students’ level of
academic hardiness before and after mind-skills training is
applied. Thus, mind-skills training positively and is effective
to improve students’ academic hardiness and lower student’s
academic burnout in BK FIP UNNES. In other words, when
students have good mind-skills, they will have high
academic hardiness. The high academic hardiness of
students can reduce the level of academic burnout.
Therefore, mind-skills need to be taught, trained, and
internalized so that it can be integrated in students. Further,
this study calls for a follow-up from the department to make
mind-skills as an instructional effect. It would be
advantageous if mind-skills become part of the Curriculum
of BK FIP UNNES, or at least become the material taught in
one of the subjects. The subject that closely related to mind-
skills is Basic Counseling Skill.
ACKNOWLEDGMENT
The researchers would like to express their gratitude to
all parties involved in this study. The Ministry of Research,
Technology and Higher Education which has provided DIPA
(Budget Implementation Checklist) funds for researchers at
Universitas Negeri Semarang. The lecturers of BK FIP
UNNES who have been great discussion partners and
encouraged the researchers to conduct this study. The
students of BK FIP UNNES who participated in this study,
especially the participants of the training who were willing
to participate the training. The researchers’ parents, husband,
and wife who always provide their supports for the
researchers. And all parties the researchers cannot mention
one by one. The researchers hope that experience obtained
during this study triggers the researchers to always do self-
development.
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 Thematic Learning Implementation In Used Areas
From Earthquake In Gantiwarno Sub-District
Klaten Regency
Bayu Purbha Sakti
Universitas Widya Dharma
Klaten, Indonesia
https://orcid.org/0000-0003-1047-4229
bayups@unwidha.ac.id
Abstract—This research is motivated by the implementation of
public elementary school learning activities that are found in areas
affected by the earthquake. The selected primary schools are
schools that have implemented the 2013 curriculum. This study
aims to find out the understanding, preparation, difficulties, and
solutions to difficulties explored by teachers in the implementation
of thematic learning in areas affected by earthquake disasters in
Gantiwarno Sub-District, Klaten Regency. This research is a
qualitative study conducted in a number of state elementary
schools that were affected by the earthquake in Gantiwarno Sub-
District, Klaten Regency. There are 2 teachers who become the
object of research in one public elementary school. The two public
elementary school teachers that were the object of research were
the upper class teacher and the public elementary school teacher.
Research data were collected by observation, documentation, and
interview techniques. Research data were analyzed by data
reduction, data display, and data verification. Expected output in
this research is the publication of scientific articles in ISSN
accredited national journals. Thematic learning conducted in
areas affected by the earthquake disaster in Gantiwarno Sub-
District can be prepared by the teachers. The teachers prepare
learning plans by making Learning Implementation Plans (RPP).
Thematic learning preparation is proven by the arrangement of
classrooms that students use for learning. The students are also
ready to learn with a variety of methods used by their teacher.
Thematic learning preparation is evidenced by the existence of
basic competency planning such as Indonesian, Natural Sciences,
Mathematics, and Cultural Arts which can be linked in a theme.
The teachers had difficulty implementing thematic learning that
was carried out in the area affected by the earthquake disaster in
Gantiwarno Sub-District. The teachers find it difficult to run a
thematic learning assessment system. Students are not yet
accustomed to using thematic learning. Thematic learning material
written in books is incomplete. The teachers experienced panic and
confusion when a sudden earthquake occurred. The teachers have
difficulty in learning outside the classroom. The teachers already
have a solution in implementing thematic learning. which was
carried out in the area of the former earthquake disaster
Gantiwarno Sub-District. The teachers exchange information,
knowledge, and opinions with other teachers about thematic
learning. Students are asked to leave the classroom or take cover
under the table by protecting their head with whatever they have if
a sudden earthquake occurs. The teachers can already practice
what is printed in thematic textbooks. The teachers have also been
able to apply learning strategies and methods according to
thematic textbooks.
Sri Budiyono
Universitas Widya Dharma
Klaten, Indonesia
sribudiyono15@gmail.com
Keywords—teaching activities, learning implementation, thematic
learning, disaster areas.
I. INTRODUCTION
An earthquake had occurred in Gantiwarno Sub-District,
Klaten Regency in 2016. The earthquake was related to the
earthquake that occurred in Yogyakarta. Some families
living in the Klaten area, especially those in the Gantiwarno
Sub-District, most of their houses are leveled (Kusumawati,
2013).
Several elementary schools in Gantiwarno Sub-District
suffered damage after the earthquake in 2006. The Head of
the Regional Disaster Management Agency (BPBD) of the
Klaten Regency Government, Nur Tjahjono will establish a
Disaster Preparedness School at the elementary school level.
A total of 15 elementary schools will be used as Disaster
Preparedness Schools (SSB) which are focused on schools
in earthquake-prone areas, such as Gantiwarno, Prambanan,
Jogonalan, and Wedi Sub-District (Merdeka, 2017)
Based on data from the Ministry of Education and Culture,
there are 24 public elementary schools located in
Gantiwarno Sub-District (Pendidikan, 2018) The author has
observed that there are fourteen public elementary schools in
Gantiwarno Sub-District already implementing the 2013
curriculum. This curriculum is implemented with thematic
learning activities. Some state primary schools that conduct
thematic learning are SDN 1 Kragilan, SDN 1 Towangsan,
SDN 2 Jabung, SDN 1 Karangturi, SDN 1 Sawit, SDN 2
Ngandong, SDN Mutihan, SDN 1 Mlese, SDN 1 Baturan,
SDN 2 Ceporan, SDN 2 Karangturi, SDN 1 Sawit, SDN 2
Ngandong, SDN Mutihan, SDN 1 Mlese, SDN 1 Baturan,
SDN 2 Ceporan, SDN 2 Karang Sawit, SDN Gesikan, SDN
1 Ngandong, and SDN 2 Muruh. Thematic learning is
discussed in 5 subjects namely Mathematics, Civics,
Indonesian Language, Natural Sciences, and Social Sciences
(Sakti & Wijayanti, 2014) Therefore, teachers will encounter
obstacles because they previously only taught one lesson
that was not integrated into the Education Unit Level
Curriculum.
Based on the results of observations made by the author, this
study was conducted by exploring the implementation of
thematic learning in the area of the former earthquake
disaster in Gantiwarno Sub-District. The selected public
elementary schools are those that have implemented the
2013 curriculum.
The problem studied is regarding the preparation,
difficulties, and solutions to difficulties explored by teachers
in the implementation of thematic learning in areas affected
by earthquake disasters in Gantiwarno Sub District, District
of Klaten.
II. METHODS
This type of research is qualitative research. In the
qualitative research process there are activities such as
reading, thinking, researching, writing, repeating rethinking,
and writing back (Meloy, 2002), which means that in the
qualitative research process activities such as reading,
thinking, researching, writing, repeating thoughts re-write
and rewrite This qualitative study describes the
understanding, preparation, difficulties and solutions to the
difficulties explored by teachers in the implementation of
thematic learning in areas affected by earthquake disasters in
Gantiwarno Sub-District, Klaten Regency.
The object of this study is a classroom teacher who teaches
thematic learning based on 3 selected primary schools.
There are 2 teachers who become the object of research in
one public elementary school. The two public elementary
school teachers that were the object of research were the
upper class teacher and the public elementary school
teacher. Research data were collected by observation,
documentation, and interview techniques.
Data analysis techniques used include the phase of data
reduction, data display, and data verification. This analysis
technique is in accordance with the explanation of the
process of data analysis as including phases of 'data
reduction', 'data display,' and 'data verification (Flick, 2014).
In the data reduction phase, researchers reduce the data by
eliminating repeated statements and irrelevant data. In the
data display phase, the researcher collects findings through
the sorting and comparison of data, codes, and categories,
and considers links with the memo writing. In the data
verification phase, researchers develop stories that convey
the main ideas developed in data analysis and present data or
story excerpts to support assertions.
III. RESULT AND DISCUSSION
Result
This research is a qualitative study carried out in
Gantiwarno Sub-District, Klaten Regency, Central Java
Province. The author displays the results of the study based
on the results obtained from the answers to the interviews,
observations, and documentary evidence. The results of the
interviews are displayed by reducing the answers obtained
from the interviews of the teachers who carried out thematic
learning in the area of the former earthquake disaster in
Gantiwarno Sub-District Klaten Regency. The results of the
observations are displayed by reducing the results obtained
from observations of teachers who carry out thematic
learning in the area of the former earthquake disaster
Gantiwarno Sub-District Klaten Regency. The results of the
documentation are displayed by reducing the evidence
obtained from the documentation of the teachers who carried
out thematic learning in the area of the former earthquake
disaster Gantiwarno Sub-District Klaten Regency.
The author has reduced the data on the interview data by
eliminating repeated statements. The author tries to display
interview data by writing code and combining the results of
interviews that have a common meaning.
The results of the teachers' interviews in preparing for the
implementation of thematic learning have shown positive
results. All teachers, namely IF, RD, HH, MS, AB, and SM
teachers, can prepare thematic learning. The results of the
interview regarding thematic learning preparation are as
follows:
"We prepare a learning plan by making a Learning
Implementation Plan (RPP)."
There are difficulties experienced by teachers in
implementing thematic learning based on the results of the
interview. All teachers namely IF, RD, HH, MS, AB, and
SM teachers have difficulty in carrying out thematic
learning. The results of the interview regarding the thematic
learning difficulties are as follows:
"We find it difficult to run thematic learning assessment
systems. Students are not yet accustomed to using thematic
learning. Thematic learning material written in books is
incomplete. "
The results of the teachers' interviews about solutions to
overcome difficulties in implementing thematic learning
show that all teachers have the answers. All teachers namely
IF, RD, HH, MS, AB, and SM teachers can solve difficulties
in implementing thematic learning. The results of the
interview regarding the solution to solving thematic learning
difficulties are as follows:
"We share and exchange information, knowledge and
opinions with other teachers about thematic learning."
The results of the teacher interviews in understanding the
earthquake have shown positive results. All teachers namely
IF, RD, HH, MS, AB, and SM teachers can understand
earthquakes. The results of the interview regarding
earthquake understanding are as follows:
"We understand earthquakes as one of the natural disasters
caused by colliding earth plates or because of volcanoes that
erupt."
There are differences in the results of interviews of teachers
who experienced difficulties during the earthquake. There
are 4 teachers namely IF, RD, HH, and MS teachers who
experienced difficulties during the earthquake. There are 2
teachers namely AB and SM teachers who did not
experience difficulties during the earthquake. The results of
the interviews were written down and displayed on the four
teachers who experienced difficulties during the earthquake
as follows:
"We experienced panic and confusion when the earthquake
occurred. We have difficulties because learning and school
activities have stopped. "
The results of the teacher interviews in the solution to
handling students when an earthquake occurs can be
answered by all teachers. All teachers namely IF, RD, HH,
MS, AB, and SM teachers have been able to complete
handling students when an earthquake occurs. The results of
the interview regarding the solution to handling students
when an earthquake occurs are as follows:
"Students are asked to leave the classroom by protecting
their head with whatever they have. Students can also be
told to protect their heads and take shelter under a table. "
Observation data is reduced by eliminating repetitive
statements and similar images. The author tries to display
the observation data by writing code and combining the
results of observations in accordance with the observation
instructions of learning.
The results of observations are displayed according to the
observation instructions and are related to thematic learning
activities. Selected observation instructions are observations
made in the classroom, outside the classroom, and
observations about thematic textbooks.
The results of observations made in the classroom show that
all teachers have carried out thematic learning activities. All
teachers namely IF, RD, HH, MS, AB, and SM teachers
have done thematic learning in their classrooms. The
teachers carry out thematic learning activities in the
classroom by arranging tables and chairs in the classroom.
IF upper class teachers shift tables and chairs to form a letter
u in the classroom. Lower-class RD teachers continue to
arrange tables and chairs as before and according to daily
habits. The upper class HH teacher combines several tables
and chairs according to the group formed and faces the front
of the class. The lower class MS teacher kept the table and
chairs as they were before. The upper class AB teacher shifts
the table and chairs towards the back of the class. The lower
class high school teacher combines several tables and chairs
according to the group formed and the teacher approaches
them.
There are differences in the results of observations made on
teachers who carry out learning activities outside the
classroom. There are 5 teachers namely MS, AB, SM, IF,
and RD teachers who have not carried out learning activities
outside the classroom. Teacher representatives namely IF,
RD, MS, AB teachers and lower class SM teachers do not
conduct learning outside of their respective classes. They
prioritize learning activities by managing classrooms. There
is one teacher, the HH teacher who has carried out learning
activities outside the classroom. The teacher conducts
learning activities outside the classroom by giving lecture
directions, discussions, questions and answers, and writing
report texts on the front page of the school.
Documentation data is reduced by eliminating repeated
statements. The author tries to display documentation data
by writing code and combining the selection of documents
in accordance with thematic learning documents.
The documentation results are selected based on documents
related to thematic learning activities. The selected
documents are the plan for implementing the upper class
learning (class from 4/5/6), the plan for implementing the
lower class learning (class from 1/2/3), and the division of
teacher's work.
The results of the documentation selected using the upper
class learning plan implementation document are in
accordance with thematic learning planning. There are a
maximum of 3 basic competencies that are used to carry out
thematic learning activities in the upper class in one day.
The planned basic competencies taught in the upper classes
are the basic competencies of Indonesian Language and
Natural Sciences.
The results of the documentation selected using the lower
class learning plan implementation documents are in
accordance with thematic learning planning. There are a
maximum of 5 basic competencies that are used to carry out
thematic learning activities in the lower classes in one day.
The basic competencies planned to be taught in the lower
classes are the basic competencies of Indonesian Language,
Mathematics, and Cultural Arts.
The results of the documentation selected using the teacher's
assignment document show several things related to
thematic learning. RD, MS, and AB teachers have honorary
teacher status while IF, HH, and SM teachers have civil
servant teacher status. All teachers namely IF, RD, HH, MS,
AB, and SM teachers have served as class teachers in
teaching thematic learning.
Discussion
The discussion of this research was written by developing an
analysis of the results of exploratory research into the
implementation of thematic learning in the area of the
former earthquake disaster in Gantiwarno Sub-District
Klaten Regency Central Java Province. The discussion of
this study was written in accordance with the formulation of
the problem that was asked in the formulation of the
problem. The author will discuss the results of research
relating to the preparation, difficulties, and solutions to
difficulties explored by teachers in the implementation of
thematic learning in areas affected by earthquake disasters in
Gantiwarno Sub-District, District of Klaten Regency.
Discussion of the results of interviews shows that teachers in
areas affected by the earthquake disaster in Gantiwarno Sub-
District have been able to prepare thematic learning.
Thematic learning preparation is answered by the teachers
according to the concept of planning learning themes. The
teachers prepare learning plans by making Learning
Implementation Plans (RPP).
Thematic learning preparation is not only related to the
activities but also students and their behavioral values.
Teachers who prepare students for primary education
especially instill in themselves social, moral norms, and
values which are the main objectives of religion and national
values require team teaching. Teachers are expected to
cooperatively plan content, set learning objectives, both the
process, skills, and content knowledge around the theme.
Some of these explanations can be stated as follows:
Preparing students for basic education especially instilling in
them social, moral norms and values which are the major
goals of religion and national values requires team teaching,
where teachers are expected to cooperatively plan the
content, organize learning objectives, both processes, skills
and content knowledge around the theme (Okoro, 2016).
Discussion of the results of the interviews showed that
teachers in the areas affected by the earthquake disaster in
Gantiwarno Sub-District still had difficulties in
implementing thematic learning. The teachers find it
difficult to run a thematic learning assessment system.
Students are not yet accustomed to using thematic learning.
Thematic learning material written in books is incomplete.
The teachers experienced panic and confusion when a
sudden earthquake occurred. The teachers have experienced
difficulties when the earthquake caused learning and school
activities to be stopped.
The difficulty of teaching thematic learning is also
experienced by teachers who have taught for many years.
Teachers are required to be able to understand all matters
related to thematic learning. The teachers have experienced
curriculum changes and changes in learning models for
years but it must motivate them to use a thematic approach.
Teachers' years of experience is not a beautiful for use and
non-use of thematic instructional approach in social studies
(Okoro, 2016). Teacher experience over the years is not a
requirement to use and not use a thematic learning approach
in social studies.
Professional competence is our ability to master deep in-
depth subject matter (Sakti, 2016a). This ability must be
possessed by all elementary school teachers. Teachers who
have difficulties in improving this ability will also face
difficulties in developing their professionalism in thematic
learning.
Discussion of the results of the interviews shows that
teachers in the areas affected by the earthquake disaster in
Gantiwarno Sub-District already have a solution in
implementing thematic learning. The teachers share and
exchange information, knowledge, and opinions with other
teachers about thematic learning. Students are asked to leave
the classroom by protecting their head with whatever they
have if a sudden earthquake occurs. Students can also be
told to protect the head and take cover under the table.
Teachers who have many solutions will make them qualified
teachers. High-quality teachers are seen as those who
regularly ask questions, explore ideas, keep abreast of
research opportunities and professional development, share
their insights with others, are eager to work with colleagues
and external partners in research projects and seek to apply
ideas in their classrooms. Some of these explanations can be
stated as follows:
High-quality teachers are seen as those who regularly ask
questions, explore ideas, keep up to date with research and
professional development opportunities, share their insights
with others, are eager to work with colleagues and external
partners on research projects and seek to apply ideas in their
classrooms (Grigg, 2015).
Primary school teachers are expected to have the ability to
read, listen, write, process, and discuss information sourced
from books, the internet, and seminars (Sakti, 2018b). This
information can be used to find solutions to problems
encountered in teaching thematic learning.
Discussion of the results of observations shows that teachers
in areas affected by the earthquake disaster in Gantiwarno
Sub-District have been able to prepare thematic learning.
Thematic learning preparation is proven by the arrangement
of classrooms that students use for learning. The students are
ready to learn with the conditions of the tables and chairs
arranged according to the direction of the teacher. The
students are also ready to learn with a variety of methods
used by their teacher.
Teachers who have high confidence will be proficient in
managing their class. This is in accordance with statements
from Russel Grigg regarding various teachers' beliefs to
direct education. This includes confidence in matters such as
subject knowledge, planning lessons, organizing the
classroom, maintaining discipline, and seeing through
activities to achieve educational goals (Grigg, 2015). Beliefs
are related in matters such as subject knowledge, planning
lessons, organizing classes, maintaining discipline, and
looking through activities to achieve educational goals.
The teacher must take care of things that are difficult in
doing thematic learning. Teachers do not allow various
forms of impoliteness to occur in the classroom (Sakti,
2017a). If disrespectful actions occur in the classroom then
it will be difficult for the teacher to manage the learning
atmosphere in the classroom.
Discussion of the results of observations shows that teachers
in areas affected by the earthquake disaster in Gantiwarno
Sub-District still have difficulties in implementing thematic
learning. Difficulties experienced by teachers in
implementing thematic learning result from difficulties in
learning outside the classroom. The learning situation in the
classroom is indeed different from outside the classroom
because students who study outside the classroom do not
have a barrier wall.
The teacher has a role to maintain the security and comfort
of the learning activities situation. Class teachers have key
roles to play in child protection in order that all children feel
safe, both within school and outside (Grigg, 2015).
Classroom teachers have a key role to play in protecting
children so that all children feel safe, both at school and
outside.
The family and community also play a role for the safety of
elementary school age children (Sakti, 2016b). Security that
is created both inside and outside the school will be very
supportive and successful in the growth and development of
elementary school children. Students certainly can learn
comfortably without any interference from anything.
Discussion of the results of observations shows that teachers
in areas affected by the earthquake disaster in Gantiwarno
Sub-District already have a solution in implementing
thematic learning. Teachers' solutions in implementing
thematic learning result from the use of thematic textbooks.
The teachers can already practice what is printed in thematic
textbooks. The teachers can already implement learning
strategies and methods according to thematic textbooks.
Teachers must have a variety of ways and solutions to
practice learning activities that originate from textbooks.
They can get various references and sources in adding
material from textbooks. Teachers can increase their self-
awareness through the use of reflective tools such as
journals, web-based diaries, online discussion groups, video
technology and computer software applications. Some of
these explanations can be stated as follows:
Teachers can improve their self-awareness through the use
of reflective tools such as journals, web-based diaries
(blogs), online discussion groups, video technologies and
computer software applications (Grigg, 2015).
The use of interesting thematic textbooks will motivate
elementary school students to study harder. The content of
the material written and drawn in the textbook will be easy
to remember for elementary school students (Sakti, 2018a).
Elementary school textbooks used by students will
determine the mindset of elementary school students.
Primary school teachers have the function and expertise in
dealing with elementary school age children (Sakti, 2017b).
Elementary school teachers will become accustomed to
looking after 15 to 30 children in one class. That requires a
lot of time and patience.
Discussion of the results of the documentation shows that
teachers in the areas affected by the earthquake disaster in
Gantiwarno Sub-District have been able to prepare thematic
learning. Thematic learning preparation is evidenced by the
existence of basic competency planning such as Indonesian,
Natural Sciences, Mathematics, and Cultural Arts which can
be linked in a theme.
Thematic learning taught in primary schools must apply the
ability to write, count, speak, listen, and much more that is
adjusted to the development of elementary school children.
The teaching of reading, writing, communication and
mathematics is highly effective and cohesively planned and
implemented across the curriculum (Grigg, 2015). The
teaching of reading, writing, communication and
mathematics is very effective and planned and implemented
cohesively throughout the curriculum.
Elementary school teachers will teach elementary school
children who need knowledge in writing real stories or
stories (Sakti, 2019). The writings produced by elementary
school students are certainly real and written with honesty.
This will make future generations who have the habit of
honesty and not lies.
IV. CONCLUSION
The conclusion of this study was written relating to the
formulation of the research problem. Exploration research
on the implementation of thematic learning in areas affected
by the earthquake disaster in Gantiwarno Sub-District
Klaten Regency has the following conclusions:
1. Thematic learning carried out in areas affected by
the earthquake disaster in Gantiwarno Sub-District
can be prepared by the teachers. The teachers
prepare learning plans by making Learning
Implementation Plans (RPP). Thematic learning
preparation is proven by the arrangement of
classrooms that students use for learning. The
students are also ready to learn with a variety of
methods used by their teacher. Thematic learning
preparation is evidenced by the existence of basic
competency planning such as Indonesian, Natural
Sciences, Mathematics, and Cultural Arts which
can be linked in a theme.
2. Teachers have difficulty implementing thematic
learning conducted in areas affected by the
earthquake disaster in Gantiwarno Sub-District.
The teachers find it difficult to run a thematic
learning assessment system. Students are not yet
accustomed to using thematic learning. Thematic
learning material written in books is incomplete.
The teachers experienced panic and confusion
when a sudden earthquake occurred. The teachers
have difficulty in learning outside the classroom.
3. The teachers already have a solution in
implementing thematic learning. which was carried
out in the area of the former earthquake disaster
Gantiwarno Sub-District. The teachers exchange
information, knowledge, and opinions with other
teachers about thematic learning. Students are
asked to leave the classroom or take cover under
the table by protecting their head with whatever
they have if a sudden earthquake occurs. The
teachers can already practice what is printed in
thematic textbooks. The teachers have also been
able to apply learning strategies and methods
according to thematic textbooks.
ACKNOWLEDGMENT
The author would like to thank the many parties who helped
with the completion of the research carried out in one
district through steep terrain. Thank you to the Widya
Dharma University Klaten and PGSD Study Program
students. Acknowledgments are given to elementary school
parties within the scope of one Sub District. Thank you to
the Ministry of Technology Research and Higher Education
for the many information and assistance that has been
provided.
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 CREATIVITE GAMIFICATION PSYCHOEDUCATION INTERVENTION: A
TRAINING MODULE FOR COUNSELLORS IN DEALING WITH REFERRAL
CLIENT

Aslina Ahmad, Pau Kee, Maizatul Hayati Mohamad Yatim, Amalia Madihie & Rafidah Aga
Mohd Jaladin
Universiti Pendidikan Sultan Idris, Universiti Malaysia Sarawak, Universiti Malaya
Malaysia

Abstract: Counsellors are faced with the urgent need to deal with referral clients who came to
see counsellors involuntarily. To comprehensively train counsellors especially in dealing with
referral clients is a challenge. In this study, a psychoeducation intervention that merges with the
idea of new approach of training that brings together the elements of play and fun in learning is
proposed. This paper introduces a training psychoeducation module utilizing creative
gamification for counsellors in dealing with referral clients who are forced to see counsellors.
This training module may contribute a new approach in counsellor education training programs,
thus generate a new strategy in training counsellors dealing with referral clients who came
involuntarily to see counsellors.

Keywords: psychoeducation intervention, gamification, creativity, referral clients

Introduction
Previous studies investigated the effectiveness of intervention among voluntary clients although
most clients who go to see counselors are reluctant clients, those who are forced to meet
counselors as they are referred by others (Corey, 2011; Siti Alsalihah, 2017). Referral clients are
reluctant, resistance and do not seek help from counselors, instead some of them are unaware of
their misbehavior and unwilling to go for counselling session (Corey, 2011). They are blind to
the need of change, unaware of the consequences of their action (Hill & O’Brien, 1999). They
are reported of having no experience in getting help from others especially the adults (Lauver &
Harvey, 1997), and having the attitude of urging for prompt solution, and have low toleration
towards lengthy helping sessions (Baker & Gerler, 2004). Referral clients are totally different
from voluntary clients who come to see counsellors voluntarily, ready to discuss about their
issues and are committed to the helping sessions, thus gaining positive impact out of the sessions
(Siegel & Senna, 2002).
The need of training counsellors dealing with referral clients who are resistance is
alarming. Ironically, most counsellor are usually trained extensively in theoretical approaches
and with voluntary clients, few have had training in dealing with resistance. As a result, most of
the previous studies reported barriers in dealing with reluctant clients at the early helping process
(Mohamad Nasir et al., 2015; Ruhani, 2008; Tan et. al, 2013). Counsellors are reported to have
difficulty in not only having a good rapport with them, but also getting commitment in the
counselling session.
A strategy or intervention has been proposed by Suradi Salim in year 2001 and has been
tested for the effectiveness of the Psychological Intervention focusing on referral clients towards
the behavior of the clients (Aslina & Suradi, 2011), and depression (Siti Alsalihah, 2017). The
results shows positive impact and nearly all referral clients return to meet counsellors voluntarily
to discuss about their problems. Current research also claimed that not only psychoeducation is
an effective strategy to deal with a variety of clients, but gamification, and creativity are among
the interventions that gives positive impact on various clients (Corey, 2011; Khairuddin, Che
Zalina, & Norhisham, 2017; Pesare, Roselli, Corriero & Rossano, 2016). Thus, this paper aimed
at introducing a proposed module namely Psychoeducation Intervention Training Module based
on Gamification and Creativity in dealing with clients who are referred to counselors.

Psychoeducation Intervention
Psychoeducation approach has been introduced decades ago (Colom, Vieta, Martinez-Aran,
Reinares, Goikolea, Benabarre, Torrent, Comes, Corbella, Parramon, Corominas, 2003). Pekkala
and Merinder (2002) explained that the term psychoeducation has been firstly used by Anderson
(1980) who focused more on patients in the hospital, stated that the therapeutic behavior take
into account four significant elements such as discussion with patients regarding their illness,
problem solving skill, communication skill and assertiveness skill and it involved family
members. Corey (2011) explained that Psychoeducation Intervention is an intervention that
utilize basic helping skills. The basic helping skills are much based on Person Centered Client
that focused on empathy, unconditional positive regard and genuine (Rogers, 1957).
Previous research also found that psychoeducation intervention has successfully help
students in dealing with emotions, dealing with mental health issues. Bore et al., (2013) revealed
that mental health issues that have been diagnosed among children related to misbehaviour, thus
psychoeducation group intervention was suggested based on cognitive behavioral approach.
According to Bore, et al., (2013), psychoeducation group can help children aware of their
behavior, revealed the cause of their action, and learn how to control their action.
A Malaysian study has been carried out to investigate the effectiveness of group
psychoeducation on the drug users (Mohd Rafidi, Ab Halim & Saedah, 2015). The results
revealed that psychoeducation intervention has successfully increase the level of drug users’
motivation to change, enhance the level of self-efficacy and making decisions. This research also
suggested helpers to apply psychoeducation intervention to clients with misbehavior.
Suradi (2001) also suggested that psychological intervention including psychoeducation
intervention is trained to counsellors in dealing with referral clients especially those who are
referred due to disciplinary cases. The approach should be creative to get the commitment from
the referral clients. Counsellors can also utilize psychoeducation intervention as a repertoire in
dealing with referral client. According to Bore, Hendricks and Womack (2013), psychoeducation
intervention is normally utilized at school as a comprehensive counselling program. Therefore,
psychoeducation intervention can be trained to counsellors in dealing with their referral
counsellors, who come and see counsellors voluntarily for the first meeting, as the initial
counselling sessions.

Creativity and Gamification in Education

According to Eric Berne (1964 in Tan Wee Hoe, 2015), there are nine elements of games that
involves thesis, antithesis, goal, role, dynamic, example, transactional paradigm, movement and
benefit. Thesis is the assumption given to the players, and if it is not achievable, then antithesis
will occur. Each game should have a goal, same goes to gamification. To ensure the goal is
achieved, each player has their own role in the game. Examples is also needed so that the group
dynamics and appropriate and exact action is taken thus will end with gaining benefits.
Nurul Ain, Norazani, Hapsah and Laili (2019) stated that gamification in higher
education is a new way in the learning environment for the 21st century. Gamification has been
one of the pedagogical tool used to increase student participation, and also promote a fun flexible
teaching and learning environment. Nurul Ain, Norazani, Hapsah and Laili (2019) highlighted
the development of a multicultural counseling gamification module known as "Immerze" based
on the Gamified e-learning design process model proposed by Malas and Hamtini.

Creative Gamification Psychoeducation Intervention Training Module

The psychoeducation intervention for referral clients consists of seven steps, namely (a)
relationship building - feel safe and free to say anything, (b) why am I here- informing the clients
the reasons they are being referred to counsellors, (c) what’s on your mind – giving ample space
for clients to comment on the reasons they are being referred to counsellors, (d) let’s look at the
consequences- what happen if the action(that being referred) is repeated, (e) let’s talk about the
consequences if it is stopped, (f) what is your decision regarding the action that is being referred
to counsellors and (g) invitation to come for counselling session.
With creativity and gamification, this steps are transformed into different approach.
Clients are divided into groups and each group will be given a chance to come out with any
possible answers. Those who shows commitment and teamwork are given badges. The group that
received the most badges will be awarded a reward. According to Wiggins (2016), gamification
can also take not only the form of badges, but also stickers, rewards, points, quizzes, trophies,
thus in each step, counsellors may use their own creativity to make it a fun learning session.

Discussion and Conclusion

Creativity and gamification enables counsellors to create a therapeutic, safe atmosphere in
dealing with reluctant referral clients. This can help counsellors impart knowledge and skills to
referral clients on making effective decisions. Gamification has also been associated with
creativity, which promotes flexibility, fun and fruitful sessions in guiding counsellors helping
clients in a novel unconventional approach. The creative perspective includes the ability to
quickly see several different ways to solve a problem and consider various alternatives, which at
the same time in a manner differing from the majority and resulting in something new or
different.
As psychoeducation intervention has also been recognized as an effective intervention
dealing with students and also the great advantage of utilizing gamification and creativity
(Taspinar, Schmidt, & Schuhbauer, 2016), a proposed psychoeducation intervention that merges
with gamification and creativity is introduced to train counsellors dealing with referral clients. It
is hoped that the new approach will give insight to resistant clients as well as counsellors having
a new repertoire in dealing with referral clients.

Acknowledgement
We would like to acknowledge Research Management Innovation Centre of Universiti
Pendidikan Sultan Idris for the financial funding under the University grant (2017-0272-107-01).

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How peer can help: improvements of pre-service
counselor skill in building therapeutic alliance using
peer coaching method
Esya Anesty Mashudi
Early Childhood Education Department
Universitas Pendidikan Indonesia
Serang, Indonesia
esyaanesty@upi.edu
Abstract— It is necessary for every counselor to be
equipped with a comprehensive understanding of the
therapeutic alliance and do the same with skills to foster and
maintain the therapeutic alliance with the counselee during
the counseling process. Hence, mastery of the therapeutic
alliance building skill should be acquired by all of pre-
service counselor. This study aims to describe how the
improvements of the pre-service counselor in building
therapeutic alliance by using the peer coaching method is.
This study was conducted by using action research to 32
pre-service counselors in guidance and counseling
department of Universitas Pendidikan Indonesia. The
research data were collected by using rating scale and test
instrument. The data collected then were analyzed by using
the interactive models of data reduction, data display and
data generalization. The result of this uncovers the mastery
level of pre-service counselor skill in building therapeutic
alliance is at a low-level category. This point becomes an
empirical data base determiner for selection the actions
focus in training program implementation using peer
coaching methods to improve the skill of pre-service
counselor in building therapeutic alliance. The
implementation of the action consists of three cycles. Each
cycle consists of four stages, namely planning,
implementation, observation and reflection. After doing the
three cycles, in conclusion, there is a rising level point of the
pre-counselor skill mastery. This increasing proportion
number were shifted from low to high level, cycle by cycle.
Each aspect of the therapeutic alliance building has reached
beyond succed indicators determined previously.
Keywords—counseling skill, ethnopedagogy, indigenous
wisdom, therapeutic alliance.
Nandang Rusmana
Guidance and Counseling Department
Universitas Pendidikan Indonesia
Bandung, Indonesia
nandangrusmana@upi.eduIma Ni’mah Chudari
Primary Teacher Education Department
Universitas Pendidikan Indonesia
Serang, Indonesia
nimahchudari@upi.edu
Fatihaturosyidah
Early Childhood Education Department
Universitas Pendidikan Indonesia
Serang, Indonesia
fatihaturosyidah@upi.edu
I. INTRODUCTION (HEADING 1)
Guidance and counseling teacher or school counselor is a
profession that has the responsibility in developing
academic, career, and personal-social development of all
students in schools. This is called as a profession because
like other professions, the counseling field also emerge
many professional characteristics requirements. According
to the Indonesian Counselors Competency Standards,
implementation of guidance and counseling job must be
occupied by a person who has basic knowledge and skills
that are based on an expertise (Mashudi & Chudari, 2017).
In the process of counseling, a counselor is an agent who
gives enlightens to the counselee. Therefore, to sustain the
role of a counselor, he or she should has the ability and skills
to transform the counselee's behavior. Thus, counseling
skills are considered as a very important person for students
in supporting the success of the counseling process. A good
counseling skills counselor has will lead to an effective
counseling process.
One of the important counseling skills mastered by a
counselor is the skill of building positive relationships that
are full of trust, commitment in providing assistance, and
agreement to achieve counseling goals together with
counselees or better known as therapeutic alliances. The
therapeutic alliances are oftenly also called as helping
alliances, work alliances, ego alliances, pre-attending or
therapeutic relationships (Bedi, Davis, Arvay, 2005: 71).
The skills of fostering a therapeutic alliance is a substantial
skill in counseling process that can bring the succeed of
counseling process. Various counseling techniques require
the counselor to firstly establish a therapeutic alliance with
the counselee before using the technique. Therefore, the skill
to foster this therapeutic alliance is one of the basic skills
that pre-counselors need to master. This is in line with the
opinion of Lambert and Barley research over the years
(2001: 357-361) which give conclusion that the relationship
factor between counselor and counselee correlates more
strongly with the results achieved by the counselee at the
end of the counseling process compared to the factors of
special counseling techniques used by counselors in the
counseling process.
The concept of a therapeutic alliance stems from studies of
the therapeutic relationship. Alliances represent certain work
elements of the relationship between counselor and
counselee (Horvath & Bedi, 2002). According to Gelso and
Carter (1985), relationships in counseling involves three
main parts, namely: (1) transference and counter-
transference, which refers to a person's reaction to another
person based on significant relationships with certain people
and unresolved psychodynamic conflicts; (2) alliance; and
(3) the actual relationship, that is, the affective bond
between the counselor and counselee regardless of the
working relationship between the two.
Therapeutic alliances are divided into three components
namely bonds, goals or goals and tasks (Bordin, 1979; in
Dryden & Reeves, 2008). From the consideration of these
components, it can be seen that the therapeutic alliance is a
relationship that emphasizes a collaborative partnership
between counselor and counselee. The partner includes the
counselee's goals and preferences related to the counseling
process and methods for achieving that goal. Therapeutic
alliances are mainly formed by the ability to 'listen'
counselees without prejudice and without giving advice that
is not responsible to counselee problems (Daddario &
Kishimoto, 2011).
Rogers (1957; in Green et al, 2012) suggested that
therapeutic alliances should be emerged when counselors
provide conditions that are 'needed' and 'adequate' for the
counselee. These conditions must have sincerity, empathy,
and unconditional acceptance directed at achieving
therapeutic changes in personality.
It is important for prospective counselors to be equipped
with a comprehensive understanding of the construct of the
therapeutic alliance and the skills of fostering and
maintaining a therapeutic alliance with the counselee
throughout the counseling process. Various literature
discusses how to establish a therapeutic relationship with
counselee as in the theory that was coined by Rogers,
Carkhuff, Ivey, Cavanagh, Bordin, and others. So that in
terms of theory will not be left behind. However, as long as
learning is limited to theory it will lead to a rigid and less
flexible implementation especially when it clashes with
cultural values and other practical elements.
Therefore, it is important to combine various theories about
building therapeutic alliances with appropriate practice
methods so that these skills can be mastered well by
prospective counselors. One method that is considered
representative is the peer coaching method. The peer
coaching method was chosen because it is one of the
methods widely used in education and training that is
oriented towards best practices.
Peer coaches are selected from qualified experienced
counselors, so they can share their experiences and
suggestions regarding the implementation of counseling
practices in the actual context. Prospective counselors in this
case can gain deeper insights by having a peer coach,
allowing them to apply new strategies learned from training
sessions and get feedback on how the strategies are
implemented in the actual counseling process.
Peer coaching can help professional practitioners to
internalize what they have learned, how to apply it in their
work, and take part in professional discussions about what
they have learned. This form of follow-up will guarantee the
transfer of learning, and help professional practitioners share
ideas and strategies with one another (Becker, 2000).
Thus this study is focused on answering questions about
"how to improve the skills of fostering therapeutic alliance
of prospective counselors through the method of peer
coaching?".
To answer this question, an action research study was
conducted aimed at examining the application of peer
coaching methods to improve the skills of fostering
therapeutic alliances for prospective counselors.
II. METHODS
1. Design
This study used Action Research approach. Action research
in education is a form of applied research whose main
purpose is to improve the practice of professional education
itself (Cresswell, 2012). Research is sometimes referred to
as practitioner research, teacher research, insider research
and (usually when done by teachers/ educators in their own
practice) self-study research. Action research may use many
research methods and involve collaboration with colleagues,
clients, or professional researchers.
Glanz (in Cresswell, 2012) analyzes the process of an action
research project into six steps: (1) selecting focus; (2) take
action (in the form of a cycle); (3) collecting data; (4) data
analysis and interpretation; (5) reflection; and (6) continue
or modify.
2. Data Collecting Tools
The instruments used in collecting data in this study are a
rating scale of therapeutic alliance building skill and tests
instruments to measure the knowledge of therapeutic
alliance concepts. These instruments was developed based
on the concept of a therapeutic alliance by Bordin (1979; in
Dryden & Reeves, 2008). Other instruments used in this
study are field notes instruments which is applied by peer
coaches to observe and record important events during the
training.
3. Data Analysis
Data analysis process was done during data collection
process that takes place after completion of data collection
in certain period. The type of data analysis used is
qualitative data analysis from Miles and Huberman (2002).
Activities in the analysis of data consist of:
a) Data reduction, which summarizes, chooses the main
points, focuses on the important things, looks for
themes and patterns and discards unnecessary. Data
reduction aims to provide a clearer picture and make it
easier for researchers to perform further data
collection.
b) Presentation of data, is the second step after data
reduction. the presentation of data is done by
 organizing the data and arranging the relationship
pattern. So it's easier to understand what's going on and
to plan for further work.
c) Verification/ description of conclusions, namely
drawing conclusions from the process of collecting
data obtained from the field.
III. RESULT AND DISCUSSION
The initial description of pre-service counselors skill in
building therapeutic alliance is obtained from the assessment
results of the knowledge and skill 32 fourth year students
(academic year 2018/ 2019) in the guidance and counseling
department of Universitas Pendidikan Indonesia. The
assessment focuses on the three components of therapeutic
alliance namely bond, goal and task. All those components
was assessed in two ways. Firstly, to measure students’
knowledge of therapeutic alliance. Students have to fill the
quiz about the concepts therapeutic alliance. Secondly, to
assess student skill in building therapeutic alliance, a role
play situation was being settled by the supervisor. There are
a peer coach acting as the counselee which whom student
has to face with. The way student build or foster therapeutic
alliance between him/ her and the counselee, which also
their peer coach was being assessed during the role play
session to gain a data about pre-service skill in building
therapeutic alliance.
The results of the assessment are presented in the form of
proportion of respondents scores which indicate the level of
mastery of skills in the low, medium and high level. Low
level of skill mastery indicate novice category, medium level
of skill mastery indicate average category, and high level of
skill mastery indicate advance category. Table 1 depicts in
detail the profile of pre-service counselors skill in building
therapeutic alliance.
TABLE 1 INITIAL DESCRIPTION OF PRE-SERVICE
COUNSELOR THERAPEUTIC ALLIANCE BUILDING
SKILL
SKILL MASTERY Proportion
LEVEL N in percentage
Novice 15 46,88%
Average 13 40,62%
Advance 4 12,5%
Based on table 1, it can be seen that in general, out of 36
students, only 27.77% (10) students showed mastery of
developing high-level therapeutic alliances. Meanwhile, as
many as 30.55% (11 people) students showed mastery of
skills to build a therapeutic alliance at a moderate level, and
the remaining 41.66% showed mastery skills to foster a low
level therapeutic alliance. The number of students with
mastery of skills fostering low-level therapeutic alliances is
the most dominant. Thus, it is clearly seen that there is a
need for increased skills in developing a therapeutic alliance
for fourth-year students in the guidance and counseling
department which will be projected as counselors in the
field.
The low level of mastery of skills refers to the novice
category where the group of subjects shows characteristics
related to the three components of skills to build a
therapeutic alliance namely (1) the aspects of the counselor's
bond have not displayed an empathic understanding of
counselee issues, have not displayed sincerity and
unconditional acceptance of the counselee, and have not
able to modify his personal interpersonal style with the
counselee's interpersonal style; (2) the goal counselor aspect
has not been able to formulate the goals of the counseling
process, has not been able to make an agreement with the
counselee regarding the objectives to be achieved as well as
an agreement to work together to achieve these goals, has
not been able to conduct discussions and consolidation when
there are differences in objectives between the counselor and
counselee; (3) the aspects of the counselor's task have not
been able to identify their tasks based on the counseling
approach used, have not shown knowledge related to the
technique to be performed and what of the technique, and do
not share knowledge about the counseling technique used in
the counselee.
The moderate or sufficient level of skill mastery refers to the
average category where the group of subjects shows
characteristics in the form of: (1) in the bond aspect
counselor has been able to display an empathic
understanding of counselee issues, able to display sincerity
and unconditional acceptance of the counselee, but has not
been able to modify the style personal interpersonal
counselee interpersonal style; (2) in the goal aspect
counselor has been able to formulate the goals of the
counseling process, able to make agreements with
counselees related to the goals to be achieved and an
agreement to work together to achieve these goals, but have
not been able to conduct discussions and consolidation when
there are differences in objectives between counselor and
counselee; (3) in the task aspect, counselor is able to identify
his tasks based on the counseling approach used, have
shown knowledge related to the technique to be performed
and what of the technique, but have not shared the
knowledge of the counseling technique used by the
counselee.
The high level of mastery of skills refers to the advanced
category which has the following characteristics: (1) the
bond counselor aspect can display empathic understanding
of counselee issues, can display unconditional sincerity and
acceptance of the counselee, and be able to modify his
personal interpersonal style with the counselee interpersonal
style ; (2) the goal counselor is able to formulate the goals of
the counseling process, able to make agreements with
counselees related to the goals to be achieved and an
agreement to work together to achieve these goals, and be
able to conduct discussions and consolidation when there are
differences in objectives between counselor and counselee;
(3) the aspects of the counselor's task are able to identify his
tasks based on the counseling approach used, can show
knowledge related to the technique to be performed and
what of the technique, and can share knowledge about the
counseling technique used in the counselee so that the
counselee obtains the required knowledge to do self-
counseling.
Based on tracing at each level of mastery of skills building a
therapeutic alliance can be obtained clearer information
about which categories are most urgent to be trained and
developed (focus selection).
Based on a review of the field notes, as well as a focused
discussion with the subject obtained feedback about the
obstacles encountered by prospective counselors in fostering
a therapeutic alliance with the counselee at the beginning of
the counseling process, namely:
a. Counselors feel less confident in dealing with
counselees, so there is often a fear of disappointing
counselee who causes counselors to develop prejudice
 that the counselee does not like him and will not hear
what he said.
b. Counselors only understand some of the techniques and
approaches in counseling because many of them are
taught at the beginning of the lecture and the counselor
has forgotten about the material.
c. Counselors feel nervous when dealing with counselees
because of lack of experience.
d. The counselor is not yet aware of his interpersonal style
so he cannot adjust the interpersonal style with the
counselee.
With that in mind, a series of efforts to provide action
through a skills training program fostering a more structured
therapeutic alliance using peer coaching methods in which
the peer coaches are field practitioners with a background in
guidance and counseling knowledge and have experience as
professional counselors for more than 2 years of service.
It is hoped that the involvement of these practitioners will be
able to distribute more insights and knowledge to pre-
service counselors especially those needed to develop skills
in developing a therapeutic alliance. The four stages in one
action cycle become a series of training activities.
In the first cycle the most popular peer coach model is
collegial coaching, where the peer coach and coachee are
involved in collegial discussion. The coachee must start the
conversation, and the peer coach as the observer adds factual
information about what happened during the practice. Both
can discuss things that are going well, and things that are not
going well or not going at all. In addition, the discussion
also focused on what needs to be changed or developed so
that it has a positive impact on the running of practice.
To measure the effectiveness of the action, it is necessary to
set an indicator of the success of the action, namely as much
as 50% of the total subjects participating in the training
show mastery of the skills of fostering therapeutic alliances
at a high level or in the advanced category.
Based on the results of the assessment obtained elaboration
that at the end of the 1st cycle the percentage of the number
of subjects who showed mastery of skills fostering
therapeutic alliances in the advanced category had not
reached or exceeded 50% as specified in the indicators of
the success of the action.
This shows that after going through the training process
using the collegial coaching model there has not been a
significant increase in mastery of skills in pre-service
counselors.
Based on field notes, it is known in cycle 1 that the
discussion is more focused on efforts to 'refresh' the subject's
memory about theories around counseling techniques and
approaches, such as behavioral, humanistic, gestalt,
psychoanalysis, and so on. This is because many subjects
forget and still lack understanding of the focus of the
discussion.
Reflection on the implementation of cycle 1 implies several
things that need to be improved and modified in cycle 2.
Thus, the problems that will be above in this cycle 2 in
particular is how to create a deeper discussion, detailing
each focus of the discussion carefully, and not just answer
questions relating to personal difficulties that are subjective.
Therefore, after going through a process of discussion
between the peer coach and the research team, then for the
second cycle another peer coach model was chosen, namely
the technical peer coach. Based on the assessment results
obtained elaboration that at the end of cycle 2 the percentage
of subjects with mastery of skills to develop therapeutic
alliances in the advanced category has increased from cycle
1. However, even so the percentage has not reached or
exceeded 50% as specified in the indicators of success of the
action.
This shows that after going through training activities using
the technical coaching model, it seems that there has been an
increase in the mastery of skills to foster therapeutic
alliances on subjects who become coachees even though the
improvement has not been so significant.
Discussions that are more in depth, do not widen from the
topics discussed, and focus more on the things that want to
be improved are factors that support the increasing
percentage of subjects who show mastery of skills to foster
therapeutic alliances at a high level or that fall into the
advanced category.
At the second meeting of cycle 3, the team coaching model
began to be applied. The team coaching model is a peer
coaching that involves practitioners (as peer coaches) who
are highly skilled and have good knowledge in specific work
areas to work together with the trainees in order to develop
certain skills or strategies related to the specific work area.
In this model the two parties plan, implement and evaluate
the success of professional practice. This means that:
a) Peer coaches and coaches must get interact with the
target practice (counselee).
b) Peer coaches and coaches lead target practice groups
(counselees).
c) Peer coaches and coaches give examples of target
practice (counselee).
d) Peer coaches and coaches ask questions on target
practice (counselee).
e) Peer coaches and coaches give instructions on the target
practice (counselee)
Peer coaches and coaches are in the room where the activity
or learning process takes place. The target practice will be
aware of both of them in the room but not aware that one
practitioner is more experienced and more insightful than
other practitioners, and that the practitioner is there to
support other practitioners in their efforts to learn, master,
and acquire new skills related to professional practice.
Based on the results of the assessment of the subject's
therapeutic alliance skills by the peer coach of each group, it
was obtained that at the end of cycle 3 the percentage of
subjects with mastering skills developing a therapeutic
alliance at a high level experienced a significant increase
from cycle 2, an increase also occurred in the other two
categories
As previously expected, not only did stagnation not occur,
the percentage of students with mastery of skills fostering
therapeutic alliances at a high level had reached 50%. This
means that more than half of the subjects showed mastery of
skills in the advanced category. Thus, it can be said that an
indicator of the success of the actions in this study has been
achieved.
Based on the recapitulation of the results of the skills
assessment of counseling therapeutic alliances pre counselor
can be seen an increase in mastery of skills to foster
therapeutic alliances. This is indicated by an increase in the
percentage of subjects who demonstrate mastery of
developing therapeutic alliance skills at a high level or
advanced category from cycle 1 to cycle 3.
TABLE 2 FINAL DESCRIPTION OF PRE-SERVICE
COUNSELOR THERAPEUTIC ALLIANCE BUILDING
SKILL (AFTER THIRD CYCLE OF ACTION)
 SKILL MASTERY Proportion
LEVEL N in percentage
Novice 0 0
Average 15 46,88%,
17 53,12%
Advance
In the novice category, the percentage decreased from
46,88% in cycle 1, to 0 in cycle 3. Meanwhile, in the
average category, the percentage increased from 40,62% in
cycle 1, to 46,88% in cycle 3 Finally, in the advanced
category, the percentage increased from 12,5% in cycle 1, to
53,12% in cycle 3. Thus, in general the actions taken in the
form of training with the peer coach method imply a positive
and effective impact on the skills of fostering therapeutic
alliances.
The peer coaching method can help empower experienced
practitioners in the field, so that collaboration between
experts and practitioners can also be realized, this is
certainly very beneficial because sharing expertise carried
out by experts on practitioners can be a form of application
in the scientific field in society.
[1]
In this study, the chosen peer coach is someone with a level
of competence at the advanced level or those who have a
deep and consistent understanding of carrying out the tasks
according to specified standards, while pre-service
counselors who are still students are someone with
competency levels at the novice level or the most
understanding level below when someone carries out tasks
that he previously could not do (Shellabear, 2010). [3]
The peer coach method allows practitioners who are skilled
in specific work areas to share knowledge in order to [4]
develop new skills and abilities of other practitioners who
have insights and knowledge at a lower level.
The strengths of the peer coach method have positive [5]
implications for improving skills in fostering a therapeutic
alliance of pre-service counselors. The use of peer coaching
methods in previous training also showed positive results in [6]
the development of certain skills.
This is in line with the research of Becker (2000) who found [7]
that peer coaching can bring a better understanding of best
practices and curriculum. Peer coaching also contributes to [8]
the development of teaching and learning in schools.
Teachers who participated in peer coaching training proved[9]
to be more skilled in carrying out the best practices of
learning at South Virginia High School, this can be seen
from the increase in the average score of skills obtained
through evaluative studies for 2 years. [10]
[11]
IV. CONCLUSION
Based on a review of the research findings, the conclusions [12]
can be drawn as follows:
[13]
1. From the initial description, the number of students of
the guidance and counseling department in the fourth
year with the mastery of skills fostering a therapeutic
alliance at a low level (novice) is dominant. As such, it is
clearly seen that there is a need to improve their skills in
developing therapeutic alliances for prospective
counselors.
2. In implementing the action, a peer coaching method is
implemented with three main models namely Collegial
Coaching, Technical Coaching and Team Coaching in the
form of training to improve skills to develop therapeutic
alliance of prospective counselors.
3. Based on the final results of the skills assessment to
foster therapeutic alliance pre-counselors, there is a
finding that students’ mastery of skills to foster
therapeutic alliances is increase. This is indicated by an
increase in the percentage of subjects with a mastery
level in developing therapeutic alliances for pre-
counselors at a high level (advance) from cycle 1 to
cycle 3. Increasing the number of subjects mastering the
skills of developing a therapeutic alliance shows that in
general actions taken in the form of training programs
the peer coach method implies a positive and effective
implications.
REFERENCES
E.A. Mashudi and I.N. Chudari. Improving practical pedagogy competency
of kindergarten teacher candidates through peer coaching methods.
[Proceedings of the 1st international conference on education (ICE),
Tasikmalaya, Indonesia, p. 21-32, 2017].
[2] Bedi, R.P., Davis, M. D., and Arvay, M.J., “The Client’s
Perspective on Forming a Counselling Alliance and Implications for
Research on Counsellor Training,” Canadian Journal of Counselling Vol.39
: p.2, 2005.
Lambert, M. J., and Barley, D. E., “Research summary on the therapeutic
relationship and psychotherapy outcome,” Psychotherapy: Theory,
Research, Practice, Training, 38(4), 357-361, 2001.
Horvath, A. O., and Bedi, R. P., “The alliance. In J. C. Norcross
(Ed.),” Psychotherapy relationships that work: Therapist contributions and
responsiveness to patients (pp. 37-69. New York, NY, US: Oxford
University Press, 2002.
Gelso, C. J., and Carter, J. A., “The relationship in counseling and
psychotherapy: Components, consequences, and theoretical
antecedents”. The Counseling Psychologist, 13(2), 155-243, 1985.
Bordin, E.S., “The generalizability of the psychoanalytic concept of the
working alliance,” Journal of Psychotherapy: Theory, Research and
Practice, 16(3): 252–60, 1979.
Dryden, W., and Reeves, A. The handbook of individual therapy : sixth
edition. London : Sage publishing, 2013.
Daddario, A., and Kishimoto, E. Therapeutic Alliance Activity Quiz :
Modul. COSIG Mobile Team : Australia, 2011.
Green, S.J., Littell, J.H., Hammerstrom, K., Tanner-Smith, E., and Wilen,
J.S., The Therapeutic Alliance and Psychotherapy Outcomes for Young
Adults Aged 18 – 34 : Protocol for a Systemic Review. USA : The
Campbell Colaboration, 2012.
Becker, J. M., “TNLI: Action research: Professional development: Peer
coaching for improvement of teaching and learning”. Research in
teachersnetwork.org, 2000.
Creswell, J.W. Educational Research: Planning, Conducting and
Evaluating Quantitative and Qualitative Research (fourth edition). New
Jersey: Pearson Prentice Hall, 2012.
Miles, M.B., and Huberman, M. The qualitative researcher’s companion.
London : Sage Publishing, 2002.
Shellabear, S. (2010). Competency Profilling: Definition and
Implementation. ConsultSeven.com case, 2010.
 Classical Guidance Services with Simulation Game Techniques
to Improve Student's Self Control.
Retno Purwasih
Postgraduate of Guidance and Counseling
Universitas Negeri Yogyakarta
Yogyakarta, Indonesia
retnopurwasih.2018@student.uny.ac.id
Abstract˗˗Self-control is the ability that
must be possessed by every individual to
control himself both in terms of behavior,
thoughts, emotions, and decision making.
To improve self-control can be done by
providing understanding and training
through classical guidance services in
schools. Classical guidance services are
the basic guidance and counseling
services provided to students in face-to-
face and scheduled. In the
implementation of classical guidance
services can use various techniques such
as simulation games. This research aims
to find out how classical guidance services
with simulation game techniques can
improve students' self-control. This
research is a quantitative type of pre-
experimental research. The research
subjects were taken by purposive
sampling technique. The data collection
method uses self-control instruments. The
self-control instrument is given twice,
namely before and after the classical
guidance service, called pre-test and post-
test. Data analysis technique used
Wilcoxon test. The results showed there
an increase in self control from 75% in
the low category to 85% in the very high
Sigit Sanyata
Guidance and Counseling Department
Universitas Negeri Yogyakarta
Yogyakarta, Indonesia
sanyatasigit@uny.ac.id
category. Wilcoxon test results are 0,000.
Means the classical guidance service with
simulation game techniques is effective to
improve students' self control.
Keywords: Classical Guidance Services,
Simulation Games, Self-Control,
Quantitative Research.
I.INTRODUCTION
Guidance and counseling is very important
in school. Guidance and counseling in
schools play a role in student success [12].
In addition to helping solve students
problems and help develop their potential,
teacher guidance and counseling at school is
also responsible for making students be good
personalities. Guidance and counseling
services provided at schools can make
students better, disciplined, reduce cases of
alcohol and drug abuse [1].
Guidance and counseling is important in
various fields of life such as in personality
development, adjustment, mental
maintenance, time management, decision
making, achieving goals and understanding
individual differences [14]. Guidance and
counseling services can be done inside or
outside the classroom and can be done by
applying methods, techniques, or strategies
that emphasize student experience [2].
Classical guidance services are guidance and
counseling services provided to students in
class and on schedule. This service is carried
out by providing materials to achieve certain
goals.
In this research, classical guidance services
are provided to improve students' self
control. Self-control is the ability of
individuals to arrange, organize, guide, and
direct behavior that leads individuals to
positive consequences [3]. Self-control can
be developed and considered as a preventive
intervention against negative behavior of
individuals [3]. Individuals with low self-
control will have poor health and are easier
to commit crime compared to individuals
who have good self-control [4]. Individuals
who have good self control means they also
have good cognitive abilities [5].
Aspects of self-control consists of 3 aspects,
there are cognitive control, behavioral
control, and decisions control [6]. Cognitive
control means the ability to control and
process thoughts, this aspect consists of
obtaining information and making
judgments. Behavioral control is the ability
to be able to control behavior that consists of
managing the implementation and the ability
to modify stimulus. Decision control is the
ability to choose and respond to the right
decisions from a particular situation.
Provision of material about self-control in
classical guidance services is using
simulation game techniques. Simulations
and games are widely used in academic
programs [15]. Games is popular alternative
for developing useful learning media in the
classroom [16]. Using game proved students
better understand the problem strategy and
apply it more broadly [15]. Simulation
games can facilitate teaching and learning in
schools, the purpose of this game is to
develop a spirit of tolerance, planning,
giving, and receiving [7]. The simulation
game also has a goal or objective in
completing the game does not have to be
based on victory [16]. Therefore this
research was conducted to see how the
classical guidance services with game
simulation techniques to improve students'
self control.
II. METHODS
This research was a quantitative type of pre-
experimental research with one group pretest
and post-test design. The research subjects
were taken by purposive sampling
technique. The data collection method uses
self-control instruments. Measurements were
made using a Likert Scale with a total of 4
alternative answers. The self-control
instrument is given twice, namely before and
after the classical guidance service, called
pre-test and post-test. Data analysis
technique used Wilcoxon test.
III. RESULT AND DISCUSSION
Result
The results were obtained from
measurements with self-control instruments
that developed from Averril's theory. The
development of instruments is seen from the
aspects of self-control namely cognitive
control, behavioral control, and decision
control. The instrument consists of 25 items
with a Cronbach’s Alpha value of 0.87. This
figure shows that the instrument used has a
good reliability value and is feasible to use. Table I. Pre-test and Post-Test Self-
There are 5 categories of self-control level Control Results
classification categories namely Very High, Mean
Std.
Minimum Maximum
High, Medium, Low and Very Low. The Deviasi
Pre Pos Pre Pos Pre Pos Pre Pos
results of the pre-test measurements showed - t- - t- - t- - t-
the level of self-control of students was in test test test test test test test test
the medium category 25% and the low 47,
81,1 3,6 7,0 41 66 56 92
category 75%. 6

Classical guidance service was provided

after pre-test. Classical guidance was given
to students in 7 face-to-face meetings. The
material presented about self-control in
accordance with its aspects. Each aspect was
conveyed to students in theory and then
given an assignment the author has been
prepared. The next meeting would be a
simulation game technique. From the
aspects that have been conveyed the author
made a custom situation and then it was
simulated by students. It was hoped that
with this simulation game students can
manage themselves when dealing with real
situations in their lives. The same thing was
done in other aspects of self-control.
Post-test measurements were made after 7
classical guidance meetings. The results
showed an increase in the level of self
control. The level of students' self control
becomes in the very high category 85% and
the high category is 15%. The following
table compared the pre-test and post-test
values of students' self-control on the mean
value, standard deviation, minimum value,
and maximum value.
Table I showed an increase in the level of
self-control of students before given
classical guidance services with simulation
game techniques and after given services.
Pre-test and post-test results data from the
measurement results with self-control
instruments were analyzed using the
Wilcoxon test with SPSS 20. The results of
the analysis can be seen in the following
Table II:
Tabel II. Wilcoxon Test Result
Test Statisticsb
post - pre
Z -3.825a
Asymp. Sig. (2-tailed) .000
a. Based on negative ranks.
b. Wilcoxon Signed Ranks Test
Based on Table II, the Asymp value known.
Sig. (2-tailed) is 0,000. This value is smaller
than 0.05, meaning that Ha is accepted. This
means that there are differences in the level
of self-control before and after classical
guidance services are provided with
simulation game techniques.

Discussion
The main purpose of this research is to find
out whether classical guidance services
using simulation game techniques can
improve students' self control. Self-control
can be improved to reduce maladaptive
behavior [8]. Self control as a deliberate
process by individuals to be able to change
their own behavior, such as resisting
temptations, changing the mood of the day,
and acting to achieve personal goals, but this
process overrides existing habits, thoughts,
emotions, and natural responses [9].
Self-control is a capacity that is owned by
every individual, each individual has a
different level of capacity to control
themselves that is done intentionally, self-
control requires individuals to act according
to the individual's wishes for what they think
is most appropriate to do [10]. Self-control
can be trained in many ways, such as
learning to think right in the face of certain
situations, encouraging character traits that
are closely related to one's ability to make
responsive reasons such as awareness,
practical policies and policies, and other
things.
Practicing self-control can be done at school
through guidance and counseling services.
Helping students meet basic physiological
needs, understanding themselves, being able
to adjust to peers, balancing permissiveness
and control of school rules, realizing
achievement of success, and establishing
learners is the goal of guidance and
counseling services in schools [11]. Based
on these objectives the guidance and
counseling teacher is responsible for the
development of students including the
development of self-control.
Guidance and counseling are important
educational tools in shaping an individual's
orientation that cannot be separated from the
influence of his peers [12]. The role of
guidance and counseling is very effective in
teaching and learning in schools for the
students successfull in the future. One of
them is through classical guidance services
that are provided on a scheduled basis [12].
Classical guidance services will be more
interesting using techniques that are
preferred by students. In this study choosing
simulation games as a technique for
implementing classical guidance services to
improve self-control. Simulation technique
is a method for learning social skills [13].
Self-control is closely related to social skills,
so this technique is considered to be used to
improve self-control. It is also evident from
the results of the research that has been
elaborated on the results of research points.
IV. CONCLUSION
Students who are also adolescents must have
good self control. Good self-control will
make students or adolescents become good
individuals and can control themselves. Self
control can be taught or trained to students.
Schools become the right place to teach or
practice self-control through learning or
services in guidance and counseling.
Classics of guidance services provided in
accordance with aspects of self-control
namely cognitive control, behavioral
control, and decision control. In order for
students to be more enthusiastic in following
the classical tutoring services it is necessary
to use techniques such as simulation games.
Simulation games provide opportunities for
students to directly practice a situation that
often occurs in everyday life. So it can be
concluded, classical guidance services using
simulation game techniques are considered
effective to improve students' self control.
ACKNOWLEDGMENT
Author would like to thank all those
involved in this research. The support and
input provided were very helpful in
completing this paper. Hopefully research
can be useful for readers and useful in the
development of science in education,
especially guidance and counseling. I also
do not forget to thank you for the guidance
and counseling graduate program,
Yogyakarta State University.
REFERENCES
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 Development of Spinning Media as an Information
Service to Enhance Career Planning Abilities of
High School Students in Bandar Lampung

1
Hardiyansyah Masya,M.Pd
Guidance and Counseling
Raden Intan Islamic State University
Lampung, Indonesia
hardiyansyah.masya@radenintan.ac.id
4 5
Permatasari,M.Pd
Guidance and Counseling
Raden Intan Islamic State University
Lampung, Indonesia
permataontel93@gmail.com 2Tri
Dewantari,M.Pd
Guidance and Counseling
Raden Intan Islamic State University
Lampung, Indonesia
dewantaritri@gmail.com
Veni Purnamasari,M.Pd
Guidance and Counseling
Raden Intan Islamic State University
Lampung, Indonesia
venipurnamasari649@yahoo.com
3
Mega Aria Monica,M.Pd
Guidance and Counseling
Raden Intan Islamic State University
Lampung, Indonesia
megaariamonica@radenintan.ac.id

6
Abdul Aziz
Guidance and Counseling
Raden Intan Islamic State University
Lampung, Indonesia
aazizabdul1@gmail.com

Abstract— Career planning is one of the tasks of adolescent
development. However, not all students in senior high schools
have good career planning, there are students who
experience confusion when asked about the continuation of
studies, and future careers. To overcome the problems that
occur, it is necessary to provide service delivery techniques
that can help students improve their career planning skills.
Media Spanning as an information service can help
individuals in adding information related to the world of
career understanding and career development in accordance
with their abilities.
Keywords—spinning media, information counselling
service,career planning
I. INTRODUCTION
Career is an important thing in human life. Every human being
will feel confused when he does not know his career goals or
career continuity, causing him to become unemployed or work
but not in accordance with his potential. One of the things you
can do to avoid career confusion is to have career planning.
Career planning possessed by students is useful for the selection
of further study types, and the selection of work plans. Munurut
Simamora (Sutrino, 2013) career planning is a process in
deciding the goals to be achieved during the coming time period
and designing various ways that will be done to help achieve
these goals.
Achieving these goals requires careful career planning. Career
planning can begin when an individual gets an education at
school. In this case, while in high school students are already
faced with career selection.
The students of Mengah Atas School are in their adolescent
development. Adolescence is a time of transition from childhood
to adulthood. In adolescence, students have been required to
determine future careers. According to Super, Crites, Hummel,
Moser, Overstreet, & Warnath (1957) career development in
high school is an exploration stage that starts at the age of 15 to
24 years. At this stage adolescents develop themselves and the
world of work and try new roles in terms of career maturity. This
is in line with the opinion of Havighurst (in Hartinah: 2015)
which explains that "in adolescence there are several
development tasks that must be completed, one of the
developmental tasks that must be achieved is choosing and
preparing for a career.
But in reality there are still students who have not been able to
determine the continuation of his career and the future of his
career. This is evident from Pujiastuti's research (2018) which
obtained data that 81.58% of 38 students in SMA Negeri 23
Bandung had low career planning. This is in line with Atmaja's
research (2014) which obtained data that there were 12 students
in MAN Wonokromo Bantul Yogyakarta who had low career
planning. This is indicated by the lack of student interest to
continue their studies and prefer to work. But will feel confused
and unable to answer when asked the question "where will work
and what work".
Career planning problems also occur in high schools in Bandar
Lampung, of the 26 students there are only 12 students who
already have careful self-planning. This is marked by students
who tend to feel confused when asked where to continue their
studies or where to work. Based on the results of the interview
this is due to the lack of student information which is one of the
obstacles in determining the direction of choice for further stage
or career. Especially those related to tertiary institutions so that
students feel uneasy to form it.
Information services related to career planning are very
important for students. It is hoped that students who obtain
career services not only get information about the career world
but also about their career related understanding and how
students can develop careers in accordance with their abilities.
Based on the problems that occur, it requires techniques that can
help students overcome the ability of students' career planning.
One way that can be done is to usemedia spinning as an
information service.
II. METHODE
The method used in thisis researchresearch and development
(R&D). This study aims to produce products and test the
effectiveness of the product. The model used in this study is
Borg and Gall, which has 10 stages (Gall, Gall, & Borg, 2003),
namely 1) gathering information or preliminary data, 2)
planning, 3) developing the initial form of the product, 4) initial
field testing , 5) major product revisions, 6) main field tests, 7)
operational product revisions, 8) operational field tests, 9) final
product revisions, 10) dissemination and implementation. The
research was not carried out until the 10th stage because it was
adjusted to the objectives of the researcher, so the stage carried
out in this study was adjusted to the needs of the researcher. The
development steps used are explained in Figure 3.1 below:
Initialacceptability
revision
revisi
Figure 3.1. Development Procedure
The initial stages of this development begin with conducting a
need assessment to find all information about the needs in the
field and all the problems faced by BK teachers and students.
The problem found is the unavailability of media to help
students understand career planning. The second stage is the
planning stage, studying theories or concepts related to media
that can help students understand career planning. This stage
provides an overview of the use ofapplications spinning as an
information service to enhance students' knowledge about career
planning. The next stage, entering the product development
stage, is carried out by making aapplication .spinning which
contains the rational of making an application, core
competencies, basic competencies, material that contains an
explanation of a career. The next stage is a trial that is conducted
an assessment by media experts, Language and BK to determine
the level of attractiveness of the product format and contents,
ease of contents and menus on theapplication spinning and the
usefulness of theapplication spinning. After the assessment, the
researchers revised the product in accordance with expert input.
The sixth phase is the main field trials targeting BK teachers and
students to find out the effectiveness, attractiveness of the ease
and benefits ofapplications spinning to increase students'
knowledge of career planning. The final stage is a product
revision of the shortcomings and input from students.
In the expert assessment the acceptability scale is used which is
developed based on the acceptance aspect of a product that has
been determined by The Joint Committee On Standards For
Educational Evaluation. The analysis used in expert judgment is
the tabulation of the appraiser'sor agreementinter-rater
agreement.
III. DISCUSSION
Result
In this research development, the product produced ismedia
spinning as an information service to improve the career
planning of high school students in Lampung, which meets the
aspects conducting
data collection: of content a and needformat, namelyassessing
assessment,
attractiveness, convenience and usefulness. The initial
appearance of this media is the homepage to start the
application, the second part shows the types of professions that
are categorized in the social, business, realistic, conventional,
artistic and intellectual fields. This field written on spinning will
rotate when we click the play button. Other menus after spinning
Developing
is played are the types of professions that are appropriate to the initial
field, and this menu will provide information about various
professions. Main field testing: product trials, valida
The results of the acceptance tests of experts and users showed
an average percentage of 86% which was in a very good range.
This shows thatmedia spinningas an information service to
improve students' career selection meets the criteria of
acceptability of experts and users theoretically and practically, so
that it can be used in the service delivery process in the career
field. The input from experts that can be used as a benchmark for
improvement is explained in Figure 3.1.
Members and prospects for user improvement feedback
 life such as learning about career information, discussing related
Media expert On the homepage, Layouts are career planning to adults, actively participating in extracurricular
the layout is less replaced with activities or taking courses or training that is preferred (Adiputra,
attractive bright colors to
make them more 2015). This is consistent with Dillard's opinion (1985: 24) which
attractive. states that career planning is a process of achieving career goals.
Linguist The language -
used is easy to In career planning there are several factors that influence the
understand.
selection of individual careers, namely external factors, such as
Expert guidance Enrich in a Types of
and counseling profession that professions are family, race, socio-economic level, technology, labor market.
complies with RI categorized The internal factors such as talent, interest, intelligence,
4.0 according to the personality (self-concept, needs, ways to relate to others)
needs and (Nurilah, 2017).
development of
the times. Based on these factors career planning will arise and develop if
Prospective Users Display images Image corrected it gets encouragement from family, economic conditions,
(Teacher guidance that are less as user entered. technology and a supportive job market that supports the
and counseling attractive development of career planning. In addition, internal factors
and Students) such as interests, talents, and patterns of interaction with others
Add a user history - also determine the formation of it. This is consistent with the
menu that can be results of research by Person and Willson (Komara, 2016) which
opened by states that the factors that influence career planning are abilities,
guidance and interests and achievements. The explanation of the three factors
counseling is as follows.
teachers to help in 1. Ability, namely confidence associated with outstanding
service delivery. talent in a field of cognitive business, the field of skills, or
the field of art. Once formed an ability can become a
Research conducted on career planning throughmedia spinning provision that allows to enter various fields of work or
to improve career planning. It is known that the main problem when entering tertiary level in a particular field. Someone
that hinders students in career planning is the lack of use of the who has a prominent ability or talent usually has a fairly
media used during the career guidance process. Due to the high level of confidence in actualizing himself.
development of-based guidance counseling media spinning. The 2. Interest, which is a rather settled tendency for someone to
results of the research and development ofmedia are spinning feel interested in a particular field and feel.
described based on the Borg and Gall steps. Data on the results
of each stage of the research procedure are based on the
following development steps: To improve students' career planning skills, information services
1. Results of Analysis of Potential Problems are needed by using new media. According to Ely (in Wahyunica
After knowing the problems that occur in schools through and Rosy, 2017), said that "the media when understood in
observation and interviews with educators, the authors general is human, material, or event that can help students in
conclude that the main problem that hinders students in gaining knowledge, skills, or attitudes". In this case the teacher,
career planning is the absence of media used during the the material provided is one of the media that can be used.
career guidance process.
2. Data In providing guidance and counseling information services it is
Collection Information gathering is done after analyzing necessary to use media in order to maximize students in
problems at school. The absence of counseling guidance receiving the information provided. One of the media that can be
media used in the guidance process and also the lack of used ismedia spinning.mediamedia Spinning is agame in the
enthusiasm of students at the time of the guidance process is form of wheels and question cards (Aziz 2019). Inmedia
a major factor in the need for media. spinning there are several ways in its implementation.games
3. Product Design Spinning can be said with agame ball spin, a collection of cards
After the potential problem steps and data collection are containing questions about career material to increase the
completed, next the design of-based media spinning as a tool interest and motivation of students so that they can be actively
in career planning for class XI students, a source of reference involved in participating in career planning activities (Aziz
for media development usingapplications spinningobtained 2019).
by researchers to be a reference material for making media
counseling guidance. To anticipate this, in this study the steps used were 7 steps brog
4. Product Validation Product and gall. Spinningis a counseling guidance media that consists of
validation is intended to require expert judgment, namely a series of materials, pictures, videos arranged into a spinning
material experts and media experts. complete. This is in line with Aziz's research (2019) which states
5. Media Expert that the use of media spinning on career planning has a high
Validation Product validation is intended to request expert level of validity. The stages carried out are:
judgment, namely media expert. 1. The first stage of potential and problems namely the
6. Product absence of media as a tool for the guidance process in
Trial Trials conducted by researchers are small group trials schools.
and large group trials 2. The second stage of gathering information is done after
analyzing the problem at school. The absence of media
used in the guidance process and also the lack of
DISCUSSION enthusiasm of the students at the time of the guidance
process is a major factor in the need for the media as a
Career planning is a process in deciding career goals to be tool in conducting career guidance.
achieved and designing how these goals can be achieved. Career 3. The third stage is product design. At this stage the
planning in adolescents is characterized by various activities in preparation is carried out in the form of media and
 instrument design. The instruments include a
questionnaire for media experts and material experts as
well as a questionnaire for students' responses to the use
of media.
4. The fourth stage is the product validation from the
material expert judgment and the madia expert
evaluation.
5. The fifth stage is product revision, after the media is
revised and declared valid to be trialled, then the student
participants are trialled.
6. This stage is the sixth stage of product testing.
1. In the seventh stage there was no revision because based
on small-scale product trials and large-scale media
spinning based on career planning it was already very
interesting and feasible to be used in class XI of SMA
YP UNILA Bandar Lampung.
IV. CONCLUSION
Career planning is a process in deciding career goals to be
achieved and designing how they will be achieved. One of the
tasks of adolescent development is to be able to determine and
plan for future careers. To realize this, information about career
planning is needed. Provision of information can be effective if
used by using media. One of the media that can be used ismedia
spinning. From the results of previous studies,techniques
spinning can be applied to learning for archival materials. For
further research it is recommended to be able to prove the
effectiveness oftechniques spinning in improving student career
planning.
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Counseling Service with A Person Centered Approach to Improve Positive Self-Concept
of Students

1st Emma Lusiana 2nd Agus Basuki

Postgraduate of Guidance And Counseling
Universitas Negeri Yogyakarta
Yogyakarta, Indonesia
emma0039pasca.2018@student.uny.ac.id
emaa.lusiana9@gmail.com
Guidance and Counseling Department
Universitas Negeri Yogyakarta
Yogyakarta, Indonesia
agus_basuki@uny.ac.id

Abstract - Guidance and counseling Keywords- Guidance and Counseling

services are efforts that are used in Services, Person-Centered, Self Concepts,
facilitating students in increasing their Action Research
potential and helping to overcome
students' problems, one of which is I. INTRODUCTION
about self-concept. The self-concept is a
The self-concept is the most
view of self that includes physical
dimensions, personal characteristics, important concept of one's personality,
and self-motivation that will have an
where the concept of self is a view, and
impact on one's behavior. This study
aims to determine counseling services values that include awareness about self
using a person-centered approach can
[7]. The concept of self as the core of
improve student self-concept. This
research is an Action Research in personality has an important or key role in
Counseling study conducted in two
determining what concepts are acceptable
cycles. Data collected using scale,
interview, and observation. The for assimilation into the organization of the
participation of this study were 3 high
whole personality [8].
school students who had low positive
self-concepts. Data were analyzed A person's self-concept will
descriptively by comparing the
determine how that person behaves if
percentage achieved before and after
counseling was held. The results showed someone who has a negative self-concept
an increase in positive self-concept in
has a tendency to be hampered in the
students. This is evidenced by the
increase in the average score of pre-test, process of development and unable to
post-test 1 and post-test 2 of the three
carry out developmental tasks properly but
subjects, namely pre-test at 61.34% (low
category), post-test 1 by 75.28% if he has a positive self-concept towards
(medium category) and post-test 2 of
himself will support positive behavior. The
210.66% (high category). The results of
this study prove that counseling services self-concept has two basic functions
namely being able to organize experiential
with a person-centered approach can
improve students' positive self-concept. data, specifically experiences involving
social interactions, into predictable
sequences of actions and reactions.
Second, self-concept facilitates efforts to
meet the need to avoid disapproval and
anxiety [8]. Someone with a positive self-
concept has the characteristics of a)
confident of one's potential, b) feeling
equal to others, c) receiving compliments
without shame, d) being aware of diversity,
e) being able to develop themselves [11].
When students have a negative view
of themselves, a negative understanding
will be hampered in its development so
that in helping to improve positive self-
concepts in students in the counselor
education unit can help by providing
counseling services and using utilizing
approaches in guidance and counseling.
Guidance and Counseling Services is
an effort to assist by teacher guidance and
counseling for students in understanding
themselves, the surrounding environment.
Besides, guidance and counseling services
also help students in overcoming their
various problems experience. Counseling
is used as an effort to reduce difficulties,
overcome various crises, and improve
welfare in his life by helping students
become creative, innovative, and
independent in making decisions [1].
Counseling utilizes various approaches and
techniques.
Guidance and counseling services in
schools is a process that utilizes various
techniques carried out by guidance and
counseling teachers to assist students in
overcoming problems that are being
experienced so that they can develop fully
in the community [2]. One approach in
guidance and counseling that can help
improve self-concept is the person-
centered approach. The person-centered
aims to help the counselee find a more
positive self-concept through counseling
communication, the counselor places the
counselee as a valuable person, important
person, and people who have positive
potential with unconditional positive
acceptance, which is to accept the
counselee as he is [6].
Person-centered is one approach in
guidance and counseling that can be used
in the individual counseling process to
solve students' problems. A Person-
Centered Approach is a client-focused
approach. Counseling services with a
person-centered approach is a method of
psychological treatment that is carried out
by way of dialogue between counselor and
counselee, to achieve a harmonious picture
between the ideal self and actual self [9].
The aim is to help the counselee in their
growth process so that the counselee can
get better overcome the problem because
they can identify themselves [3].
The focus of person-centered therapy
lies in understanding students as clients in
terms of understanding all the uniqueness
that exists in him from time-to-time [4].
Person-centered places great emphasis on used in this study uses quantitative
the relationship between the therapist and analysis and qualitative analysis. Data
his client. The core condition of the were analyzed descriptively by comparing
therapist is congruence, unconditional the percentage achieved before and after
positive regard, and accurate emphatic counseling was held.
understanding and then many school III. RESULT AND DISCUSSION
counselors have applied it as an important Result
thing in their task to facilitate changes in This research was conducted on three
the therapeutic process [4]. students who have low positive self-
Three therapeutic conditions such as concepts by providing counseling services
congruence, unconditional positive regard, through a person-centered approach. This
and accurate emphatic understanding are research applies two cycles. Before being
given in the counseling process and given action, the researcher conducted data
without directional intervention will collection by giving a self-concept scale of
produce significant results [5]. This study 25 three students who had low scores
is to see whether an effective person- when viewed from the self-concept
centered approach is used in enhancing categories that were determined by the
students' positive self-concepts. researchers in Table.1.
The Table. 1 Self-Concept Criteria
II. METHODS Score Range Level of Self-
This research uses action research in Concept
>209 High
counseling. Guidance and counseling 133- 209 Medium
action research is defined as a form of <133 Low
reflection study by the action taker, which The results of the students' self-

is carried out to improve the rational concept scale identified three students who

stability of the actions in carrying out the had low positive self-concepts based on

task, deepen the understanding of the the criteria above presented in the table. 2

actions taken, and improve the conditions Table 2. Results of the Self Concept
Scale
under which counseling practices are No Initial Score Criteria
carried out [10]. The subjects in this study Name
1 AW 129 Low
were 3 students who had low positive self-
2 UU 128 Low
concepts. This type of data collection uses
3 FR 131 Low
a Likert scale, interviews, and
observations. The data analysis technique
 In addition to using the scale of self- shows congruence, unconditional positive
concept in collecting data, researchers also regard, and accurate emphatic
use interviews and direct observations in understanding during the counseling
which of the three subjects obtained process. That way clients can realize
behavior that describes low positive self- themselves and can make their own
concept such as: there is confidence in choices.
himself always considers himself stupid, After the first cycle is complete, the
inferior when dealing with people who feel researcher conducts a post-test 1 to
more from him, feeling inferior, and determine the level of self-concept after an
difficult to adapt to the new environment action is taken. The results of the post-test
because of lack of confidence in him. 1 were used as a reference to carry out
cycle 2 of the post-test 1 data used as
Discussion evaluation material. Following are the
After obtaining data about students results of the post-test 1 obtained by the
who have a low positive self-concept. The data:
researcher immediately provides action by Table 3. Post-Test Results 1
No Initial Score Criteria
conducting individual counseling using
Name
person-centered. 1 AW 170 Medium
The first cycle is given by 2 UU 165 Medium
conducting individual counseling with
3 FR 180 Medium
each student. The first stage of counseling
is to create a warm, free and permissive Based on the results of post-test 1, it
situation by building rapport with can be concluded that the results obtained
counselee that aims to make the counselee have increased, but not by the indicators of
feel comfortable. After creating a good success that is by increasing high positive
relationship the next step is to explore the self-concept. Then the researchers
client's problems where the client is conducted a second cycle with the same
welcome to explain freely and openly technique. The counselee stage starts from
about the problems they are experiencing. creating a warm, free and permissive
Then the next stage is an in-depth situation by building rapport with the
interview about the client's problem. The counselee that aims to make the counselee
role of the counselor in this counseling comfortable. After doing the rapport, the
process is as a facilitator for the counselee counselor reviews the matters in the first
to understand himself. The counselor
cycle again. In the counseling process, the Table 5. Results of an increase in positive
self-concept scores
counselor displays a genuine attitude,
No Initial Pre- Post-test Post-
empathy and always accepting the Name test 1 tests 2
counselee unconditionally. 1 AW 129 170 210
2 UU 128 165 209
In this second cycle, the client is 3 FR 131 180 220
expected to be able to make decisions that Amount 388 515 639
Percentage(%) 61.34 75.28 92.29
will support the improvement of his Average 129.33 171.66 210.66
concept. The counselor invites the Category Low Medium High
counselee to look at himself from a
After analyzing scores from before
positive side and make a decision to fight
being given action, then cycle 1 and up to
things that consider him weak by exploring
cycle 2, it can be concluded through the
the positive things that exist in the
improvement graph below. It appears that
counselee.
there was an increase after the
After the second cycle is complete,
administration of action.
the researcher returns to taking post-test 2,
Figure 1. Graph of increasing the subject's
the data of which is used to determine the
positive self-concept
level of self-concept after the two cycles 100.00%
are carried out. The results of the post-test 80.00%
2 were used as research results because 60.00% Pre-Test
post-test 2 was the final measurement. 40.00% Post-Tes 1
Post-Tes 2
Following are the results of the post-test 2 20.00%

in table 4: 0.00%
AW UU FR

Table 4. Post-test results 2

No Initial Score Criteria
Name IV. CONCLUSIONS
1 AW 210 High Based on the results of research and
2 UU 209 High discussion, it is concluded that positive
3 FR 220 High self-concept can be improved by using
counseling services with a person-centered
An increase in positive self-concept approach. This can be seen from the
scores is elaborated in the results of data comparison of the average results between
processing and scale data as follows : pre-test and post-test that have increased
after taking action. The average score of
self-concept in the pre-test was 61.34% journal of distance education. Vol. 2(2),
(low category), post-test 1 was 75.28% hlm. 113 . 2010

(medium category) and post-test 2 was [2] ND Oye, MC Obi, TN Mohd, and
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[3] Corey , Gerald. “theory and
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[4] Cooper, M., & McLeod, J.
that obtained data after counseling using a “Person-centered therapy: A pluralistic
person-centered approach. The three perspective”. Person-Centered &
Experiential Psychotherapies. Vol.10(3),
subjects experienced an increase in Hlm. 210–223. September 2011
positive self-concept. [5] Quinn, A. “A Person-Centered
Approach to Multicultural Counseling
Competence”. Journal of Humanistic
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ACKNOWLEDGMENT 2012
The researcher would like to thank [6] Komalasari, G.,Wahyuni, E.,
Gantina. “Teori dan Teknik Konseling”.
all those involved in this research, who Jakarta: Indeks. 2011
provided insights and expertise that were [7] Thalib, S.B. “Psikologi Pendidikan
Berbasis Analisis Empiris Aplikatif”.
very helpful in research. Hopefully, this Jakarta: Kencana Prenada Media Grup.
research can be useful for readers and 2010
[8] Epstein, S. The self-concept
scientific development, especially in the revisited: Or a theory of a theory.
field of guidance and counseling. I also American Psychologist, Vol. 28(5), Hlm.
404–416. 1973
don't forget to thank the Postgraduate [9] Willis, S. Konseling Individual
Guidance and Counseling study program teori dan Praktek. Bandung: Alfabeta.
2004
at Yogyakarta State University. [10] Sudarti, Kris. “Peningkatan
Motivasi Belajar Siswa Melalui
Bimbingan Kelompok”. Jurnal Prakarsa
REFERENCES Paedagogia. Vol. 1 (1). Hlm. 14-23.. Juni
[1] Ojo Olugbenga D. “Multimodal 2018
counselling therapy: strategy for learner [11] Rakhmat, Jalaludin.“Psikologi
support in distance learning”. Malaysian Komunikasi”. Bandung: Remaja
Rosdakarya 2005
Collaboration between School Counselors and Non-
Government Organizations Related to Disaster
Preparedness Education in Schools
Dila Rahmawati
Guidance and Counseling Departmen
of Graduate School Program
Universitas Negeri Yogyakarta
Yogyakarta, Indonesia
dilarahmawati.2018@student.uny.ac.id
Abstract—Disaster preparedness education is an effort that
needs to be encouraged to increase student’s readiness when
facing disasters. School counselors and non-government
organizations (NGO) are two the many parties that have a role
to carry out disaster preparedness education in schools, so that
between the two is allow to collaboration. This study aims to
find out what are the opportunities for collaboration between
school counselors and NGO in the implementation of disaster
preparedness education in schools. The method used in this
research is qualitative descriptive by involving four NGO to be
subjects that chosen by purposive sampling technique. The
four subjects are Hope Worldwide Indonesia, Plan Indonesia,
ACT and MPBI. Data obtained through interviews in focus
group discussions (FGD) and analyzed using triangulation
techniques. The results of this study are school counselors have
the opportunity to collaborate with NGO in the
implementation of disaster preparedness education in schools
through the following things: 1) organizing disaster simulation
activities for students to train mentally while changing
behavior when facing disasters; 2) designing a simple game
with the theme of disaster preparedness; 3) spiritual mitigation
through lectures or films; 4) attend disaster preparedness
training; 5) designing child-friendly spaces to support student's
psychosocial conditions; 6) create instruments to measure
individual responses during panic, and 7) help to coordinate
between NGO and school principals regarding the
implementation of disaster preparedness education in schools.
Keywords—collaboration, disaster preparedness education,
school counselors
I. INTRODUCTION
Indonesia is a country with a high risk of major disasters
such as earthquakes, volcanic eruptions, tsunamis and
monsoon storms. This is because Indonesia is located in the
most active seismic region in the world or called the "ring of
fire", there are 130 volcanoes that are still active [1], and
crossed by tectonic plates of the world which stretch across
the islands [2]. Unfortunately, the category of disaster-prone
countries is not matched by community preparedness for
disasters. BNPB research shows that the level of disaster
preparedness in communities and local governments in 33
regions in Indonesia is still relatively low compared to other
countries. With a population close to 250 million,
knowledge of disaster preparedness is an important aspect of
reducing the risk of death due to disasters [3]. Knowledge
related to disaster preparedness should be given to all levels
of Indonesian society, especially children, because they are
Diana Septi Purnama
Guidance and Counseling Departmen
of Graduate School Program
Universitas Negeri Yogyakarta
Yogyakarta, Indonesia
dianaseptipurnama@uny.ac.id
part of vulnerable groups that need special support when
natural disasters occur [4]. However, children actually have
a strong potential to increase awareness of disaster risk
education and increase community knowledge so that it can
make a significant long-term contribution to community
resilience [5].
Provision of disaster preparedness knowledge can be
done in various ways, one of them through education.
Education has a role related to resilience and efforts to
overcome disasters in the long run [6]. The Ministry of
Education and Culture in 2018 has collaborated with BNPB
to create a Disaster Risk Reduction and Prevention
Education module and that can be downloaded freely via a
web page. However, the dissemination of well-designed
teaching materials is not a comprehensive solution for
integrating disaster education in schools [7] which aims to
provide knowledge among individuals and groups to take
action to reduce vulnerability to disasters [8].
Knowledge of disasters is an important basis for
preparing students and must be given as early as possible
[9]. Students are social forces that can present and reduce
disaster risk [10]. Then the school was chosen as one of the
target places to organize disaster preparedness education
because it can neutralize impending disasters or minimize
impacts through increased disaster preparedness [11].
The implementation of disaster preparedness education
in schools certainly requires the cooperation of every school
personnel, including teachers. The teacher is involved
because it is considered as a trusted figure in the lives of
students and can play an important role in providing security
[12]. In addition to subject teachers, school counselors also
have a role in helping the success of disaster preparedness
education. School counselors can play a role in providing
services to prevent and overcome psychosocial problems
related to disaster preparedness in schools. Prevention
efforts are based on preventive functions in the guidance and
counseling services applied in the pre-disaster phase to
minimize the impact of large disasters [13]. The process of
providing preventive services that refer to disaster
preparedness education can be done one of them by
collaborating with those who are experts in disaster
preparedness as well as non-government organizations.
Professional non-government organizations in disaster
preparedness are the main drivers of advocacy activities and
also provide facilities when implementing disaster education
[14].
 However, even though non-government organizations
have tried to compile programs to drive disaster
preparedness activities, obstacles have still been found in
every implementation of these activities in schools.
Constraints that arise include: 1) the difficulty of taking care
of licensing with relevant government agencies; 2) no long-
term continuation of the various training that has been
carried out with teachers; 3) the discrepancy between the
criteria of the trainee teacher and the organization, 4) there
are maind set that other parties outside the school are more
responsible for implementing disaster preparedness
education, 5) the disaster recovery process that takes a long
time, 6) bureaucracy that does not have concepts related to
disaster preparedness, 7) low awareness and interest of
teachers to implement the results of training with
organizations, 8) some teachers do not know how to convey
messages and materials from the organization to students, 9)
the limitations of technological devices to play preparedness
games online, 10 ) individuals who have not experienced
disasters tend not to follow disaster preparedness, 11) there
are no instruments that are able to measure individual
responses in panic or unconsciousness, 12) pleasant ways
are needed to foster discipline and good response to
disasters in students, 13) lack of support from teachers and
school principals while disaster preparedness education is
important to change behavior and train students' mentality
when facing a disaster, 14) needed child-friendly spaces to
support children's psychosocial conditions and 15) lack of
spiritual mitigation [15].
If we look closely, some obstacles that arise have to do
with the duties and authority of school counselors both in
terms of preventive and curative. Therefore, there is a need
for collaboration between school counselors and non-
government organizations in the implementation of disaster
preparedness education so that they can contribute in
realizing physical and psychological readiness. Through this
study, author want to find out what are the forms of
collaboration between school counselors and non-
government organizations in the implementation of disaster
preparedness education in schools.
II.
METHODS
The method used in this research is descriptive
qualitative. The research data were obtained through
interview techniques with representatives of four national-
scale non-government organizations that engaged in disaster
preparedness. The four organizations are consist of Hope
Worldwide Indonesia, Rapid Action Response (ACT),
Indonesian Disaster Management Society (MPBI), and Plan
Indonesia. Non-government organizations are selected
through purposive sampling with the limitation of the
criteria that the organization focuses on disaster mitigation
and preparedness programs. The interview data is analyzed
using triangulation techniques. This technique consists of
three stages, namely the process of displaying data, reducing
data, and ending with verification / drawing conclusions.
III. RESULT AND DISCUSSION
Result
The results of the study in general show that
collaboration between school counselor and non-
government organizations engaged in disaster preparedness
can be realized in several forms of activities as follows:
1. Conduct natural disaster simulations tailored to the types
of disasters in the school area. This simulation aims to
change behavior and train students to be mentally prepared
when facing a disaster.
2. Together designing various simple games with the theme
of disaster preparedness. The game is used as a preventive
and curative effort and is designed without using electronic
media.
3. Carrying out services related to spiritual mitigation
through lecture methods or utilizing technology by showing
films. This service aims to increase student awareness that
bad human behavior such as immorality, littering and
bribing people to burn forests is closely related to God's
anger.
4. School counselors participate actively in routine disaster
preparedness training that organized by the organization and
then the knowledge that gained can be shared with other
fellow teachers at the school.
5. Together designing a child-friendly space that can
support a child's psychosocial condition.
6. Together make instruments that can measure individual
responses in a panic or unconscious state because this
instrument is useful to determine the possibility of
someone’s spontaneous response when a disaster occurs
7. Assisting coordination between non-government
organizations and school principals regarding the
implementation of disaster preparedness education while
providing understanding that the program is the
responsibility of all parties.
Discussion
Based on the results of the study is known that there are
several points that provide opportunities for school
counselors to participate in the implementation of disaster
preparedness education in collaboration with non-
government organizations. First, because disaster
preparedness education focuses on the occurrence of
behavioral changes in the form of appropriate responses
when facing a disaster, school counselors and non-
government organizations can apply it by organizing disaster
simulations in schools. The simulation is adjusted to the type
of disaster that is prone to occur in the region. This
simulation also aims to train students' mentality so that they
are better prepared for disasters. Second, design a simple
game with the theme of disaster preparedness. These games
can be used as one of the preferred techniques for services
that are both preventive and curative. Because not all
regions in Indonesia have adequate electronic device
facilities, the game design does not involve the use of
electronic devices. Third, collaborate on making or sharing
material related to spiritual mitigation. The material can be
presented with lecture methods and film media during
classical guidance with the aim that students understand that
every disaster is the will of God and realizes that the
emergence of a disaster can be triggered by negative human
behavior such as immorality, littering, and bribing people to
burn down the forest
Fourth, participate in training activities that organized by
non-governmental organizations. The knowledge that has
been obtained then shared with teachers in schools because
all teacher personnel have the same responsibility in disaster
preparedness. Fifth, together with non-government
organizations design child-friendly spaces that can support
the psychosocial condition of students at school. The child-
friendly room is designed so that each student can interact
with each other and show concern for the people around
him. Sixth, Making instruments to measure student
responses during panic or unconsciousness. Through this
instrument it is hoped that the possibility of spontaneous
response of each individual when a disaster occurs can be
known earlier. Seventh, school counselors helping in
coordination between non-government organizations and
school principals so that there are no misunderstandings
related to the implementation of disaster preparedness
education in schools. In addition, the coordination carried
out also aims to provide understanding and awareness that
the program is not only the responsibility of certain parties
but is the responsibility of all parties. Disaster preparedness
is a long-term program, so collaboration is not only needed
in a short time. This collaboration is ultimately expected to
provide an overview of the bureaucracy related to the
concept of disaster preparedness education that is fun for
students.
IV. CONCLUSION
Based on the results and discussion, it can be concluded
that the things that become an opportunity for collaboration
between school counselor and non-government
organizations in implementing disaster preparedness
education in schools are organizing disaster simulations to
change behavior and train student’s mentality when facing
disasters, designing simple games with the theme of disaster
preparedness, implementing spiritual mitigation,
participating in disaster preparedness training, and designing
child-friendly spaces to support children's psychosocial
conditions, create an instrument to measure individual
responses during panic, and help to coordinate between
organizations and school principals regarding the
implementation of disaster preparedness education in
schools.
ACKNOWLEDGMENT
The author would like to thank to the Ministry of Research,
Technology and Higher Education who has assisted with
funding in conducting this research. The author also thanks
to Universitas Negeri Yogyakarta, non-government
organizations in the field of disaster mitigation and
preparedness that are the subjects in research, lecturers of
guidance and counseling study programs, research team
from the guidance and counseling study program and all
parties involved so that this research can be done well.
REFERENCES
[1] D. N. Sattler, M. Claramita, and B. Muskavage, "Natural
disasters in Indonesia: relationships between posttraumatic stress, resource
loss, depression, social support, and posttraumatic growth," Journal of Loss
and Trauma, vol. 23, pp. 1–15, January 2018.
[2] Bappenas. "Management of disaster management in
development planning," Bappenas: 2016, (Accessed: 4th October 2019).
[3] M. Dokhi, TH Siagian, AP Utomo, and E. Rumanitha, "Social
capital and disaster preparedness in Indonesia: a quantitative assessment
through binary logistic regression," Springer International Publishing, vol.
pp. 589-608, August 2017.
[4] B. Rahmat, "Kak Seto: handling disaster victims' children is a
priority," (Accessed: 4th October 2019). Retrieved from:
https://www.cnnindonesia.com/nasional/20160703021957-20-142673/kak-
seto-penangan-anak-anak-korak-disasters-jadi-prioritas
[5] J. Tatebe, and C. Mutch, "Perspectives on education, children
and young people in disaster risk reduction," International Journal of
Disaster Risk Reduction, vol. 14, pp.108-114, December 2015.
[6] E. Frankenberg, B. Sikoki, C. Sumantri, W. Suriastini, and D.
Thomas, "Education, vulnerability, and resilience after a natural disaster,"
Ecology and Society, vol. 18, pp. __, 2013.
[7] V. A. Johnson, KR Ronan, DM Johnston, R. Peace,
"Implementing disaster preparedness education in New Zealand primary
schools," Disaster Prevention and Management, vol. 23, pp. 370-390, July
2014.
[8] S. Torani, PM Majd, SS Maroufi, M. Dowlati, and RA Sheikhi,
"The importance of education on disasters and emergencies: A review
article," J Educ Health Promot, vol. 8, pp. __, April 2019.
[9] N. Khoirunisa, "Disaster knowledge of students for disaster
preparedness," Friendly Education, pp. 219-222, May 2016.
[10] P. Marskole, A. Mishra, P. Kumar, P. Gaur, P. Aharwar, P.
Patidar, and P. Shejwar, "A study to assess awareness on disaster
management among school going children in Gwalior (MP) , "International
Journal of Community Medicine and Public Health, vol. 5, pp. 1371-1375,
April 2018.
[11] A. K. Dube, and JA Orodho, "Level of disaster preparedness and
policy implementation in public secondary schools in Rhamu Town,
Madera County, Kenya," Journal of Research & Method in Education, vol.
6, pp. 6-11, March-April 2016.
[12] R. L. Brocque, AD Young, G. Montague, S. Pocock, S. March,
N. Triggeli, C. Rabaa, and J. Kenardy, “Schools and natural disaster
recovery: the unique and vital role that teachers and education professionals
play in ensuring the mental health of students following natural disasters,
"Journal of Psychologists and Counselors in Schools, vol. 27, pp. 1-23,
June 2017.
[13] Z. Septikasari, M. Fauziah, and IB Handaka, "The role of
guidance and counseling services in disaster management," Proceedings of
The 8th Colloquium Research University 2018 Muhammadiyah University
Purwokerto, vol. __, pp. __, November 2018.
[14] Amri, A., Challenges in implementing disaster risk reduction
education: Views from the frontline in Indonesia. Sydney, Australia:
Macquarie University, 2015.
[15] Focus Group Discussion with UNY’s disaster preparedness
research team on 19th May 2019 in Century Park Hotel, Jakarta.
Development of Digital Comics to Overcome
Student Academic Procrastination
Ella Lukitasari
Postgraduate Guidance and Counseling Program
Yogyakarta State University
Yogyakarta, Indonesia
ellalukitasari.2018@student.uny.ac.id
Abstract - This study aims to determine the effectiveness and
feasibility of developing digital comic media to overcome academic
procrastination for students. This research uses quantitative and
qualitative methods carried out through research and development
approaches. The activities carried out in this study involve two
steps; Data were collected by inventorying academic
procrastination criteria and students' academic procrastination
scales. Quantitative data were analyzed by applying descriptive
statistical techniques and inferential statistical techniques by t-test.
Qualitative data were analyzed by applying qualitative descriptive
analysis techniques. The results showed that the development of
digital comic media was empirically proven effective in overcoming
students' academic procrastination. This is supported by increased
student awareness in overcoming academic procrastination in the
experimental class included in the high category with a gain score
of 0.70. Based on these results it can be seen that the digital comic
media produced is declared feasible and effectively used as a media
for guidance and counseling services in schools.
Keywords: comics, digital, procrastination, academic, students.
INTRODUCTION
Today's education world requires workers such as teachers
to master and use technology in the learning process, including
teacher guidance and counseling in their services. Based on
one of the principles in guidance and counseling namely the
present principle, requires that guidance and counseling
teachers have innovation in service delivery. One innovation
that can be done is the use of media in services. Many media
can be used in the implementation of guidance and counseling
services, one of which is the use of digital comic media.
Comics are a sequence of images arranged according to
the purpose and philosophy of the author so that the message
of the story is conveyed, comics tend to be given the lettering
that is needed according to the needs of students [1].
Meanwhile, the task of developing students, especially
adolescents on cognitive, changes that occur such as
increasing abstract, idealistic, and logical thinking abilities [2].
Social changes experienced by adolescents such as
independence, the desire to spend more time with peers, and
the conflict with parents began to emerge. Based on this, it can
be seen that the needs and thoughts of students change
according to the development of their age.
Budi Astuti
Department of Educational and Guidance Psychology
Yogyakarta State University
Yogyakarta, Indonesia
budi_astuti@uny.ac.id
Socio-emotional changes in students can affect their daily
behavior. Advances in cognitive development improve the
quality of interpersonal relationships because they enable
teens to better understand the desires, needs, feelings and
motivations of others. That is why it is not surprising that with
increasingly complex thoughts, emotions and identities in
adolescence, social relationships are increasingly complex [3].
Improving the quality of education is certainly supported by
student learning outcomes. But to achieve maximum learning
achievement many factors affect both internal and external.
One internal factor is the habit of delaying assignments or
work done by students.
The habit of procrastinating is usually called
procrastination, because the task is part of academic activity, it
can be called academic procrastination. Procrastination is done
repeatedly because other activities are not related to the task
that must be done [4]. Losses resulting from procrastination
behavior are tasks that are not completed, or resolved, but the
results are not optimal, due to being pursued by deadlines.
Cause anxiety throughout the time the task is done, so the
number of errors is high because individuals work in a narrow
time [5].
Middle School students at the stage of development is a period
full of emotion that arises because of a conflict of values.
During this period adolescents were still unable to master their
physical and psychological functions. Adolescence is an
important period of life span, a transitional period, a period of
change, a period of problematic age, a period in which
individuals look for identity, scary age (dreaded), a period of
unrealism and a threshold towards maturity [6]. Adolescence
in terms of human life span is a transition from childhood to
adulthood. Some of the characteristics of adolescents have not
shown the characteristics of childhood, but also have not
shown the characteristics as an adult [7]. Studied a sample of
580 individuals (329 female students and 251 male students).
They have observed male students intending to delay more
than female students. According to the next hypothesis, delays
will occur higher in students aged less than 20 years than
above 20 years. Revealing the age factor in academic
procrastination is a significant difference between age groups.
Younger individuals tend to procrastinate more than older
individuals [8]. Available literature shows the various causes
of delay among individuals of different age groups [9].
One of the tasks of adolescent development is
achieving emotional independence from parents or authority
figures. So that in carrying out its developmental tasks the
participation of parents and those around them is needed
especially in the academic field to improve their learning
achievement [10]. This encourages educators to innovate more
in the learning system. One of them is developing digital
comic media as a guidance and counseling service media.
METHODS
Researchers use theapproach Research and Development
(R&D) of the Borg and Gall theory. The resulting product
research is the development of digital comic media to address
student academic procrastination. The researcher collected
data through an inventory of academic procrastination
problems and a student academic procrastination assessment
scale. Researchers used descriptive analysis to analyze data
from the results of preliminary studies, namely qualitative and
quantitative [11]. Meanwhile, researchers used the f-test (test
of two different averages) statistical analysis techniques
through a calculation process using SPSS 17.00 for Windows.
Qualitative data obtained from the input or advice of media
experts and material experts was collected to improve the
developed comic media products.
a. Data Analysis of Comic Feasibility The
data analysis technique used in this research and development
is quantitative descriptive. Quantitative data analysis is
performed after all data from respondents or data sources have
been collected using statistics [12].
The steps of data analysis for the feasibility of comics in this
research development are as follows:
1. Tabulating all the data obtained
2. Calculating the average percentage score:
Note:
p = average percentage score
f = frequency sought percentage
N =Number of Cases
(number of frequencies / many individuals)
To facilitate the application of the formula, in this study the
value of f refers to the number of scores obtained and N
obtained from the results of the multiplication of the highest
score with the number of items.
3. Change the average percentage score obtained into a score
with a reference to changing the score into a scale of four
according to the Technical Guidelines for Making Affective
Assessment in High School.
In this study, the developed comic media is declared
feasible if the results of data analysis meet the conversion of
"feasible" or get a minimum percentage score of 65% with the
category of "good". So, if the assessment of material experts,
media experts, guidance and counseling practitioners and
students gives the final result of at least 65%, then the comic
media to overcome academic procrastination is considered
suitable for use as a media for guidance and counseling in
schools.
b. Data Analysis of the Effectiveness of Comic Media
Data about academic procrastination in students is obtained
through the initial scale (before the comics are distributed)
and the final scale (after the comics are distributed). The
results of the academic procrastination assessment scale
that was carried out on 23 high school grade X students
were then analyzed using the normalized gain or gain score
technique. Data analysis using the gain technique aims to
see the effectiveness or the magnitude of the level of
student academic procrastination arising from the use of
comic media as a guidance and learning counseling
service. The calculation steps with the gain technique are
as follows:
1. Calculate the average student score of both the pre-test
score and the post-test score
2. Calculate the gain <g> with the formula:
<g> =
Where:
<g > = gain score
Sf = average post-test score
Si = average pre-test score
3. Determine the effectiveness criteria for using comic
media in the following categorization:
Score Categories
g ≥ 0,7 High
0,7 > g ≥ 0,3 Medium
g < 0,3 Low
The development of comic media developed is declared
effective if the results of data analysis get a minimum value of
0.7 in the "high" category. So, if the student rating scale
distributed to large groups gives a minimum gain of 0.4, then
the comic media to overcome academic procrastination is
considered effective as a medium for guidance and counseling
in schools. Data obtained from the comic development
research on academic procrastination include: 1) product
assessment data, 2) limited trial data and 3) field trial data
[13].
RESULT AND DISCUSSION
Result
Product data includes data from material experts, media
experts, BK teachers. The data is in the form of assessment,
evaluation and advice on aspects of comic anatomy, aspects of
design and color, aspects of overall appearance, aspects of
material appropriateness, aspects of material accuracy, and
linguistic aspects. The assessment results are in the form of
scores which are then converted to four scale values.
Based on the results of quantitative data that have been
obtained, it can be concluded that the assessment of media
experts based on the conversion of the four scales in appendix
15 shows the results of a percentage of 78.95% with a value of
"B" and included in the criteria of "good", the expert judgment
of the material based on a four scale conversion shows the
results a percentage of 73.75% with a value of "B" and
included in the criteria of "good", expert judgment based on a
four-scale conversion shows the results of a percentage of
85.81% with a value of "A" and included in the criteria of
"very good", student responses to comics based on the
conversion of a scale of four to show the results of a
percentage of 85.81% with a value of "B" and included in the
criteria of "good", data on the results of the scale of students in
the initial and final field trial groups can be seen in the
following table:
Table 1. Pretest and Posttest Academic Procrastination Scale
Test Data
Score Pretest Posttest
High 71 95
Low 60 85
Mean 65,74 89,96
Gain Score 0,70
Based on the table above, it can be concluded that the
achievement of increased awareness about academic
procrastination has been experienced by students. Academic
procrastination scale analysis results obtained gain score <g>
= 0.70 indicates that there is an increase in "high".
Discussion
Based on the research analysis and review of the
results above, it can be concluded that digital comic media can
be an effective media as a guidance and counseling service. In
fact, students in schools have a high tendency to do academic
procrastination. Because students at school almost every time
have to do or complete their academic assignments. This also
can trigger the emergence of academic procastination. So, it
can be assumed that students have a high risk of
procrastinating academic assignments.
Procrastination dominates all areas of behavior and
actions but the most common form is academic procrastination
that occurs in academic settings [14]. Procrastination is a weak
point of personality and leads to low self-confidence [15].
Procrastination is a voluntary delay by an individual on his job
/ task even though he knows that this will have a bad impact
on the future [16]. Studies that show a strong negative
relationship between awareness and procrastination, and also
between age and procrastination [17]. As age and maturity
increase, conscience increases and neurobiological
development reaches its completion; while on the other hand,
young people lack self-control and show low awareness
because they still develop prefrontal cortex.
There are three main dimensions that influence
procrastination including intrapersonal factors, situational
factors, and task characteristics. The first dimension is related
to one's dimension of personality. Numerous studies have
shown that neuroticism is positively associated with
procrastination; whereas, awareness is negatively related to
procrastination. The second main dimension is based on
situational factors which indicate that delaying behavior may
be caused by a number of situations outside the person's
control situation such as poor health or family problems that
cause people who do not like to procrastinate delaying work.
The third dimension relates to the characteristics of the task,
for example, employees can show delays when they face tasks
that are impossible to achieve or do not have a clear deadline
to complete [18]. Various studies have linked procrastination
with negative physical and mental health outcomes and also
with greater stress vulnerability. Procrastination is a pattern of
behavior that is mediated by behavioral pathways such that
poor health procrastinators are the result of stress caused by
procrastination, their ineffective use of coping styles, and also
delaying important health behaviors [19].
Procrastinators like to avoid assignments and
commitments that they find unpleasant and also do not accept
being blamed for tardiness by justifying them on the grounds.
Procrastinators like to hold unrealistic expectations, less
effective time management, and organizational skills that
cause anxiety and fear about the task at hand, leading to
negative beliefs about their personal and professional abilities.
Overall, procrastination is seen as a self-felt problem that
negatively affects people's general, social, academic,
professional, and marriage lives [20]. Procrastination may
succeed in certain circumstances where the time pressure
created by delaying the task can be actualized as a challenge
of giving performance energy while also reducing boredom.
Students can also use procrastination as a way of balancing
social and academic activities, adjusting their study schedules
to work in study groups, or creating time pressure for
motivational purposes [21].
The conclusion of the above explanation is that
procrastination is a delay that is done intentionally and
repeatedly, by carrying out other activities that are not needed
in carrying out important tasks. So, someone is said to
procrastinate if he delays important work without a logical
reason, even though he can do it on time in accordance with
the plans that have been made previously. As a typical
procrastination behavior, procrastination is usually mostly
done on certain types of work or on all matters related to
individual tasks as procrastinators. Procrastination is related to
psychological distress and causes psychological distress, valid and deserves to be used in tutoring services in the
however it is still not considered a matter of psychiatric classroom.
conditions [22].
Based on the academic procrastination problem, learning The developed comic media has proven to be
in schools will be even better if it is made to be more effective in raising awareness to overcome students' academic
interesting and enjoyable. This is reinforced by the statement procrastination. The effectiveness of comic media can be seen
from the data obtained through the academic procrastination
that effective learning activities are processes in completing
scale sheet in the experimental class. The results of the
learning tasks and achieving learning goals in the expected
analysis of the scale of academic procrastination in the class
time, so that it can be said that effective learning is oriented after using comic media obtained a gain score <g> = 0, 70.
towards the successful achievement of learning goals [23]. This shows that an increase in awareness with the category of
Components needed in achieving success of the learning "high".
process, including the existence of learning objectives,
learning materials, learning media, learning strategies, and ACKNOWLEDGMENT
learning evaluation [24]. The use of digital comics can The author thanks the supervisor and friends for their
improve students 'understanding of the content of the lesson, facilitation and assistance during the writing of the article.
students' desire to explore and improve critical thinking skills.
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comics in the learning process contributes greatly to students' Yogyakarta: UNY Press
memory and long-term memory [30]. Comics are a popular art [8.] Balkis,M. & Duru, E.(2009). Prevalence of Academic procrastination
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[11.] Borg, W.R. & Gall, M.D. (2007). Educational Research: An
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[12.]Sugiyono. (2015). Metode penelitian & pengembangan : Research
Digital comic media to overcome the academic and Development. Bandung: Penerbit Alfabeta
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results of validation from media experts, material experts and A SixThousand-Student Survey of Mechanics Test Data for
BK teachers, all aspects of comics including aspects of comic Introductory Physics Courses, American Journal of Physics, 13 (1). 1-
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material accuracy, aspects of material up-to-date, aspects of Procrastination among Male and Female University and College
language and aspects of academic procrastination obtain the Students. FWU Journal of Social Sciences, Winter 2014, Vol. 8, No.2,
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Causes, Treatment, and Implications of Procrastination Behaviors in Use of Digital Educational Comics. Educational Media International
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Psychological Studies; Vol. 7, No. 1; 2015 [30.]Negrete, A. 2013. Constructing a Comic to Communicate Scientific
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Approaches For Supporting Easy, Engaged and Effective Storytelling. Journal of Theoretical and Applied Information
Collaborative Learning. Journal of King Saud University-Computer Technology, 89(2), 461-469.
and Information Sciences, 26, 11-16.
[24.]Lamb, A., & Johnson, L. 2009. Graphic Novels, Digital Comics, and
Technology-Enhanced Learning: Part 1. Teacher Librarian, 36(5),70-
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[25.]Yang, Y.T.C. & Wu, W.C.I. 2011. Digital Storytelling For Enhancing
Student Academic Achievement, Critical Thinking, and Learning
Motivation: A Year-Long Experimental Study. Computers and
Education Journal, 59(12), 339-352.
 Exploring anxiety of practicum counselors by using
drawing activities.

The study explores the anxiety of a group of practicum counselors in order to

help them to cope with difficulties and challenges during counseling
practicum. The experiences were shared using creative art activity (drawing)
during their weekly supervision. Koltz and Odegard (2012), mentioned that
using creativity in supervision enables the supervisor to model the
counseling concept and gives opportunity for the supervisee or practicum
counselor learn during the practicum or internship. The study involved forty
practicum counselors who were enrolled in Bachelor of Education Guidance
and Counseling program. They were undergoing a 7-week counseling
practicum in various areas in Klang Valley. The data revealed that the
practicum counselors were facing with various kinds of challenges such as
relationship with community, and inability to apply theories into practice.For
these challenges, They adopted various kinds of coping strategies to deal
with their personal and professional issues. Communicating with friends and
university supervisor seems to be an important coping mechanism for them.
The study manages to capture various feeling related to their experiences at
different phases of the practicum journey (pre, during and post practicum).
Through the drawings, they were able to feel more at ease and be more
objective in sharing their experiences. The study also confirms the need for
continuous support from supervisor and a platform to share their experiences
during supervision
 STUDENT’S PERCEPTION OF THE
TEACHER’S ROLE ON GUIDANCE AND
COUNSELING IN YOGYAKARTA’S
VOCATIONAL HIGH SCHOOL

Destya Rose Diana Suwarjo Yuli Nurmalasari

Guidance and Counseling Guidance and Counseling Guidance and Counseling
Universitas Negeri Yogyakarta Universitas Negeri Yogyakarta Universitas Negeri Yogyakarta
Yogyakarta, Indonesia Yogyakarta, Indonesia Yogyakarta, Indonesia
destyarose80@gmail.com suwarjo@uny.ac.id yulinurmalasari@uny.ac.id

Abstract—This study aims to determine students perceptions of education are in concrete Operational stage. It imply to the
the role of teacher guidance and counseling in schools. This lesson that required (1) concrete media and visual aids, (2)
study used a descriptive quantitative approach, the subject of short instructional learning, (3) stimulation of short
this study were 388 vocational high school students in the city paragraph, and (4) using familiar illustration in describing
of Yogyakarta.Data retrieval instrument use a scale perception the complex idea.
with the validity test of expert judgement, reliability using
Alpha Cronbach formula with the result of 0,793 and included Based on the initial observation in primary school level,
in the high category. The results of the study showed that there especially in SDN Ngemplak Nganti, there is no media can
were no differences in perceptions of the role of guidance and be used for career guidance services. So that, students taken
counseling teachers between male and female, the level of a lack of information about career or world of work. Related
education/class, public and private schools and the presence or with the issue, interview with the classroom teacher and two
absence of classical guidance services. students at the school shows that the lack of the career
Keywords: perception, the role of teacher guidance and information imply to let the student being confuse while
they are asked about career or work orientation. It provides
counseling the evidence that the media on career guidance services is
been urged.
Keywords—perception, the role of teacher guidance and
counseling Games is an appropriate approach for children. Related to
that, puzzle career being assumed as an effective media in
career guidance service. For the primary school student,
I. INTRODUCTION learning is playing, and playing is learning (Catib, 2011:22).
Puzzle is one of a game that can be used to stimulate
Today competition in the world of work is very high. Many children memories and concentration Hariyanto (2011: 118).
people are forced to be laid off by their companies or being Beside these reason, puzzle involve two dimensions of
unemployed because of their incompetent. In the other media: proofed-visual-imagery.
case,a lot of people decided to resign from their job because
the world of work and personality are not in line. Preparing Puzzle career games containing pieces
of human resources at the earliest is one of the prevention
strategy to determine successful generation. One way to
introduce the world of career or work is by providing career
guidance to the children.
Career guidance services are counselors effort to help
students to understand personal traits and any qualifications.
Therefore, student could have a general image of any job
and adjust their ability to the world of work. The effective
career guidance is a process to complete individual by self-
understanding about their self, their strength related to
career development. Through the career guidance, children
being encouraged to have positive attitude in choosing
career opportunities in the future (Ali & Barbara (2001:1).
Implementation of career guidance in primary school could
be given by using the attractive and interesting media.
Moreover Woolfolk described that children in primary
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REFERENCES
The template will number citations consecutively within
brackets [1]. The sentence punctuation follows the bracket
[2]. Refer simply to the reference number, as in [3]—do not
use “Ref. [3]” or “reference [3]” except at the beginning of a
sentence: “Reference [3] was the first ...”
Number footnotes separately in superscripts. Place the actual
footnote at the bottom of the column in which it was cited.
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letters for table footnotes.
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do not use “et al.”. Papers that have not been published,
even if they have been submitted for publication, should be
cited as “unpublished” [4]. Papers that have been accepted
for publication should be cited as “in press” [5]. Capitalize
Discussion only the first word in a paper title, except for proper nouns
and element symbols.
For papers published in translation journals, please give the
English citation first, followed by the original foreign-
language citation [6].

[1] G. Eason, B. Noble, and I. N. Sneddon, “On certain integrals of

Lipschitz-Hankel type involving products of Bessel functions,” Phil. Trans.
Roy. Soc. London, vol. A247, pp. 529–551, April 1955. (references)
[2] J. Clerk Maxwell, A Treatise on Electricity and Magnetism, 3rd
ed., vol. 2. Oxford: Clarendon, 1892, pp.68–73.
[3] I. S. Jacobs and C. P. Bean, “Fine particles, thin films and
exchange anisotropy,” in Magnetism, vol. III, G. T. Rado and H. Suhl, Eds.
New York: Academic, 1963, pp. 271–350.
[4] K. Elissa, “Title of paper if known,” unpublished.
[5] R. Nicole, “Title of paper with only first word capitalized,” J.
Name Stand. Abbrev., in press.
[6] Y. Yorozu, M. Hirano, K. Oka, and Y. Tagawa, “Electron
Identify applicable funding agency here. If none, delete this text box. spectroscopy studies on magneto-optical media and plastic substrate
interface,” IEEE Transl. J. Magn. Japan, vol. 2, pp. 740–741, August 1987
IV. CONCLUSION [Digests 9th Annual Conf. Magnetics Japan, p. 301, 1982].
[7] M. Young, The Technical Writer’s Handbook. Mill Valley, CA:
Write down your conclusion here. University Science, 1989.

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 Self Confidence Enhancement
Through Group Guidance Service
Yulianton Ashzar Ibrahim
Postgraduate Guidance and Counseling Program
Yogyakarta State University
Yogyakarta, Indonesia
yuliantonashzar.2018@student.uny.ac.id
Abstract - This study aims to improve the self confidence of
students through group guidance service. Guidance activities
within the group which is a guidance and counseling services in
schools are considered able to help the problems experienced by
students in the school, in this study the problem that is visible
confidence. This research is a kind of research experiments that
use one group pretest-posttest design. The research subjects were
7 students, obtained through purposive sampling techniques that
can be obtained using a scale of confidence. The analysis result
Wilcoxon Match Pair Test generate zhit = -2.371 <ztab = 1.645,
then Ho refused and Ha is received, in other words the analysis
resultsshowing an increase of 34%. Based on the results of the
analysis can be concluded that confidence can be enhanced using
group guidance service.
Keywords: self confidence, group guidance, guidance and
counseling.
INTRODUCTION
Education aims to help students develop their
potentials. Students are required to be able to adjust to the
environment so that they can develop their quality is becoming
an independent person, confident and responsible.
Accordingly, education as a process of personal formation is
defined as a systematic activity directed at the formation of the
personality of students. The process of personal formation that
can be through communication and interaction with the
environment.
Individual confidence against him arise because people
have confidence. Someone who has the confidence to do
anything with the confidence to succeed, if it has failed, one
does not necessarily desperate but still have the spirit to try
again [1].
Trust in yourself indispensable individuals in order to
pass the challenge, dare to take risks, not afraid to fail, dare
argue, could think realistic and respect for others. Self-
confidence is an important part of the development of one's
personality as a determinant of how to act and behave. A
stance that would encourage an individual to approach the
goals and success will be achieved, there is no one who has
never experienced a failure but an individual who has the
confidence to be able to cope with such failures by attempting
to try again, do not despair and keep the spirit [2].
Muh Farozin
Department of Educational Psychology and Guidance
Yogyakarta State University
Yogyakarta, Indonesia
Farozin2311@yahoo.com
Phenomena that exist in school, not all students have
sufficient confidence. The problem of students confidence can
pose a huge obstacle in the field of private life, social, learning
and career. Low self confidence contributed to the feeling of
inferiority, shame, shy, and an obstacle to students through the
process of learning in school and the environment [3].
Based on the existing problems of students who have
low self-confidence necessary efforts to build confidence
students. How to build confidence in students can be done by
organizing activities of group guidance service.
4
Guidance to help individuals achieve optimal self-
development as social beings, while understanding the group
is two or more individuals who interact face to face, each
aware of his membership in the group, know for certain other
individuals who are members of the group, and each each
aware of their interdependence positive in achieving a
common goal [4].
5
Guidance focuses on think group awareness, behave,
oriented towards comfort, trust each other, and mutual benefit.
Group guidance one form of guidance and counseling services
to be provided to students who have low confidence in their
environment. Students who participated in the guidance and
direct practice group can create a dynamic group, that is to
practice speaking, express opinions, respond to, listen to and
learn to accept the opinion of one member of the group with
other members of the group [5].
Such circumstances if it can be done it will help
students to train themselves to develop themselves in
understanding themselves, understand others and the
environment so that the student’s self-confidence can be
increased. Provision of group guidance service approach also
been the reason see these students enter the adolescent stage at
the age of students tend to have a strong need to hang out with
a group / peer.
Adolescence, relationships with peers have a greater
proportion of the individual's life. For one week, a young teen
men and women spend twice as much time to gather with
peers than with their parents [6]. Based on the above
explanation can be concluded that students' self-confidence
can be enhanced by using group guidance service.
 acquired condition in which the seven subjects acquired
behaviors that indicate a low confidence.
Discussion
METHODS Data obtained to determine the pretest and posttest
results obtained from the charging scale confidence. Pretest is
This study uses a quantitative approach one-group
the result of scores obtained before the author organizes group
pretest-posttest design is an experiment carried out on a group
guidance. After the implementation of the pretest, students
without a comparison group. [7] Design available on this
who earn a low confidence score is given treatment group
subject will be treated with the two measurements. Before the
guidance service.
service it provides group guidance subsequent to the group.
In this design, the pretest and posttest before being This criterion is based on the deployment of scale
given treatment after being given treatment, so the results of gained confidence and is used to determine the subject of
the treatment can be determined more accurately because it research and set confidence before and after group guidance.
can be compared with the situation before being given The resulting increase confidence score can be seen in the
treatment. Subjects in this study consisted of 7 students who following table:
have low self-confidence. This study uses data analysis
techniques by Wilcoxon Match Pair Test is to find differences Table 3. The result enhancement self confidence score
in the mean pretest and posttest so researchers can see the
No. Name Pretest posttest G %
difference in value between pretest and posttest.
S C S K
1. ARB 70 L 92 M 22 31.43%
RESULT AND DISCUSSION 2. GPA 69 L 89 M 20 28.99%
Result 3. GSM 69 L 94 M 25 36.23%
4. HSA 66 L 89 M 23 34.85%
The study was conducted in class VIII as many as 5. IMA 68 L 92 M 24 38.24%
169 students. Prior to the implementation of group guidance
6. MIK 66 L 91 M 25 37.88%
service, the authors first perform data collection using a scale
of confidence. There are 7 students who score low to 7. MRA 67 L 95 M 28 41.79%
moderate, can be viewed categories confidence predetermined
researcher in Table 1. Average 68 91.16 23 34%
.1
Table 1. Criteria Self Confidence 6
Interval Category
112-151 High Information :
71-111 Moderate
30-70 Low S: Score

C: Criteria
Based on the results giving students confidence scale
G: Gain (increase)
data obtained by the above criteria are shown in Table 2.
Based on the result of increased confidence score in
Table 2. Self Confidence Scale
the form of quantitative conclusion that prior guidance given
No. Name Score Criteria treatment group gained an average value of 68 in the category
of low and after treatment guidance group posttest results
1 ARB 70 Low
increased to 91.16 into the category of being. There is a
2 GPA 69 Low
difference in value score of 23.16 between pretest and posttest.
3 GSM 69 Low
Then this shows that an increase in confidence after a given
4 HSA 66 Low group guidance service in the amount of 34%.
5 IMA 68 Low
6 MIK 66 Low Treatment is done it can be analyzed that the
7 MRA 67 Low members are able to gain insight and understanding of the
topics that have been discussed. The result that average
showed a gradual behavioral changes that arise during the
Collection Data on the author, in addition to using a scale process of group guidance activities. Provision of group
of confidence that is using interviews and observations guidance service approach chosen so that the students are able
to adapt and communicate well in a variety of situations.
 The author provides group guidance service approach
to enhance the self confidence in a low student learning.
Group guidance is a service that was held in the atmosphere of
the group by leveraging group dynamics which covers the
whole field of guidance [8]. Accordingly, group guidance can
be interpreted as an attempt guidance is done through a
situation, process and group activities. Guidance target groups
are individuals in the group given individual guidance in order
to get an understanding, self-acceptance, self-direction and
self-realization in towards optimum development [9].
Students are directed to follow the group discussions,
for the guidance of the group is a means to support the optimal
development of each student. The development of students in
the counseling group diutamankan namely communication
skills and socialization. Communication and dissemination is
crucial owned by students for students to be active and to be
able to communicate and socialize well.
Group guidance service in schools given in the group
atmosphere, and activity information to a group of students to
help them plan and the right decision [10]. Contains elements
of group guidance group dynamics or group life [11].
Improvement occurring in the different group
members to one another. Group guidance service had a
purpose as a medium of self-development to be able to
practice speaking, capable of speech, learn to respect others, to
control emotions, have a sense of responsibility and tolerance,
can establish a good relationship with each other, and be able
to accept and respect the opinions of others , A process of
group guidance service is running properly and to achieve the
objectives as stated above it is expected that each individual is
able to maximize the potential that exists within him to be
individuals who are more confident, especially in learning
activities at school.
In conclusion, the activities of guidance and
counseling group aims to provide the greatest possible extent
both in terms of the understanding of the individual
participants of group guidance as well as the participants who
follow the guidance of the group, so they can make
appropriate plans and decisions appropriate on matters
pertaining to the problem facing either issue an individual or a
group problem.
Function group guidance is an assortment of
sebagaiman like individual counseling. In the guidance of the
group members or participants guidance of the group have
equal rights and equal opportunity in both the expression or
criticism, is meant here the participants of group guidance
should not win themselves or each other down,
misunderstandings, and damaging to the personality of each
among group members. Accordingly, group guidance is
guidance and counseling services that enable a number of
participants (counselees) together through group dynamics
obtain some materials from sources of certain (mainly from
the supervising teacher or counselor) useful support everyday
life better individuals as subjects.
It is one that causes an increase in group members are
different from each other, it is also due to the dynamics of the
group. Group dynamics requires a student to be assertive,
decisive in answering the question, decisive in providing the
conclusions or the other. So students who initially did not
firmly be unequivocal. Someone who is assertive means he
has high confidence because she feels confident about what he
does.
One of the traits that have high self confidence is able
to neutralize the tensions that arise in various situations and
being able to adapt and communicate well in a variety of
situations [12]. While confidence is a condition in which
individuals feel confident in the ability of its ring, and so he
can solve the problem of knowing what is needed in his life, as
well as how individuals are able to assess themselves and their
environment [13]. Self-confidence is one of the aspects of
personality such as belief in the ability of a person that is not
influenced by others and may act according to the will, happy,
optimistic, pretty tolerant, and responsible [14]. Self-
confidence is one of the conditions that are essential for the
individual to develop the activity and creativity in order to get
achievement. However, confidence does not grow by itself.
The growing confidence of the healthy interactions in the
social environment of individuals and takes place continuously
and sustainably. Self confidence does not just show up in a
person, there are certain processes in his person so that there
was the formation of self-confidence [15].
Self-confidence is an attitude or confidence in the
ability of self, so that the actions are not too anxious, feel free
to do things in accordance with the wishes and liable for his
actions, polite in interacting with others, have the drive
achievement and also known the advantages and
disadvantages of self. Capability formation of self confidence
is a process of learning how to respond to various stimuli from
outside itself through interaction with its environment. There
are several aspects of confidence which is as follows: (1) The
ability of self belief that a person's positive attitude about
himself that he truly understood what he was doing; (2)
Optimistic that a positive attitude person who always holds
good in the face of everything about themselves, expectations
and abilities; (3) The objective of self confident people is how
to looking at problems or anything; (4) in accordance with the
truth of things properly, not according to personal truth; (5)
Responsible namely a person's willingness to bear everything
that has been a consequence; and (6) Rational namely the
analysis of a problem, something, something occurrences
using accepted thinking by reason and in accordance with
reality. Based on the foregoing it can be concluded aspects of
self-confidence is as follows belief in the ability of self,
optimistic, objective, responsible and rational [16].
It thus made clear that the confidence of students in
the school can be built through different forms of activities,
namely: to cultivate the courage to ask, coaching discussion,
work on the problems in front of the class, as well as
competing in the achievement of learning. Based on research
by the authors approach in selected group guidance service so
that students are able to adapt and communicate well in a
variety of situations. The author provides group guidance
service approach in tackling the confidence in a low student
learning.
Group guidance service is a process aid to individuals
by leveraging group dynamics. In addition, the group guidance
service there is an interaction between group members, among
others such as communication, trust, cooperation, and
openness. One important role in the group guidance is the
group leader. The task of the leader of the group was to
prepare the information useful in order to help individuals to
achieve optimal development, prevents the emergence of a
problem, to develop the potential in him, to plan, to make the
right decisions, and to develop an understanding of
themselves, others and the surrounding environment so that
the formation of effective behavior, both within the school and
in the community, and more confident. Group guidance
service are guidance service provided in the atmosphere of the
group, as well as information activities to a group of students
to help them plan and the right decision. Group guidance
service was also held to provide information that is personal,
vocational, and social means the provision of information in
the form of measures intended to assist students in overcoming
its problems, especially in school [17].
The conclusion from the above statement can be said
that the group guidance can not only help members of the
group in increasing motivation to learn, but also can help the
group members changed their attitude. It can be seen from the
change in the attitude of members of the group are: 1) The
members of the group who had been indifferent already started
not, 2) members of the group tend to be quiet already started
actively in the activities, 3) members of the group had dared to
express his opinion, 4) members of the group start issued an
opinion that can be understood by members of the group.
Group guidance service is a purposeful activity, where in
addition there are stages, there are the techniques that can be
done so that the activities of group guidance can do better.
CONCLUSION
Self confidence can be enhanced through group
guidance service. Based on the results of research and
discussion, the conclusion that confidence can be enhanced
through group guidance service. This can be seen from the
comparison between pretest and posttest were increased with
the average value of the difference between the value score of
23.16 or 34%.
Given group guidance service proven to be effective
to increase the confidence of students. Improvement occurring
in the different group members to one another. Group
guidance service had a purpose as a medium of self-
development to be able to practice speaking, able to issue an
opinion to learn to respect other people, responsible, able to
control their emotions, have tolerance, good relationships and
be able to accept and respect the opinions of others.
A process of group guidance that goes well and can
achieve the objectives as stated above it is expected that each
individual is able to maximize the potential that exists within
him to be individuals who are more confident, especially in
learning activities at school. It is one that causes an increase in
group members are different from each other.
Based on the results of research in improving
students' self confidence through group guidance service can
be concluded that the self-confidence of students before
getting into the group guidance including low criteria. Having
given group guidance service increased to moderate, it was
shown from the results there is a difference between pretest
and posttest significant value ie 23.16 if dipresentasekan by
34%.
ACKNOWLEDGMENT
The author deeply indebted to my lecturers and friends for
support, inspiration and guidance toward the writing of this
article.
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Puspa Swara. hlm 5.
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(Tutorial Lengkap Tampil Beda dan Percaya Diri di Segala
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3. Mastur, Sugiharto, D.Y.P & Sukiman. (2012). Konseling
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Kuantitatif, Kualitatif dan R&D. Bandung: Alfabeta.
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Konseling Kelompok. Padang: Jurusan Bimbingan dan
Konseling FIP Universitas Negeri Padang.
9. Sedanayasa, Gede dkk. (2010). Dasar-Dasar Bimbingan
Konseling. Singaraja: Jurusan Bimbingan Konseling.
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konseling di Sekolah. Jakarta: Rineka Cipta. hlm.78.
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Puspa Swara. hlm 5.
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Komputindo.
14. Ghufron dan Risnawati. (2010). Teori-teori Psikologi.
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Puspa Swara. hlm 145.
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17. Prayitno. (2004). Layanan Bimbingan Kelompok Dan Konseling
Kelompok. Padang: Universitas Negeri Padang. hlm 309.
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Malang : Universitas Negeri Malang. hlm 86.
 Learning Habits of Underachiever Students at
Palembang State High School 3
Lia Rizqi Pratiwi lia.rzpratiwi@gmail.com Rahmi Sofah
Graduate Program Education Program
Yogyakarta State University Sriwijaya University
Yogyakarta, Indonesia Palembang, Indonesia
rahmi.bimb@gmail.com
Abstract— This study aims to determine the learning habits
of underachiever students at Palembang State High School 3.
This research uses a quantitative approach with a survey
method. The population in this study were students who
experienced an underachiever of 30 students. The data
collection instrument used was a Likert scale which included
three aspects, namely the implementation and planning of
study schedules, concentration, and doing assignments. The
results showed that 70 percents of underachiever students at
Palembang State High School 3 had good learning habits.
Keywords— Learning Habits, Underachiever Students
I. INTRODUCTION
National Education System Law No. 20 of 2003
Chapter 2 Article 3 explains that education functions to
develop capabilities and shape the character and
civilization of a dignified nation in the context of the
intellectual life of the nation. It aims to develop the
potential of students to become human beings who believe
and fear God Almighty, has noble, healthy,
knowledgeable, capable, creative, independent, and
become democratic and responsible citizens [1].
Education facilitates students to achieve achievements.
The learning process contained in education is one of the
efforts to realize the educational goals to facilitate
students in achieving optimal development, which is a
situation where students can actualize the potentials
within themselves. One indicator of the achievement of
student learning success can be seen from the
achievements possessed. However, not all students can
achieve learning achievements with their potential.
Intelligence is one of the factors predicted as the main
cause in the achievement of student learning achievement,
therefore the level of intelligence is often used to
determine the ability to learn and the achievements that
students will achieve [2].
Someone who has good intelligence (high IQ) is
generally easy to learn and the results tend to be good,
conversely, people with low intelligence, tend to
experience difficulties in learning, slow thinking, and low
achievement. Students who have an intelligence level
above 120 in the intelligence test score are predicted to
have no difficulty in learning and achieving learning
achievement in school. But in reality, many students who
have a high level of intelligence have difficulty in
completing school assignments and have achievements
below their potential. This term in the context of
Psychology and Guidance Counseling is known as an
underachiever [3].
Harlina
Education Program
Sriwijaya University
Palembang, Indonesia
harlina_zam@yahoo.co.id
Many high school students have high intelligence but
are unable to show good performance [4]. Students are
classified as underachiever students based on the results of
intelligence tests and creativity tests. The results of this
study explain that some students do not show learning
achievement by the potential possessed in schools [5].
Underachiever students are first determined by the
characteristics of potential and achievement. Potentially it
is generally based on intelligence test results using scores
while achievement characteristics are expressed in terms
of grades [6]. Underachiever students tend to have no
interest in learning, and learning habits that like to delay
assignments at home and at school. Attitudes like these
make student learning achievement not good [7]. Students
who have a high level of intelligence can get good
learning outcomes if they have good learning habits and
the environment has a positive influence. Behavioral
learning habits that like to postpone assignments,
indiscipline in learning and self-regulation can determine
underachiever student learning achievement. Conversely,
if students who have a high level of intelligence are not
supported by good learning habits, it is also possible to get
poor learning outcomes. Good learning habits will
determine the learning achievement obtained by students
[8].
Support and assistance can be done by the school to
facilitate and provide intervention to underachiever
students. One party that can play a role is the teacher's
guidance and counseling [9]. Guidance and counseling is
a process of assistance provided by guidance and
counseling teachers to overcome and prevent problems
faced by students. This can help students in achieving
optimal and good developmental and adjustment tasks.
One of the issues that need to be addressed and addressed
immediately by teacher guidance and counseling in the
field of learning. Providing services in the field of
learning can be provided by the teacher guidance and
counseling continuously during the learning activities take
place. Guidance and counseling teachers must monitor the
results of student learning activities by collaborating with
the student's homeroom teacher. Teacher guidance and
counseling are very instrumental in helping students to be
able to make good adjustments to the learning situation
effectively and efficiently according to the abilities
possessed by students to achieve optimal development
[10].
The results of intelligence tests obtained in the field
are generally found in high schools. Observations made
by researchers in Palembang indicate that Palembang
High School 3 is one of the schools that conducts student
intelligence tests. This is also supported by the standards
and quality of good and superior schools in Palembang.
 Obtained from the results of observations showed that factors such as learning habits. This study explains that
there are several underachiever students in class XI based the learning habits possessed by underachiever students
on the results of intelligence tests, learning achievements, fall into the good category. Good learning habits if
and recommendations from the school. Therefore, the students can carry out and plan learning schedules well,
provision of guidance and counseling services can have good concentration and do their assignments well
contribute to underachiever student achievement problems and on time.
to maximize their potential [11].
Although the results of the analysis show that the
Based on the observations and results of the previous category is good, in the aspect of concentration 21
research above, the researcher wanted to find out how the students are still in the good enough category and 2
learning habits of underachiever students were at students in the poor category. This is because some
Palembang 3 High School. This is useful to provide the students find it difficult to focus on the lesson.
understanding and help students actualize their potential. Concentration on underachiever students is one of the
Besides, so that the data generated can guide the guidance factors that influence learning achievement.
and counseling service plans at the school.
Underachiever students find it difficult to give
II. METHODS attention and concentrate on learning. Students find it
difficult to follow lessons in class especially those that
This research uses a quantitative descriptive approach require higher concentration such as mathematics [12].
using survey methods. The population of this research is One reason for underachiever students is not being able to
the XI grade students who experience underachiever with focus attention and concentrate. Students who find it
30 students. The instrument used to collect data is the difficult to focus their minds will find it difficult to
Likert Scale Model. Data collection techniques in research understand the lessons given by the teacher [13].
using a learning habits questionnaire with three aspects, Underachiever students find it difficult to understand the
namely: planning and implementing learning schedules, material delivered by the subject teacher. In general,
concentration, and doing assignments. students find it difficult to regulate good learning habits in
increasing learning concentration [14].
III. RESULT AND DISCUSSION
Poor concentration on underachiever students at
Result Palembang High School 3 due to the many extracurricular
The results of the study and data analysis showed that activities that they participated in. Besides, the learning
students of the XI grade underachievers at Palembang methods provided by some subject teachers such as
State High School 3 had different learning habits. The lectures make students get bored easily and concentrate
majority of underachiever students in class XI in less on the lesson. Students often complain because of the
Palembang 3 High Schools have the habit of studying in many assignments given close together. This makes it
the good category with a percentage of 70, as shown in the difficult for students to concentrate and confusion in doing
following table: the assignments. Underachiever students improve poor
concentration and ability to manage learning planning
TABLE I PERCENTAGE OF RESPONDENTS IN UNDERACHIEVER
quite well by providing services from teacher guidance
STUDENT LEARNING HABITS and counseling [15]. The acquisition of good learning
achievement in underachiever students is determined by
Numb Categories Frequency % the cognitive, learning motivation, and concentration of
1 Very Good 4 13 students in doing learning habits that bring students to the
2 Good 21 70 process of good learning activities [16].
3 Good Enough 5 17
4 Not Good - - The problem of poor concentration on underachiever
Total 30 100 students is an issue that needs to be addressed by the
guidance and counseling teacher. The provision of
services from guidance and counseling is needed by
Based on the results of data analysis, it can also be underachiever students to improve learning achievement.
seen more deeply about aspects of underachiever student The role of guidance and counseling teachers is needed in
learning habits as shown in the following table: improving underachiever student learning achievement.
Providing services in the field of learning will increase
TABLE II PERCENTAGE OF RESPONDENTS IN UNDERACHIEVER learning achievement. One of the services that can be
STUDENT LEARNING HABITS provided is group guidance with themes such as good
Categories concentration tips and the right way to focus on learning.
Teacher guidance and counseling can facilitate the
Numb Aspects SB B CB KB potential possessed by underachiever students. The
potential possessed by underachiever students needs to be
f % f % f % f %
increased to achieve developmental tasks well. Achieving
1 Implementation 5 17 21 70 4 13 - -
& Planning a good developmental task in learning will result in good
Learning learning achievement as well. This can be done by
Schedule collaborating with teachers [17].
2 Concentration - - 7 23 21 70 2 7 As many as 70 percents of underachiever students
3 Doing 1 3 18 60 11 37 - - have good learning habits. The concentration contained in
Assignments
aspects of learning habits is still not good. The
concentration of underachievers in Palembang 3 High
Schools needs to be improved with a variety of services,
such as group guidance with the theme of good
Discussion
concentration tips and the right way to focus on learning.
Some students who have high intelligence have low Besides, the teaching methods of subject teachers also
learning achievement. This is influenced by various need to be improved with more modern methods. This can
 identify increased student attention during the learning
process. The role of the guidance and counseling teacher
in the school is not only in collaborative efforts with
stakeholders in the school but in the achievement of the
skills possessed to improve student academic achievement
[18]
ACKNOWLEDGMENT
This research was only conducted at one school in
Palembang. The population in this study was also limited
to 30 students. Observations and interviews conducted are
not carried out directly to underachiever students. It is
hoped that further researchers can research in various
other schools with a more diverse population. The next
researcher can also develop or discover other factors
besides learning habits that can affect the learning
achievements of underachiever students.
Support and assistance were also given from various
parties in this research. Palembang High School 3 Parties
who have assisted the implementation of research during
the process of collection through data analysis. Parents
and lecturers who have helped and supported during the
study, as well as friends who always accompany and give
enthusiasm without stopping.
REFERENCES
[1] Undang-Undang Republik Indonesia No. 20 Tahun 2003, Tentang Sistem
Pendidikan Nasional. Surabaya: Karina. 2004.
[2] D. Sulistiana, “Program Bimbingan bagi Siswa Underachiever di
Sekolah Menengah Atas Negeri 11 Bandung,” Jurnal, vol 10, July 2015
[3] S. Djamarah, Psikologi Belajar. Jakarta: Rineka Capta. 2011.
[4] D. Cavilla, “Observation and Analysis of Three Gifted Underachievers in
An Underserved, Urban High School Setting,” Gifted Education
International, vol. 33, pp. 1-14. November 2015.
[5] H. Rahmat, “Pelaksanaan Bimbingan Kelompok Terinternalisasi Nilai-
nilai Kearifan Lokal (Local Wisdom) dalam Meningkatkan Motivasi
Belajar Siswa Underachiever,” Prosiding Seminar Nasional Konvensi
BK ke-XX & Kongres ABKIN ke-XIII. 2018.
[6] Nurfaizal, “Understanding of Underachiever Students,” Jurnal Fokus
Konseling, vol . 2, pp. 76-88. January 2016.
[7] N. Sutringsih, “Penyebab Siswa Underachiever dalam Pembelajaran
Matematika,” Jurnal Edumath, vol. 3, pp. 148-154. September 2017.
[8] C. Berger, “Bring Out the Brilliance: A Counseling Intervention for
Underachieving Student,” Professional School Counseling, vol 17, pp.
86-96. February 2018.
[9] J. Ritchotte, L. Rubenstein, and F. Murry, “Reversing the
Underachievement of Gifted Middle School Students,” Gifted Child
Today Journal, vol. 38, pp. 103–113. February 2016.
[10] Sumarto, Bimbingan dan Konseling. Jambi: Pustaka Ma’arif Press. 2018.
[11] D. Pratama, “Layanan Bimbingan dan Konseling dalam Mengatasi
Siswa Underachiever,” Counsellia Jurnal Bimbingan dan Konseling, vol.
7, pp. 1-10. May 2017.
[12] R. S. Dewi, R.S and Mery, “Identifikasi Anak Underachiever,” Jurnal
Pendidikan: Early Childhood, vol. 1, pp. 1-9. November 2017.
[13] S. Putra, Panduan Pendidikan Berbasis Bakat Siswa. Yogyakarta: Diva
Press. 2013.
[14] Linda, “Intervensi terhadap Siswi Underachieving Gifted di Sekolah
Internasional “X” Bandung,” PSIBERNETIKA, vol. 7, pp. 1-12. October
2014.
[15] S. Arfalah, “Studi Kasus Siswa Underachiever di SMP Negeri 1
Kotabumi Lampung Utara,” ALIBKIN (Jurnal Bimbingan dan
Konseling, vol. 1, pp. 1-15. 2014.
[16] Syahniar, “Correlation between Self Regulated and Learning
Achievement of Underachiever Students,” International Conferences on
Education, Social Sciences and Technology, pp. 95-99. February 2018.
[17] R. Rahmawati, Bimbingan dan Konseling untuk Anak Underachiever.
Yogyakarta: UNY. 2013.
[18] A. S. Bos, F. Herpich, and Guarese, “Educational Technology and Its
Contributions in Students’ Focus and Attention Regarding Augmented
Reality Environment and the Use of Sensors,” Journal of Educational
Computing Research, vol. 57, pp. 1-17. June 2019.
 Study of Smartphone Usage on Students at
Palembang State Junior High School 55
Triska Aulia Viranti Triskaviranti@gmail.com Yosef
Graduate Program Education Program
Yogyakarta State University Sriwijaya University
Yogyakarta, Indonesia Palembang, Indonesia
Abstract— This study aims to describe the use of smartphone at
Palembang State Junior High School 55. The population
consists of 200 students selected by the total sampling
technique. The study uses a quantitative approach to survey
methods. Data collection techniques using a questionnaire with
the Guttman scale. The data analysis technique used is
quantitative descriptive. The results showed that most subjects
used Android, which is connected to the internet through a SIM
Card. Smartphone content is mostly used for communication.
utilization of the content can be an entertainment medium.
Smartphones produce a positive impact on users, such as in
increasing knowledge about technological developments, can
facilitate communication, as a medium of entertainment, and
as data storage. The use of smartphones has a negative impact
on users, such as physical impairment of smartphone usage,
psychological interference with smartphones, communication
barriers, and lifestyle changes.
Keywords—Smartphone, Junior High School
I. INTRODUCTION
The development of technology and information today
has experienced very rapid progress. Various communication
technology devices have been born as the demands of
human life's needs. Technological products that are widely
used are smartphone devices or better known as
smartphones. The smartphone is an innovation of mobile
technology that has various advantages to help the activities
of its users. Data owned by eMarketer projects that in 2016
to 2019 smartphone users in Indonesia will continue to
grow. Growth rates are fantastic. In 2016 there will be 65.2
million smartphone users. Whereas in 2017 there will be
74.9 million users. As for 2018 and 2019, it continues to
grow from 83.5 million to 92 million mobile phone users in
Indonesia. According to the Minister of Communication and
Information Tifatul Sembiring in 2014 [4] in the
International One-Day Seminar on the Use of Digital Media
in Children and Youth in Indonesia, the use of social and
digital media has become an integral part of the daily lives
of Indonesian young people. The study found that 98% of
the children and adolescents surveyed knew about the
internet and that 79.5% of them were internet users.
Williams & Sawyer [1] stated that Smartphones are
cellular phones with microprocessors, memory, screens and
modems built-in. A smartphone is a multimedia phone that
combines PC and handset functionality to produce a luxury
gadget, where there are text messages, cameras, music
players, videos, games, email access, digital tv, search
engines, personal information managers, GPS features,
internet telephone services and there are even phones that
also function as credit cards.
Josephbarus@yahoo.co.id Rani Mega
Putri
Education Program
Sriwijaya University
Palembang, Indonesia
rani@konselor.org
The use of smartphones in the world of education is a
problem that needs to be studied in depth. Its users are not
only high school students but also middle school students.
Hurlock [3] states that the beginning of adolescence lasts
approximately from 13-16 years or 17 years, and the end of
adolescence begins from 16 or 17-18 years. Early
adolescents experience psychosocial development or
identity and confusion (identity vs. role) that appear at the
age of 11-15 years including starting to form a picture of
themselves, have peer groups (peer groups), the
environment can influence, emotional instability. Students
tend to use smartphones for many reasons, such as just
wanting to follow trends or to become more active on social
media.
The use of smartphones is used by students for social
media easily because smartphones have many features that
facilitate their users to connect to the internet more easily
anytime and anywhere so that the contents on smartphones
can be more easily accessed to understand the utilization of
the content. Good use of smartphones will have a positive
impact on students, and the use of smartphones that are not
goodwill harm on students [13].
Reported in the mass media, the challenge of education
in ethics, one of which is the moral ethics of a student.
Observations made in one of X Junior High School in
Palembang, the discovery of several student smartphones
containing pornographic videos that showed students' lack
of moral awareness. In some schools, the use of
smartphones is not permitted in the classroom in the
learning process due to the fear that students will access
pornographic content and other content that may harm on
student morality and personality, students become unfocused
and confused. But the use of smartphones also has a positive
impact, namely, the use of smartphones can motivate them
to learn independently as in learning English, the use of
smartphones can facilitate them to learn English skills at
school and independently at home [5]. If moral values are
well embedded among students, the use of smartphones has
a positive influence. We unconsciously become dependent
on communication tools, especially among students. Some
people are nervous and can't live without a smartphone.
NSW Government [10] states that Mobile digital
devices can improve social relations between peers and
family, this will affect both mental and physical health, in
addition students can use mobile digital devices to explore
information and knowledge without limits in school
supervision and control , but the use of mobile digital
devices can have a negative impact on students including
increased cyberbullying, can divert students' attention in the
learning process of students, mobile digital devices can
inhibit social interaction on students. Furthermore, in the
 school environment, the use of smartphones has a high
enough significance, the use of this smartphone has a
positive impact on student achievement at school [15].
Prayitno [11] revealed that Guidance and Counseling is
one component of education, namely an activity of
assistance and guidance given to individuals in general, and
students in particular in schools to improve their quality. The
purpose of education is a conscious effort that aims to
develop his personality and potential. Personality concerns
behavioral or mental attitude problems and abilities include
academic and skill problems [14].
Guidance and Counseling Services are a series of
activities or activities designed by counselors to help
counselees in their efforts to develop themselves as optimal
as possible in both their personal, social life, learning
activities, and career planning and development. Students
can use smartphones as learning aids, teachers are advised to
use smartphones to integrate technology into the learning
process, Guidance and Counseling services facilitate student
self-development, both individually and in groups,
according to their needs, potential, talents, interests,
developments, and opportunities owned [6]. This service
also aims to help overcome weaknesses and obstacles and
problems faced by students. Guidance and Counseling
Services facilitate the development of individual, group and
classical students according to their needs, potential, talents,
interests, developments, and conditions so that they can
control themselves using technology advances to the best of
their ability.
II. METHODS
This research uses a quantitative approach with a
survey method. Subjects consisted of 200 students from
class VIII selected by the total sampling technique. Data
collection techniques using a questionnaire with the
Guttman scale. The data analysis technique used is
quantitative descriptive analysis technique.
III. RESULT AND DISCUSSION
Result
Based on the results of research that has been
conducted Research conducted percentage of smartphone
types used by students of Palembang State Junior High
School 55 The type of smartphone that is widely used is
Android with a percentage of 99%, and the output of
smartphones used is Samsung with a percentage of 36.5%.
The percentage of the internet connection used by
Palembang State Junior High School 55 students is SIM
Card with a percentage of 88.2%, and the type of SIM Card
used is card 3, with a percentage of 34.6%.
The percentage of content that is accessed by students
of Palembang State Junior High School 55 is
communication with a percentage of 21.5%. The percentage
of features used by Palembang State Junior High School 55
students is Facebook with a percentage of 16.2%, and the
duration of smartphone usage per day is 2 hours with a
percentage of 35.5%. The aspect of content utilization that is
accessed by students of Palembang State Junior High
School 55 is the of as entertainment media 22%.
The positive impact of smartphone usage on
Palembang State Junior High School 55 students is to
increase knowledge about technology development with a
percentage of 24%, a positive impact facilitates
communication with a percentage of 26%, a positive impact
of entertainment media with a percentage of 27%, and a
positive impact on data storage 23%. Aspects of the negative
impact of smartphone use on Palembang State Junior High
School 55 students are the negative impact of physical
smartphone disturbance with a percentage of 30%, the
negative psychological impact with a percentage of 25%, the
negative impact of communication inhibitors with a
percentage of 28%, and the negative impact of lifestyle
changes with a percentage which is 17%.
Discussion
Students already have different types of smartphones
with different uses as technology advances. students can
understand smartphone usage by playing an active role in
utilizing smartphones. With smartphones, students can also
connect directly to the internet so students can access
content to understand the utilization of the content. With the
use of smartphones that have many features and content,
students can actively use smartphone users such as being
active on social media, often communicating with anyone.
Smartphones also facilitate users to connect to the internet
more easily anytime and anywhere. When students are
interested in learning new things and can control themselves
well, the use of smartphones will have a positive influence
on their lives.
The use of good content will have a good impact on
students, while the use of bad content can have a negative
impact on students, with a variety of features and content on
smartphones makes students want to find out whatever
content on the smartphone, lack of self-control in the use of
smartphones makes students dependent against smartphones.
Students have used the smartphone well, it's just that most
use it as a medium of entertainment. Guidance and
counseling services can take advantage of technological
advancements by providing services regarding the use of
smartphones as appropriate.
The process of evaluating and instructional use of
smartphones for tertiary students is due to the lower use of
student smartphones for learning activities. Collaboration
between teachers and students in the use of technology must
result in social interactions so students can use smartphones
well [12]. The contribution of various sciences to Guidance
and Counseling is not only limited to the formation and
development of theories of guidance and counseling but also
the practice of its services [11]. Guidance and counseling
services actively provide guidance and counseling programs
so that they can be implemented to improve learning so that
smartphone users can have a positive impact on students.
Not only for guidance and counseling teachers, but subject
teachers can also imply the use of smartphones in the
learning process such as the use of calculators for
mathematics lessons.
Guidance and counseling services are also a preventive
measure to prevent negative things from happening along
with technological advancements such as guidance and
counseling teachers providing information services related
to the use of a good smartphone so students can know and
control themselves in using a smartphone so that smartphone
users can have a positive impact for himself. Guidance and
counseling teachers can also use smartphones as guidance
and counseling media in interacting with students such as
communicating via social media, chatting using WhatsApp
when students want to consult, so guidance and counseling
teachers can get closer to students.
Guidance and counseling teachers can take advantage
of technological advancements to facilitate student
development by the needs, potential, talents of interests, and
conditions of students so that students can control
themselves as well as possible. Guidance and counseling
services can help students overcome the negative effects of
using smartphones such as individual counseling and group
 counseling. With group counseling, students can overcome
weaknesses and obstacles experienced by practicing
communication skills, expressing opinions, exchanging
ideas with one another, and listening to each other's
suggestions among group members. With individual
counseling, students can consult related to the problems of
using a smartphone they are facing, so students can alleviate
problems and obstacles they experience. The role of parents
and the community is needed in socializing about the use of
a good smartphone so that students using a smartphone can
have a good impact on student life.
Positive and negative impacts on the use of
smartphones on children's development such as positive
impacts, improve visual acuity, stimulate to follow the latest
technological developments, and support academic aspects,
while negative impacts such as disruption of social
relationships, radiation risk, and the risk of psychological
development [8]. In accessing teenage internet through
smartphones, access outside the school environment,
internet access using paid cards and WIFI connections,
smartphone usage with a duration of 7-11 hours per week or
1-1.5 hours per day, the positive impact of using this
smartphone is affecting the achievement student learning.
This study has similarities with research conducted, namely
students accessing the internet using a smartphone and using
a prepaid card, namely SIM CARD [6]. In the latest research
students use smartphones with internet access using SIM
CARD as a medium to find information that they do not
know and find information and knowledge related to
subjects, so students can more easily explore the capabilities
they have which will have a good impact on their
achievement in school.
The use of smartphones has unfavorable effects on
students, such as smartphone dependence on social
interactions in adolescents [7]. When students can control
themselves well students will be able to use smartphones
according to their uses. Such students can facilitate
communication with anyone with features available on
smartphones such as social media, so students can practice
the ability to interact well with anyone. With smartphones,
students can add knowledge about technological
developments. Students know the sophistication of
technology using directly such as the sophistication of
mobile phones or just by searching on Google. When
boredom arrives students can take advantage of smartphones
by playing games or just listening to songs that will make
students even more excited. Not only that students can also
use smartphones by making smartphones as data storage
devices such as storing photographs and storing subject data
files.
IV. CONCLUSION
The study aims to determine the use of smartphones in
students at Palembang State Junior High School 55. The
results showed that most subjects used Android, which is
connected to the internet via a SIM Card. Smartphone
content is mostly used for communication. utilization of the
content can be an entertainment medium. Smartphones
produce a positive impact on users as a medium of
entertainment, and produce a negative impact on users, such
as physical disruption of smartphone usage.
ACKNOWLEDGMENT
In this study, there are limitations that researchers only
conduct research with the subject of junior high school
students in one school and even then it is not thoroughly
done. Researchers only collect data based only on a
questionnaire and do not conduct interviews directly with
students to find out the reason for each answer.
For further researchers to better understand how to use
a smartphone by procedures. The problem statement was
added about the amount of credit usage on the smartphone.
In data collection not only based on a questionnaire, but
interviews should also be conducted to students to find out
more clearly the reasons for each answer given. Data
collection is not only done at one school but can be done at
several schools in Palembang. The study was not only
conducted on the subject of junior high school students but
also carried out on the subjects of elementary and high
school students.
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 Effectiveness of Group Counseling Role Playing
Techniques to Reduce Student Bullying Behavior in
State Senior High School 1 Bandar Lampung
Maya Puspa Rini
Graduate Program
Yogyakarta State University
Yogyakarta, Indonesia
mayapuspa658@gmail.com Ayu Iswara
Graduate Program
Abstract— The purpose of this study was to determine the
bullying behavior of students and to determine the
effectiveness of the use of role playing in reducing the
bullying behavior of State High School 1 Bandar
Lampung students. The method used in this study is a
quasi-experimental study with Nonequivalent Control
Group Design. The sample in this study amounted to 34
students of Bandar Lampung State High School 1 who
carried out bullying behavior in the high category. Data
collection techniques in this study used a scale of
bullying behavior, interviews, observation and
documentation as supporting techniques. The results of
the calculation of the average score of the bullying
behavior of the experimental group at the time of the pre
test were 82.58 and the post test acquisition after
participating in the role playing group counseling service
decreased to 71.41. Whereas in the control group at the
time of the pre test was 74.94 and at the time of the post
test it had decreased to 68.94. So Ho is rejected and Ha is
accepted, which says role playing can reduce student
bullying behavior at Bandar Lampung 1 State High
School.
Keywords: Group Counseling, Role Playing, Bullying
Behavior
I. INTRODUCTION
Children are the nation's assets that will become the
next generation of this nation. How is the condition of the
child today affecting the condition of the nation in the
future. It is important for all parties, both families,
communities, and governments to participate in protecting
and guaranteeing all forms and children's rights so that they
can grow and develop properly, and free from all forms of
discrimination and violence. Children's rights are not
enough to be free from all forms of discrimination and
violence, but education is also a right for children. This is
stated in Law No. 23 of 2002 concerning child protection,
article 9 which reads "every child has the right to receive
education and teaching in the context of personal
development and the level of intelligence according to their
interests and talents". [1] Through education, children grow
into quality adults and have skills and knowledge that can
develop their potential. The achievement of the law certainly
State Islamic University Raden Intan
Lampung, Indonesia
ayuiswara@yahoo.com
does not go well just like that. Many of the problems that
arise one of them is about the problem of bullying informal
education institutions (schools) which is rife lately. Bullying
is a global problem and can be defined as a series of
aggressive physical, verbal, and relational behaviors that
occur repeatedly against a helpless person over a long period
of time. [2]
Bullying that occurs in some forms of bullying is
divided into three types, namely: a. Physical Bullying
Physical oppression is the most visible and most identifiable
type of bullying among other forms of bullying, but the
incidence of physical bullying accounts for less than one-
third of the reported incidents of bullying reported by
students. Types of physical oppression include beating,
strangling, elbowing, punching, kicking, biting, crunching,
clawing, and spitting on an oppressed child to a painful
position, and damaging and destroying clothing and items
belonging to an oppressed child. The stronger and more
mature the bully is, the more dangerous this type of attack
is, even if it is not intended to seriously injure. b. Verbal
Bullying Verbal violence is the most commonly used form
of oppression, both by girls and boys. Verbal violence is
easy to do and can be whispered in the presence of adults
and peers, without being detected. Verbal oppression can be
shouted at the playground mixed with the ringers who are
heard by supervisors, ignored because it is only seen as a
stupid and unsympathetic dialogue between peers. Verbal
oppression can be in the form of nicknames, reproaches,
slander, cruel criticism, insults, and nuanced statements of
sexual solicitation or sexual harassment. In addition, verbal
oppression can take the form of appropriation of pocket
money or goods, abusive telephone calls, intimidating e-
mails, anonymous letters containing threats of violence,
improper accusations, vicious gossip, and gossip. c.
Relational Bullying This type is the most difficult to detect
from the outside. Relational oppression is the weakening of
the victim's self-esteem in a systematic way through neglect,
exclusion, exclusion, or avoidance. Avoidance, an act of
elimination, is the strongest means of oppression. The
gossiped child may not hear the gossip, but will still
experience the effect. Relational oppression can be used to
alienate or reject a friend or intentionally destroys
friendships. These behaviors can include hidden attitudes
such as aggressive gaze, eye glances, sighs, shaking
shoulders, sneering, mocking laughter, and rough body
language. Bullying is an act and behavior that cannot be
tolerated because if left unchecked, bullying behavior will
negatively impact both the perpetrator and the victim. [3]
The teacher is very confident in the scope of the school to
prevent bullying behavior and to identify its impact on the
bullying behavior of students at school. [4]
Bullying is when one or more students tease,
threaten, spread rumors , about, encourage or hurt another
student repeatedly. Not intimidation when two students with
the same strength or strength argue or fight or tease each
other in a friendly way. [5] The role-playing technique is a
method that is often used in teaching values and solving
problems faced in social relations by given certain roles and
performing certain roles, and discussing them in class.
Research in China examines the correlation between
bullying and psychosocial settings. The results show that
6.3% of children reported having been intimidated in the last
3 months, 2.5% of children claimed to intimidate other
students, and 2.2% said they were intimidated and
intimidated by others in the same period . More boys than
girls report intimidation and become victims of bullying. [6]
U.S. Department of Education found that 23% of public
school students aged between 12 and 18 years were reported
to be being bullied (Robers, Kemp, & Truman, 2013).
Reports from the Centers for Disease Control and
Prevention also indicate, from a national representative
sample of students aged 12-18, that 28% of young people
are reported to be intimidated in schools (Centers for
Disease Control and Prevention, 2012). [7]
Based on the results of the pre-study with the
Guidance and Counseling teacher, it was found that there
were a number of bullying behaviors which tended to be
carried out by the 11th grade MIPA of State Senior High
School 1 Bandar Lampung compared to other classes, there
were several forms of bullying behavior that occurred such
as verbal bullying, relational bullying, physical bullying that
occurred in 60 XI MIPA students of State Senior High
School 1 Bandar Lampung. Based on the table it can be seen
that out of 136 students there were 60 cases of students who
had bullying behavior namely: there were 25 students
(41.70%) who exhibited verbal bullying behavior, 20
students (33.40%) who committed psychological bullying ,
there were 15 students (25%) who did physical bullying. So
it can be concluded that the problem of bullying behavior in
class XI MIPA students of State Senior High School 1
Bandar Lampung still often occurs. As happened in class XI
MIPA 3 where this class compared to other classes is more
dominant some students do bullying behavior. This is
reinforced by the results of interviews with students of class
XI MIPA of State Senior High School 1 Bandar Lampung on
November 9, 2016, which can be concluded as follows: "I
often spread gossip, make nicknames to mock, and beat my
friends, but most of it happens because various things
because they are accustomed to bullying behavior and
environmental influences. "Based on the results of the
interview, according to the statement made by Mrs. Wartini,
explaining that:" I think children of class XI MIPA 3 still
have students who practice bullying towards their friends.
his friends like insulting, berating, intimidating, isolating. "
In this study, the researchers used group counseling to assist
in problem- solving (if necessary by applying specific
methods), evaluation activities and follow-up. One of the
most important things is the dynamics of social interaction
that can develop intensively in a group atmosphere and
combined using role-playing techniques. [8] Role-playing
techniques for students is an action that is used to deal with
students with bullying behavior that has become a student's
habit so that it harms others both friends or the school
environment. By exchanging roles between victims
becoming bullying actors and conversely perpetrators
becoming victims. This method is very possible to make the
perpetrators aware that what he did was a mistake. By
playing the victim as the perpetrator, the victim is expected
to be made aware that what the perpetrator has done is a
mistake, so the victim will not become a perpetrator in the
future as a form of revenge. Through this method can train
victims to be assertive and victims assertively defend their
rights so as not to do it to others. For the perpetrators, they
can feel what the victim feels so they are aware of their
mistakes. Then the purpose of this research is to reduce
bullying behavior in Bandar Lampung 1 State Senior High
School through role-playing methods. Evaluation of the
effectiveness of school programs related to bullying
behavior in the school environment is very necessary to
reduce bullying behavior in schools. [9]
II. METHODS
The method used in this research is quasi-experimental.
in the design of the quasi-experimental method, there is a
control group and the experimental group The experimental
design used in this study is the Non-equivalent Control
Group Design. In the two groups, the pre-test and post-test
were both conducted. However, only the experimental group
was given treatment. This experimental design was used
because, in this study, there were experimental groups that
would be given treatment and a control group as a
comparison, in the two groups the measurements would be
carried out twice, namely before and after treatment. First
the measurement (pre-test), then the experimental group was
treated using classroom management with a social cognitive
approach, but the control group was not given full treatment
as in the experimental group, then re-measured (post-test) to
see there or whether or not the effect of the treatment that
has been given to the subjects studied. In this study, the
population was students of class XI MIPA in State Senior
High School 1 Bandar Lampung, to find a comparison of
bullying behavior, the number of samples of class XI MIPA
was divided into 2 groups as the experimental class and the
control class. In this study the population numbered 34
(thirty-four) XI MIPA students of State Senior High School
1 Bandar Lampung. Data collection techniques used in this
study used a scale of bullying behavior, interviews,
observation, and documentation. Researchers used the scale
used, namely the scale of bullying behavior. Likert scale is
used to measure the attitudes, opinions, and perceptions of a
person or group of people about social phenomena. [10]
III. RESULT AND DISCUSSION
Result
Based on the results of the spread of bullying behavior
instruments towards 136 students of class XI MIPA of SMA
Negeri 1 Bandar Lampung. Subjects in this study were
students of class XI in the State High School 1 Bandar
Lampung, totaling 34 students. Pre-action activities carried
out by researchers through observation and pre-test of class
XI students in State Senior High School 1 Bandar Lampung.
the percentage of bullying behavior profile of students
which are further categorized into three criteria as listed in
Table 1 as follows:
TABLE I GENERAL DESCRIPTION OF BULLYING awareness reduces bullying behavior. There is also an
BEHAVIOR OF STUDENTS increase in empathy for the offender can make the offender
realize that what he did was a mistake. Victims who are
No Criteria Rating ∑ Persentase assertive will reduce bullying behavior in the future. Victims
also should not just be silent about bullying behavior, this is
1 High ≥ 75-100 17 40.47% to make the perpetrators aware that what he did was wrong.
A silent witness who is silent will also bring up potential,
2 Is ≥ 47-74 10 33.80% which will make him the next victim. Witnesses who are
assertive and willing to act or participate in the fight against
3 Low ≥ 20-46 9 25.73% bullying can reduce the number of victims and perpetrators
Amount 34 100% of bullying. The results of this study also showed that
students liked the application of role-playing methods in the
Guidance and Counseling Services.

Pretest-posttest score data of student bullying level in the

experimental group and the control group, as follows:
IV. CONCLUSION
Based on the results of the study "Effectiveness of Group
TABLE II PAIRED SAMPLES Counseling Services with Role Playing Techniques to
Reduce Bullying Behavior of Students in State High Schools
mean N Std. Std. 1 Bandar Lampung", it can be concluded the results of the
deviatio Error study show that bullying behavior in class XI students of
n Mean State Senior High School 1 Bandar Lampung that there was
Pair Pretest 82.5 17 6.671 1.618 a decrease in bullying behavior by 11.17 points in the
1 9 experimental group from 82.58 to 71.41, while in the control
Posttest 71.4 17 1.583 .384 group decreased bullying behavior by 6 points from 74.94 to
1 68.94. The results of the t independent sample t-test show
that the sig (2-tailed) value is smaller than the critical value
of 0.005 (0.000 0 0.005), this shows that Ho is rejected and
Based on data calculations with paired samples statistics Ha is accepted, and the results of the paired sample test are
that there are differences in the average value before and known to be sig (2-tailed) amounting to 0.20≥0.05. The
after the role-playing technique is given. Before the role value of ttable is smaller than tcount (2,119≤2,582). This
playing technique is given to students, the average value is shows that there is a significant difference in scores between
82.59 and after the role- playing technique is given, the ttable and tcount. Then it can be concluded that group
average value is 71.41. Then it can be concluded that counseling with role-playing techniques is effective in
effective role playing techniques are given to reduce the reducing the bullying behavior of grade XI students of
bullying behavior of the students of Class XI MIPA in the Mathematics and Natural Sciences State Senior High School
1 Bandar Lampung.
State High School 1 Bandar Lampung.
ACKNOWLEDGMENT
TABEL III PAIRED SAMPLES TEST
The author thanks parents who have provided material
mean Std. Std. t
and moral support. The author also thanks friends who have
deviatio Error
supported and provided encouragement and motivation in
n Mean
journal making.
Pai Pretest 11.176 6.588 1.598 6.99
r1 Posttes 5 REFERENCES
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 The Influence Of Group Counseling With Assertive
Training On Student’s Assertive Ability At Class 8.8
Students Of SMPN 18 Bengkulu City
Rizki Mutia Faradita Yessy Elita
Graduated Program Education Program
Yogyakarta State University Bengkulu University
Yogyakarta, Indonesia Bengkulu, Indonesia
rizkimutiaf@gmail.com yessyelita@unib.ac.id
Abstract— This research aims to understand the importance of
group counseling with assertive training techniques for student
assertiveness in SMPN 18 Bengkulu City. This research used
quasi-experimental method with one group pre-test and post-
test designs. Statistical test results using the z test show
increased assertiveness ability after being provided with group
counseling services with assertive training techniques, showed
with a z value of minus 2.803 with a significance level (two
tails) of 0.005 which means 0.005 is less than 0.05, so it resulted
that Ho was denied and Ha was accepted, thus there was a
significant change in the students' assertiveness ability that
were given group counseling services with assertive training
techniques.
Keywords—assertive ability, group counseling services, assertive
training
I. INTRODUCTION
Adolescence is considered as an unstable period where
the individual tries to find identity and is very easy to
receive information from the outside without further thought
[1]. For teenagers, the existence of friends is important,
often influencing decisions and attitudes taken in dealing
with problems. Friends are often seen as a place to evaluate
each other's views while developing individual values and
attitudes.
Teenagers also often do anything and behave in
accordance with the expectations of their friends. This
situation is triggered by the desire to be recognized and
accepted in their group. Teenagers try to adjust and can
survive and try to be accepted in their groups, even though
they have to do some negative activities [2]. If there are
group members who ask to skip school and try to drink
alcohol, cigarettes, and illegal drugs, then teenagers tend to
follow it regardless of their own condition.
Teenagers often could not behave assertively because
afraid to disappoint others, a sense of solidarity with peers,
fear of being disliked and not accepted in the group. In
adolescence, student assertiveness is still in the
developmental stage, and there is a possibility of developing
in a positive or negative direction [3]. By having the ability
to behave assertively, teenagers will be easier to
communicate what their desires and feelings are.
Rita Sinthia
Education Program
Bengkulu University
Bengkulu, Indonesia
ritasinthia@unib.ac.id
Assertivity is an ability to communicate what you
wanted, felt, and thought to others while maintain and
respect the rights and feelings of others [4]. This was also
expressed by Chibuike and Chimezie that someone who
behaves assertively is behavior that reflects the expression
of feelings, the ability to defend rights and to be able to
express requests to others without hurting the feelings of
others, so assertive behavior is very important for students to
have in their daily lives when facing certain experiences or
situations [5]. Another opinion explained by Alberti having
assertive behavior is very benevicial for students, being able
to defend their rights without hurting and harming to thers,
getting self-esteem, having a good adjustment the problem,
and assertive can build interpersonal relationships positive
[6].
Not all students were able to behave assertively while
doing daily activities, instead they choose to behave non-
assertive (passive), such as harboring feelings, pretending,
holding differences of opinion or vice versa by being
aggressive. [7]. Allowing yourself to be non-assertive can
threaten the relationship because ones would feel being used
by the other, could not resolve the emotional problems they
faced and could cause anxiety and stress. Students who are
unable to behave assertively tend to be disadvantaged by
their peers. Many students were unable to behave assertively
because they fear being shunned by their friends if they
express feelings firmly and honestly, say no and can not
refuse to an invitation.
Nurfaizal's research results showed that the problem of
students' inability to behave assertively in education was
students who were indecisive or could not reject friends who
wanted to cheat. Students who experience these situations
usually felt afraid, shy or hesitated to express their wishes or
opinions openly, not confident, afraid of being shunned and
ignored by friends [8].
Based on the results of interviews with counseling
teachers in SMPN 18 Bengkulu City stated that students
nowadays have very little assertive behavior. Those little
assertive behavior such as students difficulty to express
feelings firmly and honestly, lacked of confidence if asked
to express ideas, tend to feel embarrassed when
communicating with friends and teachers, and unable to
refuse friend invitations.
 One way that is considered capable to train, develop, and e. Very low: 108 - 1.5 (24) = 72
increase student assertiveness with assertive training
techniques. Based on the opinion of Bishop says that the Based on the calculations that have been made, it can be
way to improve students' assertive behavior is by practicing concluded that the scores and categories are as follows score
positive speaking, learning to listen, building relationships, Table I. Category Determination
and being brave to say yes or no [9]. Another opinion
explained by Drum assertive behavior can be tried to be Numbe Score Category
improved by doing assertive training because in assertive r
training there will be activities or practices in each session
with the aim of providing input, given input and interaction 1 >121 Very high
between group members, as well as giving homework
assignments to practice outside the session assertive training
In this study group counseling was done with assertive 2 109-120 High
training techniques [10].
This research is using group counseling with assertive 3 97-108 Moderate
training techniques. Group counseling is a service that helps
students in the discussion and solving of personal problems 4 73-96 Low
through dynamics in groups [11]. The purpose of group
counseling is to increase awareness and self-knowledge, find 5 ≤72 Very low
out the common needs and problems among group members
and to develop a sense of connectedness between members,
assist members to find strength in the group as a way to
overcome problems, develop concern for others, find
alternatives ways to overcome problems, as well as learning Based on the table above that score >121 is very high,
social skills effectively [12]. score 109-120 is high, score 97-108 is moderate, score 73-
96 is low and score ≤72 is very low.
Assertive training is more focused on group
implementation. Formation of the group is done by dividing Pre-test
participants into one group consisting of up to members who
have the same background. Role counselors as directors and The pre-test results obtained from students are as
role plays, trainers, reinforcers and as role models. In group follows:
discussions, counselors act as experts, provide guidance in Table II. Pre-test Frequencies
role play simulations and provide feedback to members [13].
Numbe Interval Frequenc Category
According to Corey, assertive training can assist
individuals applying their behavior by developing ways of r y
dealing more directly in interpersonal situations [14]. The
purpose of assertive training is to train individuals to express 1 >121 - Very high
themselves by reflecting sensitivity to their feelings and
rights, assertion does not mean aggressive, people who are 2 109-120 - High
really firm do not defend their rights in any way, but do not
ignore the feelings of others [15]. 3 97-108 4 Moderate
Group counseling with assertive training techniques was 4 73-96 5 Low
used to help students improve their assertiveness, so that
students are able to express their feelings honestly without
hurting others. A similar study was conducted by Nurfaizal 5 ≤72 1 Very low
(2015) that with assertive training techniques students'
assertive behavior can be improved. Total 10

II. METHODS
This research was conducted to 10 students of class 8.8
SMPN 18 Bengkulu City using a quasi-experimental
method. The sampling technique used was purposive
sampling technique. Data collection techniques in this
research used assertiveness scale. The design used was a one
group pretest-posttest design experiment.
III. RESULT AND DISCUSSION
Result
Result Analysis of the pre-test and post-test of
assertiveness ability of students in class 8.8 SMP Negeri 18
Bengkulu City. Score determination and categorization as
follows:
a. Very high: 108 + 1.5 (24) = 144
b. High: 108 + 0.5 (24) = 120
c. Moderate: 108 = 108
d. Low: 108 – 0.5 (24) = 96
The results of the initial data collection (pre-test) about
assertive ability obtained by 1 student is categorized as
having very low assertiveness ability, 5 students have low
assertiveness ability, 4 students have moderate assertiveness
ability, none has high and very high assertive ability.
Samples included in the category of very low and low
assertiveness ability will be given treatment in the form of
group counseling with assertive training techniques.
Post-test
After conducting a post-test by giving the scale of
assertiveness to 10 students, the following results are
obtained:
Table III. Post-test Frequencies
Numbe Interval Frequency Category
r
 1 >121 2 Very high The results of this research indicate that there was an
effect of treatment or group counseling, as well as effective
by using assertive training techniques in increasing student
2 109-120 6 High assertiveness, which means that after being given group
counseling with assertive training techniques students'
assertive ability increases.
3 97-108 2 Moderate
This research was conducted to help students improving
4 73-96 - Low their assertiveness through group counseling with assertive
training techniques. Students who have low assertiveness
5 ≤72 - Very low abilities are difficult to express their feelings assertively and
honestly, unable to respond to requests or invitations,
difficult to say "no", easily influenced or persuaded and
unable to ask for help when facing problems. The reason for
Total 10 the student’s low assertiveness ability is because they feel
embarrassed and afraid in expressing opinions and lack of
self-confidence.
Based on the results of the post-test which illustrates an The results of this research were consistent with
increase in students' assertiveness abilities which were Nurfaizal’s that allowing oneself to be non-assertive can
originally in the moderate, low and very low categories threaten existing relationships because one party will feel
totaling 2 students became very high, the percentage is 20% exploited by the other party, could not resolve the emotional
with intervals (> 121). Six students became high, the problems they faced and could cause anxiety and stress.
percentage is 60% with intervals (109-120). Two students Students who are unable to behave assertively tend to be
harmed by their friends. Many students are unable to behave
became moderate, the percentage is 20% with intervals (97-
assertively because they are afraid of being shunned by
108). friends if they say no to an invitation [16].
This research is important because if students cannot
Hypothesis testing behave assertively, they will feel inferior and could not dare
Table IV. Hypothesis Testing Result to express their feelings firmly and honestly to others. This
Wilcoxon Signed Rank Test (Uji Z) is also reinforced by Canter's that important assertiveness is
Numbe Pretest-Posttest owned by students because they have a belief to have high
r expectations for respect and most importantly educating
students that if they have courage, they can do what they
1 Z -2.803a want [17].
2 Sig (2-tailed) 0.005
This research used group counseling, because group
counseling is counseling that in the process will discuss
problems, such as the ability to build relationships and
Based on the calculation results in the table above, for
communication, self-esteem development, and skills in
the Wilcoxon test, it can be seen that the value of z, that is overcoming problems [18]. Another opinion was conveyed
-2.803 with a significance (2-tailed) 0.005 <0.05. The by Neukrug that group counseling focused on efforts to
criterion for acceptance or rejection of this hypothesis means improve themselves, increase insight, self-actualization, and
self-motivation. With group counseling, students can share
that Ho is rejected and Ha is accepted. Therefore, it can be experiences that are being felt through group dynamics.
concluded that there is an effect of group counseling with
Assertive training is a technique in behavioral counseling
assertive training techniques on the assertiveness ability of that focuses on cases that have difficulty in expressing what
students in grade 8.8 at SMPN 18 Bengkulu City. is felt [19]. In addition, assertive training can assist
individuals in applying behavior by developing ways of
Difference in mean pre-test and post-test assertiveness dealing more directly in interpersonal situations [20]. This is
ability in line with the Chibuike and Chimezie, skills that are
learned to adjust one's behavior to the needs of interpersonal
Table V. Difference in mean pre-test and post-test situations, so that positive consequences are maximized and
assertiveness ability negative ones are minimized [21].
Numbe Design Mean Escalation The focus of this research is assertive training techniques
r through role playing by training students to express feelings
firmly and honestly, as well as training students to be able to
1 Pre-test 91.50 say no or reject an invitation. Alberti mentioned that what
23 was included in assertive training techniques were modeling,
2 Post-test 114.50 behavioral training, systematic feedback and training,
homework assignments, games and exercises, journals and
systematic assessment [22].
Based on the table above, it can be seen that the mean The benefits of assertive training are that it helps those
pre-test 91.50 and the mean post-test 114.50 that means after who are unable to express anger and feelings of being
treatment, an increase in mean assertiveness is 23, it can be offended, have the difficulty to say no, have difficulty
concluded that group counseling with assertive training expressing affections and positive responses, and feel they
techniques in increasing effective assertiveness skills was have no right to have their own feelings and thoughts [23]
carried out in SMPN 18 Bengkulu City effectively. This is in line with Willis, the benefits of assertive training,
which is to help people who cannot reduce anger or
Discussion irritation, have difficulty in saying "no", find it difficult to
 respond to other positive things and also someone who does [5] Okechi B. Chibuke and Nwankwo B. Chimezie. Role of Locus of Control
not have the courage to express opinions and thoughts [24] on Assertive Behavior of Adolescents. International Journal of Health and
Psycology Research, vol 1 pp. 38-44, June, 2013.
Group counseling with assertive training techniques is [6] Alberti, R.E. and Emmons, M.L. Your Perfect Right: Assertiveness
expected to be able to overcome students problems and And Equality Life And Relationships. 9th Edition. Atascadero, Ca: Impact
learning, express and communicate perceived and desired to Publishers, 2008.
others and thoughts more openly with the belief that [7] Nurfaizal. Teknik Assertive Training (AT) Untuk Meningkatkan Perilaku
students have rights to show open reactions. Asertif Siswa. Jurnal Fokus Konseling, vol. 1 pp.57-59, January, 2015.
Rosita, Herni. Hubungsn Antara Perilaku Asertif Dengan Kepercayaan Diri.
IV. CONCLUSION Jurnal Psikologi Universitas Gunadarma, vol. 4 pp. 5-7, 2007.
Based on the results of research that has been done there [9] Bishop, Sue. Assertiveness Skills Training. New Delhi: Viva Books
was the effect of treatment or group counseling, and Privated Limited, 1999.
effective by using assertive training techniques in improving [10] Drum D.J. Assertive Training Workshop. Texas. The Clearinghouse For
student assertiveness abilities. This can be proven from the Structured/Thematic Groups and Innovative Programs, 2002.
results of statistical tests using the z test showing increased [11] Mashudi, Farid. Psikologi Konseling. Yogyakarta: IRCISOD, 2012.
assertiveness after group counseling services with assertive [12] Corey, G. Theory And Practice Counseling And Psychotherapy, Nineth
training techniques, indicated by the value of z = -2.803 with Edition. Belmont: CA Brooks/Cole, 2013.
a significance level (2-tailed) of 0.005, which means 0.005 [13] Corey, G. Theory And Practice Counseling And Psychotherapy
<0.05, so it can be concluded that Ho is rejected and Ha is Nineth Edition. Belmont: CA Brooks/Cole, 2013.
accepted, meaning that there was a significant influence on [14] Corey, G. Theory And Practice Counseling And Psychotherapy, Nineth
students' assertiveness ability given group counseling Edition. Belmont: CA Brooks/Cole, 2013.
services with assertive training techniques. [15] Corey, G. Theory And Practice Counseling And Psychotherapy, Nineth
Edition. Belmont: CA Brooks/Cole, 2013.
ACKNOWLEDGEMENT
[16] Nurfaizal. Teknik Assertive Training (AT) Untuk Meningkatkan Perilaku
In this research there are limitations that researchers only Asertif Siswa. Jurnal Fokus Konseling, vol. 1 pp.57-59, January, 2015.
conduct research on the ability of assertiveness with[17] Canter’s, Le. Assertive Dicipline. United States of America: Solution Tree
assertive training techniques with limited samples, and only Press, 2010.
using the design as a one group pretest-posttest design [18] M. Edi Kurnanto. Konseling kelompok. Bandung: Alfabeta, 2013.
experiment. Future studies are expected to be able to[19] Willis, Sofyan S. Konseling Individual Teori dan Praktek. Bandung:
conduct research on the same problem, but with different Alfabeta, 2017.
techniques, in order to broaden horizons and solve the same [20] Corey, G. Theory And Practice Counseling And Psychotherapy, Nineth
problems better. Edition. Belmont: CA Brooks/Cole, 2013.
[21] Okechi B. Chibuke and Nwankwo B. Chimezie. Role of Locus of Control
REFERENCES on Assertive Behavior of Adolescents. International Journal of Health and
Psycology Research, vol 1 pp. 38-44, June, 2013.
[1] Hurlock, E.B. Psikologi Perkembangan Suatu Pendekatan Rentang[22] Alberti, Robert E. Assertive Behavior Therapy. United States of America:
Kehidupan. Jakarta: Erlangga, 1980. International Psychotherapy Institute, 2015.
[2] Marcia, J.E et al. Ego Identity For Psychosocial Research. New York: [23] Corey, G. Theory And Practice Counseling And Psychotherapy, Nineth
Springer, 1993. Edition. Belmont: CA Brooks/Cole, 2013.
[3] Hurlock, E.B. Psikologi Perkembangan. 5th Edition. Jakarta: Erlangga,[24] Willis, Sofyan S. Konseling Individual Teori dan Praktek. Bandung:
2002. Alfabeta, 2017.
[4] Alberti, R.E. and Emmons, M.L. Your Perfect Right: Assertiveness And
Equality Life And Relationships. 9th Edition. Atascadero, Ca: Impact
Publishers, 2008.
The Effectiveness of Group Counseling Services in
Increasing the Social Interaction of Ostracized
Students in Junior High School
Muhammad Wahyu Kurniadi
Postgraduate Guidance and Counseling Program
Universitas Negeri Yogyakarta
Yogyakarta, Indonesia
muhammad0593pasca.2018@student.uny.ac.id
adiwahyu17@gmail.com
Abstract -- This study aims to determine the effectiveness of group
counseling services in increasing social interaction of students at
SMPN 10 Bengkulu. The method used in this study is a quasi-
experimental method with one group pre-test and post-test design
research designs. The sampling technique in this research uses a
purposive technique. The sample in this study were 10 students
from class VIII F who had low and very low levels of social
interaction. Data collection techniques in this study used a
questionnaire. The results obtained in this study indicate the level
of social interaction increased after group counseling services
were provided. This can be seen from the results of the pre-test
and post-test worth 0.005 so that the value is less than 0.05, it can
be concluded that Ho is rejected and Ha is accepted. That is,
group counseling services are effective for increasing social
interaction of students who are ostracized in school.
Keywords: group counseling services, social interaction
I. INTRODUCTION
School is one of the educational environments that has
great potential to help students achieve developmental
assignments. Schools not only educate students in cognitive
aspects, but also develop other aspects, including social
aspects. The reality found at school is that students are
excluded from friends in learning, these ostracized students
distance themselves and find it difficult to get along with
others.
Students not only learn to achieve learning achievement,
but also learn to interact and communicate well with peers,
teachers and everyone both at school and outside of school.
This is because the nature of humans as social beings, namely
humans always interact and communicate with other humans
in meeting their needs. The maximum ability to interact
socially is one of the goals of the learning process undertaken
by students at school. If a student can interact well, especially
in learning, then they will be easier to be accepted in the
environment, both the school environment or in the
community.
Moh Farozin
Guidance and Counseling Department
Universitas Negeri Yogyakarta
Yogyakarta, Indonesia
Farozin2311@yahoo.com
Group counseling is a service that can prevent or improve
both the personal, social learning or career fields [1]. Group
counseling emphasizes interpersonal communication, which
involves thoughts, feelings and behavior and focuses on the
now and present. Group counseling is usually problem-
oriented and group members are largely influenced by their
content and goals. Through group counseling, teacher
guidance and counseling can help students in overcoming
problems such as, difficulties in interacting with peers.
The definition of students (children) ostracized is,
students who are rarely selected or get the most rejection in
the group, one of the causes is the low level of intelligence of
children [2]. Students who are ostracized are students who
lack the characteristics of adolescents that can be accepted by
their peers, such as a neat and active appearance in group
affairs, willing to think about the group and actively give good
initiative, be polite, be patient, not easily upset, be honest and
can be trusted, responsible, likes to carry out the tasks
assigned to him, likes to cooperate and not stingy [2]. The
more students do not have these characteristics the more
alienated or rejected from their peers.
From the definition that has been explained above, it can
be concluded that, students who are excluded are students who
are not chosen at all or are rarely chosen or, also get the most
rejections from their friends with various reasons including
appearances are not neat, dishonest, less responsible, not
trustworthy, not active in giving initiatives in group work.
The forms of social interaction can be in the form of
cooperation (cooperation), competition (competition),
accommodation (accomodation), and in the form of contention
or conflict (conflict) [3]. There are several aspects that
underlie social interaction, namely communication, attitudes,
behavior [4].
The importance of social interaction in social life has
many positive impacts on teenagers, especially junior high
school students. The positive impact will be seen from the way
they respond to friends at school, interact with people who are
more mature, and even easier for them to find work when they
grow up. But what if their social interactions are not good, will
certainly have an impact on the child himself, the
environment, and his parents. They will be difficult to respond
to the other person, confused to express opinions, and they
may be embarrassed to ask. Therefore, researchers want to
increase students' social interactions so that they can feel the
positive impact they will get if they have good social
interactions at school or in the community.
Social interaction is a relationship between one individual
and another individual, one individual can influence other
individuals or vice versa, so there is a mutual relationship [5].
Social interaction is one way for individuals to maintain the
social behavior of the individual so that individuals can still
behave socially with other individuals.
Social interaction is a relationship between two or more
human individuals, where the behavior of one individual
influences, changes, or improves the behavior of another
individual, or vice versa [6]. Another opinion says that social
interaction is the relationship between individuals individually,
between groups of people, and individuals with groups [7].
According to the explanation from the experts above, it
can be concluded that the ability of social interaction is the
ability of individuals to interact and work together with other
individuals or groups where the behavior of one individual can
influence, change, or improve the behavior of other
individuals or vice versa, so there is a mutual relationship
reciprocal.
Group counseling services are one form of service
provision that is contained in guidance and counseling. Group
counseling is an effort to provide assistance to individuals
(students) who experience personal problems through group
activities in order to achieve optimal development [8]. In
group counseling services, group dynamics must be well
developed, so as to support the achievement of service goals
effectively. Group counseling is to enable group dynamics for
solving individual problems that are participants in group
activities [9].
Guidance is the whole program or all activities and
services in educational institutions that are directed to help
individuals [10]. Counseling is actually one of the techniques
for service in guidance, but this technique or service is very
special because it is flexible or flexible and comprehensive.
[10].
By utilizing the group atmosphere that will be obtained
through group counseling, students will be more active and
open in presenting problems so that it can be easier to explore
and find solutions to the causes of problems experienced by
students. Group counseling is an effort to provide assistance to
students by utilizing the dynamics within the group [9]. The
mutual interactions that occur in counseling are the dynamics
of group life that will bring benefits to its members. Each
group member can utilize all the information, responses, and
various reactions from the group members concerned.
II. METHODS
This research is a quasi experimental research with one
group pre-test and post-test design. The purpose of this study
was to look at student interaction before and after being given
treatment, namely group counseling services. The study was
conducted on 10th grade students of SMPN 10 Bengkulu,
totaling 10 people. This sampling technique uses a purposive
sampling technique that is a way of taking a subject based on
certain characteristics that are considered to have a tight
connection [11]. In this purposive sampling technique,
researchers choose subjects that really meet the criteria that fit
the research topic, namely students who have low social
interaction. Data collection techniques using a social
interaction questionnaire with a reliability of 0.988. Data
analysis for the effectiveness of group counseling services in
increasing social interaction of students who are excluded
using the Wilcoxon Signed Ranks Test using SPSS version
16.0. The significance level used in this study was 5%.
III. RESULT AND DISCUSSION
Result
Prior to group counseling services provided to the study
sample of 10 people. The researcher first classifies the sample
score in filling out the questionnaire instrument. The
questionnaire given was a Likert scale questionnaire that had 5
answers, namely very agree, agree, average, disagree, and very
disagree. There are 2 types of questions in the questionnaire,
namely the positive statement questionnaire and the negative
statement questionnaire. Before conducting group counseling
services, a pre-test is conducted first to see who are the
respondents in the category to be given group counseling
services.
Following are the results of the student pre-test score
data:
N Category Respondent Percentage
o
1 Very high 8 32%
2 High 5 20%
3 Average 2 8%
4 Low 7 28%
5 Very low 3 12%
Total 25 100%
Based on the pretest score table, it shows that out of 25
students, 8 students in the very high category, 5 students in the
high category, 2 students in the medium category, 7 students in
the low category and 3 students in the very low category.
After being given treatment in the form of group
counseling services, the researchers then gave a post-test to
students. The post-test questionnaire used was the same as the
questionnaire when it was given a pre-test. Based on the
questionnaire given, total post-test scores were obtained as
follows:
N Category Respondent Percentage
o students who experience personal problems, through group
1 Very high 7 70%
2 High 3 30%
3 Total 10 100%
Based on the post-test social interaction score table on
students obtained from 10 students, 7 students in the very high
category and 3 students in the high category.
The hypothesis in this study is to test the effectiveness of
group counseling services in increasing social interaction of
students who are excluded in 10 junior high schools in
Bengkulu. So to test this hypothesis the study uses the
Wilcoxon Signed Ranks Test using SPSS version 16.0.
Submission of hypotheses in this study using the z Test,
namely, there are differences in the level of social interaction
of students who are excluded in school after group counseling
services in SMP Negeri 10 Bengkulu. The results of the z test
analysis can be seen in the calculations in the table below:
N Design Pre-test post-test
o increase in students' social interactions. This can be seen from
1 Z -2.803
2 Sig. (2-tailed) .005
Based on the results of calculations on the test table z, it
can be seen that the value of z, that is -2,803 with a
significance of 0.005, which means a significant value of
0.005 <0.05. These results can be concluded that there was an
increase from before being given group counseling services to
after being given group counseling services to students. So it
can be concluded that group counseling services are effective
against social interaction of students.
Discussion
Based on the results of the research described above, it
appears that hypothesis 1 which reads "There is a difference in
the level of social interaction of students who are excluded in
school after group counseling services in SMP Negeri 10
Bengkulu" are accepted. Group counseling services are also
group counseling services. Social interaction is the
relationship between one individual and another individual,
one individual can influence other individuals or vice versa
[5]. So there is a mutual relationship. Social interaction is one
way for individuals to maintain the social behavior of the
individual so that individuals can still behave socially with
other individuals.
Social interaction does not escape from the factors that
cause the interaction itself. The factors that cause social
interaction are imitation factors, suggestion factors,
identification factors, and sympathy factors [12]. Behavior in
social interactions is also determined by many factors
including other people who are around him with specific
behavior [6].
Group counseling is an effort to provide assistance to
activities in order to achieve optimal development [8]. The
general objective of group counseling services is the
development of students' socialization abilities, specifically
the communication skills of service participants [13]. Through
this group counseling service we can help students who have
problems in socializing or interacting socially and help
students to express their feelings.
Before being given group counseling services, it is
known from the results of the pretest questionnaire given in
class VIII F there were 10 students with low scores and very
low compared to other students, these students consisted of 7
students in the low category and 3 students were in the very
low category. Students with low social interaction tend to have
difficulty communicating, for example, difficulty expressing
intentions and desires to friends, embarrassed, do not dare to
express opinions and are quiet. The ten students were given
treatment in the form of group counseling.
After being provided with group counseling services, an
the results of the post-test given, from 10 group members who
were previously classified as very low 3 students and 7
students were classified as low, to 7 students were in the very
high category and 3 students were in the high category.
IV. CONCLUSION
Based on the analysis of pretest and post-test data that
have been tested using Statistical Software Packages for Social
Science (SPSS) for Window Release 16, the results of testing
the research hypothesis are obtained. There is a significant
effect of group counseling services on students' social
interactions, with a value of Z = -2.803 and a significance
value of 0.005 is obtained, which means p <0.05. So Ho was
rejected and Ha was accepted. The researcher draws the
conclusion that group counseling services are effective for
increasing social interaction of students who are ostracized in
school. We can look from differences in the level of social
interaction of students who are ostracized in school after group
counseling services are conducted 8 times.
ACKNOWLEDGMENT
 Thank you to my supervisor because without their guide
my project cannot be done properly like this. Thank to my
beloved friend that always stick together and also work hard to
push me. Hope that all the affordwill give a lot of benefits to
us. They always give me ideas and comments on my project so
that I can improve my project in manyways. Million thank
also I wish to all those who have been involved in writing the
article.
REFERENCES
[1] Corey, G. 2012. Theory and Practice of Group Counseling.
Eighth edition. USA: Broks/Cole Thompson
[2] Mappiare, Andi. 1982. Psikologi remaja. Surabaya: Usaha
Nasional
[3] Soekanto, Soerjono. 2014. Sosiologi Suatu Pengantar.
Jakarta: PT Rajagrafinfo Persada
[4] Sarwono, Sarlito. 2010. Pengantar Psikologi Umum
Jakarta: PT Grafindo Persada
[5] Virgia dan Choirul. 2014. Kemampuan interaksi sosial
antara remaja yang tinggal di pondok pesantren dengan
yang tinggal bersama keluarga. Jurnal Psikologi Vol 2,
No.2
[6] Dipl, Gerungan. 2010. Psikologi sosial. Bandung: PT
Refika Aditama
[7] Mistio, 2012. Hubungan antara kemampuan berinteraksi
sosial dengan hasil belajar. Jurnal Konseling Vol. 1, No. 1
[8] Tohirin. 2011. Bimbingan dan Konseling di Sekolah dan
Madrasah. Jakarta: Raja Grafindo Persada.
[9] Prayitno. 1995. Layanan bimbingan dan konseling
kelompok. Padang: Ghalia Indonesia
[10] Hikmawati, Fenti. 2014. Bimbingan dan Konseling.
Jakarta: PT Rajagrafindo Persada
[11] Sugiyono. 2008. Metode Penelitian Pendidikan,
Pendekatan Kuantitatif Kualitatif, dan R & D. Bandung:
Alfabeta
[12] Ahmadi, Abu. 2009. Psikologi sosial. Jakarta: PT Rineka
Cipta
[13] Prayitno. 2004. Layanan Bimbingan Kelompok dan
Konseling Kelompok. Universitas Negeri Padang.
 Contribution of Emotional Intelligence
to Peer Acceptance at
Surakarta State Junior High School 14
Muhammad Rizky Nur Prakoso
Graduate Program
Yogyakarta State University
Yogyakarta, Indonesia
Abstract— This study aims to describe the level of peer
acceptance among students at Surakarta State Junior High
School 14, the level of emotional intelligence of the students, the
contribution of students emotional intelligence to peer
acceptance. This research is a quantitative descriptive study
conducted at Surakarta State Junior High School 14. The
sample of this study used 143 students. The sampling technique
used a simple random sampling technique. Data collection
techniques in this study used a questionnaire with a Likert
scale. Analysis of the data used to test the first and second
hypotheses, using the Ttest which is formulated with One
Tailed Test analysis. For the third hypothesis, simple linear
regression techniques used to analyze the data and assisted by
IBM SPSS Statistics 20 software. This research resulted that
the level of peer acceptance in class students classified in the
low category, the level of emotional intelligence of students
classified in the high category, and the level of emotional
intelligence that contributes to the level of peer acceptance.
Keywords— Peer Acceptance, Emotional Intelligence.
I. INTRODUCTION
Humans are creatures that have a high level of
intelligence compared to other living creatures. Humans
tend to always grow and develop according to their growth
period. Humans will adapt to their environment to grow and
develop. Santrock [1] stated that individuals in their teens
period will face an experience changes in their biological,
cognitive, social and emotional development. One of the
tasks of adolescent development is that individuals are able
to interact and socialize among their peers to establish
relationships with others [2]. Prayitno [3] revealed that self-
adjustment is the initial step for adolescents to foster a
relationship between peers, therefore the social role will
emerge, both from boys and girls. By understanding the role
of each individual in the social environment, it will create a
reciprocal relationship that is harmonious and as expected.
Padmomartono [4] claimed that obstacles and
difficulties are things that are faced by adolescents in their
development. However, in dealing with it, some adolescents
can get through it well without become a negative identity as
a form of defense mechanism. The process of forming
adolescent identity is influenced by how adolescents learn to
understand themselves first. The intensity of adolescent
gathering time is the most with peers compared to their
parents at home, so the learning process of adolescents is
muh.rizkynp@gmail.com Muh Farozin
Guidance and Counseling Department
Yogyakarta State University
Yogyakarta, Indonesia
farozin2311@yahoo.com
very dependent on how they place themselves in their peer
environment [5, 6].
Peer groups are children or adolescents who have the
same age range or maturity level [1]. The interaction
received by adolescents in dealing with peer groups can be a
positive thing that affects their personality. Mappiare [7]
stated that the acceptance of adolescents by their peers is
one of the needs that must be met by adolescents, in addition
to the needs associated with parents. Peer acceptance
referred to an individual assessment to be accepted and
chosen by people around him/her to be members in a certain
group or a clique [8]. Therefore, peer acceptance are able to
have a positive impact on adolescents as seen from the
social-emotional, personal, and academic aspects of school
as a stage of adolescent development [9, 10].
One of the factors influencing an adolescents to be
accepted by their peers is their personality, about how ther
ability to control and manage their emotional intelligence or
not. Goleman [11] claimed that emotional intelligence is a
person's ability to recognize feelings, motivate themselves,
and manage emotions in establishing relationships with
others. In the process of making a relationship, there are two
emotional tendencies that need to be considered by the
person, include the inability to control anger and the
inability to develop an attitude of not being shy, afraid, and
anxious in making relationships [12].
Uno [13] explained that the role of emotional
intelligence in adolescents had a positive impact on
academic achievement, another benefit of emotional
intelligence as the source of energy, a source of
encouragement, and the most powerful spirit in ourself. With
emotional intelligence, adolescents have more broad insight
because it is based on feelings and has the potential to
benefit them in solving their problems. Good management
of emotional intelligence tends to have a positive impact in
choosing alternative solutions to problems that do not harm
various parties [14]. However, lack of emotional intelligence
will allow someone to take shortcuts or take easy ways,
because he/she does not consider any things either in
him/herself or the people around him/her [15].
Guidance and Counseling Services in schools have the
vision to help dan facilitate students to solve their problems
independently, both in the fields of learning, personal,
social, and career. Guidance and Counseling Services can
also provide prevention against problems with students,
School counselors are able to conduct needs assessments
through sociometric assessments to find out social
 relationships between students who are involved in and
outside the classroom [16, 17]. Through information
services, the School counselors can provide an
understanding of how to manage emotional intelligence
within oneself, develop social skills, and apply emotional
intelligence skills to form a relationship with student
peers/clique [18]. Therefore, the role of the school
counselors in guiding students is very necessary, besides
assisting students in providing Guidance and Counseling
services, the school counselors can make observations about
student development, in terms from the cognitive, affective,
and psychomotor aspects of students [19].
Based on the observations and interviews with a
number of students at Surakarta State Junior High School
14, the researcher obtained information about how students’
emotional intelligence was thought to affect the acceptance
of their peers, viewed from daily life, both when in the
classroom during lessons, and when outside of class hours.
Further information obtained through observation and
reconnaissance, about 20-30 students showed a lack of
mastery in terms of emotional intelligence. Some students
who are less active because they feel different from their
classmates, some students experience less self-confidence
when gathering with classmates outside school hours, there
were students who tended to be alone and less interacting
with their friends, the emergence of groups/clique between
students which causes that some students feel isolated in
class because they feel unacceptable in these groups/clique,
the presence of students with negative or distorted behavior
at school due to unstable emotional stated, and some other
juvenile delinquency both in class and outside the
classroom.
II. METHODS
This study was conducted on 143 of eighth grades
students of Surakarta State Junior High School 14, using
quantitative descriptive methods, with a correlation study.
The sampling technique used a simple random sampling
technique. Data collection techniques in this study used 2
questionnaires, those are emotional intelligence
questionnaires and peer acceptance questionnaires, with a
modified Likert scale in the form of four possible answer
choices. Analysis of the data used to test the first and the
second hypotheses, both used a T-test which is assisted using
a One-Tailed Test analysis. The third hypothesis used a
simple linear regression technique assisted by IBM SPSS
Statistics 20 software.
III. RESULT AND DISCUSSION
Result
Peer acceptance data obtained using the Peer
Acceptance questionnaire instrument for 143 respondents.
Analysis of these data assisted by IBM SPSS Statistics 20
software. The following data are:
Table I. Categorizing Peer Acceptance Scores
Frequenc
Categories Criteria Percentage (%)
y
52 - 73 High 74 51,75 %
74 - 90 Low 69 48,25 %
Total 143 100 %
The results of categorizing Peer Acceptance scores (Y)
in table I described that scores with high criteria lie at
intervals of 74-90, while low criteria scores lie at intervals
of 53-73. So it can be said that from 143 respondents,
students who have peer acceptance with low criteria are
obtained as many as 74 students (51.75%), while students
who achieved peer acceptance with high criteria were 69
students (48.25%). Therefore, it can be concluded that
students with peer acceptance scores are classified as “low
level”. To answer the formulation of the first hypothesis in
this study (“The level of peer acceptance in students is high
level”), there were some procedures to be considered. The
scores of df = n - 1, 143 - 1 = 142. So T-table with df in the
amount of 142, with an error rate of 5% obtained T-table by
1.656. T-table knew based on the percentage point
distribution of “t”, if df known as 142 (df = n - 1), then the
T-table were 1.656. The calculation result of the T-score
obtained 1.593. The first hypothesis was tested using Tscore
and Ttable, if T-score > T-table, then the first hypothesis was
accepted. From the calculation of independent sample T-test,
T-score were smaller than T-table (1.593 < 1.656), so it
could be concluded that the first hypothesis in this study was
rejected, and it could be said that student peer acceptance
was relatively low.
Furthermore, emotional intelligence data obtained
using the Emotional Intelligence questionnaire instrument
with the same respondent in the amount of 143 respondents.
Analysis of these data assisted by IBM SPSS Statistics 20
software. The following data are:
Table II. Categorizing Emotional Intelligence Scores
Frequenc
Categories Criteria Percentage (%)
y
69 – 85 Low 32 22,37 %
86 – 101 High 101 77,63 %
Total 143 100 %
The results of categorizing the Emotional Intelligence
score (X) in table II described that the scores with the high
criteria lie at intervals of 86-110, while the low criteria
scores lie at intervals of 69-85. So, it could be said that from
143 respondents, students who have emotional intelligence
with low criteria are obtained as 32 students (22.37%), while
students who achieve emotional intelligence with high
criteria are 101 students (77.63%). Then it can be concluded
that students with emotional intelligence scores are
classified as “high level”. To answer the second hypothesis
in this study (“The level of emotional intelligence in
students is classified as a high level”), there were some
procedures to be considered. The df value was the same as
the first hypothesis measurement, which is in the amount of
142, and the T-table used were 1.656. The calculation result
of T-score obtained 1,823, so, it could be said that T-score
was greater than Ttable (1,823 > 1,656). Then, it could be
concluded that the second hypothesis in this study was
acceptable, and it could be said that the emotional
intelligence of students was relatively high.
The third hypothesis tested using a Simple Linear
Regression test. From the results of data processing assisted
by IBM SPSS Statistics 20 software, data obtained are
presented in the following table:
Table III. Correlation Analysis
Correlations
Peer Emotional
Acceptance Intelligence
Peer Pearson 1 .397**
Acceptance Correlation
Sig. (2- .000
tailed)
N 143 143
Emotional Pearson .397** 1
Intelligence Correlation
Sig. (2- .000
 tailed)
N 143 143
**. Correlation is significant at the 0.01 level (2-tailed).
Based on the results of correlation analysis, the
probability value between peer acceptance and emotional
intelligence was 0,000. If the p-value < 0.05, then H0 was
rejected and Ha automatically was accepted. This study
obtained a p-value of 0,000, whereas 0,000 < 0.05, so it
could be concluded that the Ha (“The level of emotional
intelligence of students contributes to the level of peer
acceptance”) was accepted. The contribution of variable X
to variable Y can be seen in the following table:
Table IV. Contribution of Variable X to Variable Y
Model Summary
Model R R Square Adjusted Std. Error of
R Square the Estimate
1 .397a .158 .152 5.046
a. Predictors: (Constant), Emotional Intelligence
b. Dependent Variable: Peer Acceptance
Based on the table IV, the contribution of variable X
(emotional intelligence) to variable Y (peer acceptance)
could be described that the value of R Square was 0.158, so
the contribution of the variable emotional intelligence (X) to
the variable peer acceptance (Y) in amount of 15.8%, while
the rest is influenced by other variables. Calculation of the
contribution of variable X to variable Y proved that the third
hypothesis in this study was accepted, which is the level of
emotional intelligence of students contributing to the level
of acceptance of their peers, and its contribution was 15.8%.
Discussion
This research was conducted with the aim to describe
the level of student peer acceptance, the level of emotional
intelligence of students, as well as to determine the
contribution of emotional intelligence to peer acceptance in
the level of class VIII at Surakarta State Junior High School
14.
Categorizing the results at the level of student peer
acceptance were classified as low level, the data illustrated
the situation of someone who tends to feel rejected by
his/her peers so that it can hamper his/her development in
the social environment they live [1]. Some things that cause
low-level acceptance of one's peers include lack of
recognition from others, lack of caring, lack of a sense of
togetherness between peers, lack of mutual assistance and
intimacy in establishing relationships [20]. Other factors that
cause individuals to feel unaccepted by their peers that cause
a low level of peer acceptance are lack of maintenance of
interaction or communication, some people who choose
selfishness, lack of enthusiasm or enthusiasm from people
around, lack of confidence, and some other negative
attitudes that cause self-actualization inhibited. Someone
who gets negative treatment tends to be alone and avoids
meeting with his/her friends.
The low level of peer acceptance could be caused by a
number of things, from observations at the Surakarta State
Junior High School 14, there are some students tend to form
their own groups, while students who have some limitations
cannot interact properly because they are not part of any
groups/clique. When working in groups, the teachers divide
the groups freely so that each student is allowed to form
their own workgroups, this makes the chances of students
being accepted by their peers to be small (difficult to make a
relationships with others), because he/she feels his/her
presence is not considered by his/her classmates concerned
with members of his/her own group rather than allowing
others to join them. The school counselor can be said to pay
less attention to the level of peer acceptance, due to the lack
of service delivery that focuses on group activities, so that
students’ actualization to implement group-based activities
is less developed.
The state of the emotional brain that exists in humans
is an internal factor that greatly influences the development
of one’s emotional intelligence [11]. This means that from
within humans there are internal factors that greatly affect a
person in developing emotional intelligence. These skills do
not grow by themselves, but it needs training and
seriousness in practice [21]. Without proper training and
direction, it is not impossible that students’ emotional
intelligence tends to be poor and cause obstacles in
achieving optimal development.
The results showed that most of the students have high
emotional intelligence, the high emotional intelligence
possessed by students showed that students have
characteristics as individuals who have abilities in terms of
self-understanding, self resource management, emotional
control, participating in feeling or empathy, and fostering
social relationships with others [13]. In addition, students
who are able to develop emotional intelligence are able to
more easily establish social relationships, form good
independence, manage self-confidence, and develop
leadership attitudes that can be applied in fostering social
relationships with peers.
Based on observations at the Surakarta State Junior
High School 14, high emotional intelligence was due to the
provision of appropriate services from the school
counselors. The provision of services provided helps
students to be more independent and skilled in developing
emotional intelligence. In addition, the implementation of
the development of students’ emotional intelligence was
monitored by the school counselor, so that if students
experience difficulties, the school counselor could help or
facilitate students to solve their problems by themselves.
Another possibilities that make a high level of emotional
intelligence were guidance from students’ parents, with good
parenting about controlling and managing emotions by
parents, it could reflect a behavior that looks more capable
and calm when they interacting with other students, both
during lessons and outside class hours [22].
Emotional intelligence remains a factor in student
acceptance by peers, although, from the results, the
contribution of emotional intelligence to peer acceptance
was only 15.8%. People who are intelligent in controlling
their emotions will be able to live in a peaceful, comfortable,
and happy life because they are able to recognize and
manage emotions in themselves, so their attitudes and
behavior can be controlled [23]. People with good emotional
intelligence can develop their ability to break away from
moods that make them uncomfortable such as anger,
sadness, worry, etc.
Research related to emotional intelligence and peer
acceptance or social relationships with others produces
research results that supported this research. Some of the
results of research that have been carried out yielded results
in the form of emotional intelligence having a relationship
or connection with social acceptance [24], the contribution
given to emotional intelligence greatly affects the amount of
social acceptance among peers. The greater the level of
emotional intelligence a person has, the greater he/she is
accepted by the social environment in which he/she is [25].
 The development of emotional intelligence has a
positive impact that affects a person in developing
relationships with others, which is whether he/she is
accepted or not by his/her peers. This is directly proportional
to the attitude and behavior shown by someone when he/she
is accepted by his/her peers, because the support and
presence of friends around could makes someone feel
comfortable and can actualize themselves more optimally.
IV. CONCLUSION
This study aims to describe the level of peer
acceptance, the level of emotional intelligence, and the
contribution of emotional intelligence to peer acceptance at
Surakarta State Junior High School 14. Based on data
analysis, it could be concluded that the level of student peer
acceptance was relatively low, while the level of emotional
intelligence was relatively high, besides that the level of
emotional intelligence contributes to the level of peer
acceptance by 15.8%. Adolescents who have coaching and
good skills in managing their emotions will be easier to be
accepted in a relationship with their peers/clique. If they feel
accepted in a group, it will have a positive impact on their
daily life, both academically and non-academically.
Conversely, if they are rejected, it will have a negative
impact that will affect their daily lives. So that the existence
of emotional intelligence can help adolescents in fostering
good relationships with their peers.
ACKNOWLEDGMENT
This research has several shortcomings and limitations,
one of which is that research is only conducted at one
institution or school, so the data obtained is not necessarily a
reference for generalization in a wider scope. Other
researchers who are interested and want to conduct research
on similar themes can develop emotional intelligence
variables and peer acceptance variables in more depth.
Retrieval of additional data can be done through observation
and interviews with several students to get a more realistic
picture of the data to be reviewed in the study, not only
based on data taken with a questionnaire instrument. Similar
research to be carried out is expected to cover several levels
of education, such as elementary and high school levels.
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 Understanding Post-Traumatic Stress Symptoms Among Victims of Bullying at School

Luky Kurniawan1, Natri Sutanti 2

1
Faculty of Teachers Training and Education, Guidance and Counseling, Mercu Buana University of Yogyakarta,
Yogyakarta, 55753, Indonesia
luky@mercubuana-yogya.ac.id
2
Faculty of Social Science, School of Education, University of Nottingham,
Nottingham, NG8 1BB, England, the UK
ttxns@nottingham.ac.uk

Abstract

The purpose of this research is to determine the post-traumatic stress symptoms characteristic on bullying victims at
schools. This research was using qualitative approach of phenomenology research. analysis data techniques in this
research (phenomenological reduction, eiditis reduction, transcenderal reduction), data presentation, and conclusion
or verification. The results of this research were measured the credibility level, transferability, auditability, and
confirmability so that the presented data can be tested, its validity and accountable. The research subjects were four
junior high school who were bullying victims. The results of this research showed that practical bullying in schools
were mocking, teasing, hitting, and pushing. At school, bullying happens when empty lessons and rest hours. It can
be concluded that there are three main characteristics of the post-traumatic stress symptoms victims of bullying at
schools, sad, not interacting with others and keep silence to the others.
Keywords: post-traumatic stress symptoms, victims, bullying, school

1
1. Introduction
Bullying has been found as one of the prevalent
traumatic stressors in school that can cause mental and
physical health problem towards the victims (Nielsen,
Tangen, Idsoe, Matthiesen, & Magerøy, 2015).
According to World Health Organisation (WHO) which
conducted a global school-based student health survey
(GSHS) in Indonesia, the victims of bullying have
increased distress and risk behaviours such as
aggressive behaviour, suicide attempts, and drug misuse
(Soerachman et al., 2007). The 49.7% of GHSH student
respondents reported that they were bullied on one or
more days during the past 30 days and 8.2% of them
experienced physical bullying. As bullying has been a
worldwide issue, a similar figure was also found in
Norway and the UK. The prevalence rate of school
bullying in Norway was about 31% (Solberg & Olweus,
2003), while in the UK, a survey conducted by an anti-
bullying organisation found that in the past twelve
months, 22% of student respondents were bullied
(Hackett, 2018). Those figures are predicted to
continually increase due to the widespread
cyberbullying which is another form of bullying.
Although the school bullying can be fostered by
more than single factor and it can be a generated form
of bullying which occurs in the family or wider social
environment outside the school (Hackett, 2018), school
as an educational organisation is often believed as a
single party that has to be responsible to address the
issue. However, managing the school to embody the
responsibility is massively challenging due to the
difficulty to determine the definitive list of bullying
behaviours. Olweus and Limber (1999) defines bullying
as a repeated exposure aiming at the individual or a
group including teasing, name-calling, mockery, threats,
harassment, taunting, hazing, social exclusion or
rumours that can lead to physical damage, death, injury,
and some psychological distress. Furthermore, Einarsen
(2000) considers badgering and being made the
laughing stock of the classroom as types of bullying
behaviours. Considering the severe impacts and varied
forms of bullying, Dokgöz et al., (2013) state that
school bullying will continue to receive attention from
researchers, educators and society. Recent study from
Smith, Singer, Hoel & Cooper (2003) found that
victimisation from bullying in school escalates the risk
of being bullied in adult life. This shows the continually
adverse effect which might stay with the individual
throughout their life. Nansel, Overpeck, Haynie, et al.,
(2003) also found that bullying can be detrimental to
individual’s wellbeing. Moreover, Nielsen et al., (2015)
state that bullying is correlated with post-traumatic
stress disorder (PTSD).
PTSD can be understood as an anxiety disorder as
a result of some form of confrontation with death and
injury, such as major disaster, accident, criminal
2
victimisation, sexual abuse/assault, war experiences and
illness (Joseph, 2004). Although bullying is not a single
traumatic exposure, Matthiesen and Einarsen (2004)
claim that the distress of many bullying victims
equalizes the stress associated with trauma. The
research found that especially verbal aggression has a
larger impact on posttraumatic stress symptoms than
physical bullying (Walsh & Clarke, 2003). However,
identifying bullying in school and understanding the
impact on student’s well-being are really challenging
due to the lack of awareness in this regard. People
generally still assume that bullying is a normal
interaction between adolescent which only includes
minor teasing and harassment (Lawrence, 1998). In fact,
it leads to serious distress and trauma that can influence
a student’s performance in school.
This study aimed to understand the relationship
between bullying and PTSD as an effect of bullying
behaviour in the school context. Therefore, we used a
qualitative approach to investigate the topic as
qualitative studies on school bullying and victimisation
are quite limited, although it is equally important as the
quantitative research (Patton, Hong, Patel and Kral,
2017). The exploration in this study focused on
understanding an individual’s experience of being
bullied and identifying whether the experience causes
posttraumatic stress symptoms. Further, it showed the
relation between school bullying and PTSD that can be
used to consider the new mechanism to deal with this
issue. The research was conducted at Muhammadiyah
Junior High School in Yogyakarta, Indonesia. We
invited four students, who were identified as victims of
school bullying, to come to a 30-minutes semi-
structured interview. The interview was recorded and
transcribed before it was qualitatively analysed using
phenomenology analysis.
2. Aims of the study and research question
The purpose of the study was to understand post-
traumatic stress symptoms among victims of bullying at
school. In this study, we have two research questions:
1. How the students experienced being bullied in
school?
2. What is the relation between school bullying
and posttraumatic stress among the victims?
3. Method
3.1. The rationale for a phenomenological analysis
method
The preferred approach in this research was a
qualitative approach of phenomenological study focuses
on the current experience of experiencing subject
(Mappiare-AT, 2013), to know the post-stress symptoms
trauma to bullying victim at school.
3.2. Participants
The participant in this study is 4 students in Junior
high school who identified as being bullied by their
friend in school and find it difficult or make them
change their behaviour when close to the preparatory.
Two male grades 7 respondents were 13 years old, one
male grades 8 respondent was 14 years old, and one
female grades 9 respondent was 15 years old. This
research took on one of private junior high school in
Sleman geographically in the middle of the city, this
junior high school implementing the full day school
program. The determination of the main informant in
this research was based on the characteristics of
bullying victims at schools and based on data from
guidance and counselling teachers and student journals,
so that the selection of informant was considering
representation subjects to be researched. The research
used purposive sampling techniques because researcher
knows the samples were taken most problems aware
that researchers would have researched. The purposive
sampling use in this research was aimed to knowing the
post-traumatic stress symptoms characteristic on
bullying victims at schools.
3.3. Procedure
This study used semi-structured interviews that
conducted for 30 minutes every respondent. The
questions were adapted from a study by Espelage and
Asidao (2001) who did qualitative research with 89
middle-school students in a Mid-western state.
Respondents were asked to tell their experience being
bullied, identify where the bullying takes place within
the school, disclose the reasons why they were bullied,
and explain the impact of bullying towards themselves.
All information gathered using interview techniques,
analysed by using phenomenological data analysis to
find relevance data to the research focus. The
phenomenology data analysed consists of data
(phenomenological reduction, eiditis reduction,
transcenderal reduction), data presentation, and
conclusions or verification. Then, analysis results
measured the credibility level, transferability,
3
auditability, and confirmability so the data presented
could be validity and accountable.
4. Analysis and Discussion
Smith et al., (2003) states that the phenomenology
of bullying among children and adults is interrelated
phenomena. In their study, they discovered that
victimisation from school bullying can increase the risk
of being bullied in adult life. This is in line with a study
by Ttofi, Farrington, & Losel (2012) that found a person
who bullies others in school having a tendency to bully
as an adult. It means that both victims and perpetrators
of bullying have an intergenerational tendency that can
lead to severe psychological distress for the victims.
Therefore, it is important to understand the
phenomenology of bullying in school and to find the
best support for the victims and perpetrators of bullying
to minimalise the physical and psychological harm.
Although there is no certain definition of school
bullying, many studies seem to agree that bullying is a
form of aggressive actions that can cause physical injury
or distress toward the victims (Olweus, 1993; Newman,
Murray, & Lussier, 2001; Espelage & Swearer, 2003;
Griffith & Gross, 2004; Green, 2007). The aggressive
actions can be found in a form of verbal threats such as
teasing, mockery and taunting or physical aggressions
including hitting, pushing and kicking. In this study,
some forms of bullying such as taunting, mocking,
teasing, hitting and pushing were identified by the
respondents. All of them reported that they received
verbal bullying from the other students and only one of
them experienced physical bullying. The following are
the actual responses from the respondents answering a
question about their experience being bullied in the
school.
Respondent 1 (male): ‘My classmates often
taunt me by calling me ‘a sissy’ (like a woman).
They also mock me because of my physical
appearance and the way I speak … like a woman.
They also try to make something up to tease me.’
Respondent 2 (male): ‘Other students often
tease me because I am physically poor.
Sometimes, I felt really annoyed by them as they
also hit and push me.’
Respondent 3 (male): ‘I quite often get ridicule
and insults from some of my classmates because
of my physical appearance (too small).’
Respondent 4 (female): ‘My classmates often
laugh at me, gossip about me and avoid me as I
am not clever enough.’
 Despite indicating the various forms of bullying,
the above responses also show the reasons why the
respondents were bullied by their peer. Cognitive
capacity and physical appearance or conditions become
the main reason of bullying among the respondents. The
findings reaffirm the previous research discovering that
the common reason of students being bullied is because
they are different compared to the general population
such as in terms of physical appearance, behaviour or
way of speaking (Horowitz, Vessey, Carlson, Bradley,
Montoya, McCullaugh, & David, 2004; Hamarus &
Kaikkonen, 2008; Thornberg, 2010; Thornberg &
Knutsen, 2011). The victims are always perceived as
having no capacity to fit into the group. Therefore,
bullying sometimes is used to exclude individuals who
are significantly different from the peer group to
maintain conformity and group reputation (Blinding in
Thomberg, 2011).
Understanding the reasons of school bullying
could not be separated from recognising the cultural
background and social hierarchy of the victims and
perpetrators. Similar to other Asian countries,
Indonesian culture has a tendency to uphold the value of
collectivism within diverse ethnic groups (Kennedy,
1943; Hofstede, 1994). On the one hand, living in a
diverse society benefits people to establish their sense of
respect and tolerance towards others. On the other hand,
having collectivistic value while living in a diverse
society is quite challenging as collectivists tend to create
a group that consists of people with similar appearance,
background or thoughts. Eventually, it will form a social
hierarchy that divides people into various social group
level. When people could not fit into the popular group,
they will try to create another group which is less
popular but more accepting. Cadigan (2002) and Philips
(2003) states that the level of popularity among students
segregates them into three different groups: low, middle
and high-status students. The low-status students
especially so-called ‘odd’ and ‘loners’ often become the
typical targets of bullying.
Furthermore, referring to Rogers’ theory of
necessary and sufficient conditions (1959; 1961), it can
be understood that the root of the school bullying
phenomena is the lack of acceptance or unconditional
positive regards among students. Without acceptance
and respect, students are easy to put some judgements
on others that can lead to the disapproval of individual
differences and further cause some bullying behaviours.
Nevertheless, it is actually understandable that students
are struggling to accept and respect the differences
among them, because they live in the diverse society
with complex social segregation which might confuse
them on how to behave or respond to the individual
differences. Moreover, family and relatives in
collectivistic culture also take an important role in
deciding who can be a friend for their children based on
their values or beliefs. Therefore, every student has had
4
their own idea about who can be their friends based on
their judgement. Referring to the above responses,
perpetrators seem to bully students who are powerless
such as having physical appearance and way to speak
like a woman, physically weak, physically too small and
not smart enough.
According to Thornberg (2010) the school bullying
phenomena also strongly relate to complex power issue
around maintaining face/image in front of adults such as
teachers. It is quite rare that students can bravely bully
their classmates in front of their teachers. Based on the
interviews, all respondents specifically mention that
they were bullied when there was no teacher or adult
present or during the break time. The responses can be
seen as follows.
Respondent 1: ‘They was teasing me when we
had free time or no lesson.’
Respondent 2: ‘Usually in the class, some of my
classmates make some jokes to tease me.’
Respondent 3: ‘They tease me when there is no
teacher in class.’
Respondent 4: ‘In the break time, some of my
friends who don’t like me deliberately talk about
my limitations and mistakes in front of me’.
The above responses are in accordance with
Cadigan (2002) who found that bullying typically
occurs in the situation when the teachers are not present.
As a consequence, it is difficult to identify and prevent
bullying in the school. Teachers with complex
workloads are likely impossible to monitor or observe
their students most of the time. Although they can
indicate some signs of bullying within the lesson time, it
is hard to know what is really happening to their
students. Moreover, during school time, students spend
more time with their peer than with their teacher and
even, they are really good at hiding their emotion. The
victims who feel really distressed might look fine due to
the threat from the perpetrators to not report them to
their teacher (Thomberg, 2011). Therefore, it is
inevitable that the victims could experience severe
distressed or trauma without any awareness from the
school (Nielsen et al.,2015). The lack of transparency
from victims, perpetrators and witnesses leads to the
minimum support that can be provided by school to help
the victims.
Various psychological distresses and avoidance
symptoms were revealed by the respondents as an
impact of bullying. All respondents reported that they
experienced some difficult feelings such as annoyed,
upset, hurt and anxious, and at the same time, they were
also powerless to express their feelings. All of them
preferred to supress their emotions and try to avoid any
communication and interaction with the perpetrators.
The selected transcript interviews can be found as
follows.
Respondent 1: ‘I felt really annoyed by them, so
then I preferred to avoid any interaction and
communication with them. Usually, I don’t want
to talk to them and I try to don’t care about what
they say about me’
Respondent 2: ‘I felt like no one cares to me. I
did feel annoyed and upset and even, sometimes
felt really anxious that I will be bullied again…
But I choose to shut myself down to avoid
conflicts’
Respondent 3: ‘I felt hurt but I refrained from
taking revenge. I choose to disconnect myself
from them and avoid any communication with
them.’
Respondent 4: ‘I felt upset and I withdrew
myself from interacting with my classmates. I
felt uncomfortable in school and it also affected
my academic performance. If the person who
bullies me is alone, I feel like I can fight her/his
back, but if he/she is in the group, I prefer to
avoid them.’
Although all respondents did not mention about
experiencing trauma because of bullying, their
responses showed some symptoms of post-traumatic
stress such as experiencing persistent avoidance and
feeling anxious about the potential being bullied again
(American Psychiatric Association, 2013; Dyregrov,
2010). Referring to the respondent 2, it can be seen that
bullying has made him feeling annoyed and upset which
then led to the anxious feeling of how if he will be
bullied again. As a consequence, the respondent then
preferred to disconnect and shut him down to avoid the
bullying. It is slightly different with the experience of
respondent 4 who stated that she was brave enough to
encounter the perpetrator when he/she was alone. From
her response, it seems that although the victim has a
power to stand up for herself when encountering the
perpetrator one-to-one, it is still impossible to fight back
when she is in the group setting. Eventually, all victims
established the avoidance behaviours due to the
powerlessness.
The finding in this study shows that there is a
positive correlation between bullying and some
symptoms of post-traumatic stress which is in line with
some recent studies such as by Juvonel, Nishina &
Graham (2000); McKenny, Pepler, Craig & Connolly
(2002); Mikkelsen & Einarsen (2002); Tehrani (2004);
and Plexousakis, Kourkoutas, Giovazolias, Chatira, &
Nikolopoulos, (2019). Moreover, according to Terr
5
(1991), an individual who has repeated bullied,
experiences a similar situation of helplessness as a
victim of trauma. In the context of bullying,
helplessness could be understood as being powerless
due to the domination of the perpetrators; therefore, the
victims are unable to fight back and establish some
avoidance behaviours. It is reasonable when Veenstra,
Lindenberg, Oldehinkel, De-Winter, Verhulst, & Ormel
(2005) states that bullying could be considered as a
repeated trauma as the impact of bullying equally
detrimental to experiencing trauma.
5. Limitations and Future Research
There are some limitations to this study regarding
the number of respondents and the depth of information
from the interview. Although a qualitative study does
not require a big number of respondents, having more
respondents is actually beneficial to comprehend the
data, for instance, a study by Espelage and Asidao
(2001) with 89 respondents that can show more
comprehensive overviews about the phenomena of
school bullying in a Mid-western state. In this study, it
seems reasonable to have four respondents. However,
due to the limitation of time availability of the
respondents, the interview was only conducted once for
the 30-minutes session which impacted on the data
collection. It was difficult to obtain the depth
information from the respondents in the short length of
time. Therefore, further study is recommended to recruit
more respondents or do an in-depth interview to
thoroughly understand and examine comorbidities of the
school bullying phenomena.
Although this study does not aim to find a strategy
to deal with the school bullying, from the analysis and
discussion of the findings, it can be suggested two
further studies on how to deal with bullying and to
prevent the victims suffering from severe post-traumatic
stress. First, as the root issue of bullying is the lack of
acceptance or unconditional positive regards and
empathy and the context of bullying is usually within a
peer group, it seems worthy to design an action research
about the effect of an experiential group exercise for
both victims and perpetrators of bullying. The
experiential group aims to facilitate the students to
express their feeling around how and why it is difficult
accepting individual differences. Second, based on
Rogers’ (1959) theory of personality, individual’s values
or conditions of worth play an essential part on how
individuals judge something. Furthermore, people’
judgments are greatly influenced by society and culture
where they live. Therefore, it seems useful for further
research to understand the social context of bullying
especially in Indonesia with full awareness of the
cultural influence of the school bullying.
6. Conclusion
Bullying was intended by junior high school
students as a physical violence, word, and psychic by
individuals or groups to individuals who were weak.
Nowadays, bullying is a familiar term among students.
Bullying often happens among student are verbal
bullying and physical bullying. It can be concluded that
there are three main characteristics of the post-trauma
stress symptoms victims of bullying at schools, sad, not
interacting with others and keep silence to the others.
Counsellors or guidance and counselling teacher
are required to provide appropriate service and
treatment to students who were bullying victims. In
addition to providing curative services, counsellors and
teachers guidance and counselling need to provide
preventive services by designing and creating anti
bullying program design to create an atmosphere of
school environment that is safe, comfortable and
Conducive. In carrying out the program anti Bullying
counsellor or teacher guidance and counselling
collaborate with teachers in the field of study, class,
parents, community and experts (police, psychologist,
doctor).
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7
 TRADITIONAL GAMES OF CENTRAL JAVA COASTAL AS A MOTOR MEDIA
STIMULATION AND EARLY CHILDREN'S CREATIVITY

Indah Lestari, Richma Hidayati, Anita Dewi Astuti

Guidance and Counseling
Muria Kudus University
IKIP PGRI Wates, Yogjakarta
Kudus, Indonesia
indah.lestari@umk.ac.id

Abstract—Developing children's creativity is important because it will strengthen children's intelligence

and ability to express and produce something new. In realizing this, it is necessary to help with
educational game media in stimulating children to create something new, strengthening the flow of
globalization in Indonesia brings a new pattern of life and entertainment, especially for children who are
growing rapidly, many online media play games tradition becomes displaced. Traditional games have
their own meaning in instilling attitudes, behaviors and creativity in children, as well as traditional
games in the Central Java coast which are full of local wisdom values, such as courage, dexterity, skill,
agility of movement, strategic thinking, felling (instinct) that honed, friendship, cooperation,
cooperation, affection, respect for others, sportsmanship, obedience, patience, caution, measuring,
comparing, interpreting, fantasizing and so forth.
Traditional games lead children to be physically strong mentally, socially and emotionally, not easily
giving up, exploring in discovering new things ,, in traditional games of coastal Java that are carried out
by children, all activities become an important part in building positive potential of children all over.
Because of the benefits of the traditional game of Central Java Coast, the author is interested in
conducting an analysis of the distinctiveness of the traditional game of Central Java in the middle of the
coast in stimulating early childhood creativity

Keywords: Central Java Traditional Games Coastal, Early Childhood Creativity

Introduction Creativity developmental problems early

Technological developments due to the
demands of the post-globalization led many a
person's creativity to facilitate their activities,
such as games that are now based (gameonline)
these things concern us because the game yagn
has grown sejalannya technological developments
will affect the development, especially social
children who tend to the individual, Playing
becoming important because meruapkan effective
pedagogic medium for the transfer of knowledge,
to provide flexibility to the stickmen game world
for children to express it also hone degnan child
motoric quickly through the media game.
childhood appear along with the rapid technology.
In the past when people are not familiar with
technology products for children, children have
the freedom to play in nature, using all their
physical organ freely and perform the motor
activity very well. The opportunity was as limited
by modern toy products that tend to be more
interesting but it does not involve physical activity
is good in his game. This often leads to the
problems caused by defective development of
motoric for motoric activity is lacking.
One way that can be used to overcome the
problem of such development is through play
therapy. To that end, the coastal central java

1
games can be used as a reference for drafting and
developing new models are more applicable and
in accordance with the philosophy of the nation's
cultural life. Especially Javanese people born
dijawa along with social and cultural
environment. Strengthening the Java code is also
important instilled early so that children develop
in accordance with the personal character of the
culture is expected. Selection of the coastal
Javanese traditional game based on the
participation of the counselor in an effort
Strengthening the character of national identity. In
addition, traditional games java coastal allow
early childhood motoric activity more optimally
so as to support the motoric development of the
child.
Traditional games in Indonesia is very
bergam its kind, it is based on the background of
the existence of the game in Indonesia created or
developed based on local potential, such as
geographical location, local culture, customs, and
the purpose of games itself. On the other hand the
traditional permaian in Coastal Central Java
developed or created more oriented as a medium
to build social interaction between community
members and the spread of Islam. Traditional
games in the Central Java coast has been
developed or created by the Wali Songo among
which Cublak game-Cublak Suweng, moldy, bald-
shaven hoe, and others.
Traditional Games coast of Central Java that
has more advice or guidance and suggestions to
behave someone who mostly traditional games
accompanied or accompanied by songs and
movement of game. Songs and movement better
describe the joy and movement to train the motor
skills of children due to movements in the game
rinngan lively and fun, thereby soundtrack games
traditional in Coastal Central Java can be used or
developed to provide assistance to children to
improve motriknya , The underlying reason in
addition to the child's motor coach on the other
hand also to preserve the traditional game in the
Coastal, Central Java, which today is the
traditional game began shifting to his presence the
game manufacturer.
Displacement of traditional games or coast
of Central Java and modernization over the times,
this is one factor that shifts the game's premier
coastal Central Java. Game manufacturers that are
sold in the public market such as online games,
video games (PS), the existence of games
manufacturers began to replace the presence of
traditional games, even traditional games to say
the ancient game, children prefer games
manufacturers tend not require physical
movement exaggerated. However, the game or
game manufacturers require less overall body
movements, while traditional games require body
movements thoroughly both rough and smooth
motion movement.
These conditions encourage the birth of the
regulation of the Minister (Candy) Education and
Culture No. 10 Year 2014 on Guidelines for
Preservation of Tradition. More than that to
promote the essence of the candy inclusion of
traditional games into the educational curriculum.
The reality is that children are bored and tired
during the following study to hone their creativity,
it is also seen in the children's motor learning
balance is less able to keep the balance, hand
movements still stiff or less flexible. To stimulate
the child or to motivate children to practice their with the elements play such as turn-taking,
motor is through traditional games. rule keeping, win, lose and ko'operasi.
2) Children are actively involved in the process
Various traditional games menajdi directing
of playing games, social and emotional
children strong physically and mentally, socially,
challenges arise teachable moment 'or a crisis
emotionally, to explore new things. In the
occurs, thus providing meaningful learning
traditional game is all the activities to be part of
experiences immediately.
strategic importance that will build all children
3) Play therapy of children by providing a safe
have the potential posutuf thoroughly. Many
environment to practice new skills. Children
benefits that exist in traditional games such daam,
feel relaxed and easy flow of discussion in
it is necessary to study analiais the game using
this setting.
Java tradisiobal mid coast in early childhood 4) Clinical observations can be done and drawn
stimulates creativity. conclusions about the children who do not
Discussion increase the use prosocial skills after extra
Play therapy was first developed in 1930 by a teaching and guiding practice. Organic
child specialist psychotherapist Hermione Hug- syndrome, mental health problems or
Hellmuth, Anna Freud and Melanie Klein that problems of child protection needs to be
aims to help children cope with emotional and investigated.
behavioral problems (Drewes and Schaefer, 2010:
Traditional Games Java
8). Therapeutic games / gaming is a social
The traditional games are often called folk
interaction therapy that provides an opportunity
games, a game that grew and developed in the
for social-emotional learning skills and improve
past primarily grown in rural communities. The
emotional resilience. While most children learn
traditional game grow and evolve based on the
social skills from observing others or through
needs of local communities (Yunus, 1998). Most
explicit instruction, others have not yet learned or
of the traditional game is influenced by the natural
not to implement pro social skills and require
world, because the game is always interesting,
additional teaching, practice and coaching
entertaining in accordance with the current state
(Plummer, 2010: 24). The natural tendency of
of society.
children to play providing a very motivating way
Traditional games according to Yunus
to engage them in learning social skills pro.
(1998) generally are recreational, because many
The benefits gained through play therapy
require the creation of a child. These games
are:
usually reconstruct various social activities in the
1) Children 'awake' when faced with the
community. Such as: market that mimicked the
prospect of 'play'. They are directly involved
activity of buying and selling, jaranan imitating
in social situations that teach these skills
those who are traveling on horseback, game-
when they are having fun. Those familiar
menthok menthok which symbolizes laziness.
 Traditional game got a strong influence on
the local culture, therefore the traditional game
changes either in the form of replacement,
addition or subtraction in accordance with local
conditions. Thus, traditional games despite the
name of the game is different between regions,
but a commonality or similarity in how to play it.
The traditional games that have been developed in
the previous society has started less well known
children as young generation. Results of research
on traditional games actually has a wealth of
values that can develop various aspects of child
development. 57 traditional games that have been
identified above are grouped into 3: 1) game song,
2) motion games / physical,
1) Games that involve songs, among others:
(1) Gedang sprawl; (2) Ris- tela slices; (3)
hanacaraka; (4) Kubuk; (5) Lir-ilir; ; (6)
Chair Jebol; (7) Sinten nunggang gauge.
2) Games involving movement / physical,
among others: (1) Racing sempol; (2)
Gendiran; (3) Pathon; (4) Kuncingan; (5)
Kasti; (6) benthic; (7) Sundamanda /
hopscotch; (8) Gamparan; (9) Gobak
Sodor; (10) Dakon; (11) Lurah-lurahan;
(12) Jentungan / Dehlikan; (13) Obar-abir;
(14) Simbar Suru; (15) Tumbaran; (16)
Obrog Stone; (17) dd-dd is weak; (18)
Sobyung.
3) Games that involve movement and song,
among others: (2) Dome Milang kondhe;
(3) Sugar Change; (4) Lepetan; (5)
Menthog-menthog; (6) Blind-blind fierce;
(7) Buckshot; (8) The beans fried; (9)
Sluku-sluku bathok; (10) Siji loro telu;
(11) Cublak-Cublak Suweng; (12); Moldy;
(13) Gundhul-gundhul hoe; (14) Jaranan;
(15) Classified rampak; (16) uler Keket;
(17) Kidang talun; (19) Bedhekan; (20)
Grid-picking; (21) Man Dhoblang; (22)
Bang-bang wus rahina; (23) Tuku
artocarpus camansi; (24) pitik walik
crested; (25) Butterfly kuwi; (26) Iwak
gold; (27) Dhempo; (28) Bethet thong
thing; (29) Blarak-blarak sempal pose;
(30) Jo pre kanca; (31) Cah dolan; (32) I
duwe pitik; (33) Flower of corn; (34)
Sepuran.
Of the various types of games above,
grouped some games that allow movement
activity in children is (1) Cublak-Cublak Suweng;
(2) Jamuran; (3) Gundhul-gundhul hoe; (4)
Jaranan; (5) uler Keket; (6) Kidang Talun; (7) Seat
Jebol; (8) Edible Beans Songs; (9) Sluku-sluku
Bathok; (10) Siji loro telu; (11) Menthog-
menthog; (12) Blind-blind Galak; (13) Man
Dhoblang; (14) Tuku artocarpus camansi; (15)
pitik walik crested; (16) Butterfly kuwi; (17) Iwak
gold; (18) Jo pre kanca; (19) Cah dolan; (20) I
duwe pitik; (21) Bang-bang wis rahina; (22)
Flower of corn; (23) Sepuran.
Motor development and Creativity in Early
Childhood
"Creativity" is a term often used in
psychology research today and is often used
loosely among the laity. Creativity is an area that
is very interesting to study but it is quite
complicated, giving rise to a variety of different
views. According to Supriadi (2001) creativity is
defined differently depending on how one defines
it. No one definisipun which is considered to
represent a diverse understanding of creativity or
no one definisipun that can be universally
accepted. It is caused by two reasons. First of
creativity is the domain of psychological complex
and multidimensional invite various
interpretations that vary Secondly, the definitions
of creativity provide different pressures,
depending on the basic theory of the reference of
making the definition of creativity. Nevertheless
will be presented several definitions of creativity
expressed by the experts.
Supriya (2001) explains that creativity is a
person's ability to give birth to something new,
whether it be the idea and the real work, which is
relatively different from what has gone before.
Meanwhile, Munandar (1999) suggested that
creativity is the ability to create new
combinations, based on the data, information, or
elements that already exist or have been
previously known, that is all the experience and
knowledge that has been obtained by a man
during his life either in a school environment ,
family, and of society. Moreover, in the view of
psychological experts Horrace et al (Sumarno,
2003) said that creativity is the ability to find new
ways for solving problemaproblema, both with
regard to science, art, literature or other arts,
which contains an outcome or approach
completely new to the question, although for
others is something that is familiar.
Many definitions of creativity, but there is
no single definition can ever be universally
accepted. To further explain the meaning of
creativity, will put forward some formulation that
is the conclusion of experts on creativity.
Creativity is a unique mental process, a process
which is done solely to produce something new,
different and original. In contrast creativity cover
specific types of thinking, called Guilford
"different thinking" (divergent thinking). Thought
deviate from the path that has been initiated
earlier and for the variation. Creativity is the
ability to produce a composition, product or idea
of what is basically a new and previously
unknown author. The many definitions of
creativity is one of the critical issues in
researching, identify and develop creativity. In
education the most important creativity needs to
be developed. In connection with the development
of creativity, there are four aspects of the concept
of creativity (Rhodes, 1987) termed the "Four P's
of Creativity: Person, Process, Press, Product".
Parnes (1963) Creativity is the process of
thinking and responding involving relationships
with previous experience, response to stimuli in
the form of objects, symbols, ideas, people and
situations and to produce at least one unique
combination.
Based on the above understanding can
disimpulakan that Creativity is the process of
thinking and acting to create or compose a new
idea, either completely new (not existing) or a
combination of elements / elements that already
exist to produce something new, it can be thinking
ideas and products, which are unique, original,
different than before so that it can be used as a
solution or felt, seen, enjoyed and beneficial to
themselves and / or the lai
Motor development in children requires
coordination of balance with the help of the
nerves and muscles of all limbs. Motor activity in
children has a circuit that must be controlled well,
before he did the previous activity. This example
child will learn to crawl before he learned to
stand, walk, jump, run, and so on. "Motor
development can not be imposed because it
requires maturity age, nerves, muscles, and the
readiness of the child,"
The benefits that can be obtained from the
child's early motor activity very much. First,
ocular motors control, the ability of the eye to
follow and focus on an object at a vision that is
needed. Second, the hand-eye coordination, the
ability to carry out activities with the hand, guided
eye accuracy in the placement direction. Third,
foot-eye coordination, the ability to act with a leg
that is guided by the eye. In addition, manual
dexterity, ability to accurately manipulate the
hand and fingers for practicing handwriting,
drawing, typing, and so on. Motor activity may
also improve cognitive development and social
interaction in children. Exercise can teach
children to focus so as to achieve the desired
result.
Motor development can not be separated
with the creativity of early childhood
development. The development of creativity is
very important to be developed at an early age
Because creativity is very influential in the
development aspects of early childhood
development, when the child's creativity is not
developed from an early age, the ability of
intelligence and fluency in thinking the child is
not growing as to create a product and talent of
creativity the need high intelligence high enough
anyway. For example, when children are asked to
make something out of square shapes, if the child
square makes it into the house, books, medicine
box, or crate it indicates smoothness children
express their ideas because the ideas that
produced bevariasi.
The function of the development of
children's creativity is to develop children's
intelligence and ability to express and produce
something new. If the potential at possessed
developed well, then the child will be able to
realize and actualize himself into a true human.
Rachmawati (2012) says that in supporting
creativity pengembagna early childhood, there are
several kinds of creativity development yataitu
creativity in creating products and imagination,
creativity creates exploration and
experimentation, creativity melali create projects,
creativity through creating music and language.
In developing the creativity of children
given container in exploring the ability to increase
the power of imagination to be able to produce
something new with meningalkan not Tenggah
coastal Javanese traditional game yagn filled to
the value of culture (attitudes, prilkau and skills in
children).
Related to the stages of child development,
seefeldt and Barbour states that children early it is
children from birth until the age depalan year
(carol seefeldt and nita Barbour 1993: 43) with
details perkebmanganya as follows: infacy age (0-
1 years), toddler (1 -3 years), preschool (3-4
years), early primary years (5-6 years) and the
later primary years (7-8 years). Artificiality of the
age distribution of child perkebmangan power
affect one another.
Every child in this world has the right to
play. Playing not only mennjadi pleasure, but also
something needs that can not bargain anymore, it
should be terpenhi in play activities throughout
the stages of child development can function and 2. Naturalist intelligence of children,
develop well and the result of the developments many plaything yagn made or used on
baikitu will appear visible when the child stepped plants, soil, roof tiles, stone or Asir.
on adolescence. The activity of the natural
The play has a very broad functionality for surroundings bring terhadao child so
pertmbuhan and perekbmagna child's physical, that the child be more integrated
cognitive, language, social, emotional and natural terhdap
psychomotor. Physical development such as rough 3. Children develop spatial intelligence,
motoric skills, become more flexible in running, role play can be found in the
jumping, climbing, rolling, spinning and so forth. traditional game of hopscotch. This
Fine motoric skills increase when children touch, game encourages children to recognize
touch, hold some object (a toy), spontaneously kosne space and change roles
this will usher in a child's readiness drawing, 4. Children develop musical intelligence,
coloring, hold a pencil or crayon, namely songs or sounds very familiar to the
ketrampulan child in thinking. All it only be traditional games, games that do while
obtained when the children interact actively with singing.
their friends through a variety of traditional games 5. Develop spiritual intelligence, in a
khsuusnya traditional game java pesisiran. game tradisiobal Java coastal
By playing will be socializing with the recognize the concept of winning and
environment, good peers, or adults, these social losing, but winning and losing does not
skills will continue to grow when he started- make the players bertengkat or
related with many more in the wider environment inferior, there is even a tendency,
as. people who are already biased do not
Some of the more traditional games can directly teach the game to his friends
describe the cohesiveness, cooperation, that have not been biased
togetherness menyeekesauan a permasaahan, 6. To develop intrapersonal and
beriku tmanfaat traditional games are: interpersonal intelligence of children,
1. Develop intelligence to children. Saaat games tradisionak conducted across
involved in the game, children will ages, so the players whose age is still
learn a lot of friends sebanya in young there is a guard, that the players
making creativity. For example, when are more mature. The players who
playing dakon, when no stone as a have not played games that have been
plaything. Kids can come up with bias could, even though he was still
gravel stones, seeds or other objects underneath. Traditional games can be
found yan gmereka done by the players with multi levels
of age and timeless.
7. Develop sportsmanship in the person of
the child, there is no superior. Because
everyone has the advantages of each
different for every game. It minimizes
the appearance of ego in self-players /
children.
8. Characteristics of traditional games
actually have a positive impact on their
rapidly developing child.
First, the game was likely to use or
make use of equipment or facilities in
our environment without having to buy
so need imagination and creativity.
Many of the tools yagn game created /
use of plants, soil, roof tiles, stone or
sand. For example, the game dakon
yagn using stone, brown seeds, seed
bark, shells, gravel etc.
Second, traditional children's games
Tenggah dominant Javanese coastal
involve relatively large players. Not
mengerankan, if we see, almost every
folk games so many of its members.
Because, in addition to putting together
the fun factor, this game also has a
more intent on deepening the
interaction between the players ability
(potential interpersonal), such as hide
and seek, congklak and gobak Sodor.
Third, the traditional game of Java
coast Tenggah view the noble values
and certain moral messages crate
kebersamaaan values, honesty,
responsibility, attitude gracefully (if
you lose), encouragement of
achievement and obey the rules. All
that is obtained if the players really
appreciate, enjoy and understand the
essence of the game.
Fourth, many mandaat-another benefit
we can take away from the traditional
games, such as socialization they will
get better, the game group merekea
also have to determine a strategy,
communicate and bekejra together
with members of the team (Mass in the
game of hopscotch, congklakak, jump
rope, ball jacks, and others).
Play, explore the potential of children
is one thing that is absolutely
necessary in the development of the
child, the more choices and
opportunities for children to play and
berekplorasi, the richer children with
pengalamnya. In principle is that
children are constantly moving and
have to move so that all aspects of
their development can berkembangan
optimally.
Conclusion
By the time a child playing, motoric
physical child will do kegaita that can stimulate
the development of fine motoric and motoric
rough. Kids also get a balance system, misala
when jumping or swinging child, the child also
berkesematapan to see from a distance that
involves hand-eye coordination, play also makes
the child meerasa confident, secure, confident
physically.
Through play the child will build his own
knowledge of the interaction, they can solve the
problem yagn found padasa sasat play, so danak
can be trained to think logic. Traditional play is
also important for their rapidly developing
children's language, when children play, the
cognitive development begins to grow, the child
begins to think symbolically through the use of
language. In social emotional, children have been
through hard times and can convey messages and
feelings, and volition proper keingginannya.
Traditional games to be part of different
types strong incentive for the development of
children, but it was found that the game pua
existing traditional community values of local
wisdom that needs to be maintained its existence,
such as traditional games that can train agility,
motoric and developing .kekuatan high creativity
melaluai benefits of the traditional game.
The world's children are learning while
playing, with a children's playground will be a
wealth of experience in exploring the environment
and socialize with peers, and this is important as a
medium stimulation of their development.
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 THE EFFECT OF SEXUAL VIOLENCE ON CHILDREN

Dini Rakhmawati, Desi Maulia, Chr. Argo Widhiharto, Suwarno Widodo

University of PGRI Semarang
Corresponding Author: dini.upgris@gmail.com, desimaulia@upgris.ac.id

ABSTRACT
Sexual crime in children increases significantly every year. In 2015 there were around 757
cases of sexual violence against children and women. The phenomenon of sexual violence
against child victims must be given more attention because it can leave injuries due to traumatic
events brought to adulthood. The introduction of the impact of sexual violence on children is
expected to map problems that occur in children so that parties who are competent in their fields
can take steps to prevent, intervene and curate comprehensively. This study uses a qualitative
case study approach with the participantion from child victims of sexual violence. The level of
trust in the data used significant others, among others, playmates, village staff who handle cases,
and analysis health forums. Data analysis used is descriptive analysis of case studies.
The results of the study show that the victim is psychologically experiencing inferiority,
non-assertiveness and anxiety. This will make it easier for victims to be subjected to sexual
violence behavior. Parental understanding of the problem of sexual violence also strengthens the
slow resolution of problems, but this can be eliminated by the concern of local governments such
as districts (kelurahan) and sub-districts (kecamatan) that immediately seek solutions to the
problem. Thus, parental factor does not become an obstacle to the problem if the presence of the
local government plays an active role in solving the problem.
Keyword: sexual violence, child, impact.

INTRODUCTION

In Indonesia, the act regarding children protection is regulated in Act No. 23 of 2003.
According to Hurlock (2002:139), childhood is a period where children should get happiness in
their life. If children’s growth and development (physical and psychological) is hampered, they
will find trouble regarding their growth. One of problems faced by children in Indonesia
nowadays is sexual violence.

Crime against children raises every year. Sexual violence case shows the increase of the
number of victim of pre-teenage ages (from kindergarten age until the beginning of teenage). On
the other hand, most of the perpetrators are also teenagers who know the victims. Semarang City
is categorized as ‘red zone’ of violence against women and children (Faisol, 2016).
 According to the data obtained from DP3A, it was found that as of 31 December 2018,
there were 156 violence cases in Semarang City. The victims where 22 men and 131 women.
Based on the type of violence, these cases consisted of 60 physical violence cases, 68
psychological violence cases, 21 displacement cases, 25 sexual violence case and 3 other cases.
Meanwhile, based on the victims’ age, there were 12 victims of age 0-5, 27 victims of age 6-12,
20 victims of age 13-18 and 78 victims of age above 19 (http://ppt.dp3a.semarangkota.go.id).

Abdul Haris Semendawai, the head of Witness and Victim Protection Agency (Lembaga
Perlindungan Saksi dan Korban/LSPK), said that the phenomenon of sexual violence on children
must be concerned more. Sometimes, the disclosure of this kind of case is not complete since it
is difficult to reveal the perpetrator of sexual violence. Sexual violence also becomes more
severe so that the victims died.

More specifically, WHO stated that at least 1 of 3 women in the world has ever
experienced physical or sexual violence (WHO, 2013). Statistic from the National Committee of
Anti Violence on Women in 2015 (in Iskandar, 2016) shows that female children and adult
women are not safer at their own home because most perpetrators are their close relatives or
people who are close to their family. Sexual violence that they experienced during childhood will
cause wound. This wound will remain with them until they reach adulthood.

The effect of sexual violence on children is very pitiful. The victims suffer serious
psychological disorder. The example of psychological disorders caused by sexual violence or
trauma are: difficulty to believe others, fear or worry in sexual relation, depression, suicidal
thought, self-harming, low self-esteem, lack of confident, feeling guilty, anger, being alone,
reluctant to mingle with others and eating disorder. Sexual violence during childhood also has
long-term effects such as mental health problem in adulthood, relationship problem with parents
and problem regarding children adjustment on the next generation (Roberts, R., et,al., 2004;
Bennett, S. E., Hughes, H. M., & Luke, D. A, 2000).

The result of Rakhmawati’s research (2016) shows that psychological effect of sexual
violence (incest) on teenager causes teenage girl to feel inferior, hate men (the perpetrators), feel
anxious and insecure at home, long-term trauma, physical wound such as bruise or bleeding,
depression, suicide and anxiety. The victim also limited her interaction with others since she felt
ashamed of what happened to her although she realized that she is the victim of rape committed
by perpetrator who is her biological brother

Considering the condition of sexual crime on children, since 2015, the Indonesian
Committee of Children Protection (KPAI) has declared that Indonesia is in sexual crime
emergency condition. This declaration was followed by the issue of Presidential Instruction No.
5 of 2014 about National Movement against sexual violence on children. The first parameter of
this emergency condition is the high number of sexual violence case. The second parameter is
the perpetrators, who are the people who should protect children such as parents, teachers, social
environment etc.

Like what just happened in kelurahan Pongagan. Recently, there was a sexual violence on
children. According to the interview conducted on 1 June 2018 with the head of the Village
Health Forum, it was found that there were three children sexual violence cases with three
perpetrators who were also categorized as children. The victims were bound and gagged one by
one. Their genital area was then rubbed with soap and glue. The youngest child was 5 years old
(PAUD) and she suffered severe trauma, physical wound until pus urine. Until now, there is no
special treatment, especially psychological treatment, both for the perpetrators and the victims.
Even, the parents seemed to be objected since this case was reported to the Kelurahan. From this
case, it needs deeper study regarding the effect of sexual violence on children to gain the image
of dynamics on how children play role and live their daily life.

This research used qualitative approach of case study. Case study is aimed to understand
significant activity/process which takes place in a case and to appreciate the uniqueness and
complexity of the case (Stake, 1995). Case study research is a qualitative research, where the
researcher explores real life, limited system (case) or various limited systems. Case study is
conducted through detailed and deep data collecting which includes various information
resources and reporting case description and case theme (Creswell, 2015). In this research, the
case study which was used was instrumental case study. Instrumental case study is aimed to
understand a thing in general through study on certain case (Stake, 1995 and Creswell, 2015).

The analysis unit of this research was victim (student) of sexual violence case on
children. Sexual violence in this research covered (1) sexual insult, that is an action which leads
to something with sexual connotation, such as dirty comment, holding bottom or other body parts
and causing negative response such as shame, fear etc., (2) Molestation, that is an action of
groping, kissing, putting penis into vagina (without sperm penetration), (3) Rape, that is
penetrating penis into vagina with sperm penetration and threat and violence, (4) Sodomy, that is
putting penis into anus.

The participants of this research were student who had experienced one of children
sexual violence forms, kelurahan staffs, kelurahan’s health forum and peer group. The main
participant of this research was student as victim of children sexual violence since we can dive
their psychological dynamics. Meanwhile, kelurahan’s staffs, kelurahan’s health forum and peer
group acted as significant others who would strengthen the data as well as the comprehensive
picture of children sexual violence.

This research used interview guide as research instrument. The interview guide was
arranged based on the forms of sexual violence and psychosocial theory from Miller (1999)
which says that psychosocial on human consists of psychological (P), social (S) and environment
(E).

The data of this research was obtained through deep interview with the participant and
the significant others. The interview which was used was semi-structured interview with
interview guide which can be developed on field. To strengthen the data, the researcher also used
observation, documentation, archive record and physical device which support the case.

The data analysis technique in this case study used 4 (four) stages from Creswell (2015),
they are (1) holistic analysis of the whole case; (2) after the description is obtained, the
researched focuses on the crucial issue (theme analysis) to understand the case’s complexity; (3)
on compound case study, it is presented the detailed description of each case and theme in the
case, which is continued with thematic analysis towards all cases or cross-cases analysis, as well
as confirmation or interpretation about meaning of the case; (4) on the final interpretation stage,
the researcher reports meaning of the case, whether the meaning comes from study of problem of
the case (instrumental case) or study about unusual situation (intrinsic case).
FINDINGS

Psychosocial Aspect

Regarding the psychological aspect, the participant experienced anxiety and trauma
concerning the event happened. The participant also had low self-esteem. The anxiety of the
participant can be seen on the statement of the participant’s mother as follows:

“Dia mau nggabungnya yang dekat rumah aja bu dan kalau kenal orangnya. Kalau dulu
yowis ucul layangan lan playon. Sakniki paling dolan yo kudu ono barengan sepupune,
nek mboten wonten njih ajrih, tumut griyo mawon.”

“He only plays near house and mingles with people that he already knows. He used to play
far from home and run around. Now he needs his cousin to accompany him playing; if
there is no his cousin, he is afraid, only playing at home.”

In addition, the participant’s anxiety can also be seen on the participant’s statement to
confirm the statement from his mother as follows:

“Iya harus ada temannya (disaat bermain), tapi kalau cuman dekat di pos berani
dewean. Takut dinakali lagi”.
“Yes, there must be a friend (when playing); but if it is near post, I dare to play alone. I
am afraid to be bullied again.”
The sexual violence experienced by the participant is also a traumatic event for the
participant although it is not severe trauma since the participant did not withdraw himself from
society completely. He only limited himself in interacting with others. This traumatic condition
can be seen from his statement as follows:

“Aku nangis bu disana, pulang juga nangis-nangis, sakit. Habis itu aku nggak mau
dolanan PS situ lagi. Nggak mau dolanan sama anak gede, dolan e caket mawon bu.
Takut, bu. Mainnya sama yang temen e mawon (teman sebaya), yang deket mawon.”
“I cried there, ma’am. Also crying a lot when going home. After that I won’t play PS
there again. I won’t play with older boys; just playing nearby. I’m afraid, ma’am. Just
playing with my friend (peer group); just playing nearby.”
Psychologically, the participant is categorized as a child who has low self-esteem
although this low self-esteem is not the effect of sexual violence experienced by the participant.
This low self-esteem is likely one of causes which makes the participant a victim of this sexual
violence. Some participant’s statements indicated that he has low self-esteem;

“Rasane isin bu, gak wani, deg-degan, wedi. Nanti kalau temennya nggak mau gimana,
apa kalau temennya marah gimana, aku nggak berani. Takut mereka marah dan nggak
mau berteman. Nggak berani, takut nanti kalau salah gimana, nanti kalau dimarahi. Isin
kalau salah nanti diejek”.
“I feel ashamed mam, don’t dare, my heart’s beating, afraid. What if my friends don’t
want to play? What if they are angry? I don’t dare. Afraid that they are angry and don’t
want to be my friend. I don’t dare; afraid of making mistake; afraid of being reprimanded.
I feel ashamed if I make mistake and then insulted”.
Participant is a child with low assertiveness level. The participant’s non-assertiveness
behavior was shown in his answer such as: “Yes, I don’t dare to talk directly to others, especially
a new person.” In addition, in making choice, the participant always asks for others’ help to make
choice and he does not dare to make decision by himself.

Regarding the social aspect of this case, it was found that there were several issues such
as participant’s withdrawal, the need of social support and weak family support due to family’s
ignorance on what they should do. The participant’s statement which indicates the participant’s
social withdrawal is as follows:

“Enggak, mau bareng ibu saja (tidak mau berangkat bareng teman-teman saat sekolah,
lebih memilih diantar ibu). Nanti dinakali mas-masnya lagi.”
“No, I prefer with mother (don’t want to go to school with friends, prefer to be
accompanied by mother). What if I am bullied by the boys again?”
The participant also needed social support both from peer group, family or teacher at
school. This indicator can be seen from the participant’s statement when he was asked where he
played. He answered, “in front of house with friends, playing together not far, with similar friend
(peer group)”. For recovery, the participant actually needed appropriate social support both from
parents and related parties such as teacher at school, social worker or peer group. In this case,
social support from parents is less optimal since participant is from poor family. In addition, their
knowledge regarding this problem is low. It is implied on the parent’ answer as follows:

“Wis dasar e kene wong ora mampu tur ora mudeng, yo isone mung wedhi, meneng,
nangis”.
We are poor and lack knowledge, so we can only be afraid, keep silent and cry.
 On the other hand, the support from father as family head is not strong although father is
the right figure for modeling for participant who is also male. For the participant, his father has
less role on him. It is shown when he drew a family picture. The participant did not include the
drawing of his father. When the participant was asked by the researcher why he did not draw his
father, he drew his father in smaller scale compared to the picture of his mother and himself. He
drew his father on the narrow corner on the paper. To give the sense of security to the participant,
the family, in this case his older cousin, helped the participant so much to recover fast at school.
It can be seen on the statement of the participant’s mother as follows:

“Iya, R tidak dinakali karena kakak-kakak sepupunya ada di sana. Semua temannya tau
kakaknya disana. Jadi kalau ada yang mau nakali nggak berani. Kakaknya itu cewek
tapi tomboy, jadi kalau istirahat kakaknya nengok R juga. Teman R jadi nggak berani
macam-macam ke R”.
“Yes, R was not bullied because his older cousin was there. All of his friends knew that
his cousin was there. So, nobody dares to bully him. His cousin is a girl but she is
tomboy. When break time, his cousin visits R. R’s friends don’t dare to mess up with R.”
The participant actually also needed the support from other parties such as surrounding
society, social worker as well as the local government. The local government has actually
provided support. The kelurahan and sub-district parties had provided a team to solve this
problem after social workers who are included in Kelurahan Health Forum Group (FKK) brought
up this case. The kelurahan and sub-district parties worked together with FKK group to bring the
participant to get psychological help from psychologist in hospital. The data of psychological
checkup in the hospital cannot be used as the basis of case analysis in this research because the
researcher did not get the data under the reason of confidentiality and code of conduct of
psychologist. The treatment of this case was a little bit late. The case was discovered 1 month
after the incident took place. Therefore, the participant was not quite traumatized. The team from
sub-district and kelurahan has also facilitated the reconciliation between the both parties,
although this is not the right solution to treat children sexual violence case since the child as a
victim is still traumatized by the incident.

Environmental aspect in this child sexual violence case did not give significant influence
on the participant because the participant easily avoided his environment. In addition, the
environmental aspect was localized only at the place where the sexual violence happened. The
participant succeeded in implementing coping by avoiding the environment where the incident
took place. It is shown in his answer, “I don’t want to go to the PS rental place anymore, just
running around and playing various games (playing things other than PS at PS rental place)”.
School environment was not frightening place for the participant since the perpetrator did not
attend the same school where the participant studied. The reason why he was accompanied by his
mother when he goes to school is the mother’s anxiety. The mother worried that the participant
will meet the perpetrator on the way to school.

Self-Acceptance

Based on the result of children graphic analysis, it was found that the victim felt that he is
small figure, powerless and needs protection from adults around him especially his mother. He
feels calm when he is with his mother because he thought that his mother will take care of him.
In addition to mother, the other figure who makes him feeling calm is mak’e (grandmother). R
needs to be close with his father but he feels that his father is out of his reach when he needs
help. Regarding affection, he is sensitive child and actually he is cheerful. He just has anxiety
that he hides and it makes him less brave to show his strength. In social skill domain, he has
interest to interact with outer world. However, he often feels anxious so that he prefers to behave
passively and wait for invitation. He also needs to make sure that his surrounding is safe.

Referring to the result of the interview with the child, in the beginning when he
experienced the sexual violence case, he felt sick, scared and did not like to be treated like that
(angry). Two things that he remembered were pain and fear. Until now, R cannot get rid of those
things. Therefore, it is not comfortable for him to play with many friends far from his home and
to befriend with many friends. He also refused to talk a lot about the violence he experienced. He
labelled the event as “there are naughty kids who bully me”. He is still afraid when he is asked
about this problem although in normal level.

Sartain (in Handayani, 2000), says that self-acceptance is individual ability to accept
themselves as it is and to admit their existence objectively. In R case, since the incident until
now, R is still full of fear and anxiety. He cannot accept that this tragedy happened to his life yet.

Sheere (in Wrastari, 2003), also states that the person who accepts herself/himself has
characteristics as follows: a. Having belief in their ability to face life; b. Considering themselves
precious as human who is equal to others; c. Dare to bear responsibility regarding their behavior;
d. Accepting praise and reproach objectively; e. Did not blame themselves for their weakness nor
deny their strength.

Until now, R is not sure whether he can solve his problem at school without his cousin’s
help. There is high level of dependency on the presence of his cousin to protect him. It indicates
that he failed to have faith on his ability to face the life.

Furthermore, his shyness and long silence when interacting with others showed that he
thought he is not on a par with his friends. He also preferred to play with members of the
opposite sex when his male friends played football on the field.

On the other hand, R felt that he was not burdened by the demand in elementary school.
He loved learning activity and he dared to bear responsibility as a student. It is proven by his
good report mark.

In addition, R was categorized as a child who loves praise. It was revealed from the
number of praise which will make him enthusiastic when answering teacher’s question and when
learning. He has a lot to praise regarding his academic achievement (his mark was above the
standard).

There was no sight of self-blaming on his weakness. He only tends to be silent when he
thinks about something.

Based on the data analysis, it can be concluded that the child has not obtained good self-
acceptance after the sexual violence. The incident which happened to him was interpreted as a
naughty action from other which hurt him and made him hesitate to tell a lot. There is strong
desire to avoid talks regarding this case. He also does not have faith that he can face difficulty in
his life by himself.

The dynamics of child’s behavior after sexual violence.

The visible behavior change after R experienced the sexual violence deals with sense of
security when the child should be in a new situation or mingle in his environment. He felt
anxious and insecure. He felt that he need the protection of his closest adults. There was strong
insecurity in him and it pushed him to be introverted and limit his social relationship. He avoided
to start conversation and interact with new people. He also avoided conflict. He would play with
friends only if his mother accompanied him or the playground was very close to his house. The
same thing happened when it is time for school. Although there were many neighbors who went
to the same school, and they walked together to school, R did not dare to join them. He preferred
to be accompanied by his mother. When coming home, he would wait for his cousin to
accompany him coming home.

His condition as weak victim and youngest child made R thought that he was powerless.
As a result, he has low self-efficacy to interact with friends although they were at the same age.
This low self-efficacy made him afraid to be in a situation alone without people who have
potency to protect him.

Academically, there was no change of behavior nor learning achievement after the child
experienced sexual violence. It was presumed that it was because this incident happened when R
was in kindergarten age which did not demand R to study formally. In addition, in R’s age which
was categorized as the phase of perseverance vs sense of low self-esteem (according to
psychosocial theory from Erick Erikson), it was found that the level of R’s desire to be persevere
and be competent was developing.

DISCUSSION

Sexual violence on child is a complex case since it involves some parties which needs to
be treated well. Observation from psychosocial aspect is a way to explain child sexual violence.
This case can also be explained in legal aspect, education aspect and child protection from the
local government.

This case study research used psychosocial approach. Miller (1999) says that
psychosocial in human consists of psychological (P), social (S) and environmental (E).
Psychological (P) refers to power and resources in individual such as ideas, belief and values that
the individual creates. Social (S) is a social relationship, both relation inside a society and the
relation between societies. Environmental (E) is the relation between individual and power and
resources from outside nature or physical environment of the individual. Human lives in three
bonds: psychological, social and environmental. These three things are bound in psychosocial
ecology term.
 The psychological aspect on sexual violence which occurred on the participant deals with
anxiety, low self-esteem (inferiority) and trauma although in mild scale. This psychological
condition deals with individual and collective relationship with power and values that the
individual creates as well as ideas in the individual environment, faith and values that the
individual and the environment create. Faith is perception about certainty of feeling is someone’s
mind or perception which is arranged in exact behavior. Furthermore, faith is perception which
involves feeling of being able to do something well based on impression of one’s self or from the
relation with impression or memory which awakes feeling (Hume in Gorman, 1993).

Inferiority in the participant is the faith and values that he created based on his experience
with the environment. This sense of inferiority was strengthened by the participant’s self-
perception. The participant has made perception that he will make mistake and will be scolded
by friends or others. This situation is pursuant to the opinion of Hume (in Gorman et al., 1993)
that participant believes something (making mistake and being scolded) and it involves the
participant’s feeling. Participant’s inferiority caused participant’s anxiety in facing problem and it
influenced participant’s behavior in daily life. Participant was believed to be weak, coward and
not assertive and therefore he easily became the target of peer violence. It is pursuant to the
opinion of Craig, Pepler & Blais (2007) that the victim of violence is a party who does not have
ability to fight the violence that he/she experiences because the victim has less power compared
to the perpetrator. For example, the victim may have smaller or weaker body, weaker social
status, or less in number. The participant’s condition is pursuant to the theory of Craig, Pepler &
Blais since his body is small, he is not assertive and his family’s social economy status is also
weak. This condition is emphasized with participant’s values concerning Javanese culture in his
environment such as succumbing. His environment also did not allow people to declare
something to the point.

Individual’s faith and values relate to social-cultural environment. Human’s mind

concerning faith is generally the representation of social or cultural information (David &
DiGiuseppe in Donoghue, Almeida, Brandwein, Rocha & Callahan, 2014). Human’s faith is
obtained through related mechanism by studying cognitive content of others. Children who live
in environment with irrational belief will tend to have many irrational believe. On the contrary,
children who live in environment with rational belief will tend to have rational belief.
 Concerning social aspect, the participant needed social support from his surrounding,
such as parents, sister or peer group. Social ecology relates to social relation including the
relation in a society and between societies. Individual social relationship in society will spark
social support. Social support, according to Wilcox & Vernberg (in Sarason and Sarason, 1985),
is a system from social continuity which enables individual to get suggestion regarding
themselves and individual’s hope towards others. This social support is an interpersonal
transaction which involves emotion (love, empathy), instrumental help (goods or service),
information about environment and evaluation (information relevant to self-evaluation). Thoits
(in Sarason and Sarason, 1985) says that social support will be effective if it comes from
emotional support from the right person.

Referring to the aforementioned Thoits’ opinion, the participant did not get effective
social support towards the sexual violence that he experienced. The data showed that social
support from parents (especially the mother) was less optimal since the participant’s mother is a
person with inadequate knowledge and low social status. Therefore, she did not know what she
should do in providing social support for the participant. Meanwhile, the father who should be
able to be modeling figure for the participant cannot give sufficient social support. He was busy
working and therefore he did not have adequate time.

The social support which effectively influenced the participant was from the participant’s
cousin who always takes care of him at school so that he can avoid negative action from his
friends. In addition, the participant has also some close friends who often play together, whose
houses are nearby.

In the child sexual violence on this research, the government component was one of
parties which has role in giving social support. This social support from the government was
given by the FKK Kelurahan team, the kelurahan and sub-district parties. They helped the
participant to get psychological service and mediated the victim and the perpetrator.

Concerning environmental aspect, the participant experienced trauma towards the crime
scene that was the PS rental near his house. It benefited the participant in solving his case
because the place was not a place where the participant should be there every day like school or
house. Therefore, the participant could recover faster by avoiding the PS rental which was source
of stress.
CONCLUSION

The case of sexual violence on children is a case which can be treated with psychosocial
approach. With psychosocial understanding regarding the victim of sexual violence, the
treatment of this case can be more focused and effective. In this case, the most significant factors
which support the resolution of the case were understanding of victim’s psychological aspect and
providing the correct social support.

The result of this research showed that the victim psychologically experienced inferiority,
non-assertiveness and anxiety. These things will make the victim easier to be the target of sexual
violence behavior. The parents’ understanding concerning the problem of sexual violence also
slowed down the resolution of this case. However, it can be eliminated by the care of the local
government such as kelurahan and sub-district which immediately sought solution for this case.
Therefore, parents are not an obstacle of resolution of this case if the local government actively
plays role in solving the problem.

Bibliography

Bennett, S. E., Hughes, H. M., & Luke, D. A. (2000). Heterogeneity in patterns of child sexual
abuse, family functioning, and long-term adjustment. Journal of Interpersonal Violence,
15(2), 134-157. Retrieved From http://e-resources.perpusnas.go.id.
 THE EFFECTIVENESS OF FEMINIST COUNSELING WITH GENDER ROLE
ANALYSIS TECHNIQUES TO INCREASE ADOLESCENT’S SELF-ESTEEM

Nur Sholehah Dian Saputri Sigit Sanyata

Postgraduate of Guidance and counseling Guidance and counseling department
Universitas Negeri Yogyakarta Universitas Negeri Yogyakarta
Yogyakarta, Indonesia Yogyakarta, Indonesia
nursholehah.2018@student.uny.ac.id sanyatasigit@uny.ac.id

ABSTRACT Gender Role Analysis techniques were

effective in increasing self-esteem of
Adolescent are a transition from children to
adolescent victims of bullying. This is done
adults who experience social and cognitive
in two cycles. Analysis of the results of the
changes very rapidly. Adolescent association
study using score pre test and post test 1 and
in the new social environment makes teens
post test 2. Different test in this study using
interact more with the surrounding
Wilcoxon Signed Ranks Test. The
environment and their peers. In adolescent
conclusions from the result of statistical
friendship relationships, bullying becomes a
calculations on pre test, post test 1 and post
frequent issue. Bullying is still closely
test 2 show an increase in each cycle. It can
related to the low self-esteem of victims of
be concluded that there is an influence of the
bullying. Some of the bullying that occurs is
use of feminist counseling in gender role
gender bullying, where gender issues are the
analysis techniques on increasing self
cause of bullying. The purpose of this study
esteem oh victims of bullying.
was to determine the effectiveness of
feminist counseling in an effort to increase Keyword: feminist counseling, gender role
self-esteem of victims of bullying. This type analysis, self esteem, action research,
of research is action research with bullying victim
quantitative methods. Counseling was
I. INTRODUCTION
conducted in 5 sessions with 4 participants
who were victims of gender bullying. The Adolescence is characterized by

results showed that feminist counseling social and cognitive changes very rapidly.
Biological, psychological and social system
undergo marked developmental changes
during adolescence. [1] Family support for
adolescence have direct and indirect
associations with depression, anxiety, stress
and well-being throught self esteem. And
peer support only showed a direct positive
associations with well-being [2] . Low self
esteem have correlation with depression.
Older adolescent were more likely to have
lower self esteem and greater depressive
symtoms.[3] Conversations about
appearances are most common in adolescent
girls. various criticisms about the
appearance and body of the spotlight in
adolescents [4] Furthermore, a study in girls
aged 11-16-years found experimental
exposure to either ultra-thin or average size
magazine models lowered body image
satisfaction and consequently self-esteem.
Younger girl have lower self esteem than
older adolescent [5]
This research is about self esteem
victim of bullying in adolescent. Another
research results show that there is a
significant relationship between self esteem
and bullying. The relationship is inversely
proportional, where if self esteem is high
then bullying is low and if self esteem is low
then bullying is high. Various experiences of
women who are not valued as an individual
make victims of bullying lack self-respect. If
that happens someone will tend to be
inferior, inappropriate, feeling weak, sense
of inadequacy, which will cause the
individual to experience emptiness, doubt,
and despair in facing the demands of his life.
[6] Self esteem to be a reflexive, context-
specific process, which is changeable over
the life span [7] People who have high self-
assessment and high self-esteem generally
accept their own state. Those who value
themselves negatively have feelings of low
self-esteem, low self-esteem, or low self-
acceptance. The awareness of others is a
continuing factor of life and has a broad
evaluative component [8]
The hypothesis of this research is
feminist counseling with gender role
analysis is effective to improve self esteem
victim of bullying in adolescent. The
perspectives and experiences of
marginalized and traumatized in individual
is a feminist therapy privileges. The aim of
feminist therapy is to help clients develop
feminist consciousness or an awareness that
their suffering is not because of personal
deficits, but by the way she has been
systematically excluded and silenced
because of membership in a nondominant
group in society [9]
 Gender role analysis explores and
assesses the impact of gender
expectations on the psychological well-
being of the counselee and uses the results
of this analysis to make decisions about
gender role behavior in the future. Gender
role analysis has a role to support counselee
change. There are five elements in gender
role analysis, namely norms in gender, social
variables, qualitative and quantitative data,
weaknesses and strengths of each gender,
and differences in scope and method. [10]
Norms in gender that are meant are
information about woman and
adolescent in terms of work, role and
responsibilities, access and powe, income,
and position in society. n Gender analysis -
principles & elements deals specifically with
the shortcomings of men and women and
young women and men. Besides that, in
terms of the intended strength, it is about the
role and influence of a man or woman in his
group.Differences in the scope and methods
of gender analysis can vary and differ
depending on the context being discussed or
analyzed. Based on the description,
researcher do this research and apply
feminist counseling to solve the problem of
self esteem in victims of bullying
II. METHODS
This research is an action research.
role Research is integrated in real Education
settings so that they can directly influence
the development of existing Education
practices. The most striking thing in this
action research is there is a change in
counselee and provides alternative
counseling for practitioners or school
counselors. The data used in this research
are self esteem scale, observation and
interview. The self esteem scale used is self
esteem with 49 questions with Alpha
Cronbach reliability test results with 0.866
men, results made by Saputri tahun 2017 [11]
Interviews were conducted after participants
were given the form of counseling action.
The interview material includes the
implementation of actions that have been
received, understanding gender before and
after counseling, and gender bullying.
Research participants were teenage
victims of bullying with gender bullying
specifications. Before treatment in the form
of counseling is done, researchers previously
measured the level of self esteem of each
participant or counselee. The research
participants told that all research related data
including the content of counseling was kept
confidential and the participant's identity
was protected as a counselor. The researcher
also said that this study did not affect
learning outcomes or anything. Quantitative 2. Determination of research subject
analysis is used to determine the obtained from teacher
effectiveness of feminist counseling. Gender recommendations guidance and
role analysis techniques to improve counseling and observation of
adolescent self esteem. The analysis used is previous researchers
3. Prepare counseling plan
the Wilcoxon test statistical analysis. The
4. Prepare licenses and other supporting
SPSS results were compared with a value of
facilities and infrastructure of
0.050, if it is smaller, it means that this study
research.
was accepted. Ha research is "feminist
counseling technique gender effective role After pre action finish, researcher stare to

analysis in increasing self-esteem of victims first stage. To start all of this activities,

of bullying" participant are given a pre test to find out the

III.RESULT AND DISCUSSION
The study was conducted
participants who were all victims of
bullying. The study has two cycles and is
preceded by pre-action. Each cycle uses
gender role analysis technique. Before
counseling start, researcher conducts pre
action stage to prepare what is needed in the
process of providing counseling. That stage
is:
1. Prepare instrument will be used like
self esteem scale,
guidelines, and observation
guidelines. The self esteem scale was
used is scale that has been created by
Saputri [10] and this tested for
reliability
level of self esteem before the action is
taken. Next stage, researcher involving the
on eight participant in specific issue, identifying
themes, and identifying things that are
contrary to the participant or councelee’s
self with gender role analysis. In the second
meeting entering the stage of gender role
analysis which contains gender and gender
differences, the roles of men and women, the
roles and social status of a person in family
and school settings and gender equality In
the process the researcher first gives a
question to the counselee about the prepared
interview
issue . Second, the counselee is asked to
disclose matters relating to the issue that has
been given. In addition, the researcher asked
the counselee to reveal the experience of
bullying that is still felt by the impact and
invited the counselee to identify the problem
that is being experienced and related to the
gender issues discussed earlier. After the
second cycle is complete, researchers take
data post test 2 which serves to determine
the condition of the counselee's self esteem
level (bullying victims) of both cycles. Post
test 2 is considered a research result because
the post test 2 results are the final
measurement after all actions were taken.
Tabel 1 result of pre test, post test 1, and post test 2
N
Subject Pre Test Category
o Post 1 Category Post 2 Category
1 AA 169 Middle 175 Middle 197 High
2 BB 165 Middle 170 Middle 189 High
3 CC 156 Middle 182 High 213 High
4 DD 141 Middle 171 Middle 190 High
5 EE 156 Middle 166 Middle 177 Middle
6 FF 170 Middle 164 Middle 182 High
7 GG 148 Middle 170 Middle 200 High
8 HH 148 Middle 169 Middle 183 High
Result of pre test and post test analyzed by
Wilcoxon test in SPSS. This is a result of
SPSS Program:
Table 2. Test Statisticsb

Post Test 1 - Post Test 2 - Post Test 2 -

Pre Test Post Test 1 Pre Test

Z -2.173a -2.524a -2.521a

Asymp. Sig.
.030 .012 .012
(2-tailed)

a. Based on negative ranks.

b. Wilcoxon Signed Ranks Test

Based output of statistics test, Asymp.Sig (2- counseling has advantages and
tailed) in pre test and post test 1 show point disadvantages of each. Gender bullying that
0.030. because the value is smaller than occurs can be helped by group counseling.
0,050. It mean that in siklus 1, self esteem The results of the study showed that feminist
participant has increased. Next, in Asymp counseling with gender role analysis
Sig (2 taled) post test 1 and post test 2 show techniques was effectively used in
point 0,012. Its smaller than 0,050 and mean increasing self esteem. This research can
on siklus 2 self esteem has increased. The provide input to counselors in schools and in
conclusions from the result of statistical the community
calculations on pre test, post test 1 and post
ACKNOLEDGEMENT
test 2 show an increase in each cycle. It can
be concluded that there is an influence of the The author would like to thank all the

use of feminist counseling in gender role lecture of guidance and counseling

analysis techniques on increasing self department, Yogyakarta State University and

esteem oh victims of bullying
IV. CONCLUSION
Bullying victims in adolescents have low
self esteem. Low self esteem has a negative
impact on students' learning and social
development. Self esteem improvement can
be done in various ways. Curative ways that
can be done is by counseling. Various
all of the subject to this research. The author
also praises thanks for supporting research
so that this introduction can be carried out
well. Also do not forget to welcome the
faculty and students at the Postgraduate
Program, Yogyakarta State University.
Reference
[1] Dante Cicchetti & Fred Rogosch (2002) [5] Clay, D., Vignoles, V. L., & Dittmar, H.
A developmental psychology (2005). Body Image and Self-Esteem
perspective on adolescence. Journal Among Adolescent Girls: Testing the
of Consulting and Clinical Influence of Sociocultural Factors.
Psychology. DOI: 10.1037/0022- Journal of Research on Adolescence,
006X.70.1.6 15(4), 451–477. doi:10.1111/j.1532-
7795.2005.00107.x
[2] Gardner, A. A., & Lambert, C. A. (2019).
Examining the interplay of self- [6] Septrina, M.A. (2009). Hubungan
esteem, trait-emotional intelligence, Tindakan Bullying Di Sekolah Dengan
and age with depression across Self Esteem Siswa. Proceeding
adolescence. Journal of Adolescence, PESAT (Psikologi, ekonomi, Sastra,
71, 162–166. Arsitektur, &Sipil) Vol 3 Oktober
doi:10.1016/j.adolescence.2019.01.00 2009. Universitas Gunadarma
8 retrieved from
http://repository.gunadarma.ac.id/749/
[3] Gardner, A. A., & Webb, H. J. (2017). A
1/HUBUNGAN%20TINDAKAN
Contextual Examination of the
%20BULLYING_UG.pdf
Associations Between Social Support,
[7] Chatham-Carpenter, A., & DeFrancisco,
Self-Esteem, and Psychological Well-
V. (1998). Women Construct Self-
Being among Jamaican Adolescents.
Esteem in their Own Terms: A
Youth & Society.
Feminist Qualitative Study. Jurnal
doi:10.1177/0044118x17707450
Feminism & Psychology, 8(4), 467–
[4] Cribb, V. L., & Haase, A. M. 489. doi:10.1177/0959353598084005
(2016). Girls feeling good at school:
[8] Burns RB. (1993). Konsep Diri;
School gender environment,
Teori,Pengukuran,Perkembangan
internalization and awareness of socio-
Dan Perilaku. Alih Bahasa: Surya
cultural attitudes associations with
Satyanegara. Jakarta: Arcan
self-esteem in adolescent girls.
Journal of Adolescence, 46, 107– [9] Crowder, R. (2016). Mindfulness based
114. doi:10.1016/j.adolescence.2015.1 feminist therapy: The intermingling
0.019 edges of self-compassion and social
justice. Journal of Religion & [10] Corey, G. (2013). Theory and practice
Spirituality in Social Work: Social of counseling and psychotherapy (9th
Thought, 35(1-2), 24– ed), Belmont: CA Brooks/Cole
40. doi:10.1080/15426432.2015.10806
[11] Saputri, Nur SD (2017) Peningkatan
05
Self Esteem Korban Bullying Dengan
Konseling Feminis. Skripsi.
Yogyakarta: UNY
 Transition Education Program in Prisons for
Criminal Children

line 1: 1st Wening Prabawati

line 2: Special Education
line 3: Universitas Negeri Yogyakarta
line 4: Yogyakarta, Indonesia
line 5: weningprabawati@uny.ac.id
line 1: 4th Khairunnisa
line 2: Special Education line 1: 3rd Diajeng Tyas Pinru Phytanza
line 3: Universitas Negeri Yogyakarta line 2: Special Education
line 4: Yogyakarta, Indonesia line 3: Universitas Negeri Yogyakarta
line 5: line 4: Yogyakarta, Indonesia
qiung21.2017@student.uny.ac.idline 1: line 5: diajengtyas@uny.ac.id or
2nd Gena Diniarti http://orcid.org/0000-0002-9003-6597
line 2: Special Education
line 3: Universitas Negeri Yogyakarta
line 4: Yogyakarta, Indonesia
line 5: genadiniarti@uny.ac.id

Abstract—The purpose of this study is to find out whether there
is a transitional education for child crime in prison and what it
looks like. This research is a qualitative research with
descriptive research type. The research subjects consisted of
child crime, and prison officers. The research sites are Class
IIA Kutoarjo Lapas and Magelang Lapas. Data collection
techniques through interviews and observations. Analysis of the
data in this study through three stages namely reduction, data
display, and conclusion. The results of this research are Class
IIA Kutoarjo Lapas and Magelang Lapas not yet having
transitional education services. However, the Class IIA Lapas
Kutorajo has services for child crime in the form of academic,
vocational and sports training. Whereas the Magelang Prison
provides sports training for children with criminal acts.
Keywords— transition education, child crime, prisons (keywords)
I. INTRODUCTION (HEADING 1)
Transition becomes a part of the routine that must be
experienced by all children, including criminal offenses.
Transition is a transition period from a state, an action, a
condition, a place that is marked by a change from the old
phase into the new phase. The purpose of the transition
education is to prepare students for the world of work or for
higher education. The statement is in line with the results of
the study of Yaeda (2009) which states that the transition
program is prepared by schools to bring students to a better
life formed through collaboration between the family,
school, workplace and the community. family counseling,
school counseling, career counseling and community
counseling, development counseling and rehabilitation
counseling collaborate in preparing children to enter the
workforce. Directorate of Primary Education PKLK
Development (2014: 73-74) states that the implementation
of the transition program includes:
a. Independence program: competencies that must be
mastered by students in taking care of themselves, gradually
showing independence to development and growth
(according to age).
b. Vocational skills program: mastery of competencies
related to work / products / services. The program is carried
out in stages and in accordance with the development and
growth of students to have vocational competence as a
provision in continuing higher levels of education or
entering the community.
c. Soft skills: personal programs that enhance individual
interaction, performance and career prospects.
d. Entrepreneurship program: includes activities needed to
create or implement a company when all markets are not yet
formed or have not been clearly identified, or the
components of the production function are not yet fully
known.
Transition education becomes very important because
Indonesia is in a condition of very high unemployment and
results in increasing cases of crime among children. Crimes
committed by children not only occur due to internal factors
but can also occur due to external factors such as the high
flow of informatics, relationships that fade their culture.
Children are a national asset that must be protected by the
state. Faced with the problem of conflicts that occur in
adolescent children, the legal action that is imposed on them
must prioritize the promotion and restoration of their rights
without being subjected to excessive legal action, this was
revealed by Ansori in his 2013 study.
During 2015 to 2017, crime in Indonesia tends to fluctuate.
The National Police showed that in 2015, there were
352,936 cases of crime (total crime). In 2016 it increased to
357,197 cases. Whereas in 2017 it dropped to 336,652 cases
(National Police Headquarters, in the Central Statistics
Agency, 2018). Unfortunately, some of the perpetrators of
crime are groups of children. The Indonesian Child
Protection Commission (KPAI) noted that in the last seven
years there were 26,954 cases of child abuse both as
perpetrators and victims (KPAI, 2018). Children who
become perpetrators of crime also undergo a period of
detention in prison for a certain time in accordance with the
acts of crime they have committed.
The preliminary study was carried out in Kutoarjo Class IIA
Lapas and Magelang Lapas and showed the results that the
prisons were specifically for offenders who were still
children. While in prison, children can still participate in
several activities, such as school, making crafts, playing
music, even gardening. These activities are useful so that
children can continue to learn and develop the solid they
have. However, after the detention period of these children
is exhausted, there is no transition program that helps these
 children in preparing themselves to live life in the The graph shows that the existing vocational training
community after being released from prison. included sewing, making sandals, batik, agriculture,
fisheries, and household. Existing agriculture includes
Transition education is useful in bridging children from growing onions, red ginger, papaya, chili, and vegetables. In
previous children's experiences to new children's the household field, criminal offenses get training in the
experiences. For example, the transition education from form of sweeping or cleaning prisons, cleaning official
family to school, from elementary school to high school, to houses, washing official cars, repairing ceramics, repairing
from school to the world of work. This is important because waterways, making library rooms, making futsal fields,
because to be able to enter a new world, children need to be fixing clogged drains.
equipped so that children are able to maintain their new life
more easily. The following is a graph of the number of child offenses
participating in vocational activities based on the type of
Based on the urgency of theoretical studies and preliminary violation.
studies, the purpose of this research is to explore how
transitional education in prisons for criminal offenses in Number of child offenses participating in vocational activities based on the type of violation
Kutoarjo and Magelang prisons so that it is expected to
provide information on appropriate transition program 10
services for child crime. 9
8
II. METHODS 7
This research is a qualitative research with descriptive type. 6
Research subjects were criminal offenses, prison officers, 5
and prison officers. The research sites are Class II A Special 4
Prisons and Magelang Prisons. This study uses data Number of Child 3
collection techniques such as interviews and observations. 2
Interview, collecting data on transitional education carried 1
out in prisons. Child crime, prison officers, and prison 0
leaders are sources of information from interviews.
Observation, collecting data on the implementation of
transitional education. Data analysis in this research is
reduction, data display, and conclusion. Data reduction is the
process of selecting data which is relevant to the research
problem. Data display is the preparation of data arranged to
understand existing data. While the last stage is a Types of Violation
conclusion.
III. RESULT AND DISCUSSION
Fig. 2. Number of Children Participating in Vocational Activities and
Result Types of Violations Graph

The results showed that there was no transition education in .

Kutoarjo Class IIA Lapas and Magelang Lapas. However, in The graph shows that criminal offenses participating in
the Special Laps of Class IIA Children, Kutoarjo still vocational training have background cases in the form of
provides academic training, vocational training, and sports immorality, distribution of methamphetamine and drugs,
activities such as table tennis to crime children. Only those murder, violence, deprivation, and trafficking of children.
who have undergone 2/3 periods of detention and have a The background of the case did not affect children in
history of good behavior during the 2/3 period of detention vocational training.
can only participate in these activities.
Whereas in Magelang Prison, child crime has not received
he following is a graph of the number of child offenders activities such as academic and vocational training because
participating in vocational activities in Kutoarjo Class IIA the prison is generally not a special prison for children.
Prison: Whereas Kutoarjo Class IIA Lap is a special prison for
children. However, Magelang Prison still provides activities
to children in the form of sports activities such as basketball.
Number of child offenders participating in vocational activities in Kutoarjo Class IIA Prison
7
Discussion
6
The results of the study showed that the two prisons had not
5
yet held a transitional education program for child crime.
4 Even though one of the prisons has provided vocational
Number of Child 3 training which could be one of the programs in transition
education. In the future, there is a need for further needs
2 analysis related to transitional education in prisons. The
1 analysis needs to be carried out by all prisoners, the
community and child crime. Child crime and society are
0
important because it is to know the needs of both parties in
sewing & making sandal dealing with social life after a period of detention. This is
consistent with the results of research from Trainor (2015)
Types of vocational activities that there are three interdependent aspects of transitional
education, namely 1) transition planning and plan
Fig. 1. Number of children in Attending Vocational Activities Graph implementation, 2) stakeholder involvement, and 3)
transition services needed (3).
There is no transition education for children in criminal
offenses in both prisons is also due to the lack of
cooperation between several parties, such as psychologists,
special educators, the community, and stakeholders. The
importance of prisons to collaborate with various parties so
that the transitional education provided will be under the
conditions and needs of both criminal children and the
community. This is consistent with the results of research
from Kellems (2015) that the collaboration can help
institutions in implementing transitional education. The
ongoing transition education can also run well and according
to needs. Through collaboration, an institution can later
provide high-quality choices for assessment, intervention,
and data collection, complementing curriculum-based,
functional and adaptive work. It can also compile modules
that include 1) best practices in transition planning, 2)
transition assessment: the big picture, 3) working with
families, 4) transitions for adolescents, 5) secondary
transitions and cultural diversity, 6) the essence of self-
determination, and 7) improve work output (4).
The results showed that there were criminal offenses
children who received academic, vocational, and sports
training. This shows that there are opportunities for children
to meet new people while in prison and can learn something
new. Existing training can be a program in transition
education so that child crime becomes more directed. This is
consistent with the results of research from Cornelius (2016)
that transition education provides good benefits for students.
The benefits include 1) The opportunity to meet new people,
2) Transition to a new environment, 3) a good understanding
of the new environment, 4) the opportunity to learn about a
lot of knowledge/information (5).
Meeting people is important for every individual, especially
child crime. That is because it adds relations and
information to handle things related to the next life, such as
life after the detention period. The transition to a new
environment is beneficial because it is a form of assimilation
for child crime from life in prison to community life. Then,
child crime also requires a good understanding of the new
environment so that children understand the environment
they will live in or occupy. This can be a start-up capital in
adapting to a new environment so that a criminal child can
live comfortably after leaving prison.
Finally, learning new knowledge. Child crime during
serving a period of detention will be separated from life
outside prison. However, this is not a reason for child crime
to stop learning. The existence of transition education
provides opportunities for children to be able to learn many
things. It can be from academic, vocational, to
physical/kinesthetic aspects. Learning opportunities provide
children with criminal offenses to prepare themselves when
entering and living together with the community. It is hoped
that the community will be able to accept the existence of
child crime and that child crime is also comfortable when
returning to social life
Identify applicable funding agency here. If none, delete this text box.
IV. CONCLUSION
Lapas Class IIA Kutoarjo and Lapas Magelang have not
provided transitional education services for child crime.
However, Kutoarjo Class IIA Prison has provided training to
children in the form of academic, vocational and sports
training. Whereas Magelang Prison provides services to
children in the form of sports training.
ACKNOWLEDGMENT (Heading 5)
Several people played an important role in the
accomplishing of this article. And we would like to
acknowledge them here The preferred spelling of the word
“acknowledgment” in America is without an “e” after the
“g”. Avoid the stilted expression “one of us (R. B. G.) thanks
...”. Instead, try “R. B. G. thanks...”. Put sponsor
acknowledgments in the unnumbered footnote on the first
page.
REFERENCES
1. Badan Pusat Statistik. Statistik Kriminal 2018. Subdirektorat Statistik
Politik dan Keamanan, editor. Badan Pusat Statistik;
2. Sianipar R. Tinjauan Yuridis Tentang Tindak Pidana Kekerasan yang
Dilakukan Oleh Orang Tua Terhadap Anak Kandung (Studi Putusan
Nomor 208 /Pid. Sus/2017/PN Trt). Usu Law J. 2019;7(2):38–56.
3. Trainor AA, Morningstar ME, Murray A. Characteristics of Transition
Planning and Services for Students With High- Incidence Disabilities.
2015;
4. Kellems RO, Springer B, Wilkins MK, Anderson C, Kellems RO,
Springer B, et al. Collaboration in Transition Assessment: School
Psychologists and Special Educators Working Together to Improve
Outcomes for Students With Disabilities. 2015;4387(September).
5. Cornelius V, Lai J. Implementation and evaluation of a formal academic-
peer-mentoring programme in higher education. 2016;
6. Yaeda, J. Transition From Secondary School to Employment in Japan for
Students With Disabilities. Educational Transitions: Moving Stories
from Around the World, 33, 205, 2009.
7. ------. Pedoman Pelaksanaan Kurikulum bagi Peserta Didik
Berkebutuhan Khusus di Sekolah Reguler. Jakarta: Direktorat Pembinaan
PKLK Dikdas. 2014.
8. Ansori. Sistem Peradilan Pidana Anak dalam Undang-Undang Nomor 11
Tahun 2012 (Keadilan Restoratif), p.1-2, 2013.
Implementation of Gestalt Therapy In Counseling to Overcome Trauma
to Teenagers of Divorce Victims
Arif Fajar Romadhon
Guidance and Counseling, Graduate School
Universitas Negeri Yogyakarta
Yogyakarta, Indonesia
e-mail : ariffajar.2018@student.uny.ac.id
Abstract— Families have problems that must be faced
sometimes can be resolved but there are also those that cannot
be resolved that result in divorce. Divorce has a negative
impact on adolescents in the form of trauma. The feeling of
trauma is an unresolved problem of the past. The trauma of
divorce victims creates physiological, psychological and
relational disorders. This research uses meta-analysis method.
The research instrument is the researcher himself. Data
collection uses documentation techniques by collecting various
kinds of books and national and international journals. This
research sample uses purposive sampling in accordance with
the research theme. Data analysis techniques using quantitative
and qualitative analysis. The results of the analysis of various
studies indicate effective gestational therapy to overcome
trauma. Stages of gestalt therapy for traumatized teenage
victims of divorce include: 1) Rebuilding trauma boundaries.
Encourage the counselee to establish self control and a sense of
security here and now; 2) Building self-function, counselee
awareness and relaxation; 3) Bring back the trauma situation
and review the place and time of occurrence; 4) Overcome
negative counselee emotions with an empty chair; 5) Build
intrapersonal relationships with family, friends and the wider
environment; 6) Reconstruct the counselee's basic beliefs and
provide beliefs, positive thoughts and help find the counselee's
expectations.
Keywords : Gestalt Therapy, Trauma, Divorce Victim
INTRODUCTION
Through family a person can feel love between family
members consisting of both father, mother, and child.
Because family life is human nature. The family is the
smallest unit in society consisting of father, mother and
child [1];[2]. The family is the smallest unit of society
consisting of the head of the family and several people who
gather and live together in a place under a roof in a state of
interdependence among members. The family is the primary
or primary environment for each individual before the
environment. Parents are most responsible for the
development of overall existence in children, including
physical and psychological needs so that children can grow
and develop into a mature and harmonious person [3].
The main purpose of marriage is to form a harmonious
family. Through harmonious circumstances the family
environment has a major influence on the formation of
individual personalities. The family has no small role in
shaping the soul and personality of a child, because both the
merits of the person and soul of a child are very dependent
on the family or both parents. If the family always instills
good values into the soul of the child, of course the child
either sooner or later will have a good personality and soul,
conversely if the family does not instill good values, then of
course, the child's personality and soul will not good [4]. In
achieving these expectations, of course, in a harmonious and
mutually supportive family atmosphere. The formation of a
child's personality in the family environment is crucial for
subsequent development, especially in adolescence.
In running a household, certainly not free from problems.
Problems can arise due to misunderstanding, differences in
interests, and family ties that have not been fostered
properly. Sometimes family problems can be solved with a
win-win solution, but not a few family problems continue to
drag on and lead to divorce. Central Statistics Agency (BPS)
in Statistics Indonesia 2018, a publication of annual
statistical data compilation in Indonesia, the total number of
divorce cases that occurred in Indonesia in 2017 was
374,516 divorce cases. Calculation of the percentage
increase in divorce cases in Indonesia every year, it was
found that an increase of 11,811 divorce cases or 3.33%
from 2015 to 2016. While the increase in 2016 to 2017
amounted to 8,862 divorce cases or 2.42% [5]. Based on
data quoted by AFP from the website of the Supreme Court
(MA), Wednesday (3/4/2019), as many as 419,268 couples
divorced during 2018 [6]. From various divorce data above
as a whole has increased.
Divorce parents have a very large impact and influence
on children, especially in education and self-development
tasks of children and adolescents. This happens because
childhood and adolescence are the formation of identity
towards adulthood. Children will experience the process of
growth and development properly and normally due to the
second factor of the parents [7]. In this phase, parents need
to guide and supervise the child's own growth and
development process, especially entering adolescence.
Adolescence is a very vulnerable age with changes in
developmental tasks. Dangers that occur in the adolescent
phase include two things namely physical hazards and
psychological hazards. Physical hazards in the form of
death, suicide, or attempted suicide, physical disability,
awkwardness, and rigidity. While psychological dangers
occur due to failure in carrying out developmental tasks
which include: irresponsibility, neglect, aggressive behavior,
insecurity, always wanting to return, experiencing setbacks
to the previous level, and using defense mechanisms such as
rationalization, projection, delusion and transfer [8] . From
the possibility of these dangers will be further exacerbated
when the parents of the child divorced.
Divorce of parents can also cause trauma disorders in
children. Divorce can also cause stress and trauma to start
new relationships with the opposite sex [7]. Sadness
experienced by children will have an impact on social
interaction, which children will experience a period of
trauma in adolescent life, such as shame (inferior) with peers
or with other types. Children whose parents are divorced
feel ashamed and even sad, because children feel different
from other friends which results in damaging the child's
personal concept which is often followed by depression,
prolonged sadness, anger, a sense of rejection, feeling
inferior, and being disobedient and inclined aggressive
towards social [9]. This trauma occurs because the child of a
divorce victim is mentally unprepared. In other words, a
child must suddenly accept a divorce decision without
having a prior idea of a change in life after a divorced parent
causes the child to be traumatized.
 Trauma due to divorce will adversely affect the pattern of
adolescent association in the surrounding environment if not
treated immediately. The guidance and counseling services
are expected to be able to help the difficulties faced by
adolescents, in this case the trauma of divorce victims.
Guidance and counseling services are systematic, objective,
logical, and ongoing and programmed efforts undertaken by
counselors or guidance and counseling teachers to facilitate
the development of students / counselees to achieve
independence, in the form of the ability to understand,
accept, direct, make decisions, and realize responsible self
so as to achieve happiness and prosperity in his life [10].
Counselors as executors of the process of guidance and
counseling services are required to master a variety of
approaches in counseling. In this case the counselor is tested
the professional competency of the counselor in providing
guidance and counseling services. Competencies that must
be mastered by counselors or guidance and counseling
teachers are professional competencies [11]. Counselors or
counseling teachers in dealing with trauma in divorced
teenagers can provide assistance in overcoming the trauma
situation. One of them is using gestalt therapy assistance.
Gestalt therapy holds that individuals can deal with their life
problems, especially if they are fully aware of what is
happening in and around them. Gestalt psychotherapy can
understand the effects of trauma as an unfinished problem
and most individuals have a problem because it avoids
problems instead of solving them [12]. Gestalt counseling
therapy emphasizes that individuals have the ability to solve
past problems that have not been completed independently
and effectively [13].
Some research has focused on the effectiveness of gestalt
therapy for divorce due to divorce for adults but not many
have discussed gestalt therapy for dealing with trauma due
to divorce for teenagers. This is indicated by gestalt therapy
interventions capable of increasing the self-efficacy of
divorced women [14]. Gestalt therapy also emphasizes here
and now. The feeling of trauma due to past events
(unfinished bussiness) must be resolved right now so as not
to drag on. In general, in overcoming feelings of trauma due
to divorce in adolescents, gestalt therapy concepts can be
used.
METHODS
This research uses a meta-analysis method. Meta
analysis is the study of a number of research results in a
similar problem or study data longitudinally on a particular
issue. Meta analysis can simply be interpreted as an analysis
of the results of a particular analysis. The instrument in this
study was the researcher himself (human instrument). The
steps carried out in the meta-analysis method include the
process of identifying, collecting, reviewing, coding and
interpreting various research studies. The studies are usually
categorized based on the publication of each journal, sample
size, control group, experimental group, type of treatment,
duration of treatment and others.
The steps taken in the meta-analysis are: (1) Define the
topic to be examined. The problem or topic examined in this
study is the implementation of gestalt therapy counseling to
overcome the trauma of adolescent victims of broken home;
(2) Determine the period of research results used as data
sources. The research results that are used as data sources
are various international and domestic journals (3) Looking
for research reports relating to the problem or topic to be
examined. The search was conducted from several journal
sources via the internet; (4) Read the title and abstract of the
research report to see the suitability of its contents with the
problem to be examined, in this case seen related to the
implementation of gestalt therapy in overcoming trauma; (5)
Focusing research on the problem, research methodology
such as the type of research, place and time of research,
methods, populations, samples, sampling techniques, data
analysis techniques, and results; (6) Categorizing from each
research; (7) Comparing the results of all studies according
to their categories; (8) Analyzing the conclusions found by
reviewing various research results so that the strengths and
weaknesses of previous research can be known; (9) Draw
conclusions of meta-analysis research [15].
The advantage of using the meta-analysis method is the
study or research carried out by gathering a lot of research,
the sample size can be increased so that more variables and
results can be examined more broadly. There are things that
need to be considered in this method, namely: well-defined
goals, including definitions of appropriate variables and
outcomes; identification strategies and selection of
appropriate and well-documented studies; evaluation bias in
the identification and selection of studies; description and
evaluation of heterogeneity; justification of data analytic
techniques; and use of sensitivity analysis [16]. In addition,
the benefits of using meta-analysis are (1) focus on data, as
reflected by the operationalization of variables, the size of
the effect size, and the sample size; (2) Synthesizing
research literature, statistical meta-analysis using the final
results collected from collections of similar studies or
focusing more on effect sizes rather than empirical findings;
(3) Allows the combining of various results, taking into
account the relative sample and effect size, thus allowing
studies that show insignificant effects to be analyzed along
with others that might show significant effects; (4) Meta-
analysis can focus on the cumulative impact of insignificant
results that can be significant so that it is possible to see the
big picture of the research landscape; (5) Providing answers
to questions that are in big dispute because of conflict in the
results of various studies; and (6) Meta analysis is basically
confirmatory, but it can also involve exploration aspects
[17].
The data collection technique of this study used the
documentation technique. The documentation technique is
intended by gathering various relevant journal and research
documents. The population in this study is in the form of all
written documents about the Gestalt approach counseling
research to overcome the trauma of divorce victims. The
documents obtained were in the form of relevant journal
research reports both on a national and international scale
between 2012 and 2017. The journals studied included five
journals with the theme of gestalt approach to overcome
trauma. This research sample uses purposive sampling,
which means that this study emphasizes the compatibility
between the main research themes with various existing
research samples. Data analysis in this study consisted of
two techniques, namely quantitative data analysis and
qualitative data analysis. Quantitative analysis is used as a
study of the figures contained from the results of the
research that is prospective. While the qualitative analysis is
to analyze the data of the results of the study descriptively or
narratively against various kinds of research found.
RESULT AND DISCUSSION
The research results and research reports obtained are
studies that have the same theme. Then all the journals
obtained are analyzed one by one to find out specifically and
in detail about the similarities and differences.
Result
Meta Analysis Based on Research Objectives
Various objectives regarding the implementation of
gestalt therapy in proceedings, national journals and
international journals have various objectives. Gestalt,
analyzing the development of Gestalt in trauma victims,
developing McConville's gestalt therapy model in studying
trauma trauma, and describing the application of pregnancy
therapy to overcome trauma. Based on various studies on 5 therapy consist of: literature study, observation, interviews,
types of journals or research documentation can be and questionnaires. Based on a review of five studies on the
explained in detail in table 1 as follows. implementation of gestalt therapy, the methods / data
collection techniques used can be seen in table 4 below.
Table 1. Research Objectives of Gestalt Therapy
Implementation in Overcoming Trauma Table 4. Methods / Techniques of Collecting Research Data
Implementation of Gestalt Therapy in Overcoming Trauma
N Research Purpose Frequency Percentage
o (%) N Data Collection Methods / Frequency Percentage
1 Evaluate / Test 2 40% 2 40 o Techniques (%)
2 Analyze the effect of 1 20 1 Study of literature 2 40
3 Develop model 1 20 2 Observation 1 20
4 Describe 1 20 3 Interview 1 20
Total 5 100 4 Questionnaire 1 20
Total 5 100
Meta Analysis Based on Design
Meta Analysis Based on data analysis used
Various kinds of research on the implementation of
Gestalt therapy in Overcoming Trauma were found using
several research models or designs which include: literature Data analysis techniques used in five types of research
review or literature study, descriptive, development, case on the implementation of gestalt therapy were found to
studies, and surveys. In detail the various models of consist of: descriptive qualitative data analysis and
exposure to five studies on the implementation of gestalt descriptive statistical data analysis and inferential statistical
therapy can be described in table 2 as follows. t test. Research analysis data can be seen in table 5 below.
Table 2. Research Design Implementation of Gestalt Table 5. Data Analysis in Research Implementation of
Therapy in Overcoming Trauma Gestalt Therapy in Overcoming Trauma
N Research design Frequency Percentage N Data Collection Methods / Frequency Percentage
o (%) o Techniques (%)
1 Nonsystematic literature 1 Qualitative descriptive 4 80
1 20% 2 Descriptive statistics and
review 1 20
2 Descriptive inferential statistics t test
1 20% Total 1 100
3 R &D 1 20%
4 Case study 1 20%
5 Survey 1 20% Discussion
Total 5 100 Based on the analysis and review of the results of several
studies on the implementation of gestalt therapy to
Meta Analysis Based on Population / Samples overcome trauma there are several conclusions. First, the
Based on population or samples used in various studies general gestalt approach has a unique perspective on
obtained on the implementation of gestalt therapy consisting "negative" experiences. Human life can experience trauma
of a collection of gestalt therapy points from various books, and unfinished problems. Unfinished problems are defined
previous studies (Study Institute of Psychiatry, Psychology as stresses, trauma, and conflicts in relationships that were
& Neuroscience (IoPPN) at King's College London), experienced in the past but are not yet finished and still have
adolescents and parents, teenagers, and married couples. The internal effects. Relationship events can end, but inner
results of the analysis of the five results of the feelings such as anger, revenge, frustration, sadness, guilt,
implementation of gestalt therapy, the research sample can and shame continue to be experienced. This is the effect of
be seen in table 3 below. past problems that have not been resolved. This kind of
problem can be overcome by making contact concepts. The
Table 3. Population / Research Sample Implementation of concept of contact has an important meaning for the person
Gestalt Therapy in Overcoming Trauma so that he can relate to the environment, and grow and
develop only through healthy contact with the surrounding
N Population / Research Frequency Percentage
environment. In accordance with the eight main
o Sample (%)
1 Points / key of Gestalt
characteristics of the concept of gestalt therapy, namely
1 20% awareness, building relationships, activities here and now,
therapy: Perls, Polster,
Dreitzel, Hartmann-Köttek phenomenological, real work, attitude testing, eliciting
and Boeckh. sensitivity between counselor and counselee and carried out
2 Study of the Institute of 1 20% through the contact process [18].
Psychiatry, Psychology & Second, assistance or counseling with gestalt therapy to
Neuroscience (IoPPN) at assist in restoring the original psychological condition,
King's College London especially victims who have experienced trauma. Self-
(Children)
3 Teenagers and Parents
healing techniques in gestalt therapy can help children find
1 20% awareness, experience self-conflict or internal conflict,
4 A couple /Male and female 1 20% resolve inconsistencies, and penetrate dead ends that impede
pair
5 Teenager
the completion of unfinished business. In divorced child
1 20% trauma victims focus on preventing the occurrence of acute
Total 5 100 trauma. Gestalt counseling interventions have been shown to
increase positive behavior in group therapy settings that are
Meta Analysis Based on Data Collection Methods / not only for clinical disorders, but are also associated with
Techniques social problems including divorce cases [19]. Third,
Data collection methods or techniques used in various Mc.Conville's gestalt therapy model identifies three quality
research results obtained about the implementation of gestalt contacts in the area of adolescent-parent relations, each with
different levels of parental capacity to adapt to adolescent
developmental needs, from supporting adolescents to
dealing with traumatic adolescents. Adolescent trauma
events are explored then identify the causes of hopelessness
through adolescent self experiences. Exploration of
adolescent trauma can be done by raising positive
expectations about life. Developing optimistic hopes and
attitudes is very important when treating using gestalt
therapy in counselees who live in situations of material
shortage, trauma and complex dilemma problems [20].
Fourth, adolescent perceptions and adjustments to events in
the form of parental divorce can be negative and positive.
Teenagers can show attitudes or resistance behavior as a
result of divorce. Then we need a counseling through gestalt
therapy for divorce victims. Changing views to be positive
needs to understand the various events that cause trauma
that is coded and renewed in the mind and physical
individual that leads to new behavior so as to provide
prevention and treatment for these individuals [21]. In
addition, strategies for implementing counseling and
parental education need to be developed and implemented to
help reduce the negative effects of divorce among teenagers.
Fifth, gestalt therapy can be used to overcome trauma
problems faced by couples.
Therapy through the gestalt approach was introduced by
Frederick (Fritz) and Laura Perls in the 1940s. Gestalt is a
German term that has no synonyms in English [22]; [23].
Gestalt therapy is an approach that helps the counselee to
stay focused on the present and what is really happening
now based on past experience (unfinished business). The
counselee is asked to reenact past experiences rather than
just explaining again. Every individual has the ability and
ability to assume personal responsibility. Many therapists
ask what uses and how because therapists want to develop or
even bring up awareness at this time [24]. Being aware is
related to emotional and physical needs that help understand
and recognize true feelings and help understand others.
Gestalt therapy involves two personal agendas: moving the
client from environmental support to self-help and bringing
back the unacknowledged experience of each person [13].
The purpose of Gestalt counseling is (1) helping the
counselee to reach awareness about what is done and how to
do it. That awareness includes insight, self-acceptance,
knowledge of the environment and responsibility for their
choices; (2) the ability to interact with other people or the
environment; (3) has the ability to recognize, accept, express
feelings, thoughts and beliefs [25]. Gestalt therapy aims to
make people aware, so they can learn to deal effectively
with problems. In other words the counselee does not
depend on the decisions of others, especially emphasizing
the existence of independence that must be built alone rather
than on coercion of others in dealing with every problem.
Included in the traumatic events experienced by divorce
victims have memories of past events about divorce between
parents. Divorce certainly has an adjustment effect on
divorce victims. The process by which children, through
various embarrassing experiences (trauma) can give rise to
shame and even the whole feeling which results can be
feelings of alienation, inferiority, and general self-limitation
[26]; [27]. Divorce has an impact on the child of the divorce
agent himself in the form of trauma which results in the
child being alienated and stopping himself from association.
Adolescent perceptions of divorce highlight several positive
aspects, and negative aspects [28]. The first effect is a
positive effect of divorce in the perspective of adolescents.
These positive views or perceptions can be built by
teenagers because they gain knowledge of the background of
the divorce itself. Such as a family that is too much
argumentation, debate, the absence of mutual defeat, and the
difficulty of communication through divorce can all be
overcome. However, not all teenagers of divorce can accept
the reality experienced, giving rise to negative perceptions.
Three difficulties in making adjustments in divorce are: (1)
the pressure of dissociation disrupts adolescent mental
health and emotional strength; (2) fear of losing strong ties
with caring guardians is a key aspect of divorce trauma; (3)
divorce gives the wrong impression in the eyes of
adolescents about the reality of real people [29]. Fear of
being ignored, friend teasing and avoidance as well as
paternal mistakes, personality, and ego strength can
influence the degree of adjustment [30].
The effects of traumatic experiences are explained by
concepts called business or unfinished problems [31].
Trauma is an experience that creates shock, distress, and
disregulation in human life. This trauma creates a major
disturbance in three main areas of experience: physiological,
psychological, and relational. Trauma can be a single event,
a group of events, or a chronic situation that is repeatedly
negotiated. Various experiences that are beyond the reach of
so-called normative and it is not possible to process the
experience at this time; then the teenager enters into a state
of fear and being overwhelmed. The subsequent impact of
trauma for each adolescent usually includes a detrimental
impact on the regulations that influence, self-concept, and
interpersonal relationships [32]. In adolescents' lives, trauma
conditions have a very big impact on their lives and patterns
of relationships with others. The problem of trauma in
adolescents if it is immediately addressed will lead to new
problems, namely the emergence of post traumatic stress
disorder.
Training is given by activating or bringing out all that is
felt in the self. As for those who are in themselves there are
two alternative choices, namely rejecting the reality that
exists in him or opening up to see and accept what is really
happening now. The role of the counselor is to help the
counselee to eliminate dependency with others to be
confident in their own strengths and develop more optimally.
Gestalt therapists must be active and involve themselves
with the counselee to increase awareness, freedom, and self-
direction by the counselee. The therapist's job is to challenge
the counselee or client with the past [13]. In this way, the
counselee learns to use his consciousness fully. The therapist
avoids excessive intellectualization, diagnosis,
interpretation, and speech. This is done so that in the
therapeutic process the counselee is comfortable and able to
present problems that have long been hidden.
Implementing gestalt therapy to deal with trauma
therapists must emphasize that the counselee must have the
same vision and mission of gaining awareness of the present
moment and arising and feeling inhibitors of consciousness.
Gestalt therapists believe people change, develop and grow
when individuals experience who they really are or are
aware of who they are today. This is in line with gestalt
therapy looking at humans by emphasizing the concept of
consciousness, being able to responsibility, personal unity
and bringing back various things that hinder consciousness.
Past experience has an impact and influence on the present
due to lack of completion of past experience [13]. When the
counselee talks about the past, the counselor can ask the
counselee to revive what they are experiencing now. The
counselor directs the counselee to bring fantasy here as if it
is happening now.
Gestalt therapy techniques that can be used to overcome
past problems that have not yet been completed include the
trauma of divorce victims, including: 1) Dialogue. The
dialogue technique is done by playing an empty chair by
playing top dogs and under dogs; 2) reversal technique. The
counselor asks the counselee to play the opposite role with
the feelings that are complained of; 3) Play projection. The
counselee is asked to project to others regarding feelings
that he himself does not want to see or receive; 4) Stay with
the juice. The counselor brings the counselee to conditions
that indicate unpleasant and unexpected feelings or even the
counselee wants to avoid, the counselor urges the counselee
to keep or hold the juice [33].
Another stage of gestalt therapy consists of the first
phase, building relationships in comfortable situations and
allowing changes in the counselee; relationship patterns
created are more individualized (differ in each counselee
depending on the uniqueness and problems faced by each
counselee; relationship situations are emotional and
intuitive. In the second phase, the counselor tries to
convince and condition so that the counselee can follow the
procedures that have been determined in accordance with
the condition of the counselee, motivate the counselee and
provide an opportunity to express his displeasure or
dissatisfaction, grow and develop the counselee's autonomy,
and the counselor emphasizes that the counselee is allowed
to reject counselor's suggestions as long as there are reasons
that are responsible.In the third phase, the counselee is
encouraged to express feelings- feelings felt at this time do
not tell past experiences or hopes in the future; the counselee
is given the opportunity to experience all the past feelings
and actions in the situation here and now; the counselor tries
to find gaps h personality or aspects of the personality that
are missing to determine what needs to be done. Phase Four:
the counselee enters the fourth phase after the counselee has
an understanding and awareness about himself, about his
actions and feelings, the counseling process has reached the
final stage [34].
The application of gestalt therapy does not always access
the beginnings of dangerous depressed emotions, but rather
the therapist's drive to increase and intensify the emotions
felt and expressions that lead to unstable situations [35]. The
counselor or therapist emphasizes the emotions felt
especially in the experience of divorce trauma. The flow that
counselors can do in applying gestalt therapy for trauma
victims due to divorce is as follows.
1. Re-establish the boundaries of trauma. Encourage the
counselee to establish self-control and a sense of security
"here and now". The counselee is expected to be able to play
an active role and be able to make decisions.
2. Rebuild self-function and counselee awareness, by
providing interventions such as "I feel safe, I'm safe and
well, or I'm alive and free to do what I want". In addition to
these interventions, counselees are also trained to do
relaxation and meditation so that the counselee's feelings get
better.
3. Re-approach the trauma situation by recounting and
re-presenting the event and reviewing the place and time of
its occurrence with sensations and emotions as if they were
happening now. The task of the counselor is to convince the
counselee that now he is safe, is free, safe and alive. The
counselor helps the client to give a different ending and
slowly escape from the trauma.
4. Overcome negative counselee emotions with an empty
chair. Let the counselee vent his emotions and the
counselor's duty is to help the counselee accept his current
situation and accept change. Counselors emphasize that life
is now better and will be lived. The counselor or therapist
can combine other techniques if needed.
5. Re-establish intrapersonal relationships with family,
friends and a wider scope. Feelings of love and having
someone can help the healing process with extraordinary.
Regarding the family, the counselee in the previous stage
must be able to accept the reality of the divorce of both
parents. At this stage the counselee is asked to build
relationships with both parents.
6. Reconstruct the basic beliefs that exist in the
counselee's person and provide confidence, positive
thoughts and help find good hope for counselees [36].
Gestalt therapy is not limited to training institutions but
can also be done in an academic or school environment [37].
Gestalt therapy can be applied in the provision of guidance
and counseling services, especially in dealing with the
trauma of adolescent divorced victims. School counselors or
therapists apply gestalt therapy through services in either
individual or group settings [24]. Individual settings can be
applied by exploring trauma and counselees are given the
freedom to express themselves in various gestalt techniques.
Meanwhile, the group setting emphasizes the social
dynamics between group members. Group dynamics arise
when other members provide feedback on individual
problems based on each other's experiences. Through gestalt
therapy counseling services are expected to help deal with
personal and social problems of adolescents, especially
related to divorce cases. So that adolescents are able to
achieve physical and psychological well-being.
CONCLUSION
Domestic life is inseparable from problems. Problems
arise one after the other, some can be overcome but some are
actually not resolved and lead to divorce. Divorce cases
based on data in the field actually increase every year.
Divorce has a big impact on the development of adolescents
who can cause stress and trauma to start new relationships
with the opposite sex. This trauma occurs because the child
of a divorce victim is mentally unprepared.
Based on the results of research analyzes, gestalt therapy
has an effective performance in dealing with cases of trauma
to children, adolescents and even adults. This study
specifically addresses trauma treated using gestalt therapy as
a result of divorce between parents in their teens. Traumatic
conditions that are divided will have an impact on the
process of development and socialization of adolescents
with the surrounding environment. Counselors as service
providers use their competencies in implementing gestalt
therapy-based counseling. In the Gestalt view the effects of
traumatic experience are explained by concepts called
business or unfinished problems. Gestalt therapy looks at
humans by emphasizing the concept of expanding
consciousness, accepting responsibility, personal unity and
experiencing ways that inhibit consciousness. One important
goal of gestalt therapy is to help counselees become aware
of their experiences.
Stages of gestalt therapy consist of building relationships
in comfortable situations and allowing changes in the
counselee; counselor tries to convince and condition that the
counselee can follow established procedures; motivate
counselees, grow the counselee's autonomy; and the
counselee is allowed to reject the counselor's advice as long
as there is a responsible reason. The counselee is given the
opportunity to experience all past feelings and actions in the
situation here and now; Phase Four: the counselee obtains
understanding and awareness about self, about actions and
feelings.
More specifically how to deal with divorce trauma as
follows. 1) Rebuilding trauma boundaries. The counselee is
expected to be able to play an active role and be able to
make decisions; 2) Rebuild self-function and counselee
awareness, by providing interventions such as the statement
states "I feel safe, I'm safe and well, or I'm alive and free to
do what I want". In addition to these interventions,
counselees are also trained to do relaxation; 3) Re-approach
the trauma situation by recounting and representing the
event again and reviewing the place and time of its
occurrence with sensations and emotions as if they were
happening now. The counselor helps the client to give a
different ending and slowly escape from trauma; 4)
Overcome negative counselee emotions with an empty chair.
Let the counselee vent his emotions and the counselor's duty
is to help the counselee accept his current situation and
accept change. Counselors emphasize that life is now better
and will be lived; 5) Rebuilding intrapersonal relationships
with family, friends and wider scope. Regarding the family,
the counselee in the previous stage must be able to accept
the reality of the divorce of both parents. The counselee is
asked to build relationships with both parents; 6)
Reconstructing the counselee's basic beliefs, giving
confidence, and positive thoughts and helping to find the
counselee's hopes. Gestalt therapy can be done in individual
settings and group settings in guidance and counseling
services at school.
ACKNOWLEDGMENT
The writer would like to thank the lecturer asking Mr. Sigit
Sanyata and his classmates class BK C class of 2018 their
facilitation and assistance during the writing of the article.
Most important thing is for parents who focus on morale
both directly and indirectly.
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 Perceptions of Death in Suicide Cases of
Gunungkidul and Recommendations for Suicide
Prevention Policies: A Case Study Using
Indigenous Psychology
1st Muhammad Abdul Hadi
Faculty of Science Education
Universitas Negeri Yogyakarta
Yogyakarta, Indonesia
muhammad0723fip2016@student.uny.ac.id
Abstract—Death is perceived differently among people from
different cultures. These differences in perception stem from
the variety of natural and physical context in humans’
surroundings. Based on the existing theories, death is perceived
as a matter that is difficult to accept. However, there has been
an intriguing phenomenon that continuously occurred in
Gunungkidul, Indonesia. Official records showed that
Gunungkidul has the highest prevalence of suicide in
Indonesia. Locals commonly refer to this phenomenon as
pulung gantung. This phenomenon should be understood using
contextual perspective. Existing theories on suicide and death
have not been sufficient enough to explain the phenomenon
that occurs in Gunungkidul. Therefore, this current research
attempted to capture the suicide phenomenon in Gunungkidul
using locals' perspective. This study used descriptive
qualitative research method and indigenous psychology
approach to examine this phenomenon. We used in-depth
interviews to obtain data from seven informants. The results
showed that locals residing in Gunungkidul perceive death as a
form of transition from earth life to the afterlife. There are two
attitudes of locals toward death: passive and active. These
attitudes are achieved from the internalization of values from
the local culture. Therefore, the choice to execute suicide by
hanging is a caused a process of social learning. Based on these
results, locals’ perceptions of death should be considered when
drawing suicide prevention policies in Gunungkidul.
Keywords—Death, Gunungkidul, Indigenous Psychology,
Pulung Gantung, Suicide
I. INTRODUCTION
Death is the final stage of life that will inevitably be
experienced by every human being. Perceptions of death
vary depending on the values and cultural world views each
may hold [1]. On the other hand, death itself is a taboo
subject to converse in [2], let alone death when it occurs in
the context of suicide.
Among the factors that influence perceptions of death are
an individual's cultural and religious values, as well as
spiritual orientation [3]. This is because beliefs that surround
death are predominantly taught via spiritual teachings. This
transcendental belief is seen as an effective manner of
perceiving death as a meaningful experience for human
beings [4].
Research on perceptions of death is not a novel topic, yet
this is quite the opposite for the case that has and continues
to occur in Gunungkidul, making it essential to re-examine
the instances. In between 2015 - 2017, Gunungkidul was
named the area with the highest suicide rate in Indonesia [5].
Moreover, there exists a myth known as pulung gantung
Please do not give the page number in the header or footer.
2nd Rahmatika Kurnia Romadhani
Faculty of Science Education
Universitas Negeri Yogyakarta
Yogyakarta, Indonesia
rahmatika@uny.ac.id
which is described as a celestial object that resembles a blue
long-tailed fireball. According to the beliefs of the local
community, when there is a pulung gantung that passes or
falls into one of the settlements, then one of the people who
reside in the house will die of suicide [5].
It is important to note from the start that researchers of
this study do not claim that locals’ Gunungkidul perceives
death differently. However, the researchers argue that locals
who attempt suicide are considered a unique case which calls
for further explanation in regards to local perception on the
meaning of death.
In this study, cases of death by suicide in Gunungkidul
were examined using the indigenous psychology approach
which frames the research based on the society and its
environment. Indigenous psychology emphasizes descriptive
understanding of human function in its cultural context to
highlight the problems from the perspective of an insider,
based on his or her values and belief systems [7]. The cases
of suicide in Gunungkidul is a unique problem that does not
occur in other areas. Based on the data collected by
Gunungkidul District Police, between 2001 - 2018, there
have been 492 suicides in 18 sub-districts of Gunungkidul
Regency. Most of the victims executed suicide by hanging
themselves. An understanding of Gunungkidul citizens’
perceptions of death is considered a necessary foundation to
create appropriate interventions for suicide prevention
policies in Gunungkidul.
II. RESEARCH METHOD
This research utilized descriptive qualitative methods and
indigenous psychology approach to understand and describe
the context of death by suicide in Gunungkidul. The
indigenous psychology approach emphasizes the formation
of meaning both from the side of informants and researchers
so that the context of the problem as well as the culture
becomes central to the analysis [7].
This study was based on taboo subjects, thus the selection
of participants was predominantly based on the accessibility.
Only informants who volunteered to participate were
involved. The sample of this study consisted of seven
residents who were of different ages and in different stages
of life. The variation in age and stages of life is an essential
factor in exploring possible differences. A sample that is too
homogeneous makes it more challenging to discover nuances
that could generate new knowledge or questions [8]. The
researcher recruited the informants based on the
recommendations of Rumah Sakit Umum Daerah (RSUD),
Wonosari (Wonosari State Hospital), Gunungkidul. There
was no relationship between the researcher and informants.
The inclusion criteria were that each informant should be s of death is a transition between earthly life to the afterlife.
able to provide a narrowed focused and depth of experience. Second, death is the point of separation of the spirit from the
mortal body. All informants believed that the human body c
All informants were local Javanese residents who came onsists of a spirit and a body, while death is the point that se
from Gunungkidul and had interacted with people before parates the two: the physical or mortal body can no longer b
they conducted suicide. The seven informants were Javanese e used to perform activities, but the spirit will still live in an
who were living in a high-context culture and resided in an other existence.
area of Gunungkidul where suicide is predominant. The The belief that death is the transition to life in the hereaft
informants received written and oral information about the er is rooted in the cultural concept of the individual’s dwelli
study and the term of confidentially. They subsequently ng [11]. Someone who grows up and continues to be taught t
provided written consents. hat there is another life (hereafter) will have the belief that d
eath is not the end of human existence. Moreover, a Selamet
Data were collected via both structured and semi- an ceremony (communal feast) is held after a person’s death
structured interviews. Data analysis used the Constant as a form of sending prayers to "those who have died" [12],
Comparative Method from Moleong [10], which comprises indicating the belief that individuals will continue to live aft
of the following steps: (1) reduction of interview data, (2) er death. Landu (83) said that:
categorization, (3) synthesizing, and (4) compiling of We have (go through) two stages of life. There are
working hypothesis. the earth life and afterlife. Death is merely the en
The researcher assembled the data abstraction from the d of earth life but the beginning of the afterlife.
interviews of seven informants into units that would later be The perception that death is a transition to another life is
categorized in order to ease the data analysis process. Before a belief that is deeply rooted within the Javanese society.
categorizing, the researcher conducted the reduction of Layangkuning states that among Javanese people, death is
interview data to sort out parts of the interview verbatim that interpreted as an attempt to return to the beginning of
was relevant to the research question. This reduction process existence (sangkan paraning dumadi), hence the symbol of
was followed by the process of coding to the relevant data. human life (mortal body) is released and abandoned to move
The researcher subsequently performed a synthesis, which to another life (hereafter) [13]. Jiwo (30) expressed his
thought that:
was done to find the links between categories until it became
incorporated into specific labels, illustrated in the following Death is a separation between the physical and
table: spiritual spirits. Hence humans are composed of
two things: physicality and spirituality. So when a
person dies, that is the separation between the
TABLE I. CATEGORIES OF PERCEPTIONS OF DEATH IN GUNUNGKIDUL physical and spiritual spirits.
Code Death is a Passive Active Suicide by Perception o
Transition to Attitude Attitude Hanging f Pulung According to Samad [14], Jiwo's view that human beings
Informants
the Afterlife of of Gantung have both a body and a spirit relates to an individual’s
Suicide Suicide spiritual beliefs. Death is considered a separation between th
e mortal body and the eternal spirit towards another
Erwindu: End of life in th Fate - Imitating so A fictitious s existence [15]. Informants’ perception of death cannot be
43 years ol e world meone who tory made by separated from the concept of Eastern culture which
d had previous locals
ly done it in emphasizes the mutual coexistence and interdependence of
the past life and death [16]. Therefore, death is not perceived as the
Siswono: A move to the h - Choice Has heard of An alarm end of life but as mutually intact and related to human
52 years ereafter a lot of peop
old le who have
existence.
done suicide
by hanging
Paiman: 40 A move to the God’s sec - Quick death A cue for dea B. Attitudes of Suicide in Gunungkidul
years old hereafter ret th
In connection with the suicide deaths that occurred in
Siri: 36 Return to God - Choice Accuracy of A fictitious
Gunungkidul, informants had two different attitudes. First, a
years old death is high story made passive attitude which interprets that death is God's
by locals predetermined fate, thus there is no human intervention in
the process of dying. Suicide is believed to be the will and
Landu: 83 A beginning of Fate - Imitating Signal of dea
destiny that God has set for human beings. Second, an
years old a different life someone th active attitude, which assumes that death is a human's
who had choice. Suicide is considered as a route to death that is
previously
done it in the
deliberately chosen by suicide perpetrator.
past
Jiwo: 30 Death is The fate t - Pulung God's sign The notion of the passive attitude of suicide was based
years old the separation b hat can n gantung on one characteristic of negative religious coping. Smith,
etween the phys
ical and spiritua
o longer b
e prevent
Pargament, Koenig, and Perez [17] pointed out that the
l spirit ed person who used deferring religious coping will passively
wait for God to control the situation. When the pattern of
Didi: 18 End of human - Choice Easy to do a Affirmation "negative religious coping" appear, persons who consider
years old life and the beg nd ropes are religion significant might experience an increase in suicide
inning of available eve
another life rywhere risk [18].
On the other side, the active attitude of suicide comes
from the libertarian perspective. This perspective states that
suicide can be a carefully contemplated decision, often
rationalized as a reasonable response to avoid pain or
III. RESULTS AND DISCUSSION suffering [19]. Libertarians value freedom of choice and the
decision to die by suicide is a right and rational choice.
However, if the informants look at suicide with an active
A. Death is a Transition to the Afterlife attitude, then this perspective related to the illusion of
In general, all informants described death as having two conscious choice. Active attitude needs decision making,
concepts. First, death is interpreted as a time of life transitio which requires a balance between deliberative and effective
n. In this case, the informants believe that human life is divi processes. Active attitude toward suicide negates that if
ded into two stages: earthly life and the afterlife. The proces individuals are unable to consider the emotional aspects and
cognitive biases that occur, their decisions will be impaired,
especially in the case of suicide [20], for instance,
depression is a significant factor in suicide in Gunungkidul
[21]. Depression decreases cognitive flexibility and distorts
the affective abilities of sufferers [22], which leads the
decision-making of depression sufferers to become biased
and unbalanced. Based on this view, suicide under
depression is no longer considered an individual's conscious
choice.
1) Passive Attitude of Suicide
In this study, four informants perceived death with a
passive attitude. The passive attitude here means that the
individual has no power over death. A passive attitude is
born from the Javanese culture, which believes that human
life is defined by fate. Everything that happens is a
provision of fate that must be humbly accepted or legawa
[23], including acceptance of death as Jiwo said:
Death has always been God's secret. Besides that,
indeed, living humans must die. That has always
been (one of the) connection between God and
humans. We live because there is (God) who gives
life, then we will return (to God) again. We can n
ot know about death, we don't even know when w
e will die, in what way - we also don't know, that
includes what we previously mentioned about (the
case of) self-hanging in Gunungkidul. (It is) also
one of those things we don't know - what will
cause us to face sudden death, suddenly die.
Another informant, Paiman (40) considers suicide as fate
and predetermined provision of God so that humans should
not interfere with it. This perspective makes self-hanging
behavior in line with Javanese cultural logic of resignation
and acceptance of all the situations. The people of
Gunungkidul accept this way of death and consider it
natural because it is fate that is outside their intervention
[24].
The view that suicide is God's destiny is related to one
caracteristic of negative religious beliefs. Xie, Chen, Pan,
Tao, Li, Zhang, and Ye [25] found that hospital patients in
China who have religious beliefs are at a higher risk of
having suicidal thoughts relative to patients who are not
religious. Religious belief related to negative coping sees
that tragedies experienced by individuals are considered as a
form of God's punishment and blame, which leads to
feelings of being abandoned [26]. Those who consider
religion very important and use “negative religious coping”
are more risky to have suicidal attempts [27].
According to Karim [23], the concept of resignation to
fate is a form of the tools of surrendering to God. This
resignation and attitude of surrender are characterized by a
person’s manner of acceptance when facing difficulties. The
concept of resignation contradicts with Western assumptions
of self-defense mechanisms in the form of self-serving bias
mentioned by Myers [28]. Myers stated that individuals tend
to attribute distress to external factors outside of themselves
while attributing success to themselves. However, this is
different from assumptions of the Eastern culture, where
Ratih and Tobing [29] found that suicide offenders resign
themselves and try to accept their life as is.
In the Javanese context, there exists a term called mawas
diri, which means that individuals should introspect what
they have done [30], which includes looking closely at their
situation to find out the cause of their suffering. Suffering
and distress experienced by an individual are considered to
be a gift from God that must be acknowledged with
acceptance, thus if the problem one faces feel burdensome
and is beyond one’s capacity, suicide is then seen as an
alternative solution of accepting (nrima) God's trials. Jiwo
stated that:
If indeed the problem is burdensome and there is
no way out, (I think) it is not a problem if (a perso
n sees) suicide as a solution.
Jiwo's views on suicide as an alternative solution is a
form of helplessness. Wenzel, Brown, and Beck [31] stated
that helplessness is a belief that the future looks scary and
the problems a person faces no longer have a way out. A
meta-analysis study conducted by Valentina and Helmi [32]
showed that there is a strong correlation between
helplessness and suicidal behavior.
2) Active Attitude of Suicide
Three informants of this study perceived death with an
active attitude. The active attitude comes from informans’
view that everything humans experience is a result of their
freedom of choices. Thus a person is free to want and accept
the consequences of their choices, including death. Death by
suicide is seen as a free will that is the conscious decision of
the suicide perpetrators [33], as well as a form of escapism
from the real problem at hand [34]. Siswono (52) stated that:
Death is a certainty, but the manner of death is a
choice. Whether that choice is a success or not,
part of it is our will which I mentioned earlier.
Siswono's belief that every human being has a freedom
of action is in line with the foundation of Jean-Paul Sartre's
existentialism, which states that the human self has a healthy
and rational mind in determining decisions, including in
suicide decisions [35].
This philosophical view which states that suicide is a
conscious and rational decision excludes other factors such
as the victim’s mood, circumstances, and individual
differences. A study by Deisenhammer, Schmid, Kemmler,
Moser, and Delazer [36] found that patients who commit
suicide attempts often make risky decisions. Shanker and
Bachle [37] added that the absence of consideration of other
aspects makes the decisions taken by suicide perpetrators
unbalanced and biased.
C. Hanging as a Suicide Method in Gunungkidul
Among the methods of suicide that took place in
Gunungkidul, the choice of death by hanging was the most f
requently used. Between 2015-2017, Andari [5] stated that
91% of the victims chose the method of death by hanging.
One of the informants, Siswono (52) considered that death
by hanging was a very successful method so it was likely to
be chosen as he said:
(Suicide by) hanging, in my opinion, is the easiest
way to die. It is the cheapest too and that may also
be, because, maybe (the perpetrator) had wishful
thinking, then hang him or her self in the manner
that is common in Gunungkidul, and there are also
many who say, say the success rate is high.
The almost uniform method of death shows the pattern
of death that Siswono believed is easy and successful in clai
ming individual lives. The success of this suicide method
can spread and lead to suicidal thoughts for others who are
at similar risks of suicide [38]. This is related to cultural
mechanisms that underlie the outspread of suicide. The
similarity of methods can serve as a "guide" for individuals
who want to end their lives. A particular type of suicide
stories triggers one type of suicide [39], including
information of hanging one’s self as a choice of death.
The idea of suicide by hanging may be obtained from
social learning. Practical information about how to commit
suicide (for example, using slap straps to hang oneself,
commit crimes, or complete suicide) is acquired through
social learning [40]. Detailed and repeated information
related to suicide can normalize this behavior. The effects of
spreading suicide information can then be imitated, leading
to ideas regarding suicide [41], including the use of hanging
methods. Paiman (40) said that:
So, indeed, hanging (yourself) is the most potent
way to die in Gunungkidul. Besides, it seems like
taking medicine and so on, it seems like it does
not necessarily (guarantee) death, so just copy (w
 hat has been done successfully in the past) if you
want to die quickly, that is, by hanging yourself.
Darmaningtyas [42] states that a large proportion of the
population of Gunungkidul who work as farmers and
fishermen are familiar with rigging, thus hanging is a
method of death that is easy to imitate. Slap straps that are
often used as suicide tools are readily available, thus suicide
by hanging is an easy and economical death choice for the p
eople of Gunungkidul as Didi (18) told:
Those who hang themselves work as farmers,
gardeners, (and) fishermen use rope because I
think it is part of the equipments they use daily. It
is used in their (line of) work. You don't have to
buy poisons, or any other tools.
The choice of tools one uses for suicide is related to one’
s accessibility to dangerous objects. Pardede [43] conducted
a study of tools that are often used for suicide and found that
dangerous objects or substances that are affordable are often
used to end lives. Therefore, the affordability of rigging for
the Gunungkidul community makes it a common tool for
suicide. Moreover, according to Paiman's statement, hangin
g is the most deadly way to deliver one to their death.
D. Perception towards Pulung Galung
Pulung gantung is a cultural belief in Gunungkidul that h
as always been associated with suicide. According to
Fahrudin [44] pulung gantung is a bluish red ray at night
that swiftly flashes through the sky. In any case, where the
object appears and falls somewhere, there will soon be a
suicide.
The belief that pulung gantung is a sign of death is still
believed by some residents of Gunungkidul. Three
informants of this study perceived that pulung gantung plays
a role in causing suicide as Didi said:
Pulung gantung is a contributing factor to
suicide, (but) there (already) exists severe
problems and suicidal thoughts. Then comes
pulung gantung, it's a sign that the solution to
the problem is just hanging him or herself.
Didi's attribution of pulung gantung as one of the causes
of suicide can be seen as a form of external locus of control.
External locus of control is the belief that there are specific
reinforcers that control life or a person's behavior which ma
y take the form of luck, fate, destiny, and things that are
beyond the control of individuals [45], [46], [47], [48].
Saied, Aal, and Mahmoud [49] also stated that there is a
strong correlation between external locus of control and
suicide.
Pulung gantung is a mythical cultural belief which conti
nues to be believed by some residents of Gunungkidul as
something that has control over someone committing
suicide. According to Suwena [50], pulung gantung is
considered a legitimacy of suicide in Gunungkidul.
IV. RECOMMENDATIONS FOR SUICIDE
PREVENTION POLICIES
The result of this study facilitates a deeper understanding
of the different perceptions of death in an environment where
suicide cases have taken place. There are two
recommendations for suicide prevention that can be
considered. First, positive assistance and counseling on
religious coping. Second, the postulation of standards for
suicide coverage in the mass media.
Positive understanding of religious coping may be
associated with less psychological distress [51], including a
decrease in the risk of having suicidal ideas. At present, the
government of Gunungkidul has issued Decree Number
121/KPTS/TIM/2017 concerning the Establishment of a
Suicide Prevention Team (Tim Penanggulangan dan
Pencegahan Bunuh Diri) to reduce the number of suicides in
Gunungkidul.
This research found that some religious characteristics
related to individual perceptions of death may increase the
risk of suicide. Therefore, several teachings related to fate,
self-submission, and feelings of guilt must be reinterpreted
into positive religious coping. This understanding can
contribute through the assistance and outreach carried out by
the Suicide Prevention Team of Gunungkidul.
Suicide in Gunungkidul has also occurred through the
process of social learning. One of the most accessible social
learning tools that the government should utilize is mass
media. Detailed mass media coverage regarding suicide in
Gunungkidul may shape a person's mindset and lead to
modeling if he or she finds that the person who attempted
suicide was in a similar condition and had the same problems
[52]. So far, World Health Organization has published
guidelines for the media in regards to suicide broadcast [53],
but until now, there has been no specific guide on suicide
reporting for Indonesian journalists. Researchers of this
study also have not found any studies on the effects of
excessive suicide reporting and suicides that have occurred
in Indonesia. However, Sisask and Varnik [54] stated about
the possibility of a relationship between the types of media
reports on suicide and forms of suicide imitation. Therefore,
it is necessary to formulate a policy on mass media coverage
related to suicide, especially for suicide cases in
Gunungkidul.
V. CONCLUSIONS
This study aimed to gain a deeper understanding and
knowledge about the perceptions of death in the environment
where suicide cases have taken place, as well as people's
belief in pulung gantung in Gunungkidul. The results of this
study indicate that the informants’ perception of death is a
transition between earth life towards the afterlife. For all
informants, human existence consists of both a body and
spirit in which death is a separation between the two.
Regarding cases of death by suicide, informants have two
different attitudes: passive and active. The passive attitude is
related to negative religious coping, which leads to
resignation and helplessness, while active attitudes are
related to unbalanced and biased decision making. Pulung
gantung is seen as an external locus of control, meaning that
an external factor controls the action of suicide. Suicide by
hanging is chosen based on social learning from the
environment as well as through over-exposure from past
suicide cases that occurred in one’s community. The results
of this study should be considered to recommendations for
suicide prevention policies in Gunungkidul.
ACKNOWLEDGMENT
The authors are thankful to Banyu Wicaksono, M.Sc.,
Psycholoog. and Dr. Rita Eka Izzaty, S.Psi., M.Si., Psikolog.,
Head of Psychology Program, Faculty of Science Education,
Universitas Negeri Yogyakarta, for the providing the
necessary facilities of the paper.
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Crisis, Disaster and Trauma Counseling:
Implications For The Counseling Profession

*Kee Pau Aslina Ahmad Hsin-Ya Tang

Department of Psychology and
Counseling
Sultan Idris Education University
Tanjong Malim, Perak, Malaysia
pau_kee@fpm.upsi.edu.my
Department of Psychology and
Counseling
Sultan Idris Education University
Tanjong Malim, Perak, Malaysia
aslina.ahmad@fpm.upsi.my
Department of Psychology
Louisiana State University
Shreveport, LA, United States
Hsin-Ya.Tang@lsus.edu

Abstract— Crisis, disaster and trauma are inevitable truth of our
life, preventable but sometimes it completely avoidable as it's occur
with or without any early signs. The psychological trauma
aftermath can be devastated for individuals who have direct and or
indirect experienced the incident. As the professional counselor, we
all will encounter a client in crisis or trauma at some point in their
careers. For this reason, counselors must possess a basic knowledge
of crisis theory and intervention and must be able to recognize and
assess for symptoms of trauma. This paper provides an overview of
crisis, disaster, and trauma counseling and how each has emerged as
a counseling specialty in the last 25 years. Crises and disasters are
defined for the reader, and the DSM-5 definition of trauma and
PTSD is provided. A brief history of the specialties is reviewed,
followed by efforts of leadership organizations in the counseling
field to increase training opportunities in crisis and trauma
counseling. An overview of Psychological First Aid (PFA) is
provided and assessment practices for crisis and trauma counseling
are reviewed. The paper concludes with a discussion on vicarious
traumatization and counselor self-care.
Keywords— crisis, disaster, trauma, interventions
I. INTRODUCTION
The concept of disasters, crises and trauma have existed
for centuries, but crisis, disaster, and trauma counseling have
only emerged as specialties in the counseling field within 25
years [1]. Crisis is a ubiquitous experience and all counselors
will inevitably encounter a client who is in crisis or has
experienced a traumatic event. Thus, it is important for all
counselors to have a basic understanding of crisis and trauma
theories, assessment and interventions. According to James
(2008, p.1) [2], crisis is defined as “a perception or
experiencing of an event or situation as an intolerable
difficulty that exceeds the person’s current resources and
coping mechanisms”. A crisis can be described as a state of
disequilibrium which occurs when a person has reached a
state where their resources and coping mechanisms are
stretched too far [3]. Individuals who experienced the crisis
might have irrational beliefs toward self, others, and the
world [18]. A disaster can be natural, such as a hurricane,
tsunami, or tornado, or can be man-made, such as a mass
shooting or terrorist attack. It is a sudden event that disrupts
the functioning of a community or society and often results
in human, material, or economic losses.
II. HISTORY OF TRAUMA, DISASTER, AND
Trauma is much more difficult to define as the term has
often been used to describe almost any stressor experienced
by an individual [4]. At the most basic level, trauma refers to
the emotional response an individual has to an event that was
perceived to be physically or emotionally harmful. The
Diagnostic and Statistical Manual of Mental Disorders
(5th ed; DSM-5; American Psychiatric Association
[APA], 2013) [5] lists a traumatic stressor as:
exposure to actual or threatened death, serious
injury, or sexual violence in one (or more) of the
following ways: directly experiencing the
traumatic event, witnessing, in person, the
event(s) as it occurred others, learning that the
traumatic event(s) occurred to a close family
member or close friend..., experiencing repeated
or extreme exposure to aversive details of the
traumatic events(s). (e.g. first responders
collecting human remains…) (p. 271).
The traumatic event has “lasting adverse effects on
an individual’s mental, physical, social, and spiritual
wellbeing” (p.7) [6]. While crises are relatively brief
events, a trauma response is more extreme, enduring and
involves specific psychological and physiological
responses (Levers, 2012). Cohen and Mannarino (2015)
[19] reported that trauma exposure is correlated with
increased risks of medical and mental health problems,
such as PTSD, depression, anxiety, substance abuse,
suicide attempted and so forth. The effects of trauma are
prolonged as individuals may recurrent experiences of
the event, amplified arousal, negative thoughts, moods or
feelings and avoiding thoughts, places and memories that
related to the event [5].
While all traumas are caused by a crisis, not all
crises result in trauma [4, 17]. Crises and traumatic
events are highly subjective experiences from which
people construct their own meaning. A person’s response
to a crisis or traumatic event is often determined by
factors such as time, cultural beliefs, availability of
social supports, and developmental stages [6]. For
example, in some cultures the subjugation of women is a
common practice and the experience of domestic
violence is not necessarily considered to be a traumatic
event.
CRISIS COUNSELING
 A modern understanding of trauma began to develop in
the mid-1800s when Charcot, a French neurologist, studied
symptoms of hysteria in women [4, 7]. Charcot recognized
that many of his patients experienced sexual assault,
violence, and poverty. He determined that the symptoms
observed were psychological in nature and occurred as a
result of an unbearable experience. Charcot named this
phenomenon “nervous shock.” Charcot’s work caught the
attention of Sigmund Freud, who continued Charcot’s studies
[7]. In the late 1800s, Freud conducted a study on hysteria, in
which he determined that hysteria was a result of trauma and
that the symptoms could be alleviated through talking about
the experience.
In 1896, Freud published The Aetiology of Histeria, a
collection of 18 case studies on women [7]. In this work,
Freud described hysteria as resulting from early sexual
experiences in childhood; however, these ideas were so
unpopular at the time that he recanted his statements. Freud
resumed his work on trauma following World War I. In 1917,
he published Introductory Letters on Psychoanalysis, in
which he outlined symptoms of trauma that would later serve
as the core of the classification of post-traumatic stress
disorder (PTSD) in the DSM-III (1980) 3rd ed. [4, 7]. Freud
also expanded his concept of events that caused trauma to
include war, accidents, and any event that could result in
fatality [4].
The major catalyst for the beginning of crisis
intervention occurred in 1942 with the Cocoanut Grove
Nightclub fire, where over 400 people died [2]. Eric
Lindemann worked with many of the survivors and noted
similar emotional responses that required psychological
support. Lindemann’s work was one of the first to
conceptualize what thoughts, feelings, and behaviors may be
“normal” following a crisis or disaster. Gerald Caplan’s
experiences with the survivors of the Cocoanut Grove fire
led to some of the first attempts to explicate a crisis and to
create a crisis theory [2].
Grassroots movements in the 1970s and 1980s led to
the further development of crisis theory and trauma [2, 4, 7].
Veterans returning from the Vietnam War were exhibiting
high levels of distress related to combat exposure [7]. The
women’s movement was also gaining momentum and
women were drawing more attention to the negative
consequences of rape, incest, and sexual assault [4, 7].
Psychiatrists began to notice similar symptoms in women
who experienced sexual assault and combat veterans,
including patterns of numbing, dissociative symptoms, and
increased arousal [4]. This realization encouraged
professionals in the field to broaden their concept of
traumatic experiences.
The increased attention to crisis, traumatic experiences,
and traumatic symptoms led to the incorporation of PTSD in
the 1980 revision of the DSM-III (1980) 3rd ed. [4]. Prior to
the 1980 revision, stress-related conditions were defined
narrowly and were said to be caused by combat or civilian
catastrophes. The 1980 revision of the DSM removed lists of
qualifying traumatic events and instead listed a
“recognizable stressor” as the cause of stress [8]. Since then,
substantial revisions have been made to trauma and PTSD in
the DSM.
III. LEADERSHIP EFFORTS
In response to recent large scale disasters such as
the September 11th terrorist attacks and Hurricane
Katrina, the American Counseling Association (ACA)
has placed an increased focus on training in disaster
mental health (“Disaster Mental Health”, n.d.).
Following the September 11th terrorist attacks, the ACA
partnered with the American Red Cross to provide
training and certification as a disaster mental health
volunteer to licensed practitioners. Those who complete
the training are eligible to be deployed by the American
Red Cross either nationally or locally in the event of a
disaster.
In 2003, the ACA developed the traumatology
interest network to connect those who are interested in
learning more about traumatology with those who are
currently practicing trauma and disaster counseling [9].
This network has been useful in assisting counselor
educators in implementing the new Council for
Accreditation of Counseling and Related Educational
Programs (CACREP) standards pertaining to crisis
intervention skills. The traumatology interest network
creates and distributes fact sheets concerning crisis,
disasters and trauma, which serve as a platform for
learning skills and techniques associated with trauma,
disaster, and crisis counseling. Lastly, the Substance
Abuse and Mental Health Services Administration
(SAMHSA), an agency within the United States
Department of Health and Human Services, has
developed a working definition of trauma, described
above, and is working closely with various agencies to
promote trauma informed care [6].
In Asian countries, several studies have been done
to investigate the trauma quality improvement, crisis
management, disaster management and so forth as part
of the efforts to enhance public awareness, health
providers, as well as professional counselors of their
competencies in handling crisis and trauma during
disasters or critical incidents. For example, Stelfox et al
(2012) [20] found that there were a paucity of reliable
data, lack of integrated trauma quality improvement
activities, absence of standards of care, limited
engagement of leaders, heavy clinical workload and
limited resources. Similarly, counseling is a new concept
for Chinese people in China, and rejection of assistance
and psychological service during crisis, disaster and
trauma is pretty high, especially during the Wenchuan
Earthquake on May 12, 2008. Therefore, the Chinese
psychological professionals need to take extra miles by
incorporating culture elements in their services [21].
Changes to CACREP Standards
With the rise in human and man-made disasters,
counseling professionals began to notice a need for
properly trained professionals in disaster mental health
and crisis counseling [10]. Counselors noted that
working with clients in crisis required an additional skill
set that was not being taught in counseling training
programs. A study assessing new counselors’ self-
efficacy concerning crisis preparation and intervention skills
indicated that master’s level counseling trainees have limited
exposure to crisis assessment and skills in their training [11].
However, most trainees in the study reported having to
respond to high-level crises in their master’s level practicum
or internship or in their current workplace.
During the review standards process in 2006, CACREP
received a grant from the US Department of Health and
Human Services to study the need for counselor training in
emergency preparedness and response [10]. This was due, in
part, to the focus placed on counselors serving as responders
following Hurricane Katrina. Feedback solicited from
counselors revealed a strong support for the incorporation of
crisis training into the counselor education curriculum. For
this reason, crisis intervention techniques were included in
the 2009 revision of the CACREP standards. The 2009
revision required that counselor education programs
incorporate training regarding the effects of crises, disasters,
and other trauma-causing events and include training on
theories and models of crisis intervention, suicide
assessment, and psychological first aid [12].
IV. THE DAILY WORK OF COUNSELORS
AND THE COUNSELING PROFESSION
Regardless of the setting, counselors are likely to
encounter a client in crisis [3]. Most clients who present in a
crisis state are experiencing chronic mental illness, acute
interpersonal problems in their social environment, or a
combination of the two [2]. More often than not, counselors
will encounter a client who is experiencing a combination of
the two, such as a trauma survivor who is battling addiction
or a divorcee who is battling chronic depression. Counselors
working in agencies are likely to encounter clients living
with chronic mental illness who may have a primary
psychiatric diagnosis, in addition to other situational factors
such as homelessness and poor social support.
Differences between Crisis Intervention and Therapy
Working with clients in crisis may differ significantly
from a traditional therapeutic relationship [2, 3]. Crisis work
is much more time limited than long-term therapeutic work.
The counselor typically has to build rapport quickly and may
work with more resistant or overwhelmed clients [3]. What
may occur over the course of a few weeks in long-term
therapy may need to occur in a matter of hours in crisis
intervention. Additionally, crisis work does not involve in
depth exploration of the client’s issues. The counselor works
to understand the presenting problem, but does not explore
further. Lastly, the therapist does not aim for long-term
change in crisis counseling. The overarching goal is to move
the client from a state of immobility to mobility and to return
to his or her pre-crisis state.
Characteristics of an Effective Crisis Helper
When working with a client in crisis, counselors do not
always have the time to reflect on which techniques and
theories would be the most beneficial for the client [3]. For
this reason, counselors should be introduced to and have a
basic understanding of crisis theory and intervention
techniques. Additionally, it is helpful if the counselor
possesses some of the following characteristics: life
experience, poise, creativity and flexibility, energy and
resiliency, and quick mental reflexes [2].
Experiencing a situation similar to the client’s can
help counselors gain emotional maturity and enhance the
depth and sensitivity of their interactions with clients [3].
While personal experience can be beneficial, it is also
important for the counselor to be aware of and manage
countertransference as it arises [2]. Poise refers to the
counselor maintaining internal and emotional responses
and appearing stable and in control for the client. A
calming presence may help bring the client’s emotional
level down and can serve as a model for highly reactive
clients.
Creativity and flexibility refers to the counselor’s
ability to adapt to the crisis situation [2]. There is no
“right” way to approach a crisis situation and counselors
must be willing and able to draft a tentative course of
treatment and then get rid of it if it is not working. If
counselors attempt to adhere to a formula approach to
crisis intervention then they will likely be doing clients a
disservice. Energy and resiliency refers to the
counselor’s personal wellness. Crisis work can be
exhausting and can have many downs. It is important
that counselors practice wellness to promote resiliency,
which will be discussed further below. Lastly, crisis
counselors must possess quick mental reflexes. Crisis
work requires more activity and directiveness.
Counselors need to be comfortable and assured in
making quick decisions, especially in the assessment and
action phases.
V. ASSESSMENT IN CRISIS COUNSELING
Assessment in crisis counseling is done rather
quickly and with limited information [14, 2]. For this
reason, the counselor must be able to ascertain the
difference between a client who is emotionally upset and
a client who is in a state of crisis [14]. Importance is
placed on an accurate assessment because it is the
baseline for the interventions and treatment planning. An
assessment tool, such as the Triage Assessment Form
(TAF) [15] is helpful in assisting counselors in providing
quick, effective and accurate assessments [2]. The TAF
was developed to serve as a reliable and easy to use tool
so that counselors with limited assessment skills could
use the form without difficulty.
In addition to formal instruments, the counselor can
utilize informal measures to assess the client’s affective,
behavioral, and cognitive states [2]. The goal of these
types of assessments is to gauge the severity of the crisis,
the client’s level of mobility, assess for suicidality or
lethality and to assess the client’s ability to think about the
situation in a logical manner [2].
Recognizing Symptoms of Trauma and PTSD
Recognizing possible indicators of PTSD is an integral
part of crisis counseling because it may be a precursor to
some crisis situations such as a substance abuse, or an after
effect of others, such as sexual assault [2]. PTSD frequently
presents with a comorbid diagnosis, such as depression or
substance use, and symptoms often get overlooked when the
focus is placed on the personal or interpersonal distress that
occurs as a result of the PTSD [4, 7]. Clients presenting with
symptoms of trauma may seek treatment after a clearly
identifiable traumatic event such as a disaster, illness, or
assault [4]. Counselors may also encounter situations where
the trauma presentation is less obvious and past traumatic
experiences are contributing to current difficulties.
For the response to be considered PTSD, the DSM-5
states that following a traumatic stressor, an individual must
experience symptoms in four clusters: intrusion, avoidance,
negative alterations in cognitions and mood, and alterations
in arousal and activity [5]. Intrusion refers to re-experiencing
the event through nightmares, flashbacks or spontaneous
memories of the traumatic event. Avoidance is marked by a
persistent evasion of reminders of the event. Negative
alterations refers to the range of negative emotions, beliefs,
and cognitions (guilt, shame, anger) that an individual may
develop as a result of the traumatic event. Alterations in
arousal is marked by hypervigilance, aggressive or self-
destructive behaviors, and sleep disturbances These
symptoms must cause significant impairment in an
individual’s functioning and symptoms last for at least one
month.
Trauma assessment is most commonly done through a
structured clinical interview; however, counselors may find it
useful to use additional assessment tools to increase
understanding and treatment of a multitude of potential
trauma responses [4]. It is also important for counselors to
recognize symptoms of trauma so they can make accurate
referrals in the action phase, when necessary. Counselors
should be able to recognize when they are working outside
of their competence and may risk doing more harm because
of an ill-informed approach.
V. PSYCHOLOGICAL FIRST AID
Psychological first aid (PFA) has become the basic
approach that clinicians use when responding to crises. This
approach attends to Maslow’s hierarchy of needs in which
physical needs and safety are addressed before moving to
emotional stabilization. Given the time-sensitive nature of
crisis work, this approach is not meant be curative. Rather, it
is meant to alleviate the problem until further action can be
taken. PFA is a non-intrusive method that offers practical
assistance and stabilization. PFA is not meant to serve as a
full-blown theory or intervention model. It is the basics of
crisis intervention. Although PFA is presented in a step-by-
step manner, crises are chaotic and often do not occur in a
linear format [1]. For this reason, assessment is a continuous
and ongoing process when working with a client in
crisis.
The first three steps are focused on attending,
observing, and understanding the client’s problem
(James, 2008). In the first step of PFA, counselors use
their core listening skills to define and understand the
problem from the client’s perspective. In the next step,
counselors assess the client’s safety and work to
minimize physical and psychological dangers. The third
step involves providing emotional, instrumental, or
informational support. The type of support is dependent
upon the needs of the client; however, this is when the
counselor shows the client that they are valued and
supported.
The final three steps of PFA are focused on taking
action [2]. In the fourth step, the counselor and client
examine appropriate choices that are available to the
client. The amount of input from the client is dependent
upon his or her level of distress. The counselor and client
should examine social supports, coping mechanisms, or
behaviors the client can engage in to get through the
crisis, and positive and constructive thinking patterns to
help reduce stress and anxiety. The fifth step in PFA
involves making plans. The counselor and client identify
additional people and referral sources that can be
contacted for immediate support and develop concrete
actions that the client can do in the moment. This step is
central in the client regaining control and autonomy. The
final step involves obtaining commitment from the
client. This step is often very brief and the goal is to have
the client commit to one or more behaviors that will
assist in restoring them to their pre-crisis state.
V. COUNSELOR SELF-CARE
Crisis, disaster, and trauma counseling is
challenging work and counselor self-care is an important
and essential aspect [4, 7]. When working with clients in
crisis or with people who have experienced intense
psychic trauma, counselors are also at risk for
experiencing vicarious traumatization (VT), or stress
resulting from working with clients who have been
traumatized or are suffering (Levers, 2012). Counselors
may be at risk for experiencing symptoms similar to their
clients. One way to mitigate the chances of experiencing
VT is to seek out supportive and regular supervision [7].
Experiences in supervision often reflect experiences in
the counseling relationship and ongoing supervision may
assist practitioners in recognizing when they may be
experiencing symptoms of VT.
Counselors must take the time to promote their
emotional, physical, mental, and spiritual well-being [13,
16]. Self-care is a time for reflection, healing and
growth. Without it, the effectiveness of the crisis and
trauma work may be diminished. Counselors cannot
effectively assist in clients without attending to their own
emotional needs. When they engage in self-care, they are
able to remain present and fully attend to the needs of the
client. Counselor self-care can also assist clients in
developing resiliency. While crises and trauma can be
painful experiences for both the counselor and the client,
working through them provides an opportunity for the client
to recognize their strength and ability for growth.
[14] Hoff, L., Hallisey, B., & Hoff, M. (2009). People in crisis:
Clinical and diversity perspectives (6th ed.). New York: Routledge.
[15] Myer, R. A., Williams, R. C., Ottens, A. J., & Schmidt, A. E.
(1992) Crisis intervention: A three-dimensional model of triage.
Journal of Mental Health Counseling, 14(2), 137-148.

[16] Duarte, M. E. (2017). Counselling and well-being: On road to

ACKNOWLEDGMENT
This paper is based on the research project entitled The
Development of School-Based Mental Health First Aid For
Managing Students' Psychological Distress. The authors
would like to extend their gratitude to the Research
Management and Innovation Centre (RMIC), Sultan Idris
Education University (UPSI) for the University Research
Grants (Code: 2018-0120-106-01) that helped fund the
research.
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 Abstract

TEENAGERS WITH SELF-HARMING BEHAVIORS

Haniza Rais, Aina Sukma Mohd Zohdi, Siti Kholijah Kassim

International Islamic University Malaysia (IIUM)

hanrais@iium.edu.my

(012-2929 468)

Several studies have shown that teenagers used self-injury as a way to

cope with their life crisis (Evans et. al., 2004, O’Connor et. al., 2010 &
Madge et. al, 2011). A qualitative study was conducted to explore the
triggers to self-harm behavior among teenagers at one local secondary
school in Malaysia. The study explored the teenagers’ self-injury acts that
were shared in a group counseling. Five teenagers aged 16, who practiced
self-harm were invited from either individual counseling or snowballing
technique among the affected friends. The result indicated that teenagers
resorted to self-injury due to stress coming from pressure in relationships
with family members and friends.

Keywords: teenagers, self-harm, self-injury,

 PARENTS’ PERCEPTIONS ON ADOLESCENT’S ROMANTIC RELATIONSHIPS

Sugiyanto
Psychology and Guidance Education Department
Yogyakarta State University
Yogyakarta, Indonesia, sugiyanto@uny.ac.id

Syamsu Yusuf, LN
Psychology and Guidance Education Department
Universitas Pendidikan Indonesia
Bandung, Indonesia

Abstract

Parents’ perception about the romantic relationships among the early adolescents (Middle
School) has become an interesting phenomenon in which this will bring some impacts on their
parenting patterns. For parents, dating phenomenon among early adolescents then comes to be a
dilemma. They are facing two decisions: allowing or prohibiting their middle-school-age
children to do so. In one hand, if it is prohibited, the parents are worried if their child will choose
to have a backstreet relationship, consequently making such condition getting worse. On the
other hand, if allowing, the parents are worried that their children are unable to control
themselves and this would make their romantic relationship progresses differently as expected
and negatively brings an impact on their studies. The different parents’ perception about the
adolescent dating, in turn, will determine their parenting patterns to their child that has or has not
started dating. Observing the parenting patterns to early adolescents (at Middle School) comes to
be interesting then.

This research involved 123 parents in Yogyakarta, Indonesia. A number of questions were given
to the parents in relation to their perception about dating, things they do in parenting their child
that has and has not started dating. The data analysis was conducted using the mixed descriptive-
quantitative and qualitative method. The results of this research showed that parents had a
perception about the adolescent dating and identified some parenting acts of parents towards the
adolescents having and not having a romantic relationship.

Keywords: parents, romantic relationship, middle-school-age students

I. Introduction
For adolescents, one of decisions they must have in terms of inter-gender relationship is to
have a date or not. The perception about the dating concept has changed along with the
development of generation in which the today dating behavior is getting more unrestricted and
permissive with the much earlier onset (Guzman, et al., 2009). Romantic relationship is defined
as an on-going voluntary interaction with a mutual acknowledgement and typical intensity
commonly characterized with the affectionate expression that might involve a sexual behavior
(Collins, 2003). Furman and Shaffer (2003) stated that romantic relationships among adolescents
can last temporarily and narrowly; however, such relationship might play an important role in the
teenage lives, stimulate a very strong emotion, bring a significant impact on both health and self-
adaptation (Bouchey & Furman, 2003).
The phenomenon of adolescent dating (Middle-school-age children) becomes a dilemma
for parents. It goes awry for parents to decide whether they should allow their middle-school-age
child to start dating. In one hand, if they prohibit their child, the parents are worried if the child
will choose to have a backstreet relationship; consequently making it worse. On the other hand,
if their child is allowed to start dating, it is worried that the child is unable to control him/herself
and this romantic relationship will get more intense; eventually badly disrupting his/her studies.
At this point, the different perspective of parents about romantic relationship at the middle school
age determining the parenting patterns as well as the implementation of rules in the family is a
subject interesting to be studied.
Perception about the adolescents dating is different between western and non-western
culture. In the west, people agree with the romantic relationship among adolescents for being
seen as a part of task in adolescent development (Collins, et al., 2009; Connolly & McIsaac,
2012; Furman & Shaffer, 2003). In contrast, the non-western culture has a different perception
(Markus & Kitayama, 1991; Okazaki, 2002). However, the globalizing west culture undeniably
has brought an impact on the culture in the non-western countries and internalized the
adolescence concept in those countries about romantic relationship. A number of researchers in
eastern countries assumed that there has been a shift in the adolescence concept from previously
holding the original tradition to western culture (Okazaki, 2002) adopted through any various
media (Bachen & Illousz, 1996).
The role of media such as television, magazine, songs, and social media on internet has
made the passionate love popular, later on creating a freedom among adolescents in choosing a
partner. The adolescents have a way to adapt the local culture to others they accept with an aim
to make it suitable with their needs (Connolly & Mc.Isaac, 2009). Having a romantic relationship
seems to be undeniable among adolescents considering that the adolescence age range to
marriage phase is still far. More adult persons postpone their marriage in which even though they
have made a romantic relationship, it does not guarantee that their relation can run well or will be
ended in a marriage.
This research aims to observe the perception of parents about inter-gender relationship in
relation to the rules implemented by parents in parenting their middle-school-age children
associating with peer of the opposite sex, the reasons of parents not allowing their middle-school
child to start dating, behavior of middle-school-age students allowed to have a romantic
relationship and the behavior of those prohibited to do so.
The issues about the parent’s perception towards the inter-gender relationship and dating
behavior need to be studied as the adolescent behavior today has become a matter that needs to
be concerned particularly for the viability of a nation in future. The inter-gender relationship has
 brought some impacts on adolescents in their social life and personality to be mature, strong,
tough and supple or otherwise. Meanwhile, the romantic relationship for adolescents at
beginning seems to start a car without having a driving skill, and through the positive experience
and guidance the adolescents gradually learn how to control the car and him/herself to reach the
destination without any worry of a risk (Furman, et al., 2007). Adolescents can face any
challenges to obtain the romantic skills directly through their experience when choosing to have
a date. Conversely, postponing to have a romantic relationship until being adult or even not to
have it at all before getting married is also a choice for an adolescent for more concentrating
energy on school activities, doing sport or other positive and beneficial activities.

II. Method
Collecting data on the inter-gender relationship was conducted using the open-ended
questionnaires containing the open questions as the results of the adaptation from the
questionnaires developed by Kim (2009). The questionnaires is one of instruments from the
Indigenous Psychology method used to learn the behavior in accordance with the local culture
context (Kim & Berry, 1993).
A number of questions proposed were to reveal the parents’ perception about the inter-
gender relationship, perception about permission or prohibition for the middle-school-age
students to have a romantic relationship and the rules on the permission and prohibition to those
students to have a date. The data obtained were then analyzed using the cross tabulation by
inputting the processed quantitative data and quantified qualitative data. 123 parents of students
from four junior high schools in Yogyakarta were involved as the research subjects determined
based upon: State Junior High School, Private Junior High schools, and Islamic Junior High
Schools (MTs). The technique in collecting data was by using the open-ended questionnaires
and data analysis was by using the descriptive-quantitative analysis.

III. Results and Discussion

Results
The results of the research about the parents’ perception about the inter-gender
relationship and the dating concept among the middle-school-age students were started with the
instrument preparation discussed in a round-table discussion in research group. The results of
data collection from the parents of students in four Junior High Schools in Sleman Regency
included: a) data on the rules implemented by parents in parenting their children in associating
with the peers of the opposite sex, b) data on the consideration or reasons of parents to prohibit
their middle-school-age child to start dating, c) data on the allowed behaviors if the middle-
school-age students have started dating and d) data on the prohibited behaviors if the middle-
school-age students have started dating.
The data were then processed and analyzed using the qualitative-descriptive method and
quantitative-descriptive method. The data from the research results were then presented as
follows:
a. Rules implemented by parents in parenting their middle-school-age children to associate
with the peers of opposite sex.
It was found that 98.4% parents implemented the rules telling about what their
middle-school-age children should do in associating with the peers of opposite sex:
 Table 1. Rules implemented by parents to parenting their middle-school-age children to
associate with the peer of opposite sex.

Rules implemented by parents in parenting their middle-school-age child in associating with the peer of opposite sex
35.8

30.1

1 2 3 4 5 6 7 8 92 10
18.7

4.9
3.3
0.8 1.6 0.8 0.8 1.6

Remarks:
1. Explaining the detailed rules in association
2. Prohibiting to associate with peers of opposite sex
3. Monitoring the association with peers of opposite sex
4. Limiting the association with peers of opposite sex
5. Giving an advice
6. Monitoring the association of their children
7. Keeping their reputation in making association
8. Associating only with friends
9. Being selective in making association
10. Prohibiting to go alone with peer of opposite sex

b. Reasons of parents to not allow their middle-school-age child to have a date.

92.7% parents were found not allowing the child to have a date.

Table 2. Reasons of parents to not allow their middle-school-age child to have a date
 Reasons of parents to not allow their middle-school-age child to have a date
42.3

35.8

1 2 32 4 5 6 72 8 9

4.9
2.4 3.3
0.8 0.8 0.8 1.6

Remarks:
1. Being underage
2. Unable to control emotion and reasoning
3. Still single
4. Still being unstable
5. Disrupting the concentration in study
6. Disrupting future
7. Prohibited by religion
8. Dating is unnecessary
9. Answers not suitable with question

c. The allowed behaviors of middle-school-age students having a romantic relationship

Table 3 presents a number of allowed behaviors of middle-school-age students having a
romantic relationship.

Table 3. Allowed behaviors of middle-school-age students having a romantic relationship

Allowed behaviors of middle-school-age students that have had a romantic relationship

17.2

1 2 32 4 5 6 7 8 9

4.9
4.1
3.5 3.3 3.3
1.6
0.8 0.8

Remarks:
1. Mutual cooperation for learning motivation
2. Associating with more than 2 persons
3. Using social media
4. Just as a friend
5. Only meeting in school
6. Positive behaviors
7. Open
8. Not violating the religious norms
9. Answers not suitable with questions
d. The prohibited behaviors of middle-school-age students that have a romantic relationship
include:

Prohibited behaviors of middle-school-age students that have a romantic relationship

30.9

19.5
1 2 3 4 5
17.9 6 7 8 9 10

5.7 5.7 6.5

3.3
0.8 1.6 0.8

Remark:
1. Being closer and having physical contact
2. Still in reasonableness
3. having a backstreet relationship
4. violating the religious norms
5. being transgressive
6. doing promiscuity
7. going out alone with the peer of opposite sex
8. having a risky behavior
9. excessive behavior to the peer of opposite sex
10. Answers not suitable with question

Discussion
Based on the data on the aspect of rules implemented by parents in parenting their
middle-school-age child in terms of the association with the peer of opposite sex, it was
mostly in restricting their child to associate with the peer of opposite sex (35,8%), giving an
advice (30,1%) and associating only with a friend (18,7%). It then explains that the age of
middle-school child is in the social development of adolescent in which the association and
social interaction with the peers are getting more extended and more complex in comparison
to the previous times including in the association with the peer of opposite sex. It also occurs
in the typical emotion development today called as storm and stress/Heightened Emotionality,
a period describing an uncertain, unstable and explosive emotionality. The increasing
sensitivity of emotion is more frequently manifested into being bad-tempered, seclusive and
commonly being nervous such as being restless, anxious, sentimental, frequently biting the
nails and scratching the head. This consideration is assumed as the parents’ reasons to
implement and restrict the association of their middle-school-age children.
 In terms of the aspect for the parents’ reasons to not allow their middle-school-age child
to have a romantic relationship, there were three main reasons including still underage
(42.3%), disrupting the concentration in study (35,8%), and prohibited by religion (4,9%).
This can be explained that the adolescence at the middle-school age is seen not the right time
to know about romantic relationship and there is a worry that it could disrupt the
concentration on study. Moreover, in religion – particularly in Islam, the dating concept in
terms of associating with the peer of opposite sex is unacceptable though at the early
adolescence (middle-school age), the emotional development among adolescents, along with
the sexual maturation, starts coming out to the peer of opposite sex – mostly termed as fall in
love.
Based on the data on the aspect of the middle-school-age students allowed to have the
romantic relationship, it was found three main behaviors allowed by the parents including:
mutual cooperating for learning motivation (22,8%), as a friend (17,1%), and being open
(4,1%). It explains that parents allow their child to have a romantic relationship for the
motivation and cooperation in study, mutually stimulating the learning achievement and the
relationship built is just in friendship, and more open to parents and friends.
From the data on the aspect of the prohibited behaviors of the middle-school-age students
that have a romantic relationship, there were three main rules prohibiting the child to do:
going alone with the partner (30.9%), being promiscuous in association (17.9%), and doing
promiscuity. This could be understood as parents are worried with the dating style of today
adolescents that can emerge many problems for themselves, parents and people surrounding
and no exception the middle-school-age students that have had a date. Here, 92.7% parents
prohibit their child to have a romantic relationship.

IV. Conclusion and Recommendation

The results of this research showed a number of conclusions: 1) 98.4% parents have
implemented rules stating about what things the middle-school-age students should obey in
associating with peer of opposite sex. The rules mostly were to restrict their middle-school-age
child to be associated with the peer of opposite sex, give an advice and dan restrict the
association only as friend, 2) 92.7% parents prohibited their child to have a romantic relationship
considering three main reasons: being underage, disrupting the concentration for study, and
prohibited by religion, 3). The allowed behaviors of middle-school-age students that have a
romantic relationship include: mutual cooperation for learning motivation, associated only as a
friend, and being open, 4) the prohibited behaviors of middle-school-age students that have had a
romantic relationship included going out alone with the partner, being promiscuous in
association and doing promiscuity.
A number of recommendations are given including: 1) inter-gender relationship for the
middle-school-age students is a matter needed to understand the adolescence development by
preventing anything that can causes the habit of the inter-gender relationship; 2) the middle-
school age that is still at the early adolescence needs a parenting, friend for share, roles of people
surrounding such as parents, teachers, or friends that might lead the middle-school-age students
to normally pass the adolescence age.
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 Developing the Material Guidebook on Parents
Gathering to Improve Parents and Teachers’
Knowledge of Children Care
Muthmainnah Nur Hayati
Early Childhood Education Department
Early Childhood Education Department
Faculty of Educational Science
Faculty of Educational Science
Yogyakarta State University
Yogyakarta State University
Yogyakarta, Indonesia
muthmainnah@uny.a.id
nurhayati@uny.ac.id
Arumi Savitri Fatimaningrum
Early Childhood Education Department
Faculty of Educational Science
Yogyakarta State University
Yogyakarta, Indonesia
arumi@uny.ac.id
Abstract—this research has the aim of developing a
material guidance on parents gathering to improve the
knowledge of children care among parents and
teachers. Despite the themes in the material guidebook,
there are fifteen titles available. This research is a
developmental research using Borg and Gall model.
The data collecting technique uses questionnaire with
scale instrument. The technique of data analysis was
done in a quantitative way. The result of the research
shows that the development of the guidebook prototype
of parents gathering is worthy to have a trial test in the
field with some revisions. This could be seen from the
judgment of material experts that show the score
average of material validation as big as 63.4 or 64%
(adequately worthy). Besides, the result of readability
test by 42 teachers show the data that 3 teachers
(7,2%) stated that it is very good , 32 teachers (76%)
stated that it is good, and 7 teachers (16.8%) sated that
it is good enough. Next the scoring data from media
validator gains the average score of 95,8% or 96%
(worthy).
Keywords— development, guidance, parents gathering,
children care
I. INTRODUCTION
Family is the smallest social unit in the society that
has an important role in children education. If
children have enrolled in an institution, the main
persons who take the responsibility of the children‟s
education are still their parents. Parents are
considered the one who most understand the
children‟s condition, with whom most children‟s time
is spent at home with their family, especially the
parents. This opinion is supported by Sunar who
states that parents are figures who should for the most
part know when and how their children could learn in
the best way. The general Council of the United
Nations [10] also asserts that the main function of a
family is “as the place to educate, care, and socialize
the children, develop the capability of all of its
members in order that they are able to do their
function well in the community, and give the sense of
expectation or the vice versa, too low expectation. Next,
they do not be good listeners, they are not consistent
in applying discipline, they let their children watch
too much TV, they allow their children to eat too many
sweets, and they are overprotective. All parents surely
have good intentions for their children. However, the
Rina Wulandari
Early Childhood Education Department
Faculty of Educational Science
Yogyakarta State University
Yogyakarta, Indonesia
rina_wulandari@uny.ac.id
satisfaction, and a healthy environment in order to
reach a wealthy family.” In this matter, the parents‟
role is deemed to give a greater contribution than
other party does. There is no school to be parents, but
at least parents could learn from the way their parents
care and educate them. It is expected that they
maintain the good values and discontinue the bad
values. Aristotle gave a meaningful message about
the role of parents, that is “we might not been able to
prepare a future for our children but at least we could
prepare them to face the future.” Those meaningful
statements should become the motivation for parents,
to always improve their knowledge and do some
reflection on their style in caring them these times
that are surely giving influence to children‟s
personality development.
Education in a family has a strategic value in giving
examples and laying the important base through
habituation. This is in line with Djamarah‟s opinion
[6] that states that parents‟ model and habits are not
separable from their children‟s attention and
observation. The value taught by their parents will be
obeyed by the children. Family education is very
crucial to one‟s democratic attitude. The appreciation
toward children as a human being that has their own
view based on their experience, started from their
parents‟ or family member‟s appreciation [13].
In the guardianship by their parents at home, some
problems related to mal-nurture frequently occur.
Based on the observation the forms of mal-nurture are
protecting but overprotective; loving but by too much
spoiling; motivating but by comparing the child with
other children; conditioning a child by threatening;
frequently make a decision without listening to and
involving the children; and other kinds of nurture.
Some parents generally tend to only continuing their
parents nurturing style without making a reflection
whether the education they did give positive or
negative impact to the children. Shonkoff [13]
strengthened this idea by stating that the mistakes of
some parents are first, they are frequently impatient
in facing the children. They put a too high
intention should also be accompanied by good ways. An
example is the good intention to protect their
children. Some parents are not aware if their good intention
is sometimes in a way too much. It results in a big number of
prohibition or limitation to the children. For sure too many
prohibitions and being over protective in turn could make
the children have low level of confidence and
independence. Besides, loving children does not have to be
accomplished by granting all that the children want and not
letting the children to encounter any difficulty. Parents need
to think wisely that difficulty and challenges would
make the children to be great and ready in facing the future.
In the frame of making an effort on giving good and
qualified nurture, The Education for Early Aged Children
(PAUD), teachers, and parents need to make synergy, in
order that the result of learning and the children‟s
development could be optimum. Epstein
[7] mentioned one form of synergy with parents is by
making a parents‟ meeting, in which they are given
education in order that their knowledge and skill in
nurturing their children get better. If the parents‟ knowledge
on the growth and development of their children is
expected that getting better, then it be expected to, result
in positive impact on their children parenting style. In
other words, parenting will be more qualified because the
parents had gained adequate knowledge on children‟s
development. Parenting is a process of raising and
supporting the children‟s physic and mental
development that include emotional, social, spiritual, and
intellectual aspects from infant to adult [11] It is also
interpreted as an educational effort done by the family by
making use of all resources available in the family and
environment [9]. Through the parents gathering it is
expected that the parents are more able to understand the
children‟s development, knowing about the suitable
parenting style, being able to create home condition that is
supportive to learning, and helping the teacher in gaining
information about the children and at the same time
improving the quality of parenting.
In the activity of parents gathering, the institution of PAUD
could invite an expert or resource that explains them
about a trending topic or information needed by parents.
The theme in a parents gathering should be adjusted with
general problems that are usually experienced by parents
and their children. As the resource person, they could invite
the parents to have a reflection in parenting like: the
contribution of parents modeling to their children, the
impact of prohibiting their children in a way too much,
the
the teachers could also use the guidebooks as the
material for parents gathering activity, in which the teacher
could take the role as a resource person who accompanies
the parents gathering. The teachers could help the parents
in optimize the development of their children before they
come to the referral stage.
II. METHODS
The development of guidebooks prototypes is done based
on the product developmental model of Borg & Gall [1], but
it is only done until number 5 that is revising the main
product, as suitable with the advice from the early field test.
The research is located in Sleman, Yogyakarta.
harm of threatening their children frequently, managing the
use of gadget in children, the way to motivate children, is
my kids ready to join elementary school and in addition,
other interesting themes.
Based on observation in three kindergartens in Bantul,
the data that some parents and teachers are still using
threats in conditioning their children are found. For
example, if they do not finish their tasks then they will go
home at the latest turn, if the children are stubborn or
difficult to direct they will call their dads or police
officers, and any other threats. Besides, some parents and
teachers motivated the children by comparing them with
other children, for example, they said “He could do it,
why don‟t you? Come on do it. Be ashamed to your
friends.” These statements are for sure able to lower the
children‟s self-esteem. There were also some parents and
teachers who gave advise or scolded their children in
public so the children become very ashamed and lower their
self-confidence. Sometimes, prohibitions are also given by
some parents without giving any explanation or reason why
it is prohibited. For examples they prohibited their children
to buy some toys, they simply prohibited, scolded their
children without giving an understanding why it is
prohibited, and give an alternative activity or toys to the
children.
Some parents and teachers also rarely give reinforcement or
appreciations to the children. Some parents even in general
give more emphasis on the children‟s negative behaviors.
If the negative behavior that are not expected by the
parents they will scold the children at once, but if the
positive behaviors occur, some parents simply let it happen,
they keep silent and they do not give any appreciation or
reinforcement to the children. The problem related to the
development and behavior among the children often
happen, but some teachers do not have any alternative to
solve them. Some parents frequently have consultation with
the teacher in relation to their children‟s behavior, but
teachers are not able to take a deep look on the cause of
the children‟s different behavior and they are not able to
design alternative strategy to change the children‟s behavior
yet either. If the nurture given to the children is
inappropriate, it is unexpectedly able to hinder and be
disadvantageous to children‟s next development [12]. In
responding to the problems that occur in the field and in
considering the importance of the parenting quality, the
researchers would like to design a prototype of parenting
material guidebooks. These books contain interesting
themes that are appropriate to the needs of the field. They
could be useful to improve the knowledge of the parents
and the teachers about the children‟s growth and
development, the parenting style and their impacts to the
children‟s development. These guidebooks could be useful
for the parents as a reading material to improve their
knowledge, attitude, and skills, especially related to the
nurture or parenting. Besides,
The development procedure refers to the development by
Borg and Gall [2] that involve the stages of preliminary
study (literature study and need assessment), the stage of
product development, instrument preparation stage, parents
gathering guidebook prototype development stage, and
expert examination stage ( material, content, and readability
test). This research uses the data collecting technique in the
form of questionnaires or scale, with the instrument of
quantitative data in the form of scale. The data analysis
technique is done in descriptive quantitative way. The
analysis result of expert examination is used as the basis to
make a revision on the media in order that it is suitable for
the early aged children development stage. The quantitative
data gained through the scoring of the instrument by
experts. The quantitative data is then conversed into
qualitative data with the percentage formula to reveal
the quality of the product.
. become a resource person or informant for the parents in the
II. RESULT AND DISCUSSION
Result
The result of Focus Group Discussion (FGD) with
Kindergarten Teachers
This research consists of a number of activities series like
doing literature study and the identification of the needs of
developing parents gathering guidebook in Kindergarten.
This research is done by exploratory literature by
studying various theories of parents gathering. Besides,
the researchers also do interviews with some teachers
and principals of some kindergartens to know the
administration of parents gathering that have been done in
the kindergarten. Based on the interview, there is
information that parents gatherings have been done
in the kindergartens, using the term „parenting‟. Next
from the interview it is also found information that there
are some difficulties in the administration of parents
gathering such as determining the suitable themes,
difficulties in finding resource person, and difficulty in
determining the time in order that most parents or even all
parents could join in the activity of parents gathering. To
answer the problem related to themes, the researcher
tried to construct a prototype of
the judgment of the material (content) validator, the
prototype of parents gathering guidebook needs some
revision. The scoring data from the validator is from the
writing structure that include grammar, vocabulary, and
sentence structure, it gains score 3 (Good), from the
readability side that include the use of sentences that are
easily understood, it gains score
4 (very good); the completeness and the orderliness it
gains score 2 (enough). Next from the content of the
guidebook that includes the preface, relating the relevant
theory, contains the solution or alternative solution gains
score 2 (enough). In details, the result of scoring of the
validation of the material is seen in Table 1.
Table 1 it is obvious that the material validator give
average score 63.8% or 64 %. This shows that the
guidebook of parents gathering to help the teachers and
parents in improving the knowledge quality related to
parenting, and at the same time to motivate the teachers to
activity of parents gathering.
The Themes Selected for the Parents Gathering
Guidebook
In this research, the materials are arranged based on the
previous research that is a research by Muthmainnah that
mentions themes of the problems of social emotional of the
children in related to the education. The themes are: getting
used to lie in front of the children, frequently threatening the
children, prohibiting the children too much, father and
mother are not unified in taking care of their children, not
consistent in applying discipline, motivating children by
comparing them with other children, and being
overprotective to children. From the result of the previous
research, the researcher then gives additional themes
based on the observation in related to the needs and
problems experienced by most kindergarten children, and
having a focused group discussion with teachers.
Whereas the material developed in the parents gathering
guidebook are: the chicken will die if you do not eaten up
the meal, getting used to lie to the children, frequently
threatening the children, having too many prohibitions,
father and mother are not unified in taking care of the
children, being not consistent in applying discipline,
motivating by comparing their children with others, often
blaming the children, scolding children in public, giving a
too high expectation or the vice versa, too low expectation,
being over protective to the children, my kids are able to
sing adult songs-and they do it while dancing too, when our
kids are bullied by their peers, managing the use of gadget
for children, and is my kid ready to join elementary school.
The fifteen materials are arranged in three subjects that
include preface, the following impacts, and alternative
solutions that could be done by the parents and teachers in
handling the children‟s problems. The materials try to relate
between phenomena and relevant theory in order to
strengthen the treatment or actions that could be done by the
parents as solution for the problem. Besides, the materials
are arranged in simple statements in order that they are
easily understood by the readers, especially the teachers and
parents. In order to result in a worthy parents gathering
guidebook, the researcher use expert tests on(material and
media) and a readability test from kindergarten teacher.
The Result of Material Validation Test
The guidebook for parent gathering material
compiled by the research team as many as fifteen
materials are then tested by some validator, one of them is
the material (content) expert. In this research, the researchers
invite the material validator. Based on
guidebook is quite worthy and it still needs to be revised
before the field test. The validator also gives written advice
that is related to the writing format that should be
completed, the material structure that should be
uniformed, the reference updating, the detailed solution,
and in order that it is more directed to parents. Based on
the advice from the material (content) validator, the
researcher team makes some revision to complete the
prototype of parents gathering guidebook.
Table 1. The Result of Material Validation
 No Component Scoring 1 2 3 4
Descriptors
The media 1
test is conducted bya. seeking
Writing Order
for scoring from
The grammar is v
The teachers are also invited to help the researchers to do
media validator. The scoring is viewed suitable from
with the technical a readability test of the prototype of the guidebook for
side that include design/lay out, the durability,
Ejaan Yang and safety. parents gathering. The researchers involve 42 kindergarten
Besides, from the aesthetic Disempur- side, it includes the teachers to study the parents gathering guidebook either
suitability of the book size, the nakan pictures attraction, and from the writing or in terms of the content. From the
b. The vocabulary v
color attraction score 4 is gained.isWhereas, easy to the indicators side of the writing structure, the researcher try to improve
of the suitability of the size gains score 3. In detail, the
understand based on the notes given by the teachers in the sheets of
result of the media validation could c. Thebesentence
seen in Table 2. v material guidebook. Then the 42 teachers are also asked
structure is
Table 2. The Result of Media Validation Scoring to give the quantitative score toward content by giving
No Aspect Indicators complete 1 and2 3 4
1 Technique a. Design/lay out accurate v
score 1-4 to the 15 indicators in the scoring scale of
2 Readabi-lity d. The sentences
b. Material durability v v parents gathering material. Whereas the 15 indicators
c. Safe to use are easily v include the content and the aspect of media that the
2 Aesthetics d. The suitability withunderstood v components are the same as those scored by the validator.
the book size e. The v There are 15 indicators scored by the teachers, where 1
e. Color attraction completeness v
indicator is scored as lack, score 2 means enough, score 3
f. Picture attraction of the material v
given means good, and score 4 is interpreted as very good. For
Notification: f. Orderliness v the quantitative, the following formula is used.
0%-25% 3= not worthyThe content of26%-50%g. It contains
= less worthy v
51%-75% = enough the guidebook76%-100%
worthy relevant
= worthy
preface Maximum Score-minimum score
h. It relates v The number of category
Based on Table 2 it could be seenrelevant that the media validator
theory
give the average score of 95, 8 i.%It or 96 % (worthy).v This
contains Then the gained result (15x4)-(15x1) = 60-15
shows that the guidebook is worthy to be or
solutions tried in field. 4 4
alternative
resolutions on = 11.25
The Result of Readability Test ofrelevant The Guidebook by the
Teachers parenting
problem Therefore the interval is: Very
Notification: Good : 50-60
0%-25% = not worthy 26%-50% = less worthy
51%-75% = worthy enough 76%-100% = worthy
Good : 39-49
Enough : 28-38
The Result of Media Test Validation Lack : ≤ 27
From the data of 42 teachers, we find the following data: 3,2
No Score Number 3,15
1 Very good 3 3,1
2 Good 32 3,05
3 Enough 7 3
2,95
Quantitatively, the gained result that 3 teachers (7.2%)
2,9
score very good, 32 teachers (76 %) score good, and 7
thougt the linkage to media
teachers (16.8 %) wrinkles
give scores
lay out
good
vocabularyenough to
the sentence
the the
theory parents
security

gathering guidebook
Average 3
and the3 result3,07of readability
3,11
test of3,2the
3,14

guidebook is described in Picture 1.

Picture 2

The Result Of the Guidebook Based on Picture 2 it could be seen that the number of
Readability Test indicators that gain score 3 or more is 6. Besides the
indicator that has the highest score in the readability test is
80,00% the media safety, it means that the guidebook media is
60,00%
40,00% considered safe by the teachers.
20,00%
0,00%
Very
good Good Enough
Percenta 7,20% 76% 16,80%
ge
Picture 1

Next if it is seen from the average score between indicators

of readability test it is gained data that the indicator that
gain the lowest average is the color attraction of 2.3, while
the indicator of the thought orderliness is 3, the indicator of
design is 3, the indicator of vocabulary that is easy to
understand is
3.07, the indicator of the sentence that is easily understand
is 3.11, indicator of relating to the relevant theory is
3.14, and the indicator of media safety is 3.2. The gained
result of the average of all indicators in the readability test
is ≥ 3 could be described in Picture 2.

3,25
Discussion in applying discipline, they let their children watch too
Educating and raising children in order to be useful much TV, they allow their children to eat too many sweets,
humans are the parents‟ responsibility. This is supported by and they are overprotective. The results show that children
Ki Hajar Dewantara‟s statement that states that the whose parents take care of hard and full of anger tend to
essential of education is the responsibility of the family, develop behavioral styles, emotional regulation strategies,
while school is only taking part [14]. However, some and cognition that result in poor adjustments in children,
parents have not been able to understand their children, and children tend to feel ashamed if parents underestimate
and there are children who do not understand their parents and criticize their behavior [3].
either. As a result, the relationship between children Istadi [8] asserts that parents need to make their children
and their parents become tenuous [7]. Some parents also use special; it means that parents must be patient in facing
their prerogative right, where children must obey them and children, believe in their children‟s capability, and be able to
must not fight their parents, so the children are getting far appreciate their children‟s uniqueness. In the frame of
from their parents. Trust is an essential element, so the improving the parenting quality, some efforts need to be
direction, guidance, and assistance given by parents will done; one of them is parents gathering. This statement is
be „united‟ and children will easily catch the meaning [14]. supported by Epstein [7] who states that one form of synergy
In the parenting by parents at home, some problems related with parents is parents gathering, where in the meeting
to the mal-nurturing frequently happen. Based on early they could be given education in order that their knowledge
interviews done by the researchers, it is found and skill related to their children‟s growth and development
information that some parents generally continue the are getting better. If the parents‟ knowledge about the
parenting style of their parents without reflecting whether growth and development of their children are getting better,
the parenting style they did gave therefore it is expected that it could give a positive impact in
their parenting style to their children [15].
in accordance with an opinion by Shonkoff [13] that In general, people know more about the term
reveals the mistakes of some parents, namely: first, they are parenting than parents gathering do. Parenting is also
frequently impatient in facing the children. They put a too interpreted as the effort of educating done by a family by
high expectation or the vice versa, too low expectation. utilizing the resources that are available in the family and
Next, they do not be good listeners, they are not consistent environment [16]. Through the parents
gathering it is expected that the parents are more able to guidebook, it is expected that the guidebook could be useful
understand the children‟s development, knowing about the for the teachers and improve the knowledge and awareness
suitable parenting style, being able to create home condition of the parents in relation to the quality of parenting and
that is supportive to learning, and helping the teacher in education of their children so their growth and development
gaining information about the children and at the same are getting optimum.
time improving the quality of parenting. In the
bioecological approach, early childhood classes have an III. CONCLUSION
important role, in which children can develop social and The development of parents gathering guidebook is stated to
emotional abilities [4]. Meanwhile, parents are invited to be worthy so it could be continued to have a further trial test
school to hear the explanation from the presenter related to on the field. This could be seen from the instrument testing
the problems of children‟s problems and the alternative from material expert. The scoring data from the material
ways to handle. validator are: from the aspect of writing structure that
In this research, fifteen materials are arranged in relation to include grammar,
parents gathering, they are: the chicken will die if you do
not eaten up the meal, getting used to lie to the children,
frequently threatening the children, having too many
prohibitions, father and mother are not unified in taking
care of the children, being not consistent in applying
discipline, motivating by comparing their children with
others, often blaming the children, scolding children in
public, giving a too high expectation or the vice versa,
too low expectation, being over protective to the children,
my kids are able to sing adult songs-and they do it while
dancing too, when our kids are bullied by their peers,
managing the use of gadget for children, and is my kid
ready to join elementary School?
The fifteen materials are considered relevant and good
by 42 teachers who are asked to give score on readability
test. This statement is supported by the data namely 1
teacher give a very good score, 31 give good score, and 10
teacher give enough score. This is a little bit different from
the advice of the validator of material or content who give
scores on the indicator of material completeness, the
orderliness, the containing of preface, related to the relevant
theories, and having solution or solution alternative that
gains score 2 (enough).
In the frame of providing good and qualified parenting, then
in the institution of Early Aged Children Education
(PAUD), teachers and parents need to have good synergy, in
order that the learning result and the development of the
children become optimum. By means of the research
product in the form of fifteen parents gathering material
vocabulary, and sentence structure it gets score 3 (god),
from the aspect of readability that include the use of
sentences it gets score 4 (very good), from the aspect the
completeness and the orderliness of the material, it get
score 2 (enough), and from the aspect of the content of the
guide book that include the preface, related to relevant
theory, and it contains the solution or alternative solution, it
gains score 2 (enough). Therefore, the average of
material validation is 63, 8, or 64% (worthy enough). In
addition, the result of the readability test of the guidebook
by 42 teachers shows the data that 3 teachers (7.2%) give a
very good score, 32 teachers (76%) give good score, and 7
teachers (16.8%) give good enough scores toward the
material of parents gathering guidebook. Next the data from
media validator, that is from the indicators of design/lay out,
the material durability, the media safety, and the picture
attractiveness and color attractiveness it gains score 4, while
the indicator of the suitability with the book size it gains
score 3, or in other words, it gains the average score of 95,8
% or 96 % (worthy).
ACKNOWLEDGMENT
This research was fully supported by Yogyakarta State
University. We thank our colleagues from the Faculty of
Educational Science who provided insight and expertise that
greatly assisted the research.
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 Family Sculpture As A Method in
Family Group Guidance
Ayong Lianawati
Departement of Guidance and Counseling Sutijono
Universitas PGRI Adi Buana Surabaya Departement of Guidance and Counseling
Surabaya, Indonesia Universitas PGRI Adi Buana Surabaya
ayong@unipasby.ac.id
Abstract— Conflict in the family is rooted in a misunderstanding
between family members. As the digital generation, students are
accustomed to expressing opinions and feelings freely, while
parents retain the authority of the family. Therefore, they must
learn to understand the condition of the family member to be able
to communicate their wishes correctly and wisely. Family sculpture
allows students to understand the condition of the family and
expressing his thoughts. The research aims to implement and find
family sculpture as a method in the guidance of family groups. The
practice of family sculpture is conducted in three cycles of action
research. The study found that family sculpture is a method of
guidance in the form of exercises, research any successfully
develop students ' ability to communicate against family members
so that the conflict within the family can minimalize.
Keywords— family sculpture, grouw work
I. INTRODUCTION
In family life, communication has an important role in
establishing relationships between family members. The
toughest challenge for family life today is the problem that
arises in communication due to the gap between the ideal
values taught by the previous generation with the reality
faced by the present generation.
In the digital era, the majority of teenagers are accustomed
to communicating through social media. Rosen
(Subrahmanyam & Greenfield, 2008) suggests that the
emergence of social networking sites shows that internet use
has influenced social relationships. According to Rosen, a
study found that one in three parents feel the time that
teenagers spend on social networking sites has disrupting
family life. Conversely, teenagers who spend a lot of time on
social networking sites feel that they lack the support of
their parents.
The impact of a different way of communication between
teenagers and parents is that a range of conflicts in families
occurs. Adolescent digital generations are accustomed to
openly and freely brainstorm. As for parents, they provide
freedom to teenagers but still, parents have authority. The
difference in value and perspective is the cause of miss-
communication in the family.
As we know, poor communication in the family will impact
the child's social behavior, thereby triggering conflict. The
behavior of one of the family members may impede family
members to reach a target. This means that if the
communication done by teenagers is not appropriate, it will
be far from the expected destination
Group guidance in the family context is a help directed to
the development of positive relationships between youth and
parents. Teenagers tend to feel that they are misunderstood
and untrusted by an adult person (Geldard & Geldard,
2009:289). The purpose of group guidance is to help the
youth understand the family situation so that it can have a
Please do not give the page number in the header or footer.
Surabaya, Indonesia
sutijono@unipasby.ac.id
thorough knowledge of the situation and the proper way of
communication.
Family sculpture as a method of group guidance to help
students in groups play like family members, each group is
given the task to portray the situation in the family
according to the existing problem.
With this technique, students are expected to improve
communication with their family members. It becomes
important because effective communication can prevent or
mitigate conflicts. A small problem can be great while the
students are not able to communicating with their families.
Sacks et al. (2014) reveal that good youth and family
communication does not mean eliminating conflicts between
parents and adolescents. Conflicts occur because teenagers
are developing their reasoning and critical thinking skills.
Three things that the youth should learn in minimizing
unfamiliarity, namely (1) family's expectations, (2) The
structure of relevancies within a family (i.e. the hierarchy of
information deemed most pertinent to a communicative
event), and (3) how the Family context itself shapes the
inferences drawn by family members.
Family sculpture facilitates the development of the student's
logical power over the family condition through an
experiential therapeutic experience. Experiential family
therapy emphasizes the natural growth process in the family
to enhance the sense of having a family and provide freedom
as an individual in the family to have experience in
expressing emotions.
Experiential therapy is existential, humanistic, and
phenomenological. The purpose of this therapy is to help
clarify communication in the family, avoiding complaints, so
that students are active in finding solutions, which is the
right way of communicating to parents.
The direct experience of students in family sculpture is
expected to be the cornerstone of students to communicate
better with family members. They will have a variety of
contextual insights encountered in family life. The
application of the family sculpture in the group exercises
eventually familiarizes the students to adapt the socio-
emotional to their family situation.
II. METHODS
Research is done with action research methods. Research
action was chosen to find a good overview of the
implementation of family sculpture based on a factual
reflection of experience during group guidance.
Research is conducted in three cycles of activity. Design
Research studies design action following the design of the
Stinggers presented in Figure 1.
Gambar 1 desain penelitian tindakan dari Stinggers
(creswell, 2012)
III. RESULT AND DISCUSSION
Result
Implementation of group guidance with family sculpture
techniques in testing for three cycles. Each action result is
described as follows.
The first cycle goes less well. Based on observations due to
explanations from the group leadership are less obvious, the
division of the group is poorly organized so that the
achievement target is still not fulfilled.
Reflections from experience in the first cycle then on the
implementation of subsequent guidance is done with more
organized. The group leader gave a complete explanation
regarding the family sculpture steps performed.
The result of the second cycle, visible activities are well
planned. But there are some things lacking in the
implementation of the second cycle, which is related to the
theme of the problem. The theme of the problem is
instructed in the second cycle is only outline. For example,
setting a family with the condition of a lazy child learns,
quarrel parents and so forth.
Further improvements were made to the third cycle, with
clear explanation of procedures, the theme of a concrete
issue often experienced by families and descriptions of
family conditions, as well as the individual duties of
students in the group.
From explanations and tasks given clearly, students are able
to simulate the technique of family sculpture well. The
reflection of the simulation results is concluded briefly that
students feel more there is a new picture or perspective
when having to communicate a desire with his family.
Communication can be done well so there is no conflict in
the family, it has been obtained by the students from the
Family sculpture simulation.
Discussion
Research proves that family sculpture can be a method in
group guidance. Based on the simulation process, students
are actively involved in discovering various patterns of
family practice.
In line with the research of Miriounis (2017) Family
sculpture can create a vivid image of Family patterns,
themes and roles and engrave dark substitutes and older
expectations. The student experience in the simulation helps
for enrichment and recognition of interpersonal relationships
among themselves with parents.
The student view formed by family sculpture is a reflection
of the feelings and dynamics that appear in every theme of
the family condition. Koerner (2013) states that family
processes and dynamics affect the emotions and cognitive
functions of each family member, as well as individual
emotions and cognitive influences the process and the
dynamics of the family. The dynamics that occur in family
sculpture are expected to make students better prepared for
their individual family dynamics, so that students can
nurture better relationships with parents.
Eyres defining the maintainance relationship is keeping in a
stable state, thereby preventing such connection from
decreasing or enhancing. The definition of maintaining this
relationship implies not only a relationship is retained but
also the basic nature of the relationship is retained as it
exists today. Therefore the simulated conditions are being
pursued very real, not just those scenes.
If a family sculpture is done with a script designed, it is
likely that students will find it difficult to deepen their
emotions and dynamism. So it takes extra time and session
to associate it with real conditions in the family.
Another benefit of the use of sculpture is to map the family
conditions of each group member. Family sculptures express
aspects of both family structure and family process,
including definition of component units and subsystems,
information and activity flow, hierarchy, personal Charac-
Teristics, and adaptation. The simulation was conducted
successfully creating awareness of the applicability of
family systems concepts to real individual families.
Family sculpture in the study carried out in motion exercise
format. Motion training is one of the methods in the
Excercise group. According to Rusmana (2009) In motion
exercises group members have the opportunity to more
experience something than just discuss it. Therefore, in
family Sclupture group members directly feel and remember
the various conditions facing the family.
Through motion training, members of the group working
through emotions and expressing their self. It can help them
to understand certain things that talk therapy cannot
articulate. Non-verbal expressions when simulated help
members give cues about their feelings in the family's
situation, and train other members to empathize with the
situation.
During the simulation group members are trained to release
the possibly hidden emotions. It is correlated with the
psychological wisdom of a family member. In line with the
context of the development, the youth's socio-emotional
tends to ask her identity, feeling her thoughts have changed
unlike her childhood more logical and abstract, wanting to
be free from parental control and having Self-opinion
(Santrock, 2012).
Experience in family sculpture simulation facilitates
students to adapt to both aspects. Emotionally, they
expressed in elaborative terms of a person's satisfaction and
dissatisfaction with home life. Socially they learn to put
themselves, regarding introversion, extroversion, shyness
and submissiveness, etc.
In other research family sculpture can be implemented in the
following formats.
1. Paper sculpture The students' paper sculptures
express aspects of both family structure and family
process, including definition of component units
 and subsystems, information and activity flow,
hierarchy, personal charac- teristics, and adaptation.
Families or individuals are asked to make a picture
of the family using round disks for individuals, red [1]
and black strips to show similarities and differences
among individuals, and boundary markers to show
individuals who are separate, or pairs, or groups of [2]
individuals who belong together (Bell & Bell,
2016). [3]
2. Puppets sculpture. The family sculpting with
puppets helps family members express their feeling
and perceptions in a cretive, multi-sensory and[4]
symbolic way (Haslam, 2010). Each person select a
puppet, then they make a story by combining all
charater of the puppet. The therapist observe and[5]
make an interview about their decision and stories,
to reflect their family conditions.
3. Psychodrama. Cruz et. al. (2018) describe in[6]
psychodrama family members and significant
others are arranged in the scenario, represented by
auxiliary egos and also objects. Distances, positions [7]
and postures are important elements. The
protagonist makes role inversions with each of the [8]
people represented. The reversal of roles with
significant others reveals common interactions and[9]
the protagonist’s understanding of them.
Thus family sclupture has many alternative
implementations. The application in the setting of [10]
families and multiple groups needs to be further
advanced, so that there can be differences in results if
the parents are directly involved, with the psycho
education for students only. [11]
IV. CONCLUSION
Family sculpture can be use to be a falmily group
guidance method. The study found that family sculpture
is a method of guidance in the form of exercises, research
any successfully develop students ' ability to
communicate against family members so that the conflict
within the family can minimalize. Family sculpture
facilitating students to adjust their socio- emotional skills
through problematic family situation. Another format for
family sculpture are paper sculpture, puppets sculpture,
and pyschodrama.
REFERENCES
Subrahmanyam, K., & Greenfield, P. (2008). Online
communication and adolescent relationships. The future of
children, 18(1), 119-146.
Geldard, K., & Geldard, D. (2009). Counselling adolescents: The
proactive approach for young people. Sage.
Sacks, V., Moore, K. A., Shaw, A., & Cooper, P. M. (2014). The
family environment and adolescent well-being. Research Brief
Child Trends, 52, 1–14.
Creswell, J. W. (2012). Educational research Planning,
conducting, and evaluating quantitative and qualitative research
(4th ed.). Boston, MA Pearson.
Miriounis M (2017) Family sculpture: An Eloquent and
Convincing Method of Family Therapy!. J Psychol Brain Stud. Vol.
1 No. 3:15
Koerner, A. F., & Fitzpatrick, M. A. (2013). Communication in
intact families. Routledge handbook of family communication, 2,
129-144.
Rusmana. N. (2009). Bimbingan dan Konseling Kelompok di
Sekolah: Metode, teknik dan Aplikasi. Bandung: Rizqi.
Santrock, J. W. (2012). Life-span development, edisi ketigabelas.
Jakarta: Erlangga.
Bell, L. G., & Bell, D. C. (2016). Covert Assessment of the Family
System: Patterns, Pictures and Codes. Journal of Methods and
Measurement in the Social Sciences, 7(2), 95-121.
Haslam, D. (2010). Family sculpting with puppets. In L.
Lowenstein, (Ed.). Creative family therapy techniques: Play, art,
and expressive therapies to engage children in family sessions .
Toronto, ON: Champion Press.
Cruz A, Sales CMD, Alves P and Moita G (2018) The Core
Techniques of Morenian Psychodrama: A Systematic Review of
Literature. Front. Psychol. 9:1263
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 VALUE TRANSMISSION FROM PARENTS WITH DIFFERENT RELIGION TOWARD THE CHILDREN
Evangelista Christiani christianieva@yahoo.comDr. Siti
Psychology Department Rohmah Nurhayati, S. Psi., M.Si
Yogyakarta State University Psychology Department
Yogyakarta, Indonesia Yogyakarta State University
Abstract— This study aimed to discover values that
parents transmitted, the process of transmitting values in
multi-religion families, and what obstacles appear in
children from multi religion family. This study used
qualitative methods with phenomenological approach.
This study showed multi-religion family transmitted the
values of religiosity, tolerance, gratitude, simplicity, and
respect. There were also other values such as
assertiveness, family, responsibility, hard work, and
manners. The process of value transmission in the family
happened by teaching the values by communicating and
cultivating, exemplifying, and guiding the values which
consists of reprimanding, motivating, and keep fostering
the children by participating in their value’s related
activities. The children also experienced conflicts with
their thoughts.
Keywords—: Value, transmission multi-religion family
I. INTRODUCTION
Value is an important foundation for the formation of human
personality. Steeman argued that value is something that
gives meaning and contributes to the starting point,
structure, and purpose of life (Sjarkawi, 2008: 29). How to
form and maintain good values in life has always been an
interesting topic to discuss because it involves benchmarks
of actions taken by someone (Auliarahma, 2015).
Devito stated that one of the sources of value formation is
the family. Family is the first place for children to learning
with various functions carried out, one of them is
socialization, which is how parents prepare their children as
complete as possible by introducing patterns of behavior,
attitudes of beliefs, ideals, and values held by the
community and learning the role that is expected to be
carried out by them (Rosmawaty, 2010: 71). In this process
both parents are obliged to help, care for, guide and direct
their children to reach maturity so they can shape their
personalities (Amir and Trianasari, 2013).
Parents who teach appropriate values to the children will
result in similarity values so they will feel easier to accept
and apply the values. Also, the good children's behavior and
personality are the sign of the success of transmitting values
(Seligman, 2000: 257). This is called the process of value
transmission.
Value transmission is when parents try to provide an
understanding of the values held by them so the children can
later use it as their life guide (Knafo & Schwartz, 2009).
Values transmission encompass enculturation, namely the
process of absorbing norms and values indirectly through
exposure and observation, as well as socialization that refers
to the teaching process carried out intentionally with
supervision on individuals (Lestari, 2014).
Yogyakarta, Indonesia
sitirohmahnurhayati@uny.ac.id
Facts showed that not all families can completely transmit
values to the children, this can also cause a difference in
values between children and parents in the future.
Furthermore, this condition can complicate the coordination
process between generations about the values shared by
parents to children (Selignman, 2000: 58). Also, children
can experience doubts about the value transmission of their
parents (Barni, 2011) and the possibility of changing value
transmission in children (Min, 2012).
The other effect that might occur is lack of values that were
once held firmly by the children as their life guide, the
increasing number of students involved in social conflicts
such as fighting, motorcycle gangs, and other acts of
violence are the example of it. Besides, living amid
differences will make be difficult for individuals who are
unable to accept and appreciate the differences in society
(Sari, 2014).
Various factors cause the parent can't fully transmit the
value, one of these factors is the difference in parents'
religion this indicates that parents are not too religious
(Storm & Voas, 2012).
This study focused on values transmission of parents with
different religions to children. This research is interesting
and important because the values transmission studied is the
transmission of values to parents who have religious
differences. In Indonesia, most different religions marriage
still experiences special problems from within the family,
from parents to parents and parents to children, as well as
problems involving people around the couple.
Based on the description above, the purpose of this study is
to find out what values are transmitted, how the transmission
process of parents 'values is of different religions to children
and what obstacles are experienced by children in the
transmission process of parents' values of different religions.
II. METHODS
This research was qualitative research with a
phenomenological approach. The subjects of this research
were families who’s the husband and wife had different
religions and their children, live in Jogjakarta and/or
Semarang.
This research conducted in Yogyakarta and Semarang from
22nd October 2018 to 18th March 2019.
This research consisted of several stage. The first stage was
to introduce the researcher and informed the purpose of the
research to the families who were the subjects. The next
stage was doing the in-depth interview, interviews
conducted with interview guidelines. The next stage was the
researcher conducted probing and data triangulation to the
subject. Researcher used themselves, interview guide, and
voice recorder as the research instrument.
 Data analysis technique in this research was Interpretative values that parents convey their purpose of transmitting and
Phenomenological Analysis (IPA) which was qualitative embedding value in children. At this stage, parents use
approach for provide a detailed examination of the life cognitive methods with daily communication and embed
experiences of the subjects (Smith et al., 2009). values in children, they persuade the children to understand
events in values using effective delivery language and
provide a logical explanation of the importance of these
III. RESULT AND DISCUSSION
values. This process is effective in value transmission
because children can understand and think of the values
Result since the beginning of the value transmission process
(Lestari, 2014).
Table 1 report the result. It showed that values transmitted
by parents of different religions consist of religiosity, Parents exemplify how the behavior of giving attention to
responsibility, kinship, simplicity, respect, hard work, other family members such as caring for younger siblings
tolerance, good manners, social community, and and helping each other when there is a need for help. This
gratefulness. These values are corresponding with terminal process is effective in transmitting values because the
and instrumental values based on the Rokeach Value Survey modeling process will be stronger in children who assume
(Rokeach, 1973). there are similarities between their attributes and parents
(Barni, 2011).
The definition of the terminal value is the achievement
desired by the individual (Rokeach, 1973). The terminal The final stage is to teach and give examples directly parents
value from this research are religiosity which includes will guide children by reminding when children make
tolerance, gratitude, simplicity, and respect. mistakes, motivating, and continue to contribute to the
activities of implementing the values until the children can
The tolerance becomes an important and primary value to be apply these values in their life. This affective method
transmitted in different religion families because it’s becomes effective because in guiding certain feelings will
important to be open and accept the difference between the appear in the child, that is the attachment of affection
family member (Davis, 2010), tolerance is also an individual between children and parents so that it makes the child
attempt to respect individuality and the existence difference easier to understand and be interested in the values that will
while eliminate the division and overcome the tension be transmitted (Lestari, 2014).
caused by chaos (de Muynck dkk, 2017; DiSalvo &
Copulsky, 2009; Elbasani & Roy, 2017). The children will also get a conditioning method, which is to
get a reward if it reaches the target agreed with the parents
TABLE I. or get confirmation so that this strengthens the child's
behavior from transmitting parental values (Lestari, 2014).
Values Transmitted
Family 1 Family 2 TABLE II.
Religiosity Tolerance Values Transmission Process
Kinship Social Family 1 Family 2
Simplicity Manner Made an
Hard work Responsibility Made an agreement
agreement about
Responsibility Hard work about the children’s
the children’s
Autonomy Gratefulness religion
religion
Tolerance Fairness Taught the values
Gratefulness Religiosity Taught the values by
with facial
daily communicate
Honesty expression
Fig. 1. Values transmitted in the families Exemplified value in Exemplified
daily life value in daily life
Table 2 showed the report for the value transmission Guiding by
process. From the interviews, it appeared that parents had a informing and
positive role in the values transmission process to children. Guiding by telling motivating
Parents realize that many functions are carried out in the when children were children, also
family (Friedmen, 2010). wrong and motivating contributing to
Parents also realize there is a possibility of differences in the them the application of
values they will transmit to children because of religious values by
differences between them, so they anticipate it by making a children
mutual agreement that if they have children, they will follow Made an
the religion of one of their parents until they can decide by agreement about
themselves. The parent hopes the more their children assume the transmitted
their parents have the same values, the child will feel easier value
and more ready to receive priority values from parents
(Chan and Tam, 2016). Fig. 2. Values transmission process in the families
The parent’s respondents are also democratic, respecting and Discussion
understanding the child's situation, from interviews with the
parents, it also found that they allow the children to explore Supporting factors within the family is a good relationship
each parent's religion before they finally decide on their between parents and children, primarily when parents and
own. children emotionally close. Although there is a conflict arise,
this led to more closeness to the mother and child, according
Based on the findings of researchers from the interviews, the to Barni (2011), the closeness between children and parents
value transmission process to children begin by teaching
 can motivate children to receive the value better from determined, loving in the form of helping each other, caring
parents. and looking for family and others, responsibility, ambitious
in the form of working hard, and good manners in society.
Beside the closeness between the children and parents, The special value from different religions families was
parents in two different religions family apply authoritative tolerance.
parenting, that is parents actively direct and provides input
by the abilities of their children but do not necessarily Furthermore, the process of transmitting values in the family
determine what behavior should be done by their children is teaching values by communicating and introducing,
(Andri, Winarti, Utami, 2001: 71). modelling, and guiding which consists of scolding when
children were wrong, motivating and continuing to nurture
Furthermore, community support also contributes to the children by taking part in their activities when applying
formation of values. In the first family, the community values. There was an agreement made at the beginning of
supports the tolerance value because children grow up in a marriage related to what religion the child will adopt.
plural village where the number of Islam and Christians is
nearly equal so the religious celebration is celebrated with In addition to the agreement, parents worked together in
full tolerance by everyone, the children do not experience transmitting values to children by transmitting the same
rejection in their environment and used to the differences values and allowing children to learn their second religion.
there (Chan & Tam, 2016). In addition to supporting factors This also becomes the difference between values
from the community, children also get supporting factors transmission from parents with different religions and values
from religious-based schools that make them get transmission from parents with the same religion
reinforcement on the religiosity value (Imron, 2011).
Finally, there was a conflict in one of the family because the
TABLE III. child decides to choose her mother's religion in her teen
year. Besides, one of the children also had difficulty
Supporting Factors receiving transmission of values because of her thoughts.
Family 1 Family 2
Children Since value transmission in the different religion parent can
understood affect the children’s upbringing, hopefully the guidance and
Supporting environment counselling teacher can make the student talk about what
parent’s religion values they accept from their different-religion parents and
difference how the parents transmit them. The teachers can teach
Children went to tolerance to all the students so they can respect the religion’s
Children went to
religious-based difference between them. The guidance and counselling
religious-based school teacher can also approach the child by understanding their
school
Parents and confusion and giving more knowledge about religion to the
Parents and children child who come from different-religion family, beside it will
children had close
had close relationship help the child to improve their knowledge about either one
relationship
of both of his parent religions, it will also make the child
Fig. 3. Supporting values in value transmission feel respected and supported by the teacher.

One of the inhibiting factors experienced by families in the

values transmitting process is the difference of the children REFERENCES
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able to transmit values and each child continues to accept [1].
Kasus orang tua beda agama (Interpersonal communication patterns in
and apply the transmitted values, these obstacles can be parenting: The case of parents with different religion). Jurnal Komunikasi
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to their personality. Andri, Winarti, & Utami. Pola asuh orangtua dan nilai-nilai kehidupan yang
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Auliarahma. “Hilangnya kedudukan nilai-nilai pancasila dalam kehidupan
adolescence which makes them have difficulty in controlling [3].
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Barni, Daniela, et al. Value transmission in the family: do adolescents
they become more uncontrollable and explosive (Hurlock, [4].
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Education 40(1), 2011, pp. 105-121.
to communicate about the values they transmit by
Chan, H.-W., & Tam, K.-P. Understanding the lack of parent–child value
[5].
exemplifying behavior to children.
similarity: The role of perceived norms in value socialization in immigrant
Based on this research, it was also found obstacles families. Journal of Cross-Cultural Psychology, 47(5), 2016, pp. 651–669.
experienced by children from different religions families, [6]. Davis, A. Defending religious pluralism for religious education. Ethics and
the child stated the obstacle she experienced was when Education, 5 (3), 2010, pp. 189-202.
[7]. De Muynck, B., Vos, P., Hoogland, J., & Van der Stoep, J. A Distinctive of
receiving value transmission from her parents. It came from
her mind which considers it easy to do according to her Christian Higher Education: Educating for Vocation. Christian Higher
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[10] Imron, A. Proses manajemen mutu sekolah dasar berbasis relegi.
Jurnal Sekolah Dasar. 21(2), 2012, pp. 27-38.
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[11]. Knafo, Ariel & Schwartz, Shalom. Accounting for parent-child
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got several conclusions. The first conclusion was the values Schönpflug (Ed.), Culture and psychology. Cultural transmission:
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religiosity value which includes tolerance, gratitude, [12] Lestari, Sri. Psikologi keluarga penanaman nilai dan penanganan
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[14] Rokeach, M. The nature of human values. New York: Free Press,
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 Online Premarital Counseling as an Effort to
Establish Dating Identity Status to Adolescents
Asri Dewi Arifianti
Bimbingan dan Konseling
Universitas Negeri Yogyakarta
Yogyakarta
arifiantiasri@gmail.com
Abstract— Married is important for some people. Before
the marriage someone tends to get to know their partner and
undergo a relationship that is commonly called dating. Dating
will run into exploration and commitment. The phenomenon of
infidelity and violence in courtship are some forms of
exploration. That kind of exploration will form commitments
including commitments to get married or not. Exploration and
commitment that have been passed become consideration for
someone to prepare for marriage until it is time to get married.
Premarital counseling with application base media is one of the
efforts that can be done to establish the identity status of
students who already have boy or girlfriends.
The purpose of this study is to find out and improve the
status of dating identity of students in their dating
relationships. The results show that students have increased
dating identity status. There is a student interest in premarital
counseling to provide an understanding of their relationship.
Keywords— online premarital counseling, dating identity
status, adolescents
I. PENDAHULUAN
Fase perkembangan kehidupan manusia dimulai dari
dalam kandungan atau pra kelahiran, masa bayi, masa kanak-
kanak, masa remaja awal dan akhir, masa dewasa awal dan
akhir, dan masa lanjut usia. Masa perkembangan mempunyai
faktor-faktor yang nantinya akan mempengaruhi seseorang
dalam menjalani kehidupannya. Faktor internal dan eksternal
adalah faktor yang mempengaruhi masa perkembangan
seseorang. Faktor internal atau faktor bawaan merupakan
faktor yang diturunkan oleh kedua orang tua, biasanya dapat
dilihat dari kondisi fisik seseorang seperti rambut, kulit,
ukuran tubuh, kemampuan intelektual, dan emosi. Selain
dipengaruhi faktor bawaan, perkembangan seseorang juga
dipengaruhi oleh faktor lain, seperti faktor lingkungan atau
faktor eksternal. Baik lingkungan fisik seperti tempat tinggal
maupun non fisik seperti pola asuh orang tua.
Setiap fase perkembangan memiliki ciri
perkembangannya sendiri yang akan ikut menentukan pada
fase perkembangan berikutnya. Begitu juga pada masa
remaja yang akan mempengaruhi seseorang pada fase
perkembangan berikutnya yaitu masa dewasa. Masa remaja
merupakan masa dimana seseorang berintregasi dengan
masyarakat dewasa dan merupakan usia dimana anak tidak
lagi merasa dibawah tingkat orang-orang yang lebih tua
melainkan berada pada tingkat yang sama (Hurlock, 2010:
206). Masa remaja dimulai pada rentang usia 11 hingga usia
20 tahun (Papalia, Fildman, Martorell, 2015: 4). Sedangkan
masa dewasa adalah sebuah masa dimana seseorang telah
mencapai usia yang cukup matang untuk dapat mengontrol
Please do not give the page number in the header or footer.
Dr. Sigit Sanyata, M.Pd
Bimbingan dan Konseling
Universitas Negeri Yogyakarta
Yogyakarta
sanyatasigit@uny.ac.id
kehidupannya sendiri. Masa dewasa terjadi sekitar usia 18
tahun sampai dengan 40 tahun (Hurlock, 2010: 246). Salah
satu tugas perkembangan pada masa remaja adalah
pencapaian hubungan baru dan matang baik dengan laki-laki
mapun perempuan serta mempersiapkan pernikahan dan
keluarga. Selain itu pada masa dewasa juga memiliki tugas
perkembangan salah satunya yaitu memilih pasangan hidup
dan belajar hidup bersama sebagai pasangan suami dan istri
(Izzaty, 2008: 158).
Menikah merupakan salah satu fase penting yang
biasanya terjadi pada masa dewasa. Menurut Duvall dan
Miller (Wisnuwardhani dan Mashoedi, 2012: 90)
menjelaskan bahwa pernikahan adalah hubungan pria dan
wanita yang secara sosial diakui dan ditujukan untuk
melegalkan hubungan seksual, membesarkan anak, dan
membangun pembagian peran diantara pasangan. Pernikahan
sendiri merupakan istilah yang sudah biasa didengar oleh
masyarakat umum. Pernikahan adalah suatu yang sakral
yang tidak hanya melibatkan pasangan yang bersangkutan
saja tetapi juga melibatkan keluarga dari pasangan tersebut.
Tidak hanya pasangan saja yang berkomitmen dalam
membina rumahtangga tetapi melibatkan seluruh keluarga
besar dari kedua belah pihak. Komitmen tersebut untuk
menjaga pernikahan agar tetap bahagia. Kebahagiaan dalam
pernikahan merupakan tujuan dari setiap pasangan yang
menikah.
Sebagian orang berpendapat sebelum adanya
pernikahanan mereka biasa menjalin hubungan yang disebut
pacaran. Namun, sebagian orang lagi tidak melalui proses
pacaran sehingga mereka memutuskan untuk langsung
menikah. Pacaran merupakan fenomena yang sering terjadi
baik pada remaja maupun dewasa. Ikhsan (2003)
membedakan pengertian pacaran kedalam tiga versi
pandangan, yaitu (a) pacaran adalah rasa cinta yang
menggebu-gebu pada seseorang; (b) pacaran adalah identik
dengan kegiatan seks, sehingga jika seseorang berpacaran
lebih sering diakhiri dengan hubungan seks yang dilakukan
atas dasar suka sama suka, tanpa adanya unsur pemaksaan;
dan (c) pacaran adalah sebuah ikatan perjanjian untuk saling
mencintai, percaya mempercayai, saling setia dan hormat‐
menghormati sebagai jalan menuju mahligai pernikahan
yang sah. Dikatakan bahwa pandangan ketiga inilah yang
paling banyak dianut. Menurut Garrison (Izzaty, 2008: 129)
seorang remaja akan mengalami jatuh cinta didalam masa
kehidupannya yaitu pada masa belasan tahun. Dalam masa
ini perkembangan fisik telah mencapai kematangan seksual
yang mempengaruhi perkembangan sosialnya. Pada masa ini
remaja laki-laki mulai tertarik dengan lawan jenisnya, begitu
pula remaja perempuan juga mulai tertarik dengan lawan
jenisnya. Perasaan cinta melibatkan hubungan antar jenis
kelamin yang disertai dorongan fisik yang secara ideal
digambarkan sebagai cinta romantik. Cinta romantik
melibatkan atraksi cinta, pemeliharaan, kepemilikan yang
merupakan kebutuhan bersama. Cinta romantik yang
dipertahankan bersama dan seterusnya akan mencapai pada
cinta yang terikat oleh pernikahan, yang ditandai oleh suatu
orientasi realistik yang melibatkan dua orang yang memiliki
hubungan yang tenang.
. Papalia (2015: 71) mengatakan bahwa hubungan
romantis cenderung menjadi lebih intens dan lebih intim
selama masa remaja. Menurut Santrok (2007: 81) tujuan
remaja berpacaran adalah untuk menyeleksi pasangan.
Seleksi tersebut dilakukan berdasarkan atas eksplorasi
pasangan kepada pasangannya. Tak jarang pada saat
ekplorasi terdapat ketidakcocokan dalam hubungan yang
mengakibatkan sebuah masalah. Masalah tersebut bisa
berupa kekerasan dalam pacaran. Berdasarkan data
Kementrian Pemberdayaan Perempuan dan Perlindungan
Anak Republik Indonesia (2018) menggali informasi dari
perempuan 15 tahun keatas diketahui bahwa 33,4 %
perempuan usia 15-64 tahun telah mengalami kekerasa fisik
maupun kekerasan seksual. Dengan jumlah kekerasan fisik
sebanyak 18,1% dan kekerasan seksual 24,2%. Tingkat
kekerasan fisik maupun seksual yang dialami perempuan
yang belum menikah sebesar 42,7%. KemenPPPA juga
mendata 10.847 pelaku kekerasan dimana 2.090 pelaku
adalah pacar. Tingginya angka kekerasan ini menimbulkan
banyak keprihatinan apalagi angka kekerasan dalam
hubungan berpacaran. Berbagai dampak yang dapat
ditimbulkan kekerasan dalam pacaran ini, seperti gangguan
kesehatan jasmani dan rohani. Pacaran pada usia remaja
seharusnya dalam pengawasan orang tua sehingga
meminimalisir kekerasan dalam pacaran. Selain adanya
peran serta orangtua dalam hubungan pacaran anak-anaknya
diperlukan peran konselor dalam mengahadapi berbagai
masalah pacaran dan diharapkan dapat berlangsung sampai
ke jenjang pernikahan.
Berdasarkan hasil wawancara yang dilakukan oleh
Wismasari (2018: 5) terdapat tiga mahasiswa perempuan dan
dua mahaisiswa laki yang mengalami status identity diffuse,
dua mahasiwa laki-laki dan dua mahasiswa perempuan yang
mengalami status identity foreclosed, serta dua mahasiswa
perempuan yang mengalami foreclosed. Dari hasil penelitian
ini juga menyebutkan bahwa identitas dating pada
mahasiswa menyebutkan bahwa 97,92 % mahasiswa
memiliki status identitas dating achievement dan 2.08%
mahasiswa memiliki status identitas dating foreclosure.
Penelitian ini memberikan gambaran bahwa ada beberapa
mahasiswa yang belum memahami dirinya dalam lingkup
hubungan berpacaran.
Pacaran dapat mempelajari relasi yang akrab dan suatu
cara untuk menemukan pasangan (Santrock, 2011: 449).
Telah disebutkan bahwa pacaran merupakan salah satu cara
dalam memilih pasangan. Proses mencari dan menemukan
teman untuk dilibatkan dalam hubungan yang kemudian
menjadikan hubungan sebagai komitmen jangka panjang dan
berakhir pada pernikahan dinamakan pemilihan pasangan
(Dian Wisnuwardhani dan Sri Fatmawati Mashoedi, 2012:
79). Jadi, dapat dikatakan bahwa pemilihan pasangan hidup
merupakan serangkaian proses dimana seseorang memilih
dan menyeleksi teman-temannya yang memenuhi atau
hampir memenuhi kriteria yang telah ditentukan. Diharapkan
dengan adanya kriteria tersebut pernikahan dapat
berlangsung sampai ajal yang memisahkan.
Yendra (2013: 47) berpendapat bahwa masalah yang
muncul menyangkut pernikahan berkembang pesat dalam
masyarakat antara lain menyangkut angka perceraian,
kekerasan dalam berumah tangga, fenomena pernikahan siri,
poligami terselubung, pernikahan dibawah umur, dan
merebaknya kasus pergaulan bebas, serta adanya pornografi.
Dampak dari berbagai macam fenomena tersebut dapat
berujung pada perceraian. Dari data yang diperoleh sebanyak
tiga per empat peristiwa perceraian terjadi di kota-kota besar.
Diperkirakan 80% perceraian menimpa pada tatanan rumah
tangga muda yang usia pernikahannya baru berjalan sekitar
lima tahun. Berdasarkan data yang diperoleh penyebab
perceraian di kota-kota besar antara lain karena
ketidakharmonisan rumah tangga mencapai 46.723 kasus,
faktor ekonomi 24.252 kasus, krisis keluarga 4.916 kasus,
cemburu 4.708 kasus, poligami 879 kasus, kawin paksa
1.692 kasus, pernikahan dibawah umur 284 kasus, KDRT
916 kasus, cacat biologis 581 kasus, kawin lagi 153 kasus,
perbedaan politik 157 kasus, gangguan pihak keluarga 9.071
kasus, dan selingkuh 54.138 kasus. Berdasarkan hasil
penelitian yang dipaparkan Nofri Yendra (2013: 47)
diketahui bahwa masih banyaknya permasalahan dalam
rumah tangga yang berujung pada perceraian.
Kekerasan yang terjadi dalam sebuah hubungan pacaran
merupakan kejahatan yang dapat dibedakan dari kejahatan
yang lain karena adanya keintiman hubungan antara pelaku
dan korban. Black & Ryan (Tomsich, 2016) memperkirakan
ada 20% wanita dan 11% pria yang mengalami kekerasan.
Adanya hal tersebut dapat menjadi awal mula untuk
melakukan konseling pranikah. Konsleing pranikah
membutuhkan kesediaan kedua pasangan sehingga dapat
meningkatkan kepuasan hubungan kedua belah pihak.
Fenomena tersebut dapat memberikan gambaran bahwa
remaja yang berpacaran mengalami kebingungan identitas
dalam hubungan pacaran akan berakibat pada masa dewasa.
Kebingungan identitas tersebut dapat menjadi dampak ketika
masa dewasa. Seperti perceraian dan kekerasan dalam rumah
tangga. Dimana pada masa tersebut seseorang akan
menjalani sebuah hubungan pernikahan. Remaja akhir
sebagai mahasiswa di era revolusi industri 4.0 seperti saat ini
berhadapan dengan tantangan perkembangan teknologi
infomasi yang semakin tak mempunyai sekat ruang dan
waktu. Meningkatnya penggunaan smartphone memberikan
dampak berupa ilmu pengetahuan yang dapat diakses kapan
saja. Akan tetapi dalam pemanfaatan smartphone sebagai
media untuk mencari informasi membutuhkan bimbingan
dan pengawasan dari orangtua untuk meminimalisir dampak
negatif. Hubungan pacaran remaja juga menjadi salah satu
dampak dalam perkembangan teknologi informasi. Hal ini
menjadi kekhawatiran bahwa media yang digunakan dapat
disalahgunakan seperti penggunaan media untuk
mengancam, melecehkan, menekan, dan memaksa pasangan.
Berdasarkan survei yang dikutip oleh Reed, Ward,
Tolman, Lippman, dan Seabrook (2018: 1) menyatakan
bahwa perempuan lebih mengutamakan pemantauan media
digital dan dapat mengontrol perilaku digital sesuai dengan
stereotip gender. Sedangkan laki-laki lebih agresif dalam
perilaku digital dan perilaku digital tersebut dapat terjadi
secara langsung. Hal ini menunjukan bahwa keyakinan
masyarakat terhadap gender dan pecaran dapat membentuk
masalah penggunaan media digital dalam hubungan pacaran.
Pemanfaatan media digital yang tidak tepat dapat berdampak
pada hubungan berpacaran seseorang. Untuk itulah perlu
adanya pemanfaatan media online yang tepat guna
meningkatkan status identitas dating.
II. METODE PENELITIAN
Pendekatan Penelitian
Pendekatan yang digunakan dalam penelitian ini adalah
pendeketakan kualitatif. Penelitian kualitatif menggunakan
latar belakang alamiah dengan maksud menafsirkan
fenomena yang terjadi. Penelitian ini lebih mengarah pada
penggunaan metode fenomenologi. Studi fenomenologi
mendeskripsikan pemaknaan umum dari sejumlah individu
terhadap berbagai pengalaman hidup yang dialami terkait
dengan fenomena.
Subyek dan Lokasi Penelitian
Pemilihan subjek dalam penelitian ini menggunakan
teknik pemilihan secara purposive (bertujuan). Jumlah
subjek yang digunakan dalam penelitian ini ada lima orang
dengan berdasarkan pada kriteria tertentu, yaitu: laki-laki dan
perempuan, mahasiswa FIP UNY, mahasiswa dengan rentang
usia 18-22 tahun, mahasiswa yang telah memiliki pacar,
mahasiswa yang telah berpacaran minimal selama satu tahun,
serta bersedia menjadi subyek penelitian ini. Berdasarkan
kriteria tersebut peneliti mendapati lima mahasiswa yaitu
GL, AR, BL, LU, dan DM. Subjek GL dan DM adalah laki-
laki dan subjek AR, BL, dan LU adalah perempuan.
Penelitian ini berlokasi di Yogyakarta tepatnya di Universitas
Negeri Yogyakarta.
Teknik Pengumpulan Data
Teknik pengumpulan data yang dilakukan dalam
penelitian ini adalah wawancara, observasi, dan skala.
Wawancara dilakukan tentang eksplorasi dan komitmen
selama menjalani pacaran. Diikiti dengan pengisian skala
status identitas dating. Observasi dilakukan secara non
partisipan dimana peneliti tidak secara langsung memasuki
kehidupan subjek, namun dilakukan pada saat wawancara
berlangsung. Catatan lapangan menjadi bagian tambahan
dalam pengumplan data.
Teknik Analisis Data
Teknik analisis data yang digunakan dalam penelitian ini
adalah analisis deskripsi kualitatif dengan cara mereduksi
data. Teknik ini digunakan untuk mengetahui dan
menggambarkan eksplorasi dan komitmen dalam pacaran,
serta untuk menggambarkan eksistansi konseling pra nikah
dalam kalangan remaja.
III. HASIL DAN PEMBAHASAN
Status identitas dating adalah proses pemahaman diri
individu terhadap gambaran yang ada pada diri remaja yang
berkaitan dengan dirinya terhadap relasi pacaran seperti,
intereaksi remaja dalam menjalin hubungan secara sukarela,
memiliki tujuan untuk menjalin kedekatan, dan memahami
siapa dirinya dalam relasi dating, sehingga remaja mampu
membentuk komitmen yang solid dalam kehidupanya.
Adapun tanda-tanda masalah identitas dating yang dialami
yaitu remaja mengalami kebingungan untuk menjalin
hubungan lebih dekat dengan lawan jenis. Sebagian
mahasiswa menjalin hubungan pacaran namun tidak pernah
melakukan eksplorasi. Berdasarkan perilaku status identitas
dating di atas bahwa proses pembentukan identitas dating
dipengaruhi oleh faktor ekternal. Hal ini terlihat dari
persepektif lapisan mikrosistem yaitu intereaksi individu
dengan keluarga.
Hasil observasi dan wawancara yang dilakukan dua
mahasiswa yang menjadi subjek yaitu BL dan AR memiliki
interaksi langsung dengan keluarga karena tinggal satu
rumah dengan orangtua sedangkan tiga subjek lainnya yaitu
BL, LU, dan DM berinteraksi dengan keluarga menggunakan
media komunikasi karena tinggal di kos yang jauh dari
keluarga. Selain itu wawancara yang dilakukan mengenai
eksplorasi hubungan yang dialami subjek serta komitmen
apa yang telah diputuskan. Semua subjek mengaku belum
memilki komitmen kearah pernikahan. Mereka berpendapat
komitmen yang mereka lakukan baru sebatas pacaran.
Subjek GL, AR, dan LU mengatakan mereka beberapa kali
memutuskan mengakhiri hubungan dan tidak berselang lama
akan memulai hubungan kembali dengan orang yang sama.
Sedangkan subjek DM mengaku pernal berexplorasi dengan
mencari pacar lagi dalam status yang masih berpacaran.
Mereka masih mengalami kebingungan dalam hubungan
berpacaran. Untuk itulah perlu adanya konseling. Dalam
melakukan konseling secara online penulis menggunakan
task yang diberikan kepada subjek yang mengikutsertakan
kolaborasi dengan orangtua. Terlihat bahwa subjek yang
memiliki komunikasi langsung dengan orangtua sedikit
lebih memahami task yang diberikan dari pada yang jauh
dari orangtua.
Hasil skala status identitas dating yang digunakan penulis
terdapat satu subjek yang memiliki identitas diffusion, dua
foreclosere, dan dua moratorium. Diketahui bahwa kelima
subjek belum ada yang mencapai identitas achievement.
Marcia menkaji lebih jauh teori perkembangan identitas dari
Erikson dan menyimpulkan bahwa teori Erikson tentang
identitas meliputi empat status identitas, yaitu difusi identitas
(identity diffusion), penyitaan identitas (identity foreclosure),
moratorium identitas (identity moratorium), dan pencapaian
identitas (identity achievement) (Marcia, 1993:7). Penyitaan
identitas (identity foreclosure) adalah istilah untuk remaja
yang telah membuat suatu komitmen namun belum pernah
mengalami krisis. Status identitas ini sering kali terjadi jika
orang tua menurunkan komitmen pada remajanya, biasanya
secara otoriter, sehingga remaja menjadi tidak memiliki
kesempatan yang cukup untuk mengeksplorasi pendekatan-
pendekatan, ideologi, dan pekerjaan-pekerjaan yang berbeda-
beda dengan cara mereka sendiri. Moratorium identitas
(identity moratorium) adalah istilah yang digunakan Marcia
untuk remaja yang berada dalam krisis, namun tidak
memiliki komitmen sama sekali atau komitmen yang tidak
terlalu jelas. Sedangkan pencapaian identitas (identity
achievement) adalah istilah Marcia untuk remaja yang telah
melewati krisis dan telah membuat komitmen (Santrock,
2014:146). Pencapaian identitas (identity achievement)
menurut Marcia (Papalia & Feldman, 2015: 48) menyatakan
bahwa status individu dengan komitmen terhadap pilihan
yang dibuat diikuti sebuah krisis identitas, menghabiskan
waktu untuk eksplorasi pilihan-pilihan yang ada.
Erikson membedakan faktor proses pembentukan
identitas menjadi tiga unsur yaitu, dilihat dari karakteristik
biologis yang dimiliki individu, kebutuhan, kepentingan,
pertahanan psikologis yang unik dan lingkungan budaya
seseorang tinggal. Periode selanjutnya, Marcia membedakan
tiga aspek identitas yaitu: struktural, fenomenologis, dan
tingkah laku (Marcia,1993: 3). Tiga Aspek Marcia dapat
diuraikan (1) aspek struktural mengacu pada konsekuensi
identitas untuk keseluruhan keseimbangan proses
psikodinamika. Identitas adalah tahap pertumbuhan ego,
maka konsolidasi pada remaja akhir memperkuat aspek
kepribadian yang berkaitan dengan penilaian, penundaan,
dan kemanjuran. (2) aspek identitas fenomenologis mengacu
pada pengalaman yang dimiliki individu atau individu tidak
memiliki identitasdan juga pengalaman gaya pembentukan
identitas seseorang. (3) Aspek perilaku identitas mengacu
pada komponen proses pembentukan identitas yang dapat
diamati serta apa yang dapat dilihat orang lain dari gaya
identitas individu.
Masa dewasa awal adalah masanya bekerja dan jatuh
cinta, masa dimana seseorang berkomitmen pada kehidupan
yang lebih stabil (Santrock, 2012: 1). Menurut Dariyo (2004:
2) masa dewasa awal merupakan masa yang paling dinamis
dalam rentang kehidupan manusia, sebab pada masa ini,
orang dewasa banyak mengalami perubahan secara progresif
baik fisik, kognitf, maupun psikososio-emosional untuk
menuju intelegensi kepribadian yang semakin matang dan
bijaksana.berdasarkan hasil wawancara Subjek merupakan
mahasiswa yang berada pada masa dewasa akhir. Pada masa
ini subjek mengalami periode jatuh cinta yang saling
mengeksporasi pasangan masing-masing untuk kemudian
berkomitmen kearah yang lebih serius. Dalam hubungan
ketiga subjek tidak ada kekerasan secara fisik. Namun, pada
kedua subjek lainnya terdapat kekerasan secara verbal.
Menurut subjek hal tersebut sering memicu konflik. Pada
saat konflik berlangsung mereka merasa membutuhkan
seseorang yang bisa memberikan jalan terbaik terhadap
hubungannya. Konfik di ketiga subjek lain berupa perbedaan
pendapat. Menurut penulis hal ini merupakan eksplorasi
dalam sebuah hubungan. Penulis menyarankan
menggunakan konseling pranikah menggunakan layanan
konseling yang ada dikampus atau bisa melalui aplikasi
status identitas dating. Aplikasi tersebut dapat memfasilitasi
mahasiswa untuk dapat mengetahui status identitasnya
kemudian meningkatkan status identitas dengan melakukan
beberapa task yang tersedia dan dapat konsultasi dengan
konselor yang terhubung. Subjek DM pada katagori
diffusion karena eksplorasi dan komitmen dalam
hubungannya pacarannya melakukan konseling online
dengan melakukan task yang diberikan dan sedikit
meningkatkan status identitasnya. Begitu juga dengan subjek
GL dan AR mengalami foreclosure karena memiliki
komitmen tinggi tetapi eskplorasiniya rendah. Sedangkan BL
dan LU mengalami moratorium karena memilki eksplorasi
tinggi namun komitmennta rendah.
Menurut Feldman (Dariyo, 2004: 106) menyatakan
bahwa usia dewasa muda berkisar antara 21-40 tahun.
Mahasiswa berada pada usia dewasa awal berkisar antara 18-
40 tahun (Hurlock, 2010: 264) yang berada dalam periode
penyesuaian diri terhadap lingkungan sosial dari individu
yang belum begitu mandiri menjadi individu yang lebih
mandiri karena sudah mulai meninggalkan kehidupan rumah
dan orang tua. Mahasiswa diharapkan dapat memainkan
peran baru dan mempersiapkan diri sebagi suami, istri, atau
orang tua yang akan mencari nafkah. Dengan demikian
mahaiswa telah dianggap mampu untuk mengetahui siapa
dirinya dan identitas datingnya. Diharpakan dengan adanya
online konseling ini dapat mengurangi masalah-msalah yang
ada dalam hubungan dan menjaga komitmen sehingga
tercapainya akhir dalam sebuah hubungan pacaran yaitu
pernikahan. Dapat dilihat dari kelima subjek yang melakukan
online konseling sedikit mengalami peningkatan walaupun
belum mencapai achievement.
IV. SARAN DAN KESIMPULAN
Artikel ini melihat bagaimana penulis ingin mengetahui
keefektifak konseling pranikah secara online guna
meningkatkan status identitas dating pada remaja. Dapat
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dilihat bahwa peningkatan status identitas dating dengan
adanya konseling dengan menggunakan task yang dilakukan
oleh subjek. Hasil penelitian juga menunjukan bahwa peran
keluarga dalam pembentukan dan peningkatan identitas
dating sangatlah penting.
Diharapkan dengan adanya penelitian ini dapat
membantu remaja, dan dewasa mencapai identitas dating
yang achievement sehingga dapat berkomitmen menuju
hubungan yang lebih serius yaitu pernikahan. Diperlukannya
media yang komunikatif untuk mahasiswa pada jaman
sekarang. Serta perlu adanya pegembangan media yang
kreatif dan inovatif mengenai status identitas dating.
REFERENCES
[1] L. A. Reed, L. M. Ward, R.M. Tolman, J. R. Lippman, and R. C.
Seabrook, “The Association Between Stereotypical Gender and Dting
Beliefs and Digital Dating Abuse Perpetration in Adolescent Dating
Relationships.” Journal of Interpersonal Violence. USA, vol 1, no. 25,
hal. 1-25, 2018. (references)
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 Reality Counseling Approaches for Understanding Homosexual
Awareness

Alifa S . Rahmadhina1 Budi A s tuti 2

Postgraduate Guidance and Cunseling Department of Educational and Guidance

Program Psychology
Yogyakarta State University Yogyakarta State University
Yogyakarta, Indonesia Yogyakarta, Indonesia
alifasuri.2018@student.uny.ac.id , Budi_astuti@uny.ac.id
alifa.dhina@yahoo.com

Abstract the counselee. Therapeutic concepts that

discuss different therapies which are all
Homosexuality is a condition where
based on concepts and judgments about
individuals are attracted to the like. In
humans.
Indonesia this is a section disorder that is
Keywords: Reality Theraphy,
released from existing norms. How many
Homoseksual
factors are determinants for women, as are
the determinants that support the
environment, the advancement of sex.
Realistic advice in counseling uses
techniques that are intended to influence
I. INTRODUCTION sex groups [2]. Homosekusual in (KBBI)
circumstances are attracted to people of the
Humans are living creatures that
same sex [3]. It can be concluded that
were created in pairs in order to continue
homosexuality is a state of feeling
the descent. Sexual attraction is divided
statement that initially causes a person to
into 2 in which individuals who are
have lust for the same type. In addition,
partners with the opposite sex are declared
there is a desire for harmony to dominate
heterosexual, if the individual has a same-
his desires in the sexual sphere.
sex partner called homosexual which is
usually divided into gay and lesbi [1]. The In Indonesia homosexuality is
terms homosexuality (lesbian and gay), something that violates the norms of
bisexual and transsexualism are in Law religious and state law. Around 1968, the
No. 18. Homosexuals are people who are term Wadam (Female Adam) emerged as a
sexually attracted to members of their own more positive term to replace words for
feminine male transvestites or
homosexuals. In 1969, the first Wadam
organization, the Jakarta Wadam
Association (HIWAD) was founded,
facilitated by the Governor of Jakarta, Ali
Sadikin. Then in 1985, a gay group in
Yogyakarta established the Yogyakarta
Gay Fraternity (PGY) (Yogyakarta Gay
Fraternity) (PGY), which published Jaka's
publications. On August 1, 1987, the
Nusantara Lesbian and Gay Working
Group (KKLGN), the Lesbian and Gay
Nusantara Working Group (KKLGN)
whose names were later abbreviated to
GAYa NUSANTARA (GN) was
established in Pasuruan, Surabaya, as the
successor to Lambda Indonesia, and
published magazines and book series'
including GAYa NUSANTARA from
1988. The Yogyakarta Gay Community
developed into the Indonesian Gay Society
(IGS) [4].
In the Criminal Code made by the
Dutch East Indies government, it still
applies today, as a basis for trials. Articles
of the Criminal Code governing criminal
acts, especially in violations involving
sexual matters, are articles 281-289, 292-
294, 297-299, 389, 534, and 535. From the
description of the Criminal Code article
292, some conclusions can be drawn in in
relation to homosexual behavior, including
(1) The law governing sexual crimes in
Indonesia, does not give primary attention
to homosexual behavior. Homosexual
behavior can only be punished if it is done
with an immature person. (2) This Article
does not only apply to homosexuals, but
also applies to other sexual behavior that is
carried out with minors [5].
Today, more and more people are
openly expressing their sexual orientation
and demanding their rights. Thanks to the
performance of the perpetrators and their
supporters, acceptance of LGBT rights
throughout the world has increased.
Governments of several countries in
Europe have begun to enact laws that
accept LGBT and anti-discrimination laws,
such as the Netherlands, France, Denmark
and the United Kingdom. In Indonesia, the
Indonesian Ulema Council (MUI) also
issued Fatwa No. 57 on December 31,
2014, which stated that being lesbian or
gay, was involved in sodomy, rape, and
homosexual relations and relationships
between heterosexuals that were not
legitimized through religious marriage
were considered unlawful and punishable
[6]
Based on previous research factors
individual supporters of being homosexual
are wrong parenting in the family, the
absence of role models to imitate the
quality of male personality, as well as an
incorrect understanding of sexuality [7].
This is in line with the results of interviews
with gay people who stated that they are
usually caused by experiences or
childhood trauma or when dating, some
are gay because they start with a lifestyle
that wants to be experimented with. There
are two things that cause a person to be
gay (1) Congenital or gene factors, (2)
Environmental factors [8].
Individual confusion related to the
gender identity they have and ignorance of
the concepts of masculinity and femininity
are the failure to achieve developmental
tasks in the aspect of gender identity
awareness. The condition of individuals
who have confusion over their gender
identity is commonly referred to as gender
identity disorder, this phenomenon is
better known as transgender [9]. To
overcome the related problem, reality
therapy can be given which is a form of
behavior modification because, in its
institutional applications, it is a type of
operative conditioning that is not strict
whose success in translating a number of
behavioral modification concepts into a
relatively simple and uncomplicated model
of practice. convolution. [10]
II. METHODS
The type of data used is secondary
data. Data collection methods used are
literature study and previous research
results. The method to be used for this
study is a literature study. The data
obtained are compiled, analyzed, and
concluded so as to get conclusions about
the literature study of the issues raised.
III. RESULT AND DISCUSSION
RESULT
Results from previous studies,
showed that homosexuality is a problem in
the same-sex sexual attraction of an
individual, because naturally humans
should have an interest in the opposite sex.
Homosexuality in Indonesia is
unacceptable and they are still afraid to
show their existence. If they show their
existence, it will clash with religious
norms and human rights (HAM). Human
rights restrictions allow the death of only
human beings by the fact that they are
present in the restriction for the sake of it.
Human rights should not be used as a front
to help other people or the public interest
[10].
DISCUSSION
In line with Reality Therapy is a
form of behavior modification because, in
its institutional applications, it is a type of
operant conditioning that is not strict. One
reason why Glasser gained popularity was
his success in translating a number of
behavioral modification concepts into a
relatively simple and straight forward
model of practice. [5]. The counselor acts
as: (1). Motivator, who drives the
counselee, (2). Channels of responsibility,
(3). Moralist, (4). Teacher, (5). A binding
contract (contractor) [14]. Reality therapy
is a system focused on current behavior.
Therapy functions as a teacher and model
and confronts clients in ways that help
clients deal with reality and meet basic
needs without harming yourself or others
[8]. In reality therapy this helps clients in
meeting the biological needs of individuals
including feelings of love and being loved
also feel valued and useful to others [11].
Based on research by Suri MS and
Wiwik. S which shows the results that
reality therapy is effective in increasing
self-regulated learning instudents
underachiever. [13]. So it is clear that
Reality Therapy is not based on a
deterministic philosophy about humans,
but is built on the assumption that humans
are self-determining agents. This principle
implies that the consequences of his own
behavior. Apparently, people become what
they have set.
IV. CONCLUSION
From the conclusions of the
literature study, the authors provide advice
especially for people who experience
sexual disorders (homosexuals) should
consult with psychologists, psychiatrists
and religious leaders in order to be given
appropriate therapies and directives, trying
to stay away from the environment that
can affect him to be a homosexual. For
parents to be more sensitive to the
behavior of their children if there are
deviant behavior, so as not to become a
person with sexual deviations.
How many factors that become a
person experiencing sexual disorders such
as homosexual namely environmental
influences that are not good or unfavorable
for the development of sexual maturity.
Someone who is always looking for the
satisfaction of sexual relations, because
homosexuals are more vulnerable to
deviant behavior, crime and even become
one of the spreaders of diseases such as
HIV / AIDS. But not a few homosexuals
who have dared to explore himself in the
environment to show that he is a
homosexual.
V. ACKNOWLEDGMENT
Author would like to thank the lecturer
Ms. Budi Astuti who helped during the
writing of the article. The most important
thing is for parents. Author also say thank
you to all parties involved. Criticisms and
suggestions given are very helpful in this
writing.
REFERENCES
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Remaja Edisi Revisi. Jakarta: PT Global, Volume 6, Nomor 2, 2017
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https://kbbi.kemdikbud.go.id/entri/ho
Karakter Universitas Ahmad Dahlan
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[7] Gallo Ajeng Yusinta Dewi, Endang Sri
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Indrawati “Pengalaman Menjadi
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[14] Singgah D Gunarsah (2000)
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Gunung Mulia
 DEVELOPMENT OF MARRIAGE READINESS
INSTRUMENTS
1st Mohamad Awal Lakadjo
Department of Educational Psychology and Guidance
Universitas Pendidikan Indonesia
Bandung, Indonesia
mohamadawallakadjo@student.upi.edu
2nd Syamsu Yusuf, LN
Department of Educational Psychology and Guidance
Universitas Pendidikan Indonesia
Bandung, Indonesia
syamsu@upi.edu
3rd Yusi Riksa Yustiana
Department of Educational Psychology and Guidance
Universitas Pendidikan Indonesia
Bandung, Indonesia
yusiriksa@upi.edu
Abstract— The article is based on various marriage issues and
for the need of measuring and assessing the various marriage
readiness needed in marriage. Some of the popular instruments
like PREPARE, FOCCUS and RELATE. The development of
the instrument is based on the criteria of the field of assessment
and premarital relations. The instrument was developed by
identifying some of the content of marriage programs that are
both inventory and training. The construct of the instrument
produces content consisting of (a) knowledge, (b) attitudes, (c)
skills, and (d) virtue values. The instrument has 29 valid items
(Cronbach’s Alpha = 0.836). The instrument can be used in
college for students and the development of marriage programs
/ education / training.
Keywords— instrument development, marriage readiness,
attitude scale.
I. INTRODUCTION
Marriage or premarital preparation is an issue that needs to
be understood by early adult individuals who will enter the
marriage or marriage stage because it is in the range of 20 to
30/35 years [1]. Individuals in early adulthood that are
intended in this article are Strata 1 (S1) students because
they are viewed from the perspective of age, aspects of
physiological development, socio-emotional, and more
mature religion [2]. Early adulthood development has the
task of developing self-preparation for marriage and family
life according to Indonesian culture stated by Kartadinata, et
al [3], in terms of chronological age and developmental
tasks have the characteristics of choosing a partner and
starting to foster a family [2]. Marriage issues include:
choosing the type of partner, designing the right time,
understanding the role as husband / wife, and desires of a
happily obtained marriage, and romantic relationships with
the opposite sex. Another issue that is no less important is
pregnancy outside of marriage, adultery (cohabitation) [4]
[5], and insufficient preparedness from the aspects of health,
mental emotional, education, socioeconomic, and
II.
reproduction in relationships entering marriage [6].
Marriage readiness is a perceived condition for preparing of
marriage as an important indicator for acting from the time
of transition to a legal marriage [7]. Holman & Li explain
the factors that influence marriage, are: (a) family
background; (b) significant person; (c) impulsivity; (d)
attitudes towards privacy; (e) sociodemographic
characteristics; (f) physical attractiveness; (g)
communication & approval; and (g) readiness for marriage.
Stinnett explained the readiness of marriage in relation to
marriage competence. This competency is the success of
preparing the problem of readiness to perform the roles
involved in marital competence namely; (a) ready to meet
the needs of love; (b) fulfillment of personality; (c) respect;
and (d) future communication, that competency can make a
partner build a strong foundation for marital success [8].
Larson in 1988 [9] explained that marriage readiness is a
marriage attitude that is defined as thoughts, beliefs, or
perceptions and feelings one has about marital relationships,
and readiness for marriage which is perceived as subjective
evaluation of individual’s readiness to assume the
responsibilities and challenges of marriage. Indicators of
marriage readiness are (a) financial readiness, (b) sexual
readiness, (c) emotional readiness, and (d) readiness to
accept the adult role that comes in marriage. Various issues
regarding marriage readiness need to be understood, and
responded positively by every individual who is going to get
married which starts with an understanding of marriage
preparation. Knowing the marriage readiness needed
instrumentation that can measure and assess various
wedding readiness needed in marriage [10]. Criteria
suggested by the authorities in the field of assessment and
premarital relations [10] are: (1) designing primarily or
exclusively to assess premarital relationships; (2) collecting
data relevant to the process of counseling or pre-marital
education; (3) easily managed and widely applied (the
questionnaire must be easy to be given by the counselor,
easy to complete with the counselee, relatively easy to
assess, and must take a short time to complete; (4) easy to
interpret (the scoring questionnaire must be relatively easy
for the test administrator) and couples to interpret and easy
to use as part of a comprehensive marriage education
process, and (5) valid & reliable.
METHODS
The method which was used in article writing is in-depth
literature reviewing various sources to obtain the accuracy
of a theoretical foundation for the development of marriage
readiness instruments. The type of instrument which was
developed is attitude scale using a likert-scale.
III. RESULT AND DISCUSSION Development of Marriage Readiness Instruments
Result The development of the instrument was carried out by
identifying several contents of marriage programs that are
Some Marriage Readiness Instruments
inventory as well as education / training.
Basically, the instruments used to evaluate marriage
Wedding inventory content that is used as a reference, i.e.
preparations are widely spread to become a reference source
PREPARE-ENRICH [11],[12],[13], FOCCUS [14],
so that they can be used as a basis for the development of a
RELATE [15]. Marriage education / training content that is
continuing marriage education program. Ways to measure
used as a reference The Prevention and Relationship
marriage readiness and marital stability have been widely
Enhancement Program (PREP) [16], Couple Commitment
used in the world of marriage education. Some of the most
And Relationship Enhancement Program (Couple CARE)
well-known and have been developed such as inventory
[17], The Couples Coping Enhancement Training (CCET)
PREPARE [11],[12],[13], FOCCUS [14], RELATE [15].
[18], Premarital Interpersonal Choices and Knowledge
Table 1: Marriage Readiness Inventory (PICK) Program [19]. Added search content developed by
The National Extension Relationship & Marriage Education
Inventory Purpose Rated aspect Model [20].
PREPARE- Identify and a. Marriage hopes
ENRICH measure the b. Personality issues The ten contents of marriage training education and
(PREmarital strength of c. Communication inventory, mapping and tabulation were made to make it
Preparation and premarital d. Conflict resolution easier to search the contents to compile a marriage readiness
Relationship relationships e. Financial management
Enhancement- f. Recreational activities development contract that was adapted from Hawkins, et al.
Evaluating & g. Sexual intercourse [21]. The construct is specified into the division of content
Nurturing h. Children and parents as follow (a) knowledge, (b) attitude, (c) skills, and (d)
Relationship i. Family and friends virtue values.
Issues, j. Role relationship
Communication, k. Spiritual belief a. Knowledge, is the students' understanding of themselves
Happiness) and their partners related to family life which is
(195 Items) characterized by (1) personality issues, (2) family
FOCCUS Inventory to a. Respect and support for background, and (3) finance, work, and finance.
(Facilitating Open facilitate self- couples b. Attitude is the tendency of students to act related to
Couple reports that assess b. Concerns about habits family life marked by the existence of marriage
Communication various (negative)
Understanding & dimensions and c. Disagreement about spiritual
expectations.
Study) have the function practice c. Skills is self-skills related to family life which is
156 items (with for the usefulness d. Reservation about marriage characterized by (1) effective communication, and (2)
an additional 33 of partner e. Unresolved relationship problem solving / conflict resolution.
optional items for assessments, and conflict d. Virtue values is founding values which is related to
couples of provide couples f. Financial problems and roles / family life marked by (1) sharing and intimacy, (2)
different religions, with systematic responsibilities concern and caring, (4) commitment, and (5) socio-
living together, feedback about g. The belief that spirituality and
and couples where the results of values are an integral part of
cultural principles.
one or both assessments relationships The developed constructs are shown in table 2.
partners remarry) h. Avoidance of Conflict
which are widely i. Reception by a large family Table 2 Constructions for Marriage Readiness Instruments
used by Catholic
and Protestant Aspect Sub Aspect Indicator
churches and non-
denominational Knowledge Personality 1. Able to give appreciation
counseling Issues for the self
services 2. Able to identify the
RELATE Programs that a. Family background context emotions feeling
(The focus on (e.g., family structure, 3. Able to express emotions
RELATionship assessments quality of parent's properly
Evaluation) improve abilities marriage, family Family's Knowing the background
(271 items) and success in a environment, and parent- background situation of the couple's
relationship child relationship) family
starting from b. Social / cultural context Finance, work 1. Understanding readiness
various stages of (e.g., parental and family and finance to have a permanent
the relationship, agreement, social job
casual dating to connection, religion, and 2. Able to understand that
engagement socio-cultural finance is an important
characteristics) part of marriage
c. The context of individual Attitude Marriage 1. Able to set marriage goals
characteristics (eg, expectations
emotional health, 2. Able to take care and
impulsivity, self-esteem, educate children
and values & attitudes 3. Being responsible for the
about the importance of role of husband and
marriage) wife
d. The context of the couple's Skills Effective 1. Having communication
interaction process (e.g., communication skills both ways
equality of values, 2. Having skills for self-
agreement tendencies, change to improve
interaction patterns, communication
interaction results) Problem 1. Having conflict resolution
solving / conflict skills with a partner
resolution 2. Have the skills to change
 Aspect Sub Aspect Indicator family [2]. Individuals in early adulthood need to know the
the self based on the of
opposite sex in depth is very necessary, according to
conflict resolution Erikson's statement about the relationship stages of early
Virtue Values A feeling of Able to develop positive adulthood/young adulthood) [22],[23] namely the intimacy
sharing and feelings about vs isolation stage. Erikson [24] explained that early
intimacy relationships adulthood was a period of intimacy, namely the ability to
Concern and 1. Able to develop the value commit the affiliations concreting and the partnerships not
attention of loyalty only to develop ethical power to abide by commitments but
2. Able to develop the value also to demand significant sacrifice and to compromise with
of love and affection others.
Commitment Having a commitment to
the relationship The results of the instrument can also be used for the
Socio-cultural 1. Family principles development of marriage programs / education / training as
principles a preventive measure in improving relations [18],
2. Personal principles individuals who plan to get married in order to increase
commitment [25] and provide opportunities to choose the
desired partner [19] and have healthy and stable
The content which was developed in the development of relationships [26][27]. The instrument is also designed to
marriage instruments is adapted to develop the task understand the characteristics and personalities of self and
characterized by Indonesian culture. In total there are four partner [28],[29], individual expectations of a partner [30],
aspects, ten sub-aspects and 19 indicators that can be used to and problem solving / conflict resolution [31],[32].
assess marriage readiness for college students (Bachelor IV. CONCLUSION
degree). The number of items in each aspect is shown in
table 3 as follows. The need to understand marriage readinesss can be done by
developing an instrument. The marriage readiness
Table 3 Number of items on the Development of Marriage instrument which is carried out by having the content of a
Readiness Instruments marriage program which is inventory or education / training
Number is expected to be able to contribute to individual students to
Aspect Sub Aspect understand various issues that need to be prepared in
of Items
Personality Issues 3 marriage.
Knowledge Family's background 3 ACKNOWLEDGMENT
Finance, work and finance 2 I thank Professor Doctor Syamsu Yusuf LN who has
provided support in writing articles and has always been a
Attitude Marriage expectations 4 friendly figure to writers. Furthermore, an infinite thank you
Effective communication 3 to Doctor Yusi Riksa Yustiana who always accompanies the
Skills Problem solving / conflict
author and gives a lot of constructive input in the completion
resolution
6 of the article.
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 SKILL ASSESSMENT OF SIX SEMESTER STUDENTS’ COUNSELING IN CROSS-
CULTURAL COUNSELING PRACTICES

Evia Darmawani1 Muhammad Ferdiansyah2 Arizona3 Nurlela4 Bela Janare Putra5

Program Study Guidance and Counseling, Postgraduate Yogyakarta State University
Program Study Guidance and Counseling University PGRI Palembang
Email1: Evia.syamsuddin@gmail.com
Email2: mferdiansyah34@yahoo.com
Email3: arizona.karno@gmail.com
Email4: Nurlelampd97@gmail.com
Email5: belajanare12@gmail.com

Abstract
This study aims to obtain assessment data from which data is used to improve the quality of cross-
cultural guidance and counseling learning. research using evaluation methods with a case study
approach. Data collection techniques by interview, observation, documentation and FGD.
Determination of informants using purposive sampling techniques. The research findings were
examined through four criteria, namely (1) Trust test 2) Transference, 3) Defendibility 4)
Conformity. The results of the study found that; a) sixth semester counseling and guidance program
students experience errors in diagnosing counselee problems of different cultures b) weak students'
insights about the culture of the counselee c) Weak ability to build therapeutic relationships, d)
difficulties in empathy and e) wrong in explore counselee problems. Recommendations from the
results of the study are expected that the guidance and counseling study program of the University
of PGRI Palembang conducts a curriculum review by adding the proportion of practical courses in
the curriculum of the study program.

Keywords: Assessment, BK Student Skills, Cross-Cultural Counseling.

INTRODUCTION difference can also potentially lead to

Indonesia is a compound country disputes, therefore counselors in any
with the fourth largest human population scope must understand that they are
in the world with a population of 265 relying on a pluralistic society. The
million people The Spectator Index counselor should ideally realize that he is
(Okezone.com July 2018). Cultural facing a variety of human conditions.
portraits found in Indonesia are very In cross-cultural counseling, the
diverse and varied, no less important goals to be achieved must not be impeded
socially and politically, Indonesia has a by cultural differences between counselor
historical fabric and the dynamics of and counselee. Of course this refers to the
interaction between one culture with philosophical foundation which is often
another culture strongly. Cultural expressed as an inherent dignity in the
diversity is one of Indonesia's riches. individual, respect for individuality,
However, it is undeniable that the individual rights for self-actualization and
potential for disunity due to this others, indicating the counselor's
commitment to effective counseling for
all counselees regardless of cultural,
ethnic or religious background -the
economy. However, as important as that
commitment is that counselors must move
towards active pursuit of appropriate
theoretical foundations, and effective
practices, if they want to succeed in
counseling from different cultural
backgrounds (Iswari M, 2013: 9).
Guidance and Counseling study
program (hereinafter abbreviated as BK)
FKIP University of PGRI Palembang, as
the only Private Higher Education
Institution (PTS) as the organizer of the
BK study program in South Sumatra
which is a place in preparing prospective
BK professional teachers, must play an
active role in improving the quality of its
graduates. Ferdiansyah M, (2018; 45)
explained along with the development,
BK students need to be equipped with a
set of insights, knowledge, skills and
attitudes to respond to the accelerating
progress of the era. To achieve this,
Ferdiansyah (2016: 167) emphasized that
lecturers as one of the important
components in an educational institution
that is tasked with transforming
knowledge in the BK study program must
be able to equip students with new
strategies or methods in the BK field. For
this reason, the material to be taught, of
course, must have clear standards and
objectives for achievement. In order to
produce quality graduates.
Referring to the explanation, it is
realized that BK of FKIP University of
Palembang PGRI study program is still
not maximized in producing graduates
who can help administer BK
professionally in schools, especially in
South Sumatra. This is reinforced by
research conducted by Ferdiansyah, M &
Efrianto (2018: 43) found that the pattern
of BK teachers in (alumni of the
University of PGRI Palembang) in
handling students with problems is still
dominant using the disciplinary approach.
Based on the research findings, of course
various improvement efforts are being
pursued by the BK study program in
maximizing the quality of students and
graduates so that they can contribute
greatly in improving the quality of
counseling services in schools.
Counseling is an assistance service
provided by professionals to an individual
or group of individuals for the
development of an effective everyday life
and the effective handling of disturbed
daily lives with an independent personal
focus that is able to control itself through
the implementation of various types of
services and support activities in the
learning process ( Prayitno, 2013). Based
on the professional point in question it
can be understood that someone who can
be said to be professional in a broader
sense is someone who has special
expertise obtained through education and
can practice it skillfully, not just so.
BK students as prospective
professionals in the field of counseling
must understand, if the language and
dialect differences between them and the
counselee have a major influence on the
success of counseling, even though
cultural differences in the last generation
are increasingly recognized as the greatest
driving force for interpersonal relations,
but cannot allow this it disguises the need
for counselors to vomit between their own
culture and the culture of the counselor.
Furthermore, to begin the journey
to becoming a culturally competent
counselor, students must first ask
themselves, "what is my understanding of
cross-cultural counseling? There are many
cultural aspects and many of them, such
as language, habits, values values, beliefs,
spirituality, gender roles, socio-political
history, etc., may have an impact on
counseling In this connection, the work of
Dyche and Zayas (1995) shows that most
multicultural counseling practices are
driven by a set of principles or beliefs, not
based on a set of techniques or special
skills Multicultural counselors can use
various forms of delivery, ranging from
individuals, couples, families or groups,
and take advantage of certain
interventions such as relaxation training,
dream analysis, or empathic reflection.
In connection with that, South
Sumatra is a province with diverse
demographic conditions, in terms of
ethnicity. South Sumatra Province has
many indigenous tribes including Gumai,
Ogan, Lematang, Palembang, Komering
and others, each of which has different
characteristics from language, customs,
beliefs and daily habits, therefore in the
implementation of the counseling process
counselors should have broad insights, in
order to be able to use various emic and
ethical approaches in the counseling
process.
Furthermore, cross-cultural
counselor competencies must focus on the
important skills possessed by counselors
including: (1) Appropriate attitudes and
beliefs in the sense that they are aware of
assumptions, values and biases, (2)
Knowledge needed about their client's
culture so that they can better understand
their clients, (3) repertoire of skills or
tools that can be effectively applied to
clients from various backgrounds
(Arredondo, 1999; Sue & Sue, 2008 in
Neukrug, 2012: 487). Observing this
matter, the researcher realizes that the
importance of cross-cultural counseling
skills in the success of the counseling
process, then this research needs to be
done in the guidance and counseling study
program FKIP Palembang PGRI
University.
RESEARCH METHODS
This study uses a qualitative
evaluation research design with a case
study model. According to Yusuf (2013:
53) evaluative research is research that
aims to assess something that is ongoing,
in this case the researcher will evaluate
the learning process of cross cultural
counseling implementation skills that are
being carried out in the sixth semester, to
get the right data the researcher uses
purposive techniques sample in
determining informants. Research
informants are people who are used to
provide information about the situation
and conditions of the research setting
(Moleong, 1998: 90). The findings of the
next study were tested for validity through
four criteria, namely (1) the Trust test (2)
Transparency test, (3) Defendibility test
(4) Conformity test (Ferdiansyah 2015:
66). Furthermore, Yin, (2008: 140)
explains that the findings in the field can
be arranged systematically, then the
analysis strategy that can be used is
dominant analysis, the dominant analysis
consists of three sub-activities namely
pattern matching, explanation, time series
analysis.
RESULTS AND DISCUSSION
Based on data and facts while in
the field, various phenomena were found
to be expected to be material for
improvement for the BK Study Program
in the Faculty of Teacher Training and
Education, PGRI University Palembang
in an effort to improve lecture patterns. In
order to be understood the following
researchers explain based on the focus
and purpose of the study. After the
researchers conducted data collection
activities through interviews,
observations, documentation studies.
Based on observations of
interviews and documentation studies,
data are obtained that in the practice of
implementing cross-cultural counseling
students experience quite a variety of
obstacles, as stated by "MD" as follows:
I do not yet have sensitive feelings
about what is desired by the
counselee, especially for
counseling with a different
perspective in seeing things with
me, for example when I do
counseling with people who have
strong beliefs about things that are
magical that tend to lead to
irrational things. I have difficulty
doing counseling with a cultural
approach. (Interview, Tuesday 3
February 2019)
From the explanation above, the
researcher gets information that when
counseling with counselees who have For this reason a student as an
different cultural views, students tend to effective cross-cultural counselor
erroneously diagnose problems and candidate should have an awareness of his
interpret what is the counselee's problem. own cultural background and have
Not only that, researchers also obtained actively gained further awareness about
data through observations when sixth his own biases, stereotypes, and values.
semester students practiced cross-cultural Although an effective cross-cultural
counseling, students were not yet skilled counselor cannot hold the same belief
in exploring the problems experienced by system as his client, he can accept the
clients, lacked skills in making open different world views presented by a
questions and tended to get stuck in helper. In other words, "Differences are
stereotypical perceptions about not seen as deviations". Being sensitive to
counselees causing the implementation of differences and broadcasting one's own
counseling to appear undeveloped. cultural bias allows effective cross-
What was experienced by the sixth cultural counselors to refer counselees
semester students was similar to Scheutz from non-dominant groups to the
(in Lago 2006: 49) showing that "all counselor's own cultural counselor when
coherent cultural knowledge and practices referrals will benefit the helper.
are only partially clear and are not free Unfortunately, the examples of mental
from contradictions (resistance / health professionals who have failed are
differences). This statement has 2 culturally different from themselves as a
implications namely (1) when we look at result of their own general biases and
the culture of others we have (maybe prejudices (Sue & Sue, 2008).
inconvenience) experience in Students as prospective cross-
understanding phenomena that are not all cultural counselors should ideally be able
directly clear. (2) when we examine to apply, adapt, generic interview and
ourselves, we cannot appreciate the counseling skills and also have
incoherence and contradiction that exists knowledge and have special skills and
unless we are assisted by outsiders. interventions that may be effective with
Therefore efforts need to be made in the clients from diverse cultural groups. BK
multicultural counseling movement to students should also have knowledge and
find ways to facilitate the development of understand the client's verbal and
awareness, knowledge, and appropriate nonverbal language and be able to
cultural skills. communicate effectively.
 In addition, a BK student is ideally success of the cross-cultural
skilled to appreciate the importance of counseling process
having a systemic perspective, regarding
SUGGESTION
understanding of the impact of family and
Based on the research findings, the
community on counselees, being able to
researcher suggests that the study
work with community leaders, colleagues,
program implementers/personnel have a
and other professionals. What happens
strong commitment in conducting the
when BK students do not have the right
lecture process, especially in the practice
skills when working with students of
of expertise courses, so that the
diverse cultures? Most likely, students
organization of education is now
who will become counselees will feel
improved again in order to produce
hopeless and dissatisfied with counseling
quality students and graduates and
services.
contribute greatly to the delivery of
services school counseling.
CLOSING
Conclusion:
REFERENCES
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Ferdiansyah, M & EFrianto. (2018). Pola
counselors and counselees that involve
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therefore the counseling process is
Bermasalah di SMA PGRI 4
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Palembang.Journal of Innovative
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2. The need for BK students as Research, 1 (1): pp. 91-94
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help counselees, this is so that BK Media
students as prospective counselors Ferdiansyah, M. (2016). Asesmen
appreciate the individual dimension terhadap Keterampilan Mahasiswa
inherent in the individual counselee Bimbingan dan Konseling dalam
3. Knowledge, attitudes and intervention
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Padang: UNP Preess
Pan Fabat and Gumbak Karit Sinan games as a KIPAS Model Modification
Counseling Strategy
1st Nisa Ariantini Tarakan, Indonesia
Guidance and Counseling suriataannisa@gmail.com
Borneo university of Tarakan 2nd Suriata
Tarakan, Indonesia Guidance and Counseling
ariantiny.nisa@gmail.com Borneo university of Tarakan

Abstract— Traditional games inculcate cultural values and know the game of Gumbak Karit Sinan and they still often
social norms in the development of learners at the school. In play it in their spare time when at home or at school.
North Kalimantan there are many types of traditional games, 5
Counseling teachers in schools must basically try to carry
including Pan Fabat and Gumbak Karit Sinanyang. The purpose out interactive and creative activities in providing
of this study is to describe the elements of the game Pan Fabat
guidance and counseling services.
and Gumbak Karit Sinan which can be used as a guidance and
counseling service technique in KIPAS Model Counseling. This One of the counselors could adopt a culture-based
study used qualitative research with symbolic interactionism KIPAS Counseling Model using traditional games as a
methods, which were carried out in Tanjung Palas 1 Middle technique in providing guidance services or group
School and Tana Tidung 2 Public Middle School. The results of counseling. KIPAS model counseling provides an
this study indicate the construction of each game including the alternative modification strategy using traditional game
tools used, rules in the game, how to play, and the use of Pan techniques that can show attitudes that are expected to be
Fabat and gumbak karit sinan as an empowering strategy in empoworing for students who carry out counseling service
KIPAS Model Counseling. activities.
6
Through the provision of distinctive service
Keywords—Pan Fabat dan Gumbak Karit Sinan Games,
KIPAS Counseling Models, methods by adopting culture and both in the
implementation of services in the classroom or outside the
I. INTRODUCTION classroom, the counselor will be helped to develop
students themselves. The focus of this paper is to describe
Cultural diversity is an asset and wealth of
the elements of the Pan Fabat game and the Gumbak Karit
Indonesia that needs to be preserved, for example
Sinan game which can be used as a technique in the
traditional games. 1Traditional games provide an
KIPAS model counseling strategy. The focus in this paper
alternative that is rich in cultural value, which is now
is to describe the elements of the Pan Fabat game and the
almost extinct if it is not developed. Traditional games or
Gumbak Karit Sinan game that can be used as a technique
commonly referred to as children's toys are one of the
in the KIPAS model counseling strategy, so that the BK
cultural assets that must be preserved, so that traditional
teacher can use as a service method to develop students
games remain recognized and continue to develop.
themselves. This paper is expected to be used as a
The traditional game is important in the education
reference by students; school counselor; and other
of the nation, because it can instill cultural values and
research.
social norms needed to guide children in their social
relationships. 2In addition, traditional games can also be II. LITERATURE REVIEW
used as shaping his personality. There are a number of
a. Traditional Games
traditional games that have many roles to develop the 7
Traditional games are games that have been handed
potential of students, such as gross & subtle motor skills,
down from one generation to the next, with the game
cognitive development, and other aspects of development.
3 containing the values "good", "positive", "valuable", and
The game is widely used as a learning medium. And also
"desirable". Traditional games are classified into three
can be used by BK teachers as learning media in service
groups, namely, games that are conditional with verbal
delivery in schools. 4 Service delivery using games has
content, games that are conditional on imaginative
many advantages, including: 1) being able to develop
content, and games that are conditions with physical
instinctive and instrumental behavioral patterns in life, 2)
content. There are many traditional games raised in this
focusing on the similarities between playing behavior with
article which are included in the game that is a condition
real life activities, 3) providing opportunities to express
with physical content, because it requires toughness and
themselves in socially acceptable ways , and 4) as a tool
agility in playing it.
for learning in the learning process outside the classroom.
b. Pan Fabat Game
Each region in the territory of Indonesia has a
The Pan Fabat game has meaning in Dayak
variety of traditional games, including in the northern
language, which is a chase throwing game. This game is
region of the island of Borneo, namely the game Pan
played in groups with 4 - 6 players in one group. This
Fabat and Gumbak Karit Sinan. The game developed in
game uses a tool in the form of one long wood as a bat,
the Tanjung Palas area, Bulungan Regency and in the
and one short wood as a weapon in play.
Bikis Agency area, Tana Tidung Regency. The game is
c. Gumbak Karit Sinan Game
usually played in groups of 4 - 8 people each.
Gumbak Karit game Sinan has meaning in the
Based on the observations made at Tanjung Palas 1
language of Tidung, which is a rubber jumping game. This
Public Middle School, there are still many children who
game can be played individually and also in groups. This
play this Pan Fabat game. Likewise, in Tana Tidung 2
game is usually played with a tool in the form of rubber
Public Middle School, there are still many students who
that is neatly knotted to be used to jump.
 d. Modification of KIPAS Model Counseling Strategy
8
There are several modification strategies in KIPAS
Model Counseling, including self-management and
personal reconstruction, self-immunization and
internalization of cultural values, empowering (self-
empowerment), self-analysis and situations, and social
Sensitization (workshop). In this paper the modified
strategy used with traditional game techniques is
empowering.method.
III. METHOD
This study uses qualitative methods to uncover
symptoms holistically-contextually through collecting
data from natural backgrounds by utilizing researchers as
key instruments. This study uses a type of symbolic
interactionism design, namely researchers interpret the
interaction between individuals and symbols that look
like; language; rhythm-saying; emphasis on words;
posture; gesture; expression of the interaction that takes
place in the game and the meaning that the individual
gives to it all.
This study uses a purposive sampling technique.
The subjects in this study were students of class VII, and
VIII from SMP Negeri 2 Tana Tidung by 8 people and
students of SMP Negeri 1 Tanjung Palas by 8 people. The
selection of research subjects is based on criteria,
including: 1) the subject has played a catch game before,
2) the subject can be invited to work together to do the
game, 3) the subject can be used as an informant in the
study, and 4) the subject can establish close relationships
with researchers.
The presence and involvement of researchers in the
field is to find meaning and interpretation of the subject
that cannot be replaced with other tools (non-human) in
this case the researcher uses himself as the main
instrument. The data analysis technique in this study uses
several strategies, including data describing,
categorization of data, and connecting data.
IV. FINDING
a. Pan Fabat Game
There are several elements in the Pan Fabat game,
including:
1. Game Tools
The tools used are 2 pieces of wood, with long and
short sizes. Long wood is used for hitting, and short
wood is used as a weapon.
2. Game Rules
All students who take part in the game divide
themselves into two groups by means of the jump.
Next each group chooses one of its members as the
group leader and performs a suit (stone, scissors,
paper) with the opposing group leader to determine
which group will play first. Then, all members
determine the score obtained if the weapon is captured
by members of another group, namely using the left
hand with a score of 50, using the right hand with a
score of 30, and capturing with both hands the score is
15.
After that, some members dig a hole in the ground
which functions as a place for small wood to be placed
before the members play. And furthermore, group
members determine the hole boundary area to throw
with the limit of the opposing members waiting, and
determine the overall area of the game.
3. How to Play
There are three sessions in this game, where the
first session of small wood is placed transversely over
the hole then the group members bring up the wood
until it is thrown towards the opposing group and they
must catch it. The second session, small wood was
thrown over the hole and before the wood fell the
member had to hit him until he was thrown towards
the group and they had to catch him. And the third
session, the wood is placed in a hole in a sloping
position, then the group members hit the top of the
wood to soar towards the opposing group and they
must catch it. At the end of the session, the opposing
player throws the short wood in the direction of the
hole to get an additional score. And, the highest score
wins the game.
b. Gumbak Karit Sinan Game
There are several elements in the game Gumbak
Karit Sinan, including:
1. Game Tools
The tools used are large amounts of rubber, then
the rubber is arranged into a knot so that it can
connect and become long.
2. Game Rules
In this paper, the game of sinan charcoal grinder
is done in groups. All students did hompimpa to
divide into two groups. Then, each group chooses
one group leader to do the suit (stone, scissors, and
paper) to find out which group will start the game.
All members of the group were in discussions to
determine the type of gumbak karit to be played, and
in this study were selected is gumbak karit sinan.
Next, all members discuss each other about the rules
for making a leap to be able to continue the next
stage of the game.
3. How to Play
In the game of sinan karumbak, there are two
members from the losing group holding the karite
horizontally starting from the knee to independence.
From the knee to the waist, the player must skip the
karite without touching it. Then, in the stage of the
chest - the ears of the player jumping over the
carcass are allowed to touch it. As well as being
stepped up to independence, players are allowed to
take karit in one hand and jump it. Groups that can
reach first will win the game.
c. The game of Pan Fabat and Gumbak Karit Sinan as a
KIPAS Model Counseling empowering strategy.
In the KIPAS Model Counseling step process,
the BK teacher needs to describe some students who
have problems or "core affairs" to be able to find out
the label "neglected assets" or "cause assets" by being
given a modification strategy, to switch to "renewable
assets" or " counseling goals ".
Modification strategies suitable for the
technique of playing Pan Fabat and Gumbak Karit
Sinan, namely empowering. Where "assets are
neglected" there are still many students who have
power only within themselves, or sometimes the
power expended in vain. Through empowering using
the techniques of the game Pan Fabat and Gumbak
Karit Sinan, students will be able to become
 "renewable assets" that develop full of power and
enthusiasm to get out of problematic situations.
V. DISCUSSION AND SUGGESTION
Students have the right to get encouraging
counseling services about themselves, in the
implementation of counseling. The KIPAS counseling
model is oriented towards "happy electism" in its
implementation at school. The KIPAS model plans
counseling actions in several modification strategies, one
of which is empowering by using the game Pan Fabat and
Gumbak Karit Sinan.
The game of Pan Fabat and Gumbak Karit Sinan
can be used by the BK teacher as one of the counseling
techniques in the implementation of counseling services.
But this is still not done by many BK teachers in schools,
through the provision of unique, and unique service
techniques both in the implementation of counseling
inside or outside the classroom, will help BK teachers in
developing students themselves.
9Game techniques in the guidance and counseling
service is a vehicle for solving problems through
demonstration, with steps of problem identification,
analysis and discussion results. Where through the game
is able to foster empathy and make it easier in adjusting
themselves to existing conditions because the function of
the game is to issue problems in a person.
10
The implementation of counseling can help a
person understand himself, prevent problems, be able to
improve themselves, and carry out optimal development
through information and experience through group
activities. In this case, the game of pan fabat and karinan
sinan gumbak can be used as one of the techniques as a
strategy for counseling the KIPAS model to improve the
development of student guidance and counseling.
REFERENCES
[1] Bergen, Doris. 2001. Pretend Play and Young Children’s
Development.. Journal ERIC Digest. ED458045
[2] Christiyati, Ariani. 1997. Pembinaan Nilai-nilai Budaya
Melalui Permainan Rakyat DIY. Yogyakarta: Proyek
P3NB
[3] Kurniawan, M. R. 2018. Permainan tradisional
Yogyakarta sebagai sumber belajar alternatif berbasis
kearifan lokal bagi pembelajaran di sekolah dasar.
Premiere Educandum : Jurnal Pendidikan Dasar Dan
Pembelajaran, 8(2), 98–111.
[4] Tri, Utomo, E. 2018. Penggunaan Layanan Bimbingan
Kelompok Teknik Permainan untuk Meningkatkan
Kemampuan Regulasi Emosi Siswa. Alibkin: Jurnal
Bimbingan Konseling. Vol. 6, No. 3, 2018.
[5] Ariyanti, S., Ramli, M. 2016. Pengembangan Media
Permainan Simulasi Ular Tangga Untuk Meningkatkan
Tanggung Jawab Belajar Siswa SMP. Jurnal Kajian
Bimbingan dan Konseling. Vol. 1, No. 1, 2016.
[6] Mappiare-AT, A. 2012. Bimbingan dan konseling pada
Pendidikan Dasar dalam Perspektif Perkembangan Sosial
Budaya Kontemporer. Bimbingan Dan Konseling Pada
Pendidikan Dasar, 21(2), 178–187.
[7] Mappiare-AT, A. 2017. Meramu Model Konseling
Berbasis Budaya Nusantara: KIPAS (Konseling Intensif
Progresif Adaptif terhadap Struktur). Universitas Negeri
Malang.
[8] Bishop, Julia. 2005. Permainan Anak-anak Zaman
Sekarang di Sekolah Dasar (Terjemahan: Agustina R.E).
Jakarta: PT. Grasindo.
[9] Rusmana, N. 2009. Bimbingan dan Konseling kelompok
di Sekolah (Metode, Teknik, dan Aplikasi). Bandung: Rizqi
Press.
[10]
Gibson, Rl & Mitchell. 2011. Bimbingan dan Konseling.
Yogyakarta: Pustaka Pelajar.
THE APPLICATION OF GROUP TRAINING - BASED GUIDANCE STRATEGIES TO DEVELOP THE
GRATITUDE OF ACEH ADOLESCENTS IN MAINTAINING PEACE
1
Martunis
Bimbingan dan Konseling 2
Abu Bakar
FKIP Universitas Syiah Kuala Bimbingan dan Konseling
Banda Aceh, Indonesia FKIP Universitas Syiah Kuala
martunis_yahya@unsyiah.ac.id Banda Aceh, Indonesia
abubakar196712@gmail.com
Abstract— After long conflict in Aceh, both large and
small scale conflict such as brawls between vocational students
with senior high school students, more or less needs to be a
concern for maintenance so as not to recur. The teaching and
learning process at school will run well if the physical and
psychological environment is condusive. Conversely, conflict
and violence in the school environment can have a negative
impact on the continuity of the teaching and learning process.
Peace is an absolute solution to eliminate the remaining
conflicts both in the community and in the school and family
environment. The existence of peace must be thankful for and
safeguarded so as not to again cause a prolonged conflict. This
study aims to determine the application of the effectiveness of
group training-based guidance strategies for the development
of gratitude of Aceh adolescents in maintening peace.. The
approach taken in this research is quatitative with a quasi-
experimental research method. The research locations are
schools in the Aceh conflict area and schools that have
experienced conflict/brawl between students in Aceh the last
five years published by the media, namely SMKN 1 Bireun and
SMAN 2 Bireun, and SMKN 2 Langsa and SMAN 1 Langsa.
The populations in this study were teenagers in grade XI SMA
and SMK. The sample was taken with a purposive sampling
technique. Data collection was carried out with a questionnaire
instrument in the form of a likert scale that was able to
describe the characteristics of adolescents having gratitude in
maintaining peace. The result showed that there were
differences in the pretest and post test scores of the
experimental class with the exact sig scores ( 1 tailed) of 0,028
<0,05. This shows the post-gratitude score of adolescent
gratitude has a good influence with an average increase in the
experimental group in the post test (125.16) greater than the
pretest (105.84). It means that group training-based guidance
strategies are effective in developing the gratitude of Acehnese
adolescents in maintening peace.
Keywords— Guidance, Group Training, Gratitude, Peace
I. INTRODUCTION
School as a social system is a means in the process of
student learning as the successor to the nation. Through
education in school, the nation’s next generation must be
able to improve cognitive, affective and psychomotor
abilities. This is confirmed in Law No 20 of 2003
concerning the purpose of education which is oriented
towards the personal development of the aspired Indonesian
human namely (1) Having faith and devotion to an Almighty
God; (2) having good morals; (3) have knowledge and
skills; (4) has physical and spiritual health; (5) has a strong
and independent personality; (6) has a sense of social and
3
Fitra Marsela
Bimbingan dan Konseling
FKIP Universitas Syiah Kuala
Banda Aceh, Indonesia
fitramarsela.fm@gmail.com
national responsibility. The achievement of the educational
goals related to physical and spiritual health needs to be
prioritized. Physical health is physical health, while spiritual
health is psychological health which is able to generate
motivation to behave productively. But in reality, today’s
teens are less aware of emotions and tend to be unstable in
managing emotions.
Talking about the basic factors that influence the
success of education such as physical and spiritual factors,
one important factor is the environment. Like other factors,
the environment that includes adolescent socializing areas
includes the family, school and community. Schools play a
very important role for adolescents as formal institutions
that are social in nature. It should be conducive to support
the learning process. The learning process will run well if
the physical and psychological environment is conducive,
conversely conflict and violence in the school environment
can have a negative impact on teaching and learning can
hinder students' success in studies.
Conflicts that occur in large-scale communities and
conflicts that occur between adolescents in small-scale
school environments are able to influence the learning
process. The following is a description of cases related to
conflicts / brawls between students which also often occur
which lead to fellow student victims or damage to public
facilities such as school buildings / facilities. The same
incident also occurred conflict / brawl between students of
SMK 1 Bireun and SMAN 2 Bireun on March 4, 2015 only
because of minor problems and inheritance sentiment. The
brawl caused a CCTV belonging to the school to be
destroyed and several school windows were broken because
they were stoned. Besides that a teacher was injured due to
student tantrums (Kompas com. 4 March 2015). Similar
events have also occurred between SMK 2 Langsa and
SMAN 1 Langsa, starting with mutual taunts between the
two camps and ending with the attack on SMAN 1 by
SMKN 2 (Serambi fact Tuesday, November 24, 2015). Due
to the incident a number of SMAN 1 facilities were
damaged such as the outbreak the glass of dozens of study
rooms, halls, student rooms, and musala of the favorite high
school, and injured three students who must be treated at
Langsa Regional Hospital
Based on the description of cases of conflict that
occurred to Aceh adolescents in recent years illustrated that
conflict between adolescents cannot be allowed to continue
because it can harm adolescents and hamper success in their
education. The conflict between high school students in
Bireun City and Langsa City has also received attention
from counseling guidance teachers, school principals,
teachers and other stalkholders. This is evident from the
implementation of mediation counseling strategies in
conflict resolution between students of SMK 1 Bireun and
SMAN 2 Bireun, and mediation counseling between SMK 2
Langsa and SMA I Langsa. The mediation effort is said to
be successful because it has resulted in harmonious relations
/ brotherhood between students who have been involved in
conflict, as well as good Category IntervalScore
relations between the two
1 High >89
schools such as mutual
2 Medium 89-76
cooperation together in the
3 Low <76
school environment,
involving each other as Amount
ceremonial officials in turn
and inviting each other to attend the event on Islamic
Holidays (Martunis, 2018).
Other research that carries efforts to prevent conflict
through counseling guidance strategies is also illustrated in
the research Purwoko, et al (2016) that uses conflict
resolution counseling strategies to overcome interpersonal
conflict in high school students. The results showed that
conflict resolution counseling was effective in increasing the
average score of perception of conflict by 101.92 or by
37.47% based on the maximum score percentage. This
achievement is higher than usual counseling which only
reached 13.08 or with an increase of 4.8% to the maximum
score. These studies indicate that conflict resolution in high
school adolescents can be done by providing guidance and
counseling strategies.
Guidance and counseling strategies efforts are able to
be a curative effort to resolve internal conflicts between the
two schools, but in maintaining peace and avoiding long-
term conflict there needs to be suistanable efforts from
various parties so that preventive efforts are needed to
maintain peace between teenagers in the two schools.
Various approaches can be carried out by the guidance and
counseling teacher with stakeholders including a group
training-based guidance strategy for the development of
gratitude of adolescents in maintaining peace in order to
avoid prolonged conflict. Guidance and counseling
strategies based on group exercises are given to develop
gratitude for the peace that adolescents have gained. A group
training-based guidance strategy consists of a series of
exercises for groups of teenagers which are able to develop
gratitude to maintain and interpret the peace that has been
obtained.
III. METHODS
This research uses a quantitative approach with a
quasi-experimental method using one group pre-test-post
test design. The population of this research is the XI grade
students of SMK 1 Bireuen, SMAN 2 Bireun, SMK 2
Langsa and SMAN 1 Langsa. The sample of this study was
115 grade XI students of SMK and High School totaling 115
teenagers in Bireun City and Langsa, Aceh. Data collection
of gratitude is obtained from the gratitude instruments of
teenagers in maintaining peace.
IV. RESULT AND DISCUSSION
Result
General Description of Adolescents’ Gratitude
The results showed that the level of gratitude of
adolescents in maintaining peace was in the moderate
category. This can be seen from the number of frequency of
answers of adolescents, mostly 73 adolescents or as much as
63% are in the medium category. Thus, it can be concluded
that the level of gratitude of Acehnese adolescents in
maintaining peace in high school is in the medium category,
and is presented in the following:
Frequency Percentage TABLE I. TABLE
DESCRIPTION OF
17 15 %
ADOLESCENT
73 63%
FEELINGS IN
25 22%
VOCATIONAL SCHOOL
115 100% (SMK) AND HIGH
SCHOOL (SMA) OF
BIREUEN AND LANGSA CITIES IN PRE-TEST AND
POSTEST
Effectiveness of Guidance-Based Group Training for the
Development of Gratitude for Acehnese Youth in
Safeguarding Peace
Descriptions of the effectiveness of group training-
based guidance strategies for the development of gratitude
of adolescents in maintaining peace can be described
through comparison of the pretest and posttest scores of the
experimental class. Through statistical tests, it was found
that the sample is not normally distributed. Based on the
Shapiro-Wilk normality test, it can be concluded that the
sample did not normally distribute, so the homogeneity test
was not carried out and directly tested for differences in the
pretest and posttest scores and the similarity of the two
averages using the non-parametric Mann-Whitney statistical
test. Results Statistical tests were carried out to determine
the effectiveness of group training-based guidance strategies
for developing Aceh's gratitude in maintaining peace. The
results of testing the effectiveness of group-based guidance
for developing teenage gratitude in maintaining peace use
the Mann-Whitney U Test.
Difference between Pretest and Postest Score in the
Experiment Group
The difference in the pretest and posttest scores in the
experimental group uses non-parametric test statistics,
namely the Mann-Whitney test. Output from Mann-Whitney
test analysis is presented in the following table:
TABLE II. TABLE OF TEST RESULTS OF PRETEST
AND POSTTEST SCORE DIFFERENCES IN THE
GRATITUDE OF ADOLESCENTS OF EXPERIMENT
CLASS
Pretest dan Exact. α Description
Postest Sig (1-
tailed)
1 Eksperiment Class 0.028 0.05 Significant
.
Note:
Score Sig (1-tailed) < α (0,05) = significant
Score Sig (1-tailed) > α (0,05) = not significant
Based on the "Test Statistics" output it is known that the
Exact Sig. (1 tailed) of 0.028 <0.05. This shows that the
posttest score of adolescent gratitude is higher than the
pretest score of the experiment class. So it can be concluded
that the post-test score of adolescent gratitude has a good
influence power.
Difference in mean of pre-test and posttest of
Experiment group
TABLE III. THE RESULT OF DIFFERENCES IN THE
MEAN RANK TEST OF ADOLESCENT GRATITUDE
TEST OF SMK AND SMA IN BIREUN AND LANGSA IN
THE PRE-TEST AND POSTEST
Mean Rank Sum of
Eksperimen Ranks
Pretest 105.84 12172.00
Postest 125.16 14393.00
Based on the results table of Man-Whitney U Test, shows
that the average increase in the experimental class in the
post-test (125.16) is greater than the pre-test (105.84). The
difference between the pretest and posttest of the
experimental group can be seen from the following graph
GRAPHIC I. DIFFERENCE OF PRETEST AND
POSTTEST AVERAGE OF EXPERIMENT GROUP
Dis
130
125
120
115
110
105
100
95
Pretest Postest
cussion
Characteristics of gratitude of Acehnese
adolescents in maintaining peace are mostly in the medium
category, meaning that they feel insufficient with the
achievement of peace they have, are less consistent in
realizing that peace is felt to have been fair and has many
gifts, not consistent in looking positively at daily routines,
easy to complain and bored with daily activities in
maintaining peace, less aware that peace today is a gift from
God, less aware of the goodness of others, tend to forget the
goodness of others and rarely express the goodness of others
that are useful for the creation of peace. The results of this
study were strengthened by the students' journals on the
research side, including: Less in part (49.57%) they
revealed; try to maintain peace by preventing / overcoming
friends who fight / / conflict /brawl, then less in part
(48.70%) they are also not easy to accept and do not want to
spread the news / information that is not clear (hoax),
always maintain relationships both between friends at school
and other schools. Some less (37.39%) they have patience
and courage in dealing with problems, and are able to
control emotions, then less in part also (33.91%) they often
participate in mutual cooperation both conducted in their
own schools, and carried out in other schools. The students'
journal results were also revealed that "achievements in life
are achievements made in maintaining peace"; a small
number said they had never been summoned to the guidance
and counseling room (BK room) for disciplinary violations
committed / having problems.
The characteristics of gratitude in the medium
category experienced by adolescents certainly need to be
developed so that adolescents achieve a positive quality of
life in maintaining peace.
Characteristics of adolescent gratitude that are in
the low category in maintaining peace, this is like; Feeling
dissatisfied with self-achievement in maintaining peace,
often complaining that peace is currently far from
perfection, having problems with quality of life and
achievement, having no concern in interpreting simple
things in daily activities, slightly appreciating the gift of
peace given God such as a sense of security and calm and
too ignores the kindness of others who have contributed to
creating peace. The results of youth journals in the low
category can be conveyed, among others: almost in part
(28.70%) they have lack patience and are less able to control
emotions, lack discipline, have been involved in student
brawls with other schools, or fight with friends in their
school and with other school students, even some of them
(10.43%) have received punishment from school for not
being disciplined, such as ditching, fighting, smoking,
sleeping in class while the teacher teaches, or not making
homework given by teachers.
Gratitude will cause someone to benefit
emotionally and interpersonally. By seeing and feeling
suffering as something positive, a person will be able to
increase his new coping ability both consciously and
unconsciously, can trigger the emergence of self-meaning
that will bring one's life into a more positive direction (Mc
Millen in Krause, 2006).
Furthermore, several studies also show that
gratitude can prevent depressive and pathological conditions
(Bono, Emmons, and McCullough in Peterson and Seligman
(2004). A person who is grateful has a higher control over
his environment, personal growth, has a goal life, and self-
acceptance: People who are grateful also have positive
coping in dealing with life's difficulties, seek social support
from others, interpret experiences with different
perspectives, have plans to solve problems (McCullough,
Tsang & Emmons, 2004). Gratitude canalso help someone
to be able to improve their ability to deal with problems and
find the best solution for the problem.Watkins et al (2003)
also states that the gratitude possessed by someone can
indicate how far he feels happy (well-being) seen from
satisfaction with his life (satisfaction with life).
The component of gratitude is in accordance with
the opinion of Fitzgerald (1998), namely people who are
grateful to have a good will to someone or something, a
tendency to act based on appreciation and good will they
have, and according to Watkins et al (2003), realize the
importance of expressing gratitude. Gratitude is not only
related to appreciation of what is obtained, but there is also
an element of expression of appreciation and feelings that
can be realized in action.
Gratitude is one of the positive emotions found in
an individual (N. Krause, 2006; Li, 2014). According to Arif
(2014) gratitude as a positive emotion, gratitude is a unique
feeling that arises when individuals receive kindness,
compassion, love, benefit or get help from others. Based on
the above opinion it can be concluded that gratitude is all the
feelings of gratitude for the achievement of individual lives
in the present by not forgetting valuable experiences in the
past. The feeling of gratitude is also inseparable from the
influence of parties outside the individual who have helped
in the achievement of his life such as God, the universe, and
people around the individual.
The increase in the posttest score of gratitude of
vocational and high school adolescents in Bireuen City and
Langsa in the experimental class was influenced by many
factors, both from an internal perspective (understanding of
the material, readiness to participate in group exercises and
the desire to change) as well as from an external aspect
(methods, facilitators and support from surrounding
environment). The development of gratitude of teenagers by
vocational and high school teenagers in Bireuen and Langsa
City is not only seen from the change in scores statistically,
but also based on changes in behavior during the
intervention session. In this study the actively journal and
feedback sheet filled out after the service session are very
helpful in assessing the changes that occur in vocational and
high school teenagers in Bireuen and Langsa.
Group training-based guidance strategies are
effective to develop gratitude for vocational and high school
adolescents in Bireuen City and Langsa in maintaining
peace. This is evidenced by an increase in the average post-
test score of the experimental group. Besides being proven
by comparing the average score, qualitative observations
[4]
were also carried out which marked a process of change in
vocational and high school adolescents in Bireuen and
Langsa. These changes were analyzed based on observations
and activity journals so that it can be seen that the guidance
structure based on group exercises is effective in developing
gratitude of vocational and high school adolescents in
Bireuen and Langsa in maintaining peace reflected from the
improvement of aspects of gratitude in the experimental
group.
V.CONCLUSION
In general, the gratitude of teenagers in class XI of
SMKN and SMAN in Bireuen and Langsa in maintaining
peace is in the moderate category. Characteristics of
gratitude of adolescents who are in the medium category
such as marked by not feeling enough with the achievements
or achievements, less consistent in realizing that life is fair
and have many gifts, less consistent in seeing positive daily
routines, easy to complain and bored with daily activities ,
less aware of the beauty of the natural surroundings, often
ignore the kindness of others, tend to forget the goodness of
others and rarely express the goodness of others that benefit
themselves. The characteristics of gratitude are needed to be
developed so that adolescents achieve a positive quality of
life.
The Effectiveness of Guidance Based on Group
Exercise for Developing Youth Gratitude in Maintaining
Peace is described in the first few assumptions, comparing
the pretest and posttest scores of the experimental class
using non-parametric test statistics, namely with the Mann-
Whitney test, the results of the first assumption are known
that the Exact Sig. (1 tailed) of 0.028 <0.05. These results
state that the change in the pretest to posttest scores is very
significant, so it can be concluded that the posttest scores of
adolescent gratitude are higher than the pretest scores of the
experimental class. So it can be said that the post-test scores
of adolescent gratitude have a good influence. The second
assumption by comparing the average increase in the
experimental group at the post-test (125.16) is greater than
the pre-test (105.84). Based on these two assumptions, it can
be concluded that the guidance strategy based on group
training is effective in developing the gratitude of Acehnese
adolescents in maintaining peace.
VI.ACKNOWLEDGMENT
Thanks to all stakeholders of SMKN 1 Bireen,
SMAN 2 Bireun, SMKN 2 Langsa and SMAN 1 Langsa.
The research team also say thanks and appreciation to the
research sponsoring institution, LPPM Syiah Kuala
University in funding this research.
REFERENCES
[1]Arif, S. Iman. Psikologi Positif. Jakarta: Gramedia,
2016
[2]Emmons , R.A., & McCullought,M.E. The Psychology
of Gratitude. Oxford University. 2004
[3]Fitzgerald, P. Gratitude and justice. Ethics, 109, 119-153.
1998
Krause, N. Gratitude Toward God, Stress, and Health in Late
Life. Research on Aging, 28(2), 163–183. 2006
[5] Li, S. How to Make a Grateful Child? Reflection on
Gratitude Campaigns in China in Recent Years. SAGE Open,
4(4). 2014
[6]Martunis, dkk. ”Strategy of Meditiation Counseling for
The Resolution of Conflict Among Students Based On
Acehnese Local Wisdom” Prosiding Seminar Nasional
Konvensi BK ke XX, 2018
[7]Purwoko, B., Prawitasari, J. E., Atmoko, A., &
Handarini, D. M. Keefektifan Konseling Resolusi Konflik
untuk Mengatasi Konflik Interpersonal pada Siswa Sekolah
Menengah Atas, 4(1), 53–63. 2016.
[8]Seligman, M.E.P & Csikzentmihalyi, M. Positive
Pshychology; an introduction. An America Psychological
Association. Inc. 55, no. 5-14. 2000.
[9]Watkins, P. C., Woodward, K., Stone, T., & Kolts, R. L.
Gratitude and Happiness: Development of a Measure of
Gratitude, and Relationships With Subjective Well-Being.
Social Behavior and Personality: An International Journal,
31(5), 431–451.2003.
[10] Watkins,C. Philips. Gratitude and the Good Life.
Washington: Springer. 2014
[11] www.google.
Serambi Indonesia. com, Tawuran, Siswa
SMA N 4 Dievakuasi, Diakses tanggal 1 November 2018
[12] www. google. Kompas.com, 4 Maret 2015, Siswa Dua
SMTA di Bireun Aceh Tawuran, CCTV Hancur dan Satu
Guru Terluka, Diakses 1 November 2018
.
Gender Differences in Predicting Adolescent
Autonomy
1st Ranni Rahmayanthi Z 2nd Syamsu Yusuf L.N
Guidance and Counseling Departement Psychology and Guidance od Education
Lampung University Indonesia Education of University
Bandar Lampung, Indonesia Bandung, Indonesia
rannirahmayanthi@yahoo.com syamsu@upi.edu

3rd Ilfiandra 4th Nurhudaya

Psychology and Guidance od Education Psychology and Guidance od
Education
Indonesia Education of University Indonesia Education of University
Bandung, Indonesia Bandung, Indonesia
ilfiandra@upi.edu nurhudaya@upi.edu
 Abstract --- The purpose of this study is to
look at differences in autonomy and gender perspective
on the relationship between emotional dimensions,
behavioural dimensions and value dimensions.
Participants in this study were Senior High Schools with
a total of 538, consisting of 207 men and 331 women
with an average age of 16-18 years. Research using
quantitative surveys with the type of research using
cross-sectional studies. The instrument used was the
scale of adolescent independence, which was developed
from Steinberg's theory. Data analysis techniques using
the Mann-U Whitney different test analysis. The results
showed no difference in the autonomy of adolescent
boys and girls in the dimensions of value autonomy and
emotional autonomy. While independence is a
significant difference in adolescent boys and girls.
Keywords --- autonomy, gender, emotional
autonomy, behavioural autonomy, and value autonomy.
I. INTRODUCTION
Autonomy as one of the tasks of
adolescent development is the condition in which
someone can achieve emotional autonomy from
parents and other adults (Hurlock 1999). Having
autonomy means that the teenagers must learn and
practice in making their own decisions, then act in
accordance with those decisions and take the
responsibility for every consequence they may
encounter. By having this autonomy, the teens will
help themselves in managing their lives to be more
positive and make healthy choices (Thompson 2007).
Autonomy in adolescents does not occur at
one point in time and generally can occur
throughout human development (L. Steinberg
2011). It will continue to develop into adulthood
where a person is required to act into a new level
of autonomy. Autonomy in adolescence was
often referred as freedom. In fact, freedom is an
essential component of being autonomy, but
being autonomy means more than behaving
freely. In autonomy eastern cultures it is often
equated with "defiance". The attitude of
teenagers who want to be free to do something
without the participation of parents makes teens
considered "defiant". It is not easy for
adolescents to fight for autonomy. The difficulty
lies in letting go of the childish nature that has
developed and enjoyed it during childhood.
Teenagers often have problems in severing their
children's emotional ties logically and
objectively (Budiman 2012). In this efforts, they
sometimes have to go against the expectations
and the rules by parents.
Adolescent autonomy is divided into three
types according to (L. Steinberg 2011), namely
emotional autonomy, behavioral autonomy,
cognitive autonomy. Emotional autonomy was
defined as the ability of adolescents to not
depend on the loving support of others. It
concerns to personal feelings, and not
relyemotionally with parents to get emotional
support from others (M. Fleming 2005).
Emotional autonomy development may have the
potentials to cause the conflict with parents
(Honnes and Lintern 1990) ( (Honess, et al.
1997) and increased acceptance of peer influence
(Steinberg and Silverberg 1986). Behavioral
autonomy is an autonomy dimension that refers
to the ability of adolescents to make decisions
freely and take the consequences based on their
choices. According to (L. Steinberg 2011) the
aspects of autonomy behavior are: adolescents
are able to make their own decisions and have
power over the influence of others (adolescents
have firmness in establishment), Self-reliance
(adolescents act with confidence). Cognitive
autonomy is a dimension of autonomy that refers
to the ability to interpret a set of principles about
what is right and wrong as well as valuable or
not.
Autonomy in each adolescent is different,
because autonomy was influenced by several
factors including : heredity, parenting, the
education system in schools, and life systems in
the community (Ali and Asrori 2006); rules of
action or authority and commitment to the group
(Kartadinata, 2011); gender and age (M. Fleming
2005). The purpose of this study is to look at
differences in autonomy and gender perspective
on the relationship between emotional
dimensions, value dimensions, and behavioural
dimensions.
II. METHODS
The research approach uses a quantitative
approach to the type of research using cross-
sectional survey type, where this research only
knows autonomy from a gender perspective.
Participants in this study were high school
students determined by the incidental sampling
technique so that the number of participants was
538 consisting of 207 men and 331 women. The
average age of participants in this study is 16-18
years, where students enter the stage of adolescent from the Social Sciences department. The table
development. below shows the distribution of sample data in the
The instrument used in this study was a study.
scale of autonomy developed from Steinberg's
theory (2011). There are three dimensions Table 1. Description of Research Samples
measured, namely the dimensions of emotional
Cumulati
autonomy, behavioral autonomy, value autonomy Valid ve
with the number of items as many as 28 items. Frequency Percent Percent Percent
Validity in this study is the content validity where Valid Male 207 37.7 38.5 38.5
the assessment is carried out by experts to provide Female 331 60.3 61.5 100.0
professional judgment. Then the instrument was Total 538 98.0 100.0
tested and the correlation was calculated to see Missi System
11 2.0
whether the items of the instrument correlated ng
Total 549 100.0
with the total items by using Spearmen-Brown
correlation analysis. While Croanbach Alfa
calculates reliability with the help of SPSS 22, a Emotional Autonomy
score for the reliability of the instrument
independence is 0.731 which indicates that the In the dimension of emotional autonomy
instrument has good reliability. there are nine items from 3 indicators. These
indicators are parents as people, non-dependency, and
The procedure undertaken in this study was individuated. The results of the different tests analyze
that researchers spread instruments in several the different dimensions of emotional independence
public and private schools in Lampung. The scale between men and women are as follows:
of autonomy in some schools is considered to
have be heterogeneous. The scale of autonomy Table 2. Description of the emotional autonomy dimension data
was shared with students in several classes with
the help of class teachers. In filling the student Mean Sum of
Gender N Rank Ranks
scale accompanied by the classroom teacher and
Emotional Male 207 271.73 56249.00
in some schools accompanied by the teacher autonomy Female 331 268.10 88742.00
guidance and counseling so that the data that is Total 538
taken is in accordance with what is expected. The
independence scale consists of the identity that
From the above data, the mean rank in male
must be filled in containing information about
gender students is 271.73 while the mean female rank
name, gender, and also the department.
is 268.10. Different results for the dimensions of
The data in this study was analysed by
emotional autonomy can be seen in Table 3 below:
using Man U Withhney different test with the help
of SPSS 22. The scale filled out by students, the Table 3. Different Mann-Whitney U test results in emotional
results of the data was processed by, comparing autonomy dimensions
the mean of two groups, namely female and male
gender groups by comparing the mean per Emotional autonomy dimension
dimension. The Man U Whitney difference test Mann-Whitney U 33796.000
was used to see the significance of the differences Wilcoxon W 88742.000
Z -.265
between the two populations, using random Asymp. Sig. (2-tailed) .791
samples drawn from the same population.

III. RESULT AND DISCUSSION

Result
Preliminary analysis
The participants for the sample in this
study were 538 high school students obtained
from nine private and public schools in Lampung.
The total sample consisted of 207 (37.7%) male
students and 331 (61.5%) female students. The
sample was dominated by 415 students from the
Natural Sciences department and 123 students
 In the analysis data above, the results of the
Mean Sum of
different mann Whitney U test were 33796 with a
JenisKelamin N Rank Ranks
significance probability value of 0.791. Because the Value Male 207 270.36 55965.00
probability is 0.791> 0.05, there is no difference autonomy Female 331 268.96 89026.00
between the emotional autonomy of adolescent male dimension Total 538
gender groups and female gender groups.
The mean rank for male students was
Behavioural Autonomy 270.36, while the mean rank number for female
There are three indicators and nine items in the students was 268.96. Results The results of the test
behavioural autonomy dimension. These indicators are: analyze the differences in the dimensions of the
the ability to make decisions, have the power to autonomy of values between men and women can be
influence others and self-reliance. Different results for seen in Table 7 below:
the dimensions of behavioural autonomy can be seen in
Table 4 below: Table 7. The results of the Mann-Whitney U difference test the
value independence dimensions
Tabel 4 Description of the behavioural autonomy dimension data

Mean Sum of Value autonomy

JenisKelamin N Rank Ranks dimension
Behavioura Male 207 299.88 62074.50 Mann-Whitney U 34080.000
l autonomy Female 331 250.50 82916.50 Wilcoxon W 89026.000
dimension Z -.102
Total 538
Asymp. Sig. (2-tailed) .919
The number of mean ranks in male students is 299.88, while a. Grouping Variable: Gender
the mean number of ranks in female students is 250.50. Different
results for the dimensions of behavioural independence can be seen The results of the analysis of mean Whitney
in Table 5 below: U test data are 34080,000 with a significance value of
0.919. Because probability 0.919> 0.05, there is no
Table 5. Different Mann-Whitney U test results in behavioural independence
dimensions difference between the autonomy of adolescent
behaviour of the male gender group and female
gender group.
Behavioural
autonomy Discussion
dimension
The results showed that there were no
Mann-Whitney U 27970.500
Wilcoxon W 82916.500 differences in the two dimensions of autonomy,
Z -3.601 namely the dimensions of emotional autonomy and
Asymp. Sig. (2-tailed) .000 value autonomy in adolescent boys and girls. While
a. Grouping Variable: gender in the dimension of behavioural autonomy, there is a
significant difference between the independence of
The results of the analysis of mann Whitney the behaviour of male and female students.
U test data are 27970,500 with a significance value of Sex differences become one of the factors in
0,000. Because the probability is 0.000 <0.05, then research conducted by (M. Fleming 2005)
there is a significant difference between the researching about gender differences and changes
autonomy of adolescent behaviour of the male gender related to age during adolescence (from puberty to
group and the female gender group. age 17), which relates to autonomy, and
psychological dimensions among them: the desire for
Autonomy value autonomy, achieve autonomy, and reject the rules of
On the value dimension, there are three parents. Research subjects were 934 students ranging
indicators with ten items. These indicators are: in age from 12-17 years, consisting of 52% men and
having the ability to think abstractly in looking at 48% women (with an average age of 13.1 years).
problems, adolescents have general principles of The results of this study indicate that the
living alone, adolescents have personal values main differences between men and women were
without being influenced by parents. Different results found at the age of 16 years and above, it was
for the dimensions of self-reliance can be seen in reported that the frequency of men achieving
Table 6 below: independence increased, whereas in women there was
little progress. The results of this study are in line
with this study, where there are differences in the
Table 6. Description of the value autonomy dimension data
independence of adolescent behaviour between the
two groups (male and female).
The first of these dimensions is behavioural as it
refers to a young person's abilityto act independently
(PArra, Oliva and Sanchez-Queija 2015).
Behavioural autonomy refers to the ability to make
decisions independently and to follow through on
these decisions with actions (M. Fleming 2005).
Adolescents can develop autonomy through
relationships in their families as well as close friends.
Usually, during the preteen and teen years, they begin
to have more opportunities to govern their own
behaviour. Often adolescents spend much of their
time outside of direct supervision by adults. As
adolescents gravitate more towards their peers and
away from adults, it becomes more critical for them
to develop healthy self- Governance, or autonomy, of
their behaviour (Russell and Bakken 2002).
The ability to make decisions independent
from outside influences such as parents or peers, and
to follow through on these decisions with actions
(Hunter and Youniss 1982). Behavioural autonomy
can also refer to the extent that adolescents
demonstrate responsibility for their actions as well as
regulate their own behaviour and attitudes. Real
behavioural autonomy necessitates that teens make
decisions on their own, rather than following others,
such as parents or friends (Popkin 1993). As
teenagers mature in their styles of thinking, they
often realize that there are many ways to view a
situation. When adolescents reach this point, they are
able to seek out advice from others and weigh the
options given to them.
The dimension is emotional as it refers to
the perception of independence through self-
confidence and individuality, plus the establishment
of emotional bonds that are more symmetrical than
those seen in their relationship during childhood. The
last of these aspects, emotional autonomy, which
involves individuation and relinquishing dependence
on parents (Steinberg and Silverberg 1986).
This area relates to emotions, personal
feelings, and how one relates to the people around
them. During early adolescence youth shift from
depending mainly on parents, to getting an increase
of emotional support from peers (Barton, Watkins
and Jarjoura 1997). Emotional autonomy represents
an ability to have feelings that are separate from other
feelings. The closer an adolescent comes to achieving
emotional autonomy, the more they learn that there
are many ways to view a situation. When problems
arise, emotionally autonomous teens are more
equipped to look for their own solutions rather than
solely relying on outside influences (Brody, 2003).
This area of autonomy has received less
attention in research. Cognitive autonomy addresses
an individual's ability to have independent attitudes
and beliefs and to think for one's self. The
development of true cognitive autonomy requires the
ability to evaluate one's thinking, voice opinions,
make decisions independently, self-assess, and use
comparative validation. Cognitive autonomy is
important in adolescence because it allows teens the
opportunity to learn the skills that can help them to
manage their own lives and make healthy choices.
When an adolescent develops cognitive autonomy it
gives them the abilities to negotiate and compromise
conflicts, express their own opinions, and appreciate
differing perspectives from their own (Allen, et al.
2002).
IV. CONCLUSION
Based on the results and discussion above, the
conclusions in this study are: (1) there is no
difference in emotional autonomy between the male
and female gender groups; (2) there is no difference
in value autonomy between male gender groups and
female gender groups; (3) there are differences in
emotional autonomy between male gender groups
and female gender groups. Research
recommendations to further researchers are to be able
to look deeper into each indicator per dimension, to
analyze differences in autonomy from other
multicultural aspects
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 The Student’s Perspective of Peace in Senior High
School in Yogyakarta
1st Eva Imania Eliasa
2nd Sunaryo Kartadinata 3rd Ilfiandra
Psychology and Guidance of Education
Psychology and Guidance od Psychology and Guidance od
Yogyakarta State University
Education Education
Yogyakarta, Indonesia
Indonesia University of Education Indonesia University of Education
eva_imania@uny.ac.id
Bandung, Indonesia Bandung, Indonesia
profnaryo@gmail.com ilfiandra@upi.edu

4th Juntika Nurihsan

Psychology and Guidance od
Education
Indonesia University of Education
Bandung, Indonesia
juntika@upi.edu

Abstract— This research is a small part of a dissertation on
Peace Guidance and Counseling. The purpose of the research is
to explore the facts of peace experienced by students in school
and the resolution of peaceful conflicts. The research approach
uses a qualitative approach with a narrative inquiry method.
Data collection instruments in the form of essays to 273
participants from 9 high schools in Yogyakarta. Data collection
techniques using purposive sampling technique with 119 men
and 154 women. Data analysis using descriptive qualitative.
The results showed 65% said that peace is peace of mind,
others said that peace is happiness, no problems, no learning
assignments. Peace in schools 23% said when the classroom
atmosphere was safe and comfortable, the other was there was
no competition and hostility, tolerance, maintaining harmony,
no problems and obeying the rules. And the conflict resolution
that will be done is 60% of students will break up, others state
silently, by leaving it and apologizing and only giving advice.
The implications of the results of the research compile a Peace
Guidance and Counseling Service Management model to build
a safe and peaceful school.
Keywords—peace, happy, negative peace, positive peace
I. INTRODUCTION
There are many factors that influence the conditions of peace
in school. Factors influencing a safe and peaceful school
climate are family, school, teachers and government (Eliasa,
2019). The four factors above make a comfortable and safe
atmosphere at school and good relations between school
members. Then there is interaction between school members,
mutual trust and respect between school members. If the
condition of these factors is high or good, a more positive
climate is created in the school (Eliasa, 2019). But the reality
on the ground, there are still conditions of discomfort at
school. The students are not in peace either in the classroom
or school (Eliasa, et.al 2019). The result of research in the
academic year of 2005-2006, about 38% of elementary
schools in Romania have, at least, one violence with an
average of about 29 crimes per 1,000 students (Lawrence,
2014). Other data say that more than 60% of children
experience direct or indirect violence at school (Finkelhor
et.al., 2009). And Other data say that more than 60% of
children experience direct or indirect violence at school
(Finkelhor et.al., 2009). And around 1.5 million fatal crimes
have been committed against students each year (CDC,
2008; Lawrence, 2014). Crimes are also committed by
adolescent students, when they are both inside and outside
school. This crime was found the most commonly during the
transitional period, i.e. before and after school, at lunch, and
at the beginning of each semester (Anderson et. al., 2001;
CDC, 2001). The aggressors of crime are such as fights
inside and outside school, property vandalism, skipping
school, and dropping out as a result of their anger, anxiety,
and depression (Chan, Fung, & Gerstein, 2013; Fung,
Gerstein, Chan & Engebretson, 2012) and the lack of
empathy towards others (Fung, et.al., 2012).
Based on the study of the phenomenon above, peace
becomes an essential element for the continuity of student
learning. Especially with the nickname “Yogyakarta Berhati
Nyaman”, do students at school feel comfortable? However,
until now, there has been no in-depth research on peace
according to students and what actually happened in the
classroom. Therefore, how is the reality of peace at school?
And how is the perception of peace according to students. So
researchers intended to identify how students' perceptions of
student peace.
II. METHODE
The research approach is qualitative. The research method
uses narrative inquiry. The narrative perspective (narrative
perspective) directs the individual to make sense of his life
by telling stories (Winslade & Monk, 2008, p. 4). The
instrument of data collection is in the form of questions: 1)
What is your perception of peace? 2) What is the perception
of peace in school? 3) What is the resolution taken in the
event of a conflict? The study participants were class XI
taken 1 class from each school in 9 high schools selected
through a nonpropability sampling technique, namely
purposive sampling. There were 273 participants with 119
male students and 154 female students. Interactive data
analysis model analysis consists of three components of the
flow of activities that occur simultaneously, namely data
reduction, data presentation, and drawing conclusions
(Miles & Huberman, 1992, pp. 16-18).
 III. RESULT AND DISCUSSION
Result and can be described as follows.
The results showed that in general, the peaceful conditions
felt by students in the class were quite significant because
most of the participants stated that they felt peace in the
classroom and in their schools. Table 1 illustrates the answer
to the question, what is the perception of peace according to
students.

TABLE I. STUDENT’S PECEPTION ABOUT PEACE

Student’s Perception
Persentag
Result Total
e
1 Peace of Soul 64 175

2 Have no Problem 12 33
Picture 2. Peace in School
3 No Study Assignment 11 30
Etc ( Happy, Love, No Violence,
4
Relax)
13 35 Based on Table 2 and Picture2 above, according to
participants 23% said that peace in school when the school
Total 100 273
was safe and comfortable, 17% when there was harmony
between students, 14% when there were no problems, 12%
And can be described as follows. when there were no problems, 9% maintained tolerance and
others 25 % answered that peace in school when there is no
gang, obey the rules and good relations with others.

In the third question, what was the resolution of the

conflict? The answer can be seen from the following Table
3.
TABLE 3. CONFLICT RESOLUTION
Conflict Resolution
Persentag
Which is done Total
e
1 Break up (interfering) or mediate 61 167

2 Silent action 11 30

Picture 1. Student’s Perception 3 Let it be or not interfere 10 27

4 Give a suggestion 10 27
From various answers, the coding results are conical in
and others (reported to the
Table 1 and Picture 1 above. Most of them stated that peace 5
Teacher, apologized)
8 22
is peace of soul. This shows that as many as 64% of 273 Total 100 273
students or 175 students agreed that peace is peace of soul.
When his heart feels peaceful, it will radiate out.
Furthermore 12% answered that peace is to have no And can be described as follows.
problems. Then 11% answered that peace is no homework,
and as many as 13% of participants answered peace is
happy, love, no violence and relax.
Next the second question, what is peace in school? The
results can be seen from Table 2 below.

TABLE 2. PERCEPTION OF PEACE IN SCHOOL

Peace in School
Persentag
is Total
e
1 Save and comfortable 23 63

2 The existence of harmony 17 46

Picture 3. Conflict Resolution
3 No problem 14 38

4 No competition 12 33
Based on Table 3 and Picture 3 above, the conflict resolution
by 61% or 167 students is interfering or mediating, 11%
5 Tolerance 9 25 take silent action, 10% leave it or don't interfere, 10% give
6
And others (No gangs, obedient
25 68 advice, and others 8 % reported to the teacher, apologized.
rules, good relations with others)
Total 100 273 Discussion

The results showed that peace is peace of mind, happiness,
love, this condition includes positive peace. Then peace is no
violence, have no problem, no study assignment is negative
peace. Similarly, in a class situation, there is a positive peace
and a negative peace (Eliasa, 2019).
Just as expressed by Johan Galtung is a figure and researcher
on the concept of peace from Norway. According to Galtung
(1969), peace is the absence or reduction of violence of all
kinds. Peace is nonviolent and creative conflict
transformation. There is positive and negative peace
(Galtung, 1969). Peace refers to both direct and indirect
violence. Direct violence is understood as a physical
aggression that can cause physical damage to death. Indirect
violence consists of structural and cultural factors. Structural
violence presents in socially unfair societies (i.e. health gaps)
while the masks of cultural violence or validation of
structural violence (i.e. indifference or support from
domestic violence (Cremin, Sellman and McCluskey, 2012:
430).
This becomes a question of what peace is happening in the
classroom. Anderson (2001, p.103) defines peace as "a
condition in which individuals, families, groups,
communities and/ or countries experience low levels of
violence and engage in mutually harmonious relationships".
This is in line with Hugo Grotius's opinion in 1624 that
peace as merely the absence of war or direct violence
(Castro, 2008). Similarly, the opinion of Anderson (2004),
the low level of violence and engage in mutually harmonious
relationships (Sims, 2014). In line with the opinion of
Swarnalita & Karlita (2014) that peace does not mean the
absence of war or conflict alone. It has something to do with
objections and attitudes. In the deepest sense, peace is a
sense of goodwill towards others, wishing them the best in
life. There is love and caring for others, not just as human
beings, but as brothers and sisters whose happiness and well-
being directly affect a person. Peace is thus a dynamic
concept because it relates to humans who have recurrent,
contextual, varied and urgent needs in everyday life.
There is an element of unhappiness in the members whereas
the element of happiness is crucial to peace. As revealed by
Lyubomirsky (2005), peace is closely related to human
health and well-being. Many studies have shown that a
positive influence of physical health effects with inner peace.
Research has also shown that various aspects of inner peace
are closely related to psychological well-being. For example,
inner peace reflected in personality measures such as
coherence and conformity is positively correlated with a
person's tendency to experience positive emotions (Sheldon
& Kasser 1995). Similarly, other relevant reviews suggest
that psychological health and well-being will reach optimum
when different aspects of personality are integrated into a
harmonious physical whole. The study also shows the
importance of other aspects of intrapersonal peace, how
people relate within them. This self-acceptance has proven to
be positively correlated with happiness, life satisfaction,
positive effect, and purpose in life (Ryff, 1989; Ryff &
Keyes, 1995).
The third research result is about conflict resolution. Most
participants or 61% made efforts to break up or mediate. This
means that students have carried out a spirit of peace in
school. But students also need to learn the actions that need
to be taken if a conflict occurs.
Building peace in school needs to be understood by students
that conflict is inevitable. Students need to realize that
conflict is an opportunity for maturity in attitude (Lincoln &
Amalee, 2008, p. 129). The important thing that is
emphasized is that students know the best attitude in dealing
with conflicts with friends, teachers, and other school
elements.
Conflict resolution (Morton & Coleman, 2000) is a joint
problem-solving action. Similarly, Fisher (2001) explains
that conflict resolution is the attempt to deal with the causes
of conflict and seeks to build lasting relationships among the
rival groups. The above statements show the presence of
anxiety when the further response of action and reaction is
better to be silent. Resolutions like this will not make the
students concerned feel relieved and other members will feel
there is a problem in it. This is because there is no
communication with fellow members. It seems that the form
of resolution of the conflict is not visible. Some students feel
that the self- notpeace does not need to be shown out. Others,
both classmates and schoolmates, do not need to know the
condition of their discomfort. This means students have a
good conflict resolution towards the issue.
If this condition has happened, what needs to be done is a
form of conflict resolution that students need to have. The
conflict resolution approach according to Bodine and
Crawford (1995) that need to be done is:
1. Process Curriculum Approach, providing instruction on
conflict-resolution materials such as negotiation, mediation
in a subject, curriculum and clear learning plans.
2. Mediator Program Approach, selecting students as cadres
who have been trained on conflict resolution.
3. Peaceable Classroom Approach, integrating conflict
resolution into core subjects (Civics Education, Science,
Science, Literature, Art, etc.) and class management
strategies.
4. Peaceable School Approach by establishing and realizing a
peaceable school state, is comprehensive using conflict
resolution as a system for managing the classroom and
school life.
Similarly, peace education becomes the school's attention.
UNESCO (2001) affirms that peace education is an attempt
to respond to problems of conflict and violence on scales
ranging from the global and national to the local and
personal. It is about exploring ways of creating more just and
sustainable futures. Further, it is explained that peace
education is holistic. Fran Schmidt and Alice Friedman
(UNESCO, 2001) explain that peace education encompasses
the physical, emotional, intellectual, and social growth of
children in a framework rooted in traditional human values.
It is based on a philosophy that teaches love, affection, trust,
justice, cooperation and respect for the human family and all
life on our beautiful planet.
Peace education has a different kind. Then, as peace
educators, they seek to overcome various forms of violence
in different social contexts (Eliasa, 2019). In 1950, as a
matter of concern, after the bombing incident in Hiroshima
and Nagasaki, teachers in Japan led a campaign for peace
education known as 'A bomb Education'. In Southern
countries where high levels of poverty cause violence, peace
education is often referred to as 'Development Education', in
which students learn about different strategies to address the
problem of structural violence. In Ireland, peace education is
referred to as 'education for mutual understanding' as
Catholics and Protestant efforts use educational strategies to
undo the centuries of hostility (Smith & Robinson, 1992).
Likewise, in South Korean, peace education is referred to as
'Reunification Education' (Synott, 2002). Peace education
responds to various forms of conflict and violence (direct,
structural, and cultural) and creates new forms of educational
praxis in social contexts around the world (Galtung, 1995).
 IV. CONCLUSION
Students' perceptions about peace have negative peace,
namely no violence, no study assignment, no problem.
While the positive perception of peace is peace of soul.
While students feel peaceful at school when the atmosphere
at school is safe and comfortable, harmony between students
occurs, there is no problem, there is no competition,
maintaining tolerance, no gangs, obeying the rules. The
conflict resolution that is done is to break up or become an
intermediary, stay quiet, don't interfere or report to the
teacher and apologize.
The implication of this research is the need for peace
education in schools to build a safe and peaceful school
climate. There is also an increase in the capacity of the
teacher's ability to have peaceful competence in himself and
become an agent of peace.
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Any Peace in My Classroom?: A Student's Perspective of Peace with
Narrative Research in Senior High Schools in Yogyakarta,
Prosseding, Mei 2019.
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 Application of the Rasch Model to the Development of Healthy Sexual Behavior Scale

Indigenous Based on Students in Indonesia

Juliana Hindradjat1, Anisa Mawarni2,

Universitas Pendidikan Indonesia julianahindradjat@gmail.com1

Universitas Islam Negeri Raden Intan Lampung anisamawarni@radenintan.ac.id2

Abstract: Healthy sexual behaviour plays an important role in the development of individual life. Indigenus-
based healthy sexual behavior in this study contains Pancasila’s values in it. Healthy sexual behaviour can be
accurately described in advance through a quality measuring instrument. This study focuses on developing a
scale of healthy sexual behavior with an authentic approach of students using the Rasch model, assessment
model that are seen as having advantages over classical theories. The research participants consist of 539 high
school students. Based on the results of the analysis using the Winsteps program, it is known that there are 55
items (out of 60 items) that meet the item-accuracy index, with alpha coefficient 0.98, overall, it can be
concluded that this healthy sexual scale has good psychometric properties so that it can be used for assessment
and research.
Keywords: Healthy sexual behaviour, indigenous approach, Rasch model

Introduction

Healthy sexual behavior is the ability of individuals to achieve well-being physically, psychologically,
spiritually and socially related to sexuality, this is reflected in the expression that is free but
responsible in their personal and social life. In this study, understanding the ability of healthy sexual
behavior is all forms of heterosexual sexual acts, which are based on aspects: sexual identity, sexual
orientation, and sexual behavior.
The Indonesian nation has a view of life, the philosophy of the nation, and the basis of the state which
is a benchmark in making various rules, norms, ethical standards, standards of behavior in various
aspects of national and state life that are distinct and different from other nations, namely the
Pancasila. Thus Pancasila is an indigenous aspect of the Indonesian nation. Pancasila as the
philosophy of life of the nation contains values that must be upheld in all aspects of life, including in
terms of sexual behavior. Indigenous is a study of deep-rooted thinking, accustomed to everyday life,
as ingrained in the community and culture (Blowers, 1996, p. 2). In scientific indigenous psychology
as the study of behaviors and mental processes of humans in cultural contexts that depend on values,
concepts, belief systems, methodologies, and other indigenous sources for certain cultural groups
studied (Ho, 1998, p. 94). In practice, the standards of healthy sexual behavior that are used need to
consider the context in which students grow and develop or in other words, indigenous sexual
behavior. Indigenous is a formula to return adolescents to values, concepts, belief systems,
methodologies, and views of life, national personality, and the highest legal foundation in Indonesia,
namely Pancasila.
Define indigenous psychology the scientific study of human wisdom or mind that is native, that is not
transported from other regions, and that is designed for its people (scientific studies of native or native
human behavior or thoughts, which are not transported from other regions, and are designed for the
community)(Kim & Berry, 1993). Indigenous psychology emphasizes examining psychological
phenomena in family, social, political, philosophical, historical, religious, cultural, and ecological
contexts.
Leung & Chen (2009) state that the special emphasis of cultural and indigenous psychology is the
basis of ecology and contextual behavior in accordance with the contextual perspective of the
development of counseling psychology (Walsh, Galassi, Murphy, & Park - Taylor, 2002, in Leung and
Chen, 2002), where development is seen as a process that is embedded in the family, society, school,
society, and cannot be separated from this context (Walsh et al., 2002, p. 686). Cultural and
indigenous psychology advocates a complex, dynamic, and transactional model of human function
where agency, meaning, purpose and purpose are seen as core aspects of human behavior (Kim et al.,
2006).
Healthy sexual behavior is the ability of individuals to perform sexual acts that are heterosexual,
which achieve prosperity, both physically, psychologically, spiritually and socially related to sexuality.
Indigenus-based healthy sexual behavior in this study is defined as all sexual acts of individuals who
achieve physical, psychological, spiritual and social well-being towards sexuality that has
heterosexual identity, orientation and sexuality behavior based on Pancasila, while indigenous sexual
unhealthy sexual behavior in this study defined as individual sexual, psychological, spiritual and
social sexual behavior towards sexuality that has homosexual identity, orientation and sexual
behaviour. In other words, indigenous sexual health behavior in this study is an act of hetersexual
sexuality that is healthy, physically, psychologically, socially, spiritually, which is related to
heterosexual sexuality based on Pancasila.
In fact, not many studies have focused on developing measurement instruments for indigenous sexual-
based healthy behaviour. From the search results there are almost no forms of indigenous-based
healthy sexual behaviour instruments based on Pancasila’s values. Healthy sexual scales are generally
found but not on an indigenous basis. Therefore, research is needed that focuses on the development
and renewal of related indigenous health-based sexual behavior instruments for high school students.
This study focuses on developing indigenous health-based sexual behavior measurement tools using
the rasch model. In this study, the authors developed a scale of indigenous sexual health-based
behavior for high school students based on the dimensions of healthy sexual behavior and values in
the five principles of the Pancasila.
Indigenus-based healthy sexual behavior is characterized by the acceptance of sexual identity,
heterosexual orientation and behavior based on Pancasila with a starting point on physical,
psychological, spiritual and social aspects..
Measurements in the study of psychology 95% are still being developed based on the Classical Test
Theory (CTT) approach. On the one hand, so far most of the psychological measurement tools are still
being developed with CTT, but on the other hand, there have been many criticisms aimed at this
approach(Wibisono, 2016). One of the criticisms from Alagumalai, Curtis, & Hungi (2005), namely,
the power of discrimination and the degree of difficulty of items depends on the sample, the apparent
score and pure score depends on the test, especially on the difficulty level of the test, and the
equivalent measurement error for all respondents. Mitchel (2002) also stated that the types of data
obtained through measurement techniques that ask for opinions or attitudes are nominal and ordinal so
that the analytical tools that can be used are limited. Even this classic test theory approach was then
corrected with the emergence of an Item Response Theory/IRT). One approach model in the IRT is
the Rasch model.
The advantages of Rasch modeling compared to other methods, especially the classical test theory, are
namely the ability to predict the missing data, based on individual response patterns (Sumintono &
Widhiarso, 2014). This advantage makes the results of the Rasch model statistical analysis more
accurate in the research conducted, and more importantly, Rasch modeling is able to produce standard
error measurement values for the instruments used that can improve the accuracy of calculations.
Calibration is done in Rasch modeling simultaneously in three ways, namely the measurement scale,
the respondent, and the items. An instrument that is not calibrated then has the possibility of
producing invalid data and can cause research activities carried out to fail. stated that the use of the
Rasch model in instrument validation will produce more holistic information about the instrument and
better meet the definition of measurement (Bond dan Fox, 2007). Therefore, this study also uses
Rasch modeling in the analysis of the data.
The aim of this study was to develop a scale-based Healthy Sexual Behavior Scale in students using
the Rasch model. The results of the study are measuring instruments that have good quality so that
they can be used to obtain accurate information about students' healthy sexual behavior. This is very
useful for students themselves as a form of self-evaluation and reflection, as well as psychologists,
especially Guidance and Counseling teachers in schools in providing assistance and self-development
for students.
Method
Research Participants
The participants of this study were high school students from various major cities in Indonesia. The
total number of participants was 539 people, aged 15-17 years. All participants participated
voluntarily in filling out the instrument.
Stages of Research
There are several stages in the research development of this measuring instrument, namely: first,
identification of measurement objectives (theoretical extraction determination). The extract revealed
is a healthy sexual behavior based on indigenous values of Pancasila. Second, formulate behavioral
aspects and behavioral indicators as outlined in the blueprint. The indigenous-based healthy sexual
behavior scale is based on aspects or dimensions of healthy sexual behavior and the dimensions of
Pancasila values.

The scaling method used in this scale is the summated ratings (Likert) method with six response
options, namely SS (Strongly Agree), S (Agree), CS (Slightly Agree), KS (Slightly Disagree),TS
(Disagree), and STS (StronglyDisagree). The author makes 60 items according to the blueprint that
has been made before. Item form is a statement with six response choices.
Review items, carried out both in terms of language and content by professional judgments. This item
review aims to see the suitability of items that has been written with the aspects revealed and the
suitability of the language used. This process is done so that the scale created has good content
validity. The item review process was carried out by three experts in counseling and guidance who
had experience in assisting healthy sexual behavior in high school students. As a result, the overall
item is deemed to be in accordance with the objective of measurement by the assessors, but there are
some items that need to be slightly revised to be more easily understood by respondents. From this
process, the author made several editorial improvements according to the recommendations of the
assessor. The prepared scale was tested on 539 high school students to respond.
Data analysis was performed using the Rasch model approach through the Winsteps program. In the
Rasch model approach, in addition to paying attention to the item, it also pays attention to the
respondent aspects and calculates the correlation amount. The analysis results displayed are summary
statistics, item accuracy index, respondent accuracy index, unidimensionality, and rating scale.
Results and Discussion
Person and item reliability results and Cronbach's alpha (item-person interaction) must be greater than
0.67. Based on the results of the Rasch model analysis, it is known that item reliability and Cronbach's
alpha (item-person interaction) are 0.98, greater than the minimum criteria of 0.67. So you can say
that the reliability of item-person interactions is very good (Sumintono, B., & Widhiarso, W., 2014).
Separation of item-person must be greater than 3, meaning to present a sample, but if it is smaller
than 3 it means there is a mistake or inaccuracy in choosing a sample. Based on the results of the
Rasch model analysis, it is known that the separation of item-person is equal to 3.84 than the
minimum criteria of 3.00. Then it can be said that this grouping of respondents presents a sample, or
there is no mistake or inaccuracy in choosing a sample. The research sample represented the group.
Tabel2
The Summary of Measured Person
SUMMARY OF 539 MEASURED Person
Total Count Measure Model Infi Outfit
Score Error MNSQ ZSTD MNSQ ZSTD
Mean 311.1 60.0 1.95 .24 1.24 .1 1.21 .0
S.D. 40.0 .0 1.39 .17 .95 3.1 1.04 2.9
Max 359.0 60.0 5.73 1.01 5.39 9.9 9.90 9.8
Min 105.0 60.0 -1.46 .10 .15 -6.5 .19 -6.2
Real RMSE : .35 True SD: 1.34 Separation: 3.84 Person Reliability: .94
Model RMSE : .29 True SD: 1.36 Separation: 4.62 Person Reliability: .96
S.E. of Person Mean=.06

Tabel3
The Summary of Measured Person
SUMMARY OF MEASURED Person
Total Count Measure Model Infi Outfit
Score Error MNSQ ZSTD MNSQ ZSTD
Mean 2794.3 539.0 .00 .06 1.07 .3 1.21 .8
S.D. 156.9 .0 .56 .01 .38 4.0 .67 4.1
Max 3131.0 539.0 1.06 .11 2.22 9.9 3.26 9.9
Min 2387.0 539.0 -1.75 .04 .61 -5.7 .54 -5.4
Real RMSE : .07 True SD: .55 Separation: 8.28 Person Reliability: .99
Model RMSE : .06 True SD: .55 Separation: 9.16 Person Reliability: .99
S.E. of Person Mean=.07

The result of validity is an argument, not a number, but it supports the processing of numbers related
to the measure column is an outlier item, not measuring, too easy or too difficult. Then it is stated in
the criteria -2.0 <ZSTD <2.00. While SE is stated in the criteria: <0.50, meaning very thorough or
good, 0.51 - 1.00 means good, and> 1.0 means that it is not accurate or not good.

According to Boone, Staver, & Yale (2014) MNSQ OUTFIT 0.5 <MNSQ <1.5, ZSTD OUTFIT -2.0
<ZSTD <2.0, and POINT MEASURE CORR. > 0.4. Negative correlation means that items cannot be
correctly perceived by respondents, poor misfit or content validity.

Based on the recapitulation table and the interpretation of the results of the test instruments above, it
is known that in general, all items (60) were positively perceived by respondents. This means that
respondents are not mistaken in interpreting each item they do. This is indicated by the results of the
point correlation which is positive (+) all. Because the respondents tested the sample above 300
people, then for ZSTD OUTFIT criteria it was ignored because theoretically it would always produce
numbers above 3.00. A total of 55 items meet the minimum criteria, where the point correlation index
(Pt. Corr) is above 0.40 so that it can be directly used (P) as a valid instrument, while as many as 5
(five) items do not meet the minimum criteria (below 0.40), namely items number 1, 2, 3, 7, and 51 so
that it requires revisions from the editorial side.
The results of processing the Rasch model analysis, obtained raw variance explained by empirical
measures of 47.3%. These results meet the minimum criteria where the results of raw variance
explained by empirical measures must be greater than 20%. This means that the items developed in
this instrument measure the same thing, one thing, or one variable, with an empirical Unexplained
variance in 1st contrast of 3.9% with the minimum criteria that must be met is that it must be less than
<15%.

Tabel 5
The Results of The Rasch Model Analisis Items Tested
Descriptio
No. Mean Simpangan Baku Separation Reliability Alpha Cronbach (α)
n
1. Person 1,95 1,39 3,84 0,94
0,98
2. Item 0,00 0,56 8,28 0,99

Based on the results of the analysis using the Rasch model various information was obtained, both in
terms of items and respondents who were participants in the scale trials (person). In this study, data
analysis was carried out several times until a number of items were obtained that met the item-
accuracy index. According to Boone, Staver, & Yale (2014), the parameters used to determine the
accuracy or suitability of respondents include: first, the received outfit mean square (MNSQ) value:
0.5 <MNSQ <1.5. Second, the outfit Z-standard (ZSTD) received value: -2.0 <ZSTD <+2.0. Third,
the point measure correlation value (Pt Mean Corr) is accepted: 0.4 <Pt Measure Corr<0.85. Values
that are outside the criteria limit indicate a response pattern that needs to be identified further. After
looking at the scalogram, we found that 539 people had a consistent and reasonable response pattern.

Based on the results of the analysis using the Rasch model, various information was obtained, both in
terms of items and respondents who were participants in the scale trials (person). In this study, a
number of items were found that met the item-model accuracy index. In the first phase of the analysis,
539 respondents were identified correctly with the model. According to Boone, Staver, & Yale (2014),
the parameters used to determine the accuracy or suitability of respondents include: first, the received
outfit mean square (MNSQ) value: 0.5 <MNSQ <1.5. Second, the outfit Z-standard (ZSTD) received
value: -2.0 <ZSTD <+2.0. Third, the point measure correlation value (Pt Mean Corr) is accepted: 0.4
<Pt Measure Corr<0.85.
At the analysis stage to find out items that are not appropriate or not appropriate to the model. The
criteria used to check item suitability are the same as the criteria for respondent accuracy, namely the
mean square outfit,z-standard outfit, and point measure correlation values (Boone, Staver, & Yale,
2014). Items that are less precise with the model are then eliminated or excluded from the analysis
process. Analysis stops when no more items are indicated that have low model accuracy (misfit). In
the end, at the fifth analysis stage, there were no more items identified that were not right with the
model so that the total items that met the accuracy index of the items amounted to 55 items. The
results of the final analysis of an indigenous-based healthy sexual behavior scale in the collection
contained 55 items with a total of 539 students. Overall, the results of the analysis of the items and
respondents indicate that no item was missed to be answered by the respondent or all respondents
filled the whole item in full.
The item reliability value of 0.91 indicates that the quality of items in this instrument is high. In other
words, the sixty that were identified as having accuracy with the model were indeed quality items.
Furthermore, the respondent's reliability value of 0.91 indicates that the consistency of the answers
from respondents is high. In other words, respondents answered the whole item seriously (not
carelessly).
Based on the results of analysis by Rasch modeling, it is known that the scale of indegenous-based
healthy sexual behavior provides consistent and proven results that reveal a psychological construct
(unidimensional), namely indigenous sexual health based behaviour. Of the 60 items analyzed there
were 55 items that fit the model, with alpha reliability coefficients of 0.94. This alpha value is a
measure of reliability which in practice measures in the form of interactions between respondents and
items as a whole. The results of the alpha reliability coefficient of 0.94 indicate that the scale of
indigenous healthy sexual behavior has a high reliability coefficient. That is, this scale produces a
measurement score that is consistent and reliable. The item reliability coefficient and the respondents
were classified as good, namely 0.94 and 0.96. This shows that the 55 items are quality items and the
group of respondents answered seriously. Both of these results further strengthen and confirm that the
scale of indigenous sexual-based healtjhy behavior is indeed a quality measuring tool because not
only are measurement results reliable, but also quality items.

Conclusion

Based on the interpretations made above, it can be decided that the 60 items developed in the study
can be used to collect further research data, if the five items recommended for revision have been
carried out. The instrument used has special reliability criteria and only measures one thing or one
research variable with good criteria.

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 PEUMULIA JAMEE CULTURE IN THE STAGE
OF BUILDING RAPPORT IN INDIVIDUAL
COUNSELING PROCESS

Zahra Nelissa Syaiful Bahri M. Husen

Bimbingan dan Konseling Bimbingan dan Konseling Bimbingan dan Konseling
FKIP Universitas Syiah Kuala FKIP Universitas Syiah Kuala FKIP Universitas Syiah Kuala
Banda Aceh, Indonesia Banda Aceh, Indonesia Banda Aceh, Indonesia
zahranelissa@unsyiah.ac.id saifulnani@yahoo.com m.husen57@unsyiah.ac.id

Fitra Marsela Mifta Oktavianda

Bimbingan dan Konseling Bimbingan dan Konseling
FKIP Universitas Syiah Kuala FKIP Universitas Syiah Kuala
Banda Aceh, Indonesia Banda Aceh, Indonesia
fitramarsela.fm@gmail.com mifta.oktavianda@gmail.com

Abstract—Aceh has a culture and customs that are closely
aligned to Islamic rules. Of the various customs and cultures
that exist in Aceh, one notable custom is the glorification of
guests (peumulia jame). Its origin comes from the viewpoint
in Islam concerned with glorifying guests, which for a
Muslim who believes in Allah and the end of the day, is
mandatory. This study aims to apply peumulia jamee in
order to build rapport in the individual psychology
counseling process and determine the effectiveness of
glorifying guests in the process of building rapport in
individual counseling. This research uses a descriptive
method, which is a method of analyzing and describing
existing research data, which are associated with theories
related to the problem that needs to be solved, in order to
draw a conclusion. This research was carried out around the
city of Banda Aceh. The data was collected though
interview and observation. The number of samples used in
this study was ten people. In this study, the data collection
consisted of primary data and secondary data. Based on
conclusions from the interviews, the respondents mainly
apply the culture peumulia jame when building rapport cards
in the process of counseling. This is because the culture of
peumulia jame has been ‘ingrained’ in Acehnese society.
Keywords — Application of Pemulia Jamee, Building Rapport
Individual Counseling
I. INTRODUCTION
The era of globalization, often being synonymous with
competition and the development of individual
competencies, must also be balanced with healthy and
resilient mental development. Today, the problems faced by
people in a country are very diverse, ranging from personal,
social, family, cultural, health, and economic problems. The
inability of individuals to solve their problems leads to the
complication of those problems. This phenomenon suggests
that there is a need for help from professionals to intervene
in order to solve the problem. Historically, the people of
Aceh have very diverse socio-cultural conditions and have a
lot of stories that date back centuries, such as the history of
the glory of Aceh, the history of conflicts that have occurred
in Aceh, and also the history of natural disasters that have
occurred in the province, which is known to have the
nickname Serambi Mekkah, or the threshold of Mecca.
Because of Aceh’s tumultuous history, it may need more
attention on mental health and improving the quality of life
for its residents, in order to compete healthily in this era of
globalization.
Before solving community problems related to culture and
social psychological, it should be noted that human
resources, like counselors, should take culture into account
when carrying out individual counseling. The development
of a competent counselor should be done in a
comprehensive, culturally sensitive, and sustainable way.
The general overview of the process of individual
counseling is divided into three stages: the initial stage
begins when the client meets with the counselor and the
client attempts to define and find the source of their
problem. Second, the middle stage, departs from the
definition of the client's problem, which was determined in
the initial stage. The next activity focuses on exploring the
client's problem and what assistance will be given, based on
an assessment of that problem. The third and final stage, it is
marked by several things, namely: (1) Decreased client
anxiety. This can be known after the counselor asks about
their anxiety condition; (2) There is a change in client
behavior in a more positive direction, including future life
plans with a clear program; (3) The occurrence of a positive
attitude, which can correct the client’s self and leave behind
the attitude that tends to blame others, such as parents,
friends, teachers, circumstances, and so forth. Thus, after
these steps, the client can think realistically and confidently.
(Sukardi, 1983 : 107)
Peumulia Jamee
It is a source of great happiness for Acehnese people when a
guest arrives. Because of this, guests are very glorified and
received with great respect. In Acehnese society, this custom
is known as peumulia jamee, meaning to glorify guests
(Soelaiman, 2011). The custom is not new. This saying is
very down to earth in Tanah Rencong. Since ancient times,
Aceh has been known as an open kingdom which highly
respects guests. The Malay proverb that guests is the king is
applied by the people of Aceh (Herlita, 2014). Peumulia
Jamee adat Geutanyoe is a tradition that is very popular
today for the people of Aceh. This saying means glorifying
guests, our custom which is have been very ingrained in the
Land of Rencong. Since ancient times, Aceh has been
known as an open kingdom and highly respects guests
(Aceh Cultural Encyclopedia)
Cultural Position of Counseling
The relationship between counseling and culture is classified
into three foundations. First, counseling is a cultural
product. Second, counseling is a producer of culture. Third,
counseling is a forum for cultural encounters. The first
dimension is part of the study of the Socio-Cultural
Foundation of Guidance and Counseling. Culture
encourages the birth and development of counseling. This is
a positive review. There is also a negative review of the
effect of socio-cultural developments on the development of
counseling services (Mappiare, 2017).
Many cultural behaviors are involved in counseling
relationships and effect the efficacy of counseling. However,
one thing that hasn't been realized is how important
nonverbal languages are in certain cultures. Cultural
expression comes not only in the form of verbal
communication, but in non-verbal language as well. Many
cultures are classified as "high-context cultures" (Hofstede,
1990), including Indonesia and non-Western countries in
general, and non-verbal languages are even more important
than verbal languages (Nguhrah, 2013).
Rapport and Individual Counseling Stages
In the counseling process, a counselor must be able to
involve the counselee in full, so that the counselee can be
open. Counselors are required to be able to communicate
effectively. Good counseling will be achieved if the
counselor has good communication skills. Willis (2004)
states that attending is the first and main step in the
counseling process, because this will have an impact on the
counselee in providing information to the counselor and the
emergence of trust between counselor and counselee.
According to Prayitno (2004), the counseling process is
carried out through five stages, the delivery stage
(introduction), the assessment stage (investigation), the
interpretation phase (interpretation), the guidance stage
(intervention), and the assessment stage (inspection). The
delivery phase is the first stage in the counseling process,
this stage delivers the counselee in the counseling activity
including an explanation of the purpose, objectives and time.
The delivery stage is characterized by warm acceptance,
permissiveness, non-blame, and full understanding of the
counselee. This initial stage is crucial because if this stage is
effective then the counselee will be more active in following
the counseling process with optimal processes and results.
The second stage, assessment, is a phase that is analogous to
a wilderness containing counselee problems, the main
objective of the assessment stage is for the counselor to be
able to understand the counselee completely. In the third
stage, interpretation, the counselor develops a meaningful
connection with the counselee's problem. The fourth stage is
the coaching or guidance stage, which is the core of the
counseling process. The coaching stage is concerned directly
with efforts to resolve counselee problems and make
progress with counselee self-development. This intervention
phase also aims to create the expected changes as more
consistent counselee behavior. The last stage is the
assessment phase which aims to assess the process and the
results of counseling, both ongoing and long-term.
Another theory on the implementation of individual
counseling services comes from Willis (2004), which
includes three stages: first, the initial stage of counseling.
This stage is also called the problem definition stage,
because the goal is that the counselor and client can define
the client’s problems that are captured or selected from
client issues or messages in the counseling dialogue. There
are a few counseling techniques that must be in the early
stages of counseling, namely: (1) attending. Good attending
behavior is a combination of eyes, body language and client
body language, so that it will facilitate the mentor to involve
the client in conversation and openness. Another important
technique is (2) empathy, which is the ability to feel what
the client feels, feel and think with the client, and not for or
about the client. Lastly, (3) reflection of feelings is the skill
of the counselor to be able to reflect on the client's feelings
( Willis, 2004).
An individual counselor needs to have good communication
with the clients, and the first way to build communication in
counseling is to build rapport. Individuals counseling means
meeting a counselor with clients on an individual basis,
where there is a relationship counseling nuanced rapport,
and counselors strive to provide assistance for personal
development of the client and the client can anticipate the
problems they face (Willis, 2004). Individual counseling is a
special service in the face-to-face relationship between the
counselor and the client to examine the problem and try to
alleviate the problem with the client's own strengths. The
individual counseling process in principle emphasizes how
rapport between counselor and client rapport atmosphere is
to build a relationship that is characterized by harmony,
compatibility, and cooperation.
Rapport begins with agreement, liking and equality,
if it has happened then a platonic fondness may arise
between the counselor and counselee. In counseling
relationships, the most important thing is to increase client
confidence in the counselor (Prayitno, 2004). In the
counseling process, the involvement of the client is
determined by the factor of self-disclosure before the
counselor, so that the client will be open in expressing the
client's problem and willing to be involved in counseling
talks (Willis, 2004). Communication between counselor and
client will be easier if rapport has been formed. Rapport is a
good relationship between counselor and counselee that
shows optimal cooperation (Sugiharto, 2005).
II. METHODS
This research uses a descriptive method, which is a method
of analyzing and describing existing research data, which
are associated with theories related to the problem that needs
to be solved, in order to draw a conclusion. This research
was conducted in the city of Banda Aceh. Data source
sampling techniques in qualitative research are purposive
and snowball, amounting to ten people. Data collection
techniques are observation and interviews (Sugiono, 2014)
of ten people. Data collection techniques are interviews and
observation. In-depth interviews in general are the process
of obtaining information for research purposes by means of
a question-and-face interview between the interviewer and
the respondent, with or without an interview guide, where
the interviewer is involved in a relatively long social life
(Bungin, 2011). Observation is a data collection technique
that has specific characteristics when compared with other
techniques, and observation is not limited to people but to
other natural objects (Sugiono, 2009).
III. RESULT AND DISCUSSION
Based on the results, the majority of respondents who live in
Aceh, do not realize that when they want to build rapport,
they indirectly apply culture peumulia jame, in because
culture peumulia jame is already very much a part of the
Acehnese culture and community. Peumulia jame includes
many different behaviors, such as accepting clients with
open arms, treating clients with modest drinks and food, and
in fact there are a few samples deliberately providing snacks
for their clients when counseling. Also based on the results
of the observations, it was found that the guidance and
counseling room is designed in such a way that the client is
comfortable. While the guidance and counseling teacher sits
in an ordinary chair, they provide a special chair for the
clients. Additionally, in the guidance and counseling room,
there must be a drink that can be drunk by anyone who
enters. From the results of the interviews, counselors are
also indirectly applying the concept of peumulia jame, such
as accepting clients with friendly smiles. This is the main
key of peumulia jame, because it is the simple concept of
how people are able to communicate simply through a smile
[1]
when welcoming guests.
Based on this research and analysis of the data above, it can
be claimed that most of the counselors who were [2]
interviewed for this study have adopted peumulia jame
culture when building rapport in the counseling process. [3]
This is because peumulia jame culture is the local wisdom of[4]
Aceh.
[5]
IV. CONCLUSION
[6]
The most basic behavior that illustrates peumulia jame is
how the community is able to implement it simply by when
welcome guests. If this cannot be implemented and shown to[7]
guests or visitors, other things will also be imperfect in the
term Peumulia Jamee Adat Geutanyoe Aceh. Acehnese[8]
history states that based on its origin, the ethnic Acehnese
are divided into four kawom or sukee (clans). This division
began to be carried out during the Alaaidin reign of Sultan
Al-Kahar (1530-1552). Individual counselors must have
good communication with clients, and the first way to build
good communication in counseling is firstly the
development of rapport. Then, individual counseling is a
meeting of counselors with individual clients, where
counseling relationships have nuanced rapport, and
counselors seek to provide assistance for the personal
development of clients and to prepare clients to anticipate
the problems they will face. If a counselor lives in Aceh, the
counselor should develop rapport through applying
Acehnese culture such as peumulia jame, so that the
counseling process can proceed smoothly. Sometimes this
process does not proceed smoothly due to the mixing of
customary habits around with the implementation of
counseling.
ACKNOWLEDGMENT (Heading 5)
Thanks and appreciation to UPT. Lab Terpadu and LPPM
Syiah Kuala University for funding this research through
Syiah Kuala University Laboratory Grant Funds.
REFERENCES
Bungin, Burhan. 2011. Penelitian Kualitatif. Komunikasi, ekonomi,
Kebijakan Publik, dan Ilmu Sosial Lainnya. Kencana Prenada Media
Group; Jakarta.
Darwis A. Soelaiman (2011). Kompilasi Adat Aceh. Banda Aceh: Pusat
Studi Melayu Aceh (PUSMA)
Ensiklopedia Kebudayaan Aceh
Mappiare, Andi. (2017). Meramu Model Konseling Berbasis Budaya
Nusantara: KIPAS (Konseling Intensif Progresif Adaptif Struktur).
Universitas Malang.
Prayitno dan Amti, E. 2004. Dasar-Dasar Bimbingan dan Konseling,
Jakarta: Rineka Cipta
Ria Herlita (2014). Pesan Budaya Dalam Tari Ranup Lampuan Berdasarkan
Tradisi Peumulia Jamee. Skripsi. Program Studi Sendratasik, FKIP.
Unsyiah.
Sugiono. 2009. Metode Penelitian Pendidikaan Pendekatan Kuantitatifm
Kualitatif dan R&D. CV Albeta; Bandung.
Sugiono. 2014. Memahami Penelitian Kualitatif . Penerbit
Alfabeta, Bandung.
[9] Willis S. Sofyan (2004) Konseling Individual Teori dan Praktek. CV
Alfabeta.
 Using Ekphrasis of Emotional Writing for
Improving Emotional Regulation Skills

Agus Santoso ags_hana@yahoo.co.id Sri Rahmah Luluk Fikri Zuhriyah

Islamic Guidance and Counseling Ramadhoni
Department Guidance and Counseling Department
Islamic State University of Sunan Semarang State University
Ampel Surabaya Semarang, Indonesia
Surabaya, Indonesia sriramadhoni@students.unnes.ac.id
Abstract—The goal of this study was to examine the effect of
ekphrasis of emotional writing (ETE) on emotional regulation
skills. The research method is quasi experiment with a non-
parametric counterbalanced design. Participants were 27
students of PGMI Islamic State University of Sunan Ampel
Surabaya (with 8 students put in A group, 11 students put in B
group, and 8 students put in C group) who completed emotion
regulation questionnaire (ERQ). Each group received neutral
ETE treatment (ETE0), positive ETE (ETE1) and negative
ETE (ETE2) in different order. The results of this research
indicate that ETE Neutral, ETE Positive, ETE Negative
treatment had an effect on the regulation of emotions in groups
B and C, while in group A it did not significantly influence.
This research confirms that can be applied ekphrasis of
emotional writing to improve emotional regulation skill of
students.
Keywords—Ekphrasis of emotional writing, emotional regulation
I. INTRODUCTION
Emotional regulation is high ability to manage emotions
will increase the ability of individuals to deal with tensions
in their lives [1]. Emotion regulation is a set of regulatory
processes that can be used to redirect emotions in order to
modify the magnitude, latency, and duration of affective
responses [2][3]. It includes the management of both
positive and negative emotions that arise under a wide range
of stressful and non-stressful situations [4].
Undergraduate students as prospective teachers are
required to develop and create a positive emotional climate.
There is a tendency for students who are unable to condition
emotional signals that are burden, respond the situations and
create a normal culture that is truly needed. Perceiving the
practical reality that is needed by students in emotional
regulation, the integration of emotional expression and
language is an alternative learning for students as
Table 1. Counterbalanced Design
Stage 1 2 3 4
Islamic Communication Departement
Islamic State University of Sunan
Ampel Surabaya
Surabaya, Indonesia
lulukfikri@uinsby.ac.id
prospective teachers to think and form attitudes, values and
habits also to control themselves properly.
The researcher developed a counseling model that
integrates emotional regulation strategies through writing
activities. Writing is an alternative to create a climate of
positive emotions. Writing is an expression of Emotional
Writing that can put more emphasis on understanding and
attitude towards feelings, thoughts and desires [5][6]. The
counseling model through writing activities was chosen
based on the consideration that basically writing competence
can be formed from one's ability to regulate emotions and
written language [7]. The implications of emotional writing
can give the impression of experience in the form of
emotional expression in positive, negative, or neutral
emotions.
The ability to express texts that refer to authentic desires
is different from encouragement, that is Ekphrasis.
Ekphrasis is a form of catharsis communication that is able
to represent writing, language and images [8]. This becomes
important is the power of emotional writing (ETE) in
enhancing images that were initially objective in nature to
become objects of reality that are able to reconcile
perceptions and interpretations [9]. Psychologically, the
results of authentic expressions produce emotional
experiences that are pleasant, sensual and have intellectual
power with values and aesthetics [10].
Based on the problem in improving students' emotional
regulation, it is substantial to apply the counseling model
through ekphrasis of emotional writing (ETE) which can be
adapted into one of the counseling techniques that can
precisely be used to help counselees who have difficulty
expressing themselves verbally, so that the counselee can
express thoughts, feelings, desires or hopes through writing.
II. METHODS
This research used is quasi experiment with a non-
parametric counterbalanced design.

Group Pretest Treatme Posttest Treatme Posttest Treatme Posttes

nt nt nt t
Group A ERQ X0 ERQ X1 ERQ X2 ERQ

Group B ERQ X2 ERQ X0 ERQ X1 ERQ

Group C ERQ X1 ERQ X2 ERQ X0 ERQ

Note: X0 = Control ETE; X1 = Positive ETE; X2 = This research involved 27 students of PGMI
Negative ETE Islamic State University of Sunan Ampel Surabaya
 (with 8 students put in A group, 11 students put in B
group, and 8 students put in C group). Each group
received neutral ETE treatment (ETE0), positive ETE
(ETE1) and negative ETE (ETE2) in different order.
The instrument used was Emotion Regulation
Questionnaire (ERQ) adapted by Gross & John [11].
This is a 10-item questionnaire measuring individual
differences in respondents’ habitual use of two
strategies for regulating their emotions, cognitive
reappraisal (six items), and expressive suppression
(four items). Each question is rated on a seven-point
Likert scale (from 1 ¼ ‘‘strongly disagree’’ to 7 ¼
‘‘strongly agree’’) and a higher score indicates greater
use of a particular strategy. The range of scores for
reappraisal is 6 to 42, and for suppression is 4 to 28.
Internal reliability for the ERQ in a student population
is acceptable with Cronbach’s alpha reported as 0.82
for cognitive reappraisal and 0.76 for expressive
suppression.
III. RESULT AND DISCUSSION
Result
The collected data (pretest-posttest) were tabulated and
prepared before then analyzed. The results of the
comparison between Neutral, Positive and Negative ETE
treatments in each group with the results of the ERQ post
test can be seen in Table 2.
Table 2. Post-test ERQ Test Results of Wilcoxon Test in Group A,
B, and C
 Treatment Comparison N Average Average Total Z p-value
ETE ERQ Rangking Ranking
Group A
Neutral Pre 8 39,75 5,56 44,50 2,481 0,833
(ETE0) Post 8 49,00 11,44 91,50
Positive Pre 8 39,75 7,56 60,50 0,789 0,400
(ETE1) Post 8 43,63 9,44 75,50
Negative Pre 8 49,00 10,38 83,00 1,586 0,441
(ETE2) Post 8 43,63 6,63 53,00
Treatment Comparison N Average Average Total Z p-value
ETE ERQ Rangking Ranking
Group B
Neutral Pre 11 40,91 8,91 98,00 1,876 0,003
(ETE0) Post 11 49,09 14,09 155,00
Positive Pre 11 40,91 10,05 110,50 1,052 0,013
(ETE1) Post 11 45,82 12,95 142,50
Negative Pre 11 49,09 13,23 145,50 1,252 0,003
(ETE2) Post 11 45,82 9,77 107,50
Treatment Comparison N Average Average Total Z p-value
ETE ERQ Rangking Ranking
Group C
Neutral Pre 8 38,13 5,06 40,50 2,894 0,012
(ETE0) Post 8 55,38 11,94 95,50
Positive Pre 8 38,13 6,50 52,00 1,680 0,012
(ETE1) Post 8 48,25 10,50 84,00
Negative Pre 8 55,38 9,81 78,50 1,105 0,012
(ETE2) Post 8 48,25 7,19 57,50

Analysis of the results Neutral ETE, positive ETE, and

negative ETE treatment for group A based on Wilcoxon test
results obtained a score of 0.833 (p> 0.05) so that H0 is
accepted and it can be concluded that there is no change in
the average pretest & posttest score in the neutral ETE,
positive ETE, and negative ETE treatment in group A. It can
be seen that there is no effect of giving ETE Neutral to the
emotional regulation of students.
Analysis of the results Neutral ETE, positive ETE, and
negative ETE treatment for group B and group C based on
Wilcoxon test results obtained a score of 0,003 and 0,012
(p> 0.05) so that H0 is refused and it can be concluded that
there is a change in the average pretest & posttest score in
neutral ETE, positive ETE, and negative ETE treatment in
group B and Group C. It can be seen that, there is an effect
of giving neutral ETE, positive ETE, and negative ETE
treatment to the emotional regulation of students. Words or phrases of emotion both negative and positive,
After conducting the treatment text, several words or when correlated with the flow of emotional tendencies, it
phrases can be found with two categories, namely; negative can be identified the level of positive emotional tendencies
and positive words or phrases. Overall all groups in the on the axis of hope while the level of negative emotional
subject of this study have a tendency to express emotional tendencies has a tendency on the axis of fear. In the Emotion
writing automatically. Expressions of emotions Diagram shown above, positive words tend to lead to the
automatically with the following detailed words; 75 positive axis of hope, while negative words tend to lead to the axis of
emotional words with 33 word variations. Negative words fear.
are 85 words with 31 word variations. Insight words number
74 words with 53 word variations. Causal words total 33
words with three word variations. Words or phrases of Discussion
negative and positive emotions, when correlated with the
flow of emotional tendencies, it can be seen at the level of Basically everyone has different emotional
positive emotional tendencies on the axis of hope while the characteristics, even everyone can reflect on words positive
level of negative emotional tendencies has a tendency on the emotions (such as happy, comfortable, anthusias and
axis of fear. This finding implies that positive emotions can excited), and words of negative emotions (such as anxiety,
trigger a person to have strong motivation and expectations anger, sadness, shame, and guilty) according to changes in
with his emotional regulation abilities. perspective and personal experience. With this kind of
emotional expression, everyone has the ability to precisely
regulate the emotions of the situation, whether in the
selection of situations, behavioral modification, level of
attention, or level of change in cognition and self-
response[12].
 The process of expressing emotions properly is the step
of emotion regulation. Emotions arise starting from an
event, then the culture translates these events and processes
in the capacity of the self (inner state). A moment later the
culture reacts and its role is in the form of self-expression.
Various forms of self-expression become a measure of a
person's ability to associate emotions with their cognitive.
The connection between emotion and cognition becomes a
characteristic of emotion regulation especially in reappraisal
strategy. Emotion regulation is the center of the correlation
between behavior and emotions among adolescents,
adolescents who have low emotional regulation can
experience various forms of adolescent psychopathology
both from internal and external disorders [13]. In
connection with the opinion above, it is obtained data that
there are twenty-seven students who have not been able to
regulate their emotions and then given the treatment of
Neutral ETE, Positive ETE and Negative ETE groups.
The relationship between ETE and emotion regulation is
the use of three dimensions (objects, interpretations and
expression patterns) in the process of building emotions. The
object of feelings signals that appear expressively
automatically in the form of unstructured written
expressions. Feeling signals are directed towards
interpretations that are aesthetically reflective in the form of
structured written expressions. Furthermore, the expression
patterns are formed from self abilities with a reappraisal
strategy. The ability of emotion regulation through ETE
becomes a form of trust and self commitment as an implied
meaning to be an adaptive emotional flow.
By writing it is an expression of emotion in writing that
can further emphasize the understanding and the bribery of
feelings, thoughts and and desires as a whole [14]. The
linguistic emotional approach is one of the alternatives that
can be used in the express emotion through writing
activities. Mechanisms of change occurring in the writing
therapy, can be effectively detected in the changes in
cognition and memory [15]. The mechanism of change as it
happens in the writing process is the target and strategy of
skill development of emotional regulation. There are three
models of conveyance written expression; Poetry, rhyme, or
acrostics. These three types of expressions demonstrate the
power of meaningful magical words, or the effects of
rhythm that deliver deep communication messages [16].
ETE in this study is a model of therapy involving
understanding, emotion, and activities of individual
behaviours integratively. A single point of intersection
strengthening this conception is the cognitive behavioral
(CBT) approach. CBT translates cognition aspects as a self-
understanding of attributes, beliefs, memory, hope and self-
image. ETE can be used as an alternative model that can be
developed as an emotional action catharsis process, felt
more comfortable psychological conditions, reduced
depression and post-traumatic, and also improved memory
work and performance [17][18]. Even the least important is
the ETE can enhance self-expression, self-actualisation and
the invention of identity and interaction.
ETE existence for prospective teachers is also needed in
the process of learning and habituation of self in conducting
emotional regulation. The teacher's emotional regulation in
class management can be done through attempts to modify
the intensity and duration of a teacher's emotions in the
learning process. The process of emotional interaction can
give reciprocity to the positive emotions of learners and
reduce their negative emotions. It can also be a process of
proving discipline and interaction with learners [19]. The
power of ETE is to be able to lift a picture of its original
objective, to be a reality object that is capable of pairing
between perception and interpretation [20]. Psychologically,
that the results of expressions that are authentic, produce a
pleasant emotional experience, sensual and have intellectual
power that contains certain aesthetic values[21].
The integration of emotional and language expression is
an alternative learning for students as teacher candidates to
think and shape attitudes, values, habits and control
themselves appropriately. Indeed, in reality there are still no
specific references that can bridge the internalization
process of positive emotional self-expression. Further
research is expected to have positive implications on PGMI
students as prospective teachers who are prepared with the
right emotional regulation capabilities, so that they are more
mature and have complete personalities.
IV. CONCLUSION
Pursuant to the results of this research, it can be
concluded that Ekphrasis of Emotional Writing was effective
in improving PGMI Islamic State University of Sunan
Ampel Surabaya students’ emotional regulation skill in
Surabaya, Indonesia. These effects can be seen from the
results of the pre-test and post-test that have been done
showing that there were differences between before and
after treatment. Although modeling were effective, modeling
was more effective in groups B and C, while in group A it
did not significantly influence. The findings of this study
can provide new understanding for guidance and counseling
development in Indonesia.
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Psychology. 1(3), 2015, pp. 149-162.
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in Schools: Building Connections, Journal of Counseling & Development,
82, 2004, pp. 287-292.
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EMOTIONAL INTELLIGENCE, SELF ESTEEM,
JOB SATISFACTION, SOCIAL SUPPORT AND
PSYCHOLOGICAL WELL-BEING AMONG
MALAYSIAN ARMY
Wan Norhayati Wan Othman, Zaida
Nor Zainuddin, Yusni Mohamad Yusuf
Universiti Putra Malaysia
Abstract— Based on the current situation of the Malaysian
army personnel, many of them were quitting early and are
quitting due to various reasons, so the purpose of this study is
to examine the psychological well-being of the serving army
personnel. The main purpose of this study was to measure the
level of psychological well-being among the Malaysian Army
and to examine the relationship between emotional intelligence,
self-esteem, job satisfaction and social support with
Psychological well-being of the Malaysian army personnel.
This study was carried out using a quantitative method which
is a correlational study. The questionnaires were distributed to
the 3,000 respondents, selected using cluster random sampling
among Malaysian army personnel. The instruments used in
this study are, Schutte Emotional Intelligence (SEI), Rosenberg
Self-Esteem Scale (RSES), Job Satisfaction Scale (JSS),
Inventory of socially Supportive Behavior (ISSB) and Ryff's
Psychological Well-Being Scale (SKPSR). The findings showed
that the level of psychological well-being among the army
personnel was at moderate level in which a total of 493
(16.43%) army personnel are high well-being, 1979 (65.97%)
moderate well-being and 528 (17.6%) army personnel are not
well-being. The study also found that the factors of emotional
intelligence, self-esteem, job satisfaction and social support had
a significant positive relationship with psychological well-being
of Malaysian Army personnel where the strength of
relationship is between r = .05 to r = .45.
Keywords— Emotional Intelligence, Self Esteem, Job
Satisfaction, Social Support , Psychological Well-Being
INTRODUCTION
Well-being is a very important and necessary element in the
lives of all people. Well-being individuals are healthy
individuals who are physically, psychologically and socially
healthy. Such individuals will always have a happy life and
will always be happy and happy in their daily life where
their physical condition will be good, their emotions will
always be positive and will keep their mind healthy and
happy [55]. Argyle (1996) has stated that there are three
components needed in determining human well-being,
positive emotions, no negative emotions and satisfaction
with life. A well-being person is also said to be happy, with
no negative feelings such as depression, stress, anxiety and
burnout and being satisfied with his or her life [2]. Human
well-being from a psychological perspective needs to be
emphasized as it encompasses the cognitive and affective
aspects of positive or negative feelings towards their lives
According to Asmawati Desa, Asmah Ahmad and Zaini
Sharkawi (2009), psychological well-being is an individual's
experience [3]. It is an individual's assessment of his or her
Selangor, Malaysia
wannorhayati@upm.edu.my
life whether in the form of life satisfaction (cognitive
assessment) or affective (emotional reaction). Psychological
well-being also refers to well-being associated with or
derived from social, psychological, or independence needs.
The implication is that personal growth depends on
subjective assessment of well-being. This shows that the
well-being of human psychology is an important aspect of
determining the quality of human life. Parental well-being
determines the well-being of other family members. Teacher
well-being determines the well-being of his students,
military well-being determines the welfare, security and
defense of the country. Understanding psychological well-
being can also give psychologists and counselors an idea of
how to deal with clients who have problems [8].
The concepts and issues of psychological well-being are
still new and are not widely discussed in Malaysia.
However, the issue of psychological well-being and positive
mental health has long been discussed since the inception of
such theories as Johada (1958), Maslow (1968, 1971) and
Shostrom [8]. Awareness of the importance of psychological
well-being is of concern as many cases related to
psychological issues are increasingly prevalent in Malaysia.
Understanding the importance of the well-being of
Malaysians, especially to those who are working, is very
important as these factors influence a person's life pattern.
While abroad many studies have been conducted on
psychological well-being factors such as demographic,
religious, health, work performance, spiritual, interpersonal,
intrapersonal, media and global influences, self-concept,
personality, internal control, self-esteem, emotional
intelligence, social support, job satisfaction and family
cohesiveness [51].
Because of the many issues that arise among Malaysian
Army today, there needs to be a study that covers the
essence of the problem as well as the external problem.
Studying human well-being from a psychological
perspective is important because it is a knowledge that
enables us to understand why a problem arises, its causes
and how we should address it. Understanding a problem
from a psychological perspective allows us to understand
individual differences in the experience of dealing with one
problem and their different perceptions of one person and
others in relation to the attitude, perception and style of the
problem. We can also devise and design psychological
interventions to address a problem that is specific to the
needs of an individual or group of people [37]. The national
defense system is one of the branches in determining the
progress and order of a nation. We find that every day the
demand for military personnel is increasing but no matter
the size of the army and no matter how great the war
equipment of a country is, if the people who handle the war
equipment are in a state of chaos and inadequate machinery
and that defense will be fragile [24].
In general, the public views many of the military as
having mental health problems and mental illness. This is
said to be due to the severe military training conditions and
the current task load that does not balance the individual's
ability. Morgan (1982) argues that mental health is at the
root of health problems in the United States [30]. Research
on mental health has been widely conducted by hospitals,
universities, governments and other agencies. Several
campaigns have been conducted to inform the public on
matters related to mental health. Studies also show that most
of the adjustment problems that individuals experience are
related to emotional problems. Hebb (2002) also argues that
failure of humans to make adjustments as a result of
emotional disorders can lead to dissatisfaction in life and
lead to mental illness [20].
The main objective of this study was to analyze the level
of psychological well-being among Malaysian Army
personnel. In addition, the objective of this study was to
examine the relationship between emotional intelligence,
self-esteem, job satisfaction and social support with the
psychological well-being of the Malaysian Army.
Emotional Intelligence
Emotions are among the most difficult psychological terms
to interpret. According to Richins (1997): 'Hundreds of
philosophers and researchers have tried to create and exact
definition of emotion. Unfortunately the only common
ground among a myriad of writers is the conclusion that
emotions are not easy to define” [36]. Salovey and Mayer
(1990) who are psychologists are pioneers in the term
emotional intelligence (EQ) [41]. Later the term was further
developed by Daniel Goleman using Salovey and Mayer's
Model to see how EQ relates to the way of life through his
famous book Emotional Intelligence [16]. According to
Salovey and Mayer (1990), EQ is defined as the ability to
control own emotions and others emotions, to distinguish
between them and to use that information to guide other
person actions and thoughts [41]. In this definition, EQ has
four important aspects - identifying emotions - the ability to
correctly identify one's feelings; using emotion - the ability
to express emotions as well as integrate feelings into
thoughts; understanding emotions — the ability to
understand the causes of emotions; and managing emotions
or the ability to think of effective strategies for using
emotions to help achieve goals rather than just be used by
emotions.
Self-esteem
Self-esteem is defined as a global self-evaluation and is
usually judged by the degree to which a person is capable of
receiving various forms of self-assessment statements.
Individuals with high self-esteem tend to emphasize their
abilities, strengths and good qualities, while individuals with
low self-esteem are more likely to focus on their weaknesses
and bad qualities [4]. Rosenberg (1965), has argued that
self-esteem is referred to as the developmental process
experienced by one that leads to changes from external
orientation to internal evaluation. The stages of development
include improving communication techniques leading to the
formation of more capabilities to replace the roles of others,
increasing the ability to use advanced abstract and reasoning
operations with the aim of expanding the scope of self and
increasing the tendency for introspection [38]. James (1980),
linked self-esteem with achievement and success. It involves
two sets of attitudes, ability or performance with success. If
an employee performs well, then the employee is successful
and their self-esteem is high. But if his performance is low,
that means that an employee is not successful in his career
[22].
Job satisfaction
There is a great deal of confusion about the concept of job
satisfaction as it does not have a clear and precise basis on
how job satisfaction and dissatisfaction are generated.
According to Organ and Hammer (1982) job satisfaction is
something that cannot be directly observed and can only be
seen in terms of actions taken [33]. Job satisfaction is
closely related to an individual's attitude toward his or her
job. Individuals with high levels of job satisfaction have a
positive attitude toward work and individuals who are
unsatisfied have a negative attitude toward work. McCormik
and Ilgen (1985) define job satisfaction as an individual's
attitude toward work and occurs in several stages [28]. It is
an emotional response to work and can occur in both
positive and negative ways. A person with a high level of
satisfaction also has an interest and diligence in his work.
They will feel comfortable in fulfilling their responsibilities
and ready to do any work throughout the day. According to
Schultz and Schultz, (1998), job satisfaction is a set of
individual values for their work. This attitude includes the
psychological aspects of the individual at work. Attitude is a
positive and a negative attitude [44]. Locke (1976) defines
job satisfaction as the satisfaction that comes from achieving
good job performance or meeting the values set in a job. In
addition, job satisfaction is the result of a variety of attitudes
toward his job and related factors. A person who is satisfied
with his work will always be motivated to do his work [26].
Social Support
Social support refers to a sequence of communication
between humans include emotions, concerns and helps [9].
Shumaker and Brownell (1984) defined social support as the
exchange of helps between at least two individuals, the giver
or recipient in order to enhance the well-being of the
recipient [47]. Social support can also be defined as the
existence of people who care about us and love us. Someone
will help us when we need help. In other words, there are
certain people whom we can rely on to care and evaluate
ourselves. Social support is important because it can
maintain one physical and psychological well-being at all
times [46]. Hendeson (1977) conceptualized social support
as the basic need of a person to be fulfilled in order to
achieve well-being and living necessities [21]. According to
Abbey, Andrew and Halman (1992), social support refers to
individual recognition, positive attention and appreciation,
affective and encouragement of significant individuals [1].
Social support is also means to be a personal experience that
is valued, respected, cared for and loved by significant
others in its life [18]. According to Wills and Fegan (2001),
social support refers to the feel comfort, concern,
appreciation and acceptance of an individual from another
individual or group [53]. Support is provided by various
sources such as support from the spouse, family, friends or
community. Individuals who receive social support believe
that they are loved and valued by the people around them
[43].
Psychological Well-Being
According to Ryff (1989), psychological well-being is a
dynamic concept that encompasses subjective, social and
psychological dimensions as well as behaviors related to
well-being [39]. According to Ryff and Keyes (1995),
psychological well-being is interpreted as a positive
assessment of one’s life or is defined as a person's
satisfaction with one's life [40]. White (2004) sees
psychological well-being as emotional health based on high
 self-esteem and positive relationships with others and less
anxious, unhappy and non-delinquent [52]. According to
Ryff (1989), psychological well-being is defined as the
pursuit of self-realization based on the six-dimensional self-
realization that has been articulated in his model of Self-
Acceptance, Positive Relations With Others, Autonomy,
Environmental Mastery and Personal Growth [39]. The
World Health Organization (WHO) (2003) reviews that
psychological well-being refers to healthy and mentally
healthy individuals and is capable of maintaining
harmonious relationships with others, participating in
community activities and contributing to society [54]. The
Ministry of Health (2005) has defined psychological well-
being as the ability of individuals to deal with stress, avoid
conflict, increase peace, stimulate motivation and increase
self-esteem in life. From an Islamic perspective,
psychological well-being is viewed based on spiritual
aspects that reflect the human heart, soul, mental and
psychological [31].
.
I. METHODS
This study was conducted using quantitative method which
is a correlation study where the questionnaire was
distributed to the sample. The study will be conducted in
army camp in three divisions in Peninsular Malaysia.
Among these divisions are 2 Divisions, 3 Divisions and 4
Divisions. The sample of the study was 3,000 respondents
who were single and married in the Malaysian Army
personnel.
A set of questionnaires was used to collect the data. All
questionnaires were back translated into Malay language
using Brislin et.al (2004) back translation techniques. The
questionnaire were:
1. Schutte Emotional Intelligence Scale (SEIS), was used to
measure emotional intelligence. This test is based on The
Four Branch Model Of Emotional Intelligence by Salovey
and Mayer (1990). This scale comprises 33 items using a
five-point Likert scale ranging from 1(Strongly Disagree) to
5 (Strongly Agree) [41].
2. Rosenberg Self Esteem Scale (RSES), was used to
measure self-esteem developed by Morris Rosenberg
(1965). This test was chosen because it is simple, easy to
understand, has high reliability and validity. This test
contains only 10 items but is of high quality. Six of them are
negatively item and 4 positively item using a four-point
Likert scale ranging from 1(Strongly Disagree) to 4
(Strongly Agree). While for negative items, score will be
reversed [38].
3. Job Satisfaction Scale (JSS) was used to measure job
satisfaction developed by Macdonald and MacIntyre (1997)
where they are professors in psychology at the University of
Cape Breton, Sydney. JSS has only 10 items, all of which
are positive. So this test is useful because it is simple, easy
to understand and reliable. This test is suitable used for
workers aged 25 to 60 years. Each item is rated on a five-
point Likert scale ranging from 1 (Strongly Disagree) to 5
(Strongly Agree).
4. Inventory of Socially Supportive Behavior (ISSB), was
used to measure social support consisting of emotional
support, information support, social cohesion and
instrumental support developed by Barrera (1981). A total of
20 items were selected from the ISSB by the researcher Lim
(1998) based on the validity of the local study using a five-
point Likert scale ranging from 1(Strongly Disagree) to 5
(Strongly Agree) [25].
5. Ryff of Psychological Well-being Scales (RPWS) was
used to measure psychological well-being developed by
Ryff (1989). The original version of the test contained six
dimensions in which there were 14 items for each of these
dimensions and made it 84. Van Dierendonck (2004) in his
study has shortened the items for this test and is applicable
because it has a high reliability index. It scales to 42 items
through these six dimensions. So each dimension contains 7
items for dimensions of Self-acceptance, Positive Relation
With Others, Environmental Mastery, Purpose in Life,
Personal Growth and Autonomy [50]. There were 20
positive items and 22 negative items in the scale using a
Likert scale of 6 answer choices ranging from 1 (strongly
disagree) to 6 (strongly agree).
II. RESULT AND DISCUSSION
The Level Of Malaysian Army Psychological Well-Being
The first research question is what is the level of the Malaysian
army psychological well-being? Psychological well-being scores
were used as indicators of this research question. Descriptive test
results for psychological well-being are shown in Table 1. The
well-being levels are divided into three levels: high well-being,
moderate well-being and not well-being by using the mean ±
Standard deviation (SP). The mean value was added with a
standard deviation to indicate a high level of psychological well-
being of 179.16. On the moderate psychological well-being
level, mean values were rejected by one standard deviation,
giving the Malaysian Army's total psychological well-being
score of 133.04. Thus, the mean score for the low level of
psychological well-being of the Malaysian Army between 133.05
and 179.15. The results are as shown in table 1.
Table 1
Frequency of the Malaysian Army Psychology Well-being
Level by Gender
Male Female Total
High Well-being 444(16.74%) 49(14.12%) 493(16.43%)
Moderate Well-being 1754(66.11%) 225(73.49%) 1979(65.97%)
Not Well-being 455(17.15%) 73(21.04%) 528(17.6%)
Total 2653(100%) 347(100%) 3000(100%)
According to Table 1, there were 493 (16.43%) Malaysian
Army at high well-being level, 1979 (65.97%) at moderate
well-being and 528 (17.6%) not well-being. The result
shows that the percentage of well-being of the Malaysian
Army is at a moderate level. Whereas the percentage of high
well-being and not well-being is almost the same even
though the percentage of high well-being is the lowest. In
terms of gender and psychological well-being, it was found
that 444 male (16.74%) were at high well-being level
compared to 49 (14.12%) among female military personnel.
For the moderate well-being, 1754 people (66.11%) were
male and 225 (73.49%) were female. While at the not well-
being level, 455 (17.15%) were for male and 73 (21.04%)
were for female. The findings of this study show that higher
percentages of male are at high well-being and lower
percentages are moderate well-being. This is because female
have more roles compare to male.
The Relationship between Psychological Well-being and
Emotional Intelligence, Self-Esteem, Job Satisfaction and
Social Support
The second research questions were whether emotional
intelligence, self-esteem, job satisfaction and social support,
correlated with the psychological well-being of the
Malaysian Army. To answer this research question, the
Pearson Correlation test was performed. Analyses were
conducted to determine the overall relationship between
psychological well-being with emotional intelligence, self-
esteem, job satisfaction and social support. Table 2 shows
the results of the relationship between overall psychological
well-being and variables of emotional intelligence, self-
esteem, job satisfaction and social support.
Table 2
Relationships between psychological well-being and
emotional intelligence, self-esteem, job satisfaction and
Social support
1 2 3 4 5 one's life or is defined as a satisfaction in one's life [40]
1.Psychological 1 .43** .38** .39** .42**
Well-Being
2.Emotional 1 .58** .60** .64**
Intelligence
3. Self-Esteem 1 .57** .55**
4. Job 1 .64**
Satisfaction
5. Social 1 actualization" where they feel comfortable with
Support
**p<.001
Based on Table 3 results of Pearson correlation
analysis show that there is a significant positive
relationship between overall psychological well-being
with emotional intelligence, self-esteem, job satisfaction
and social support. The relationship between
psychological well-being and emotional intelligence was
r = .43, p <.01, self-esteem, r = .38, p <.01, job
satisfaction, r = .39, p <.01, and overall psychological
well-being correlated with social support, r = .42, p <.01.
The results of this study show that the psychological well-
being is positively and significantly related to all
independent variables although the strength of the
relationship is only modest. The strengths of these
relationships are starting with emotional intelligence,
social support, job satisfaction and self-esteem.
The results showed that emotional intelligence is
positively and significantly related to psychological well-
being. This study is supported by Schutte, Malouff,
Simunek, McKenley, and Holander (2002) who found
that individuals with high emotional intelligence were
positively associated with positive mood and high self-
esteem [45]. Furnham and Buchanan (2005) in their study
found that emotional intelligence contributes to an
individual's happiness [15]. According to Palmer,
Donaldson and Stough, (2002) emotional intelligence is
positively and significantly associated with life
satisfaction [34]. A study conducted by Ducharme,
Knudsen, and Roman (2008) found that one of the burn-
out factors is that emotional exhaustion is expected to
increase depression rates [12]. Similarly, results from a
study conducted by Carmeli, Yitzhak-Halevy, and
Weisberg (2009) on 300 employees working in five
different organizations such as financial institutions,
judiciary, defense industry, advertising firms and
computer software companies. The results of their study
show that emotional intelligence is positively and
significantly associated with psychological well-being.
According to them, the study found that individuals who
reported high emotional intelligence would show higher
levels of life satisfaction, self-acceptance and self-esteem
compared to individuals with low emotional intelligence
[7].
The relationship of psychological well-being with
self-esteem also shows a significant positive relationship.
A study conducted by Higher Education Research
Institute (HERI) researchers at the University of
California, Los Angeles in 2004 on university students
shows that there is a link between religious appreciation
and self-esteem among university students [51].
Psychological well-being is also a positive assessment of
(Ryff & Keyes, 1995). Satisfaction with life is positively
associated with self-esteem [35](Pavot & Diener, 1993).
So, the study shows that self-esteem is positively related
to psychological well-being. Abraham Maslow has given
the view that people are always striving to achieve well-
being by meeting their basic needs and growth needs.
Maslow's greatest well-being is when one achieves "self-
themselves and their reality and do not have to play any
role they dislike. Maslow also said that the happiest
people are the ones who have the opportunity to
appreciate oneself. While the Sufis or spiritual leaders
emphasize that when a person wants to be happy, he or
she must have a special and close relationship with Allah
Almighty, convinced of the Supreme Source of Happiness
[14].
The issue of job satisfaction is very important when
it comes to talking about an employee's psychological
state. An employee who is more satisfied with his or her
work, is seen as having the potential to experience a
healthier psychological state [48]. Job satisfaction is
significantly associated with psychological well-being
[17]. In contrast to the findings of the study conducted by
Normah Che Din, Ng Sim Luan, and Ruhani Ibrahim
(2009) where the results of their study show that the level
of depression and the level of well-being of occupational
therapists working in the pediatric institution of Southeast
Malaysia are not influenced by factors of individual
perception of work such as interest in career and job
satisfaction [32].
The results also show that there is a positive
relationship between social support and psychological
well-being. According to Hatta Sidi and Mohamad Hatta
Shaharom, (2002) in their book "Managing Stress," the
most important aid in times of crisis is support. Giving
support when someone is in crisis is very important.
Anyone who suffers from stress, especially if it is
suddenly in need of support. In this case, support means
knowing about others who are still concerned about
themselves and getting more information and help either
from stress management experts or from referral sources
or organizations who can provide help [19]. According to
Zaini Said, Yahya Mahmood, Fatimah Yusoff and Khairul
Anwar Mastor (2010), social support can prevent a person
from elements that affect mental health. Having high
social support from others will make one more optimistic
and confident in his or her current and future life [56].
The study of Fatimah Omar and Suryani Supardi (2002)
also found social support in relation to the pressures
experienced by police in Malaysia [13]. Income, health,
an active lifestyle, and social support are related to life
satisfaction. While life satisfaction is associated with
 psychological well-being among older adults [42]. Mohd
Razali Salleh (2010) has pointed out that there are many
studies on the relationship of social support and
psychological well-being in that those with strong social
support are better able to control stress. This shows that a
large social network can withstand individuals from
stress. He also explained that the effectiveness of social
support was based on two theories. The first effect is the
prevention of two things: isolation and living alone.
While the second effect is to compensate for or reduce the
negative impact on someone who is depressed, especially
those who receive support and help from others [29].
Ryff's theory was used as the main theoretical
framework in this study. In his theory Ryff has listed the
complete dimensions of human positive functioning. In
addition, there are other theories that have been backed
up to further strengthen the effectiveness of this study.
Other theories like Emotional Intelligence Theory (Mayer
& Salovey: Four Branch Model of Emotional
Intelligence), Maslow Needs Theory, Humanitarian
Model by Carl Rogers, Theory of Job Satisfaction Theory
of Two Factors, Comparison Theory, Theory of Social
Support Theory Social Exchange, Theory of Symbolic
Interaction, Theory of Social Production Function (SPF),
Family Affective Modeling and Adaptation and Spillover
Impact Model. Therefore, the results of this study can
strengthen and see the effectiveness of theory in human
life [39].
The findings of this study can also be applied by
the Ministry of Defense Malaysia to provide programs for
military personnel to achieve a peaceable psychological
state. In line with the strategy of one of the corps in the
army, the first JLJ corps, customer focus where customer
satisfaction is the main focus in the execution of corps
duties and thus making the corps more relevant to the
Army. Second, excellent human capital, which is a
balanced human capital in terms of mental endurance,
physical strength and spiritual integrity, is the heartbeat of
the continuation of corporate responsibility. Third,
organizational excellence is a complete and dynamic
organization in addressing the changing needs of the
environment, task load, skills, training and welfare of the
people at all times. The combination of these three
elements will create JLJ Corps as a comprehensive and
dynamic organization supported by mentally, physically
and spiritually excelling people who are constantly
focusing on clients in the discharge of their duties and
responsibilities.
III. CONCLUSION
Based on this study, which was conducted on Malaysian
Army personnel in Divisions 2 and 3, it was found that their
well-being was at a moderate level. This is particularly
alarming because psychological resilience is the mental
strength of individuals who show strong commitment and
confidence in the country's sovereignty and defense.
Psychological resilience is very important, especially among
military personnel who have psychological resilience to
cope with all kinds of challenges and threats. Developing
countries have organized their military strategy by
emphasizing Psychological warfare or 'PSYWAR' in
addition to weapons defense. PSYWAR is a new era of
warfare that threatens human resources. Therefore,
management in particular human resource branches need to
organize programs to safeguard the well-being and well-
being of members to promote good psychological health.
ACKNOWLEDGMENT
Non-funded
This research received no specific grant from any funding
agency in the public, commercial, or not-for profit sectors.
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.
 MULTICULTURAL SOCIAL PEACEFUL EDUCATION THROUGH SOCIAL
GUIDANCE AND COUNSELING SERVICES IN THE DEVELOPMENT OF
INDUSTRIAL REVOLUTION 4.0

Dr. Lue, MM. and Drs. Kris Bawa Riyanta, M.Pd.

Email : lue-mm@yahoo.ac.id
Study Program: Guidance and Counseling, IKIP PGRI Wates

Abstract
Education must contribute in building awareness of peacefully cultural pluralism to
students and society. Then, the role of social counseling guidance services in schools can be
carried out professionally by the guidance and counseling teacher (counselor) with a
multicultural concept.
Multicultural education is an effort to deliver the journey of human life to understand
justice towards a democratic life with a view of positive values on attitudes and behavior both
theoretically and practically.
Technological development 4.0. is expected to provide welfare for the survival of the
nation and be able to deliver students to respect differences, and be able to interact socially so
that social peace education will be carried out properly.

Keywords: Peace education, social interaction, culture, guidance and counseling services

A. Introduction
The Industrial Revolution 4.0 in multicurtured Indonesian society greatly influences
social society, especially communication and information technology in the form of internet and
smartphone services that are interconnected to facilitate one in dealing with the outside world.
The development of technology has a significant impact in changing the fabric of people's lives,
especially in changing the system of values and norms.
Education which is seen as a process of humanizing humanity, in reality is still not fully
able to overcome the multidimensional crisis that occurs due to the negative impact of
technological development and globalization. The role of Educational Institutions as agents of
change is still limited to changing from those who do not know to know, or only at the cognitive
level, not yet combined with other intelligences to compensate, namely emotional and spiritual
intelligence. It is not surprising that the educational process only produces smart humans without
being accompanied by good social attitudes, good emotional and religious attitudes, in instilling
moral values that support the creation of peace in society.
Since the days of our ancestors, Indonesia has been known for its mutual cooperation
culture, where there is an attitude of togetherness and unity (Zainuddin Maliki, 2010: 252). In
Indonesia, a country with diverse cultures, social peace education is a challenge because
education must be able to provide multicultural awareness of society in which multiculturalism is
"Recognition of cultural pluralism that fosters a concern for seeking that minority groups are
integrated into society, and the community accommodates the cultural differences of minority
groups so that the distinctiveness of their identities is recognized” (Kymika dalam Haryatmoko,
2006).
In relation to the development of technology 4.0 with multicultural social peace
education, and guidance and counseling services in Indonesia has important roles. Muh. Surya
(2006) says that "guidance and counseling with a multicultural approach is very appropriate for a
pluralistic cultural environment such as Indonesia". Guidance and counseling is carried out on
the basis of the spirit of "Bhineka Tunggal Ika" (Unity in Diversity), which is similarity over
diversity. Guidance and counseling services (BK) should be more rooted in national cultural

1
 values that are actually able to create a harmonious life in a pluralistic condition without being
affected by the negative impacts of the development of industry 4.0 technology and able as a
facilitator, actively reflecting on conventional approaches; however, by combining the skills and
professional qualifications of counselors with the development of information technology 4.0., it
is expected that counselors can create social guidance and counseling services in creating social
peace education.

B. Education for Social and Multicultural Peace

The multicultural education paradigm is very relevant to be applied in a multi-ethnic and
multi-cultural country, because if cultural diversity is well managed it will be able to form a
strong national character and can be a wealth ( Lue S., 2016:127).
The concept of multiculturalism or cultural diversity is apparently not an easy problem,
especially for Indonesians who have cultural diversity. Many important things must be
considered in a multicultural society. Heri Susanto (2014) explained that the concept of
multiculturalism is a place for learning communities from different cultures, through a process of
communication, generating social behavior, agreeing on shared norms and values, and building
the structure of development.
Conceptually, we can interpret multicultural education as education about cultural
diversity, or education to form attitudes to respect cultural diversity that exists in public life.
Sunarto (2004) explains that multicultural education is usually interpreted as cultural diversity
education in society, and sometimes also interpreted as education that offers a variety of models
for cultural diversity in society, and sometimes also interpreted as education to foster students'
attitudes to respect the cultural diversity of the community.
Peace education has become a school that is starting to develop in the international world,
including in Indonesia. Fountain (in Kartadinata, 2019) states that UNICEF defines peace
education as a process of promoting the knowledge, skills, attitudes and values needed to bring
about behavioral changes that will harm children, adolescents and adults to (a) prevent conflict
and violence both overt and structural; (b) to resolve conflicts peacefully; and (c) to create
conditions conducive to peace, whether intrapersonal, interpersonal, intergroup, national or
international level.
Furthermore, Anand (2014) explains that "peace education is a process in which
individuals can change their attitudes and behavior about violent conflict, obtain values,
knowledge and develop skills and behaviors to live in harmony with others". Kartadinata further
(2015 ) emphasizes that "peace is the optimum condition of a dynamic state of peace and has
adequate adaptation to environmental changes. This condition occurs in individuals who will
foster peace of mind, social, and the nation and state".
Peace education in a new context (Lynne, 2017) emphasizes understanding the presence
of conflict in an effort to construct real peace. Understanding the conflict arises due to several
aspects, including: (1) the possibility of conflict produces positive values; (2) conflict is built by
the social community; (3) heterogeneous humans; (4) conflict must be seen in its own social
context; (5) conflicts occur naturally and dynamically; and (6) see the conflict as a benefit for the
parties to the conflict. Incorrect understanding of the conflict has a fatal impact on the
development of a culture of peace that is the orientation of peace education, peace education
based on the need for conflict resolution that results in the selection of material models,
techniques and evaluation of learning must be estimated carefully and lead to diversity.
Combining multicultural learning with peace education that is conducted leads to a more
harmonious educational life and towards a more advanced civilization by promoting tolerance
and respecting differences in each student. Those students are emphasized to understand that the
differences they have are identities that need to be maintained and are not appropriate to be
distinguished from dishonorable behavior such as bullying (Mühlhausen, 2017), because peace

2
education is essentially the only way to lead to a more civilized civilization. However, in practice
almost all segments of society ignore this fundamental fact and train every student with a
conflict-based perspective (Richards, 2018).
Peace education will not be separated from social interaction, culture, and
communication culture that is influenced by technological development 4.0. The pattern of peace
education in the multicultural sphere can be described at picture 1.

Social
Interaction

Peaceful
Technology
Development Educati Culture
on

Communicatio
n

Picture 1. Peace Education in Multicultural Scope

Peace Education in Multicultural Scope is affected by the following factors:

1. Social Interaction
Humans as social creatures demand a group life, so that they have different
characteristics from each other, and group life is not determined by the existence of an interest
(interests), but by the basic needs of shared life and by having a feeling of interacting with one
another, then social interaction occurs. According to Sutherland (Slamet Santoso, 2014: 164),
social interaction is a relationship that has a dynamic influence between an individual and an
individual and between an individual and a group in a social situation.
The aspects of social interaction according to Slamet Santoso (2009) are as follows: (a)
There is a relationship between an individual and an individual and an individual and a group;
(b) There are social interactions requiring individuals to carry out relationships; (c) There is a
purpose, every social interaction has a specific purpose such as affecting other individuals; (d)
There is a relationship with the structure and function of the group.

2. Culture
Culture is one element in the social life of the community. Culture has an important role
in forming a society with the mindset and social-patterns of a community group. Herskovits (Elly
M. Setiadi et al., 2007: 28) says that culture is part of the environment created by humans; while
A. L Kroeber and C. Kluckhohn (Supartono W., 2004) in the book of "culture, a critical review
of concepts. and definitions" says that culture is a manifestation or incarnation of the work of the
human soul in the broadest sense.
Each community group has its own traditions and culture, which of course are different
from each other. The more perfect cultures of a society will later become a civilization. Although
each has its own uniqueness, culture consists of elements and has its own functions for the
community. According to Ki Hajar Dewantara (Supartono W, 2004) culture means human work
which is the result of human struggle against two powerful influences, namely the age and nature

3
which is evidence of the triumph of human life to overcome various obstacles and difficulties in
life and life in order to achieve safety and happiness which was originally orderly and peaceful.

3. Communication
Communication is every process of exchanging information, ideas, and feelings. The
process includes information conveyed not only orally and in writing, but also with body
language, style and appearance, or using tools around us to enrich a message, citing the opinions
of Saundra Hybels and Weafer (Allo Liliweri, 2002). Every culture will have rules about how its
members communicate using both verbal and non verbal communication.
Effective communication will facilitate peace education in a multicultural perspective
because effective communication depends on the level of similarity that participants get who
exchange messages, because to say that the meaning in communication is never totally the same
for all communicators. So to say that two people communicate effectively, both must achieve
relatively the same meaning from the message sent and received.

4. Technology Development
Today, social change is fundamentally changing the way of life of people in various ways
to meet their needs. This change was triggered by industrial activities that combined automation
technology with cyber technology in the industrial revolution 4.0 era. Data automation and
exchange in manufacturing technology, including cyber-physical systems, the Internet of Things
(IoT), cloud computing and cognitive computing have penetrated various community activities
(Padmo, 2005).
Based on the description, innovation and creativity Peace education is very important to
face the impact of the industrial revolution 4.0. Disclosure of these problems is useful for
formulating new patterns in the development of guidance and counseling services in accordance
with the needs of students in the millennium era.

C. Discussion
Competency development of students / counselees using digital technology requires
support through tailoring counseling guidance services to the changes / challenges and needs in
the Millennium Era 4.0. Preparation of past counseling teachers compared with the needs of
counselees in the Millennium Era 4.0 is far different. Millennials are faced with a changing
relationship from conventional to online in an integrated and automatic way. Competition with
superior competence in realizing dreams and hopes requires Human Resources (HR) who have a
strong discipline in dealing with problems (Firman, 2016).
Socio-cultural change in the era of globalization is so fast, that it creates disruptions that
encourage new opportunities for people to do various activities in meeting their needs. The work
of school counselors is demanded to be done professionally. Michael D. Bayles (in word, 2009)
put forward some of the characteristics of the profession as follows: (1) the need for training or
education to practice the profession, (2) training or education includes adequate intellectual
components, (3) has the ability that has been trained to provide services, (4) there is a
certification or license for professional status, (5) there is a professional organization that
accommodates members, and (6) there is autonomy in carrying out their work.
In addition, expected student skills in the Millennium Era 4.0, namely: (1) critical
thinking and problem solving skills, (2) communication and collaborative skills, (3) creativity
and innovative skills, (4) information and communication technology literacy, (5) information
and communication technology (ICT) literacy, (6) contextual learning skills, (7) information and
media literacy (Ratna Hidayah, Moh. Salimi, 2017).
Social Peace Education as a multicultural social guidance and counseling service in
appreciating and respecting a culture of peace needs to consider the following:

4
 1. Communication
Counselors / Guidance Teachers must be able to communicate well, because counselors
must work with different ethnic groups, and we must pay attention to the use of our language.
Words and phrases that we know well may have different meanings for someone from a different
culture. We may not consciously use racist impressions. To minimize misunderstanding, we must
be careful of the effects of our language on the counselee and ask whether what we are
conveying is clearly understood. Some everyday expressions can be confusing to the counselee.
Communication is divided into two types, namely: first verbal communication, second is
non verbal communication. When communicating specifically in counseling, we need
information about various ways of communicating. Because there are cultural differences in
counseling, each culture has rules about how its members communicate (verbally and
nonverbally) and these may differ from one culture to another, to help counselors address
differences and obstacles in communicating in counseling. The counselor should learn various
ways of communicating, so that the counselor becomes easier in interpreting the messages
conveyed by the counselee.

2. Counselors and Cultural Awareness

Cultural awareness by the counselor is needed because cultural awareness is the ability of
a person to look outside himself and be aware of cultural values, cultural habits that enter (Vacc
in Fatchiah Kertamuda, 2011). Wunderle (Fatchiah Kertamuda, 2011) states that cultural
awareness is as an ability to recognize and understand the influence of culture on human values
and behavior.
Counselors must also be able to identify components of cultural awareness in order to
avoid prejudice, misconceptions and the inability to deal with diverse social conditions.
According to Pantry (Fatchiah kertamuda, 2011) these components include: (1) Ability to
communicate (listen, infer, interact), (2) Ability to process (negotiate, lobby, mediate, facilitate),
(3) Ability to maintain information (research, writing, multimedia), (4) The ability to have
awareness in information, (5) The ability to access information, and (6) use information.
The above competencies provide an important role in dealing with multicultural societies
and are also important for counselors in cultural awareness. Fowers and Davidov (Fatchiah
Kertamuda, 2011: 6) suggest that the process of becoming aware of the values, biases and
limitations includes exploration of oneself in culture until one learns that his perspective is
limited, partial, and relative to one's own background. The formation of cultural awareness in
individuals is something that just happens. However, through various things and involving a
variety of factors including perception and emotion, awareness will be formed.

3. Appropriate Counseling Techniques In Appreciating And Respecting A Culture Of

Peace
There are several counseling techniques proposed by Thomson (Fatchiah Kertamuda,
2011) that can be used by counselors in order to have cultural awareness and apply them in
counseling, as follows:

Techniques of Listening with empathy and listening with awareness

Listening with empathy and mindfulness aims to understand the things that are behind
the expressions or sayings of the counselee, such as: tone of voice, emphasis, facial expressions,
and discrepancies between expressions and content.

Techniques of the use of “I-Messsage”

This technique aims to provide assertive responses to resolve conflicts in counselees who
are culturally different from counselors. Alberti and Emmons (Fatchiah Kertamuda, 2011)

5
identified three complete assertiveness of empathy, namely letting the counselee know that the
counselor understands it, letting the counselee know the position of the counselor, informing the
counselee about what you want from the counseling process. It aims to make the appropriate
communication and in accordance with what the counselee needs.

Companion technique
This technique helps the counselee to feel that the counselor's presence is as a
companion, caring, and loving so that the counselee can meet his emotional needs. Counselor's
awareness to convince and listen to the counselee even though there are differences between
them can be supporters for the counselee.

Techniques of repeating the obvious

This technique aims to clarify the thoughts and feelings of the counselee directly to the
problems they face.

Techniques of communicating to enhance relationship

This technique aims to identify communication skills that can enhance active and caring
interpersonal relationships. Maintaining relationships through a variety of feelings and together
achieve what they want in the counseling process carried out and how its application outside the
counseling process.

Techniques of positive affirmations

This technique is a technique that can improve the personal well-being and self-esteem of
the counselee. In the counseling process this technique is used by the counselor to convince the
counselee that positive things can make him feel comfortable both with himself and the
environment.
This technique aims to express feelings and emotions that are suppressed in the
counselee. Emphasis and rejection of what is felt can result in increased irritability and conflict
with others, difficulty in resolving interpersonal problems, distorted perceptions. The use of I-
statements can help the counselee not judge and blame others or the environment about what
they feel.

C. Closure
Peace education is basically in the context of providing knowledge, skills and attitudes to
be able to foster good relations at every level of human interaction, from children to parents,
from elementary school level to tertiary education. Problems of peace education will not be
separated from social interaction, culture, and communication culture that is influenced by the
development of technology. Therefore, a peace education strategy integrated with social
guidance and counseling services is carried out successfully building an image of positive social
interaction among students. That is because "peace education conducted" places more emphasis
on understanding the perspective of learners in treating others.

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7
 Self Adjustment Phenomenon in International Class
Student
1st Puji Gusri Handayani
Jurusan Bimbingan dan Konseling
Universitas Negeri Padang 2nd Verlanda Yuca
Padang Jurusan Bimbingan dan Konseling
pujigusrihandayani@gmail.com Universitas Negeri Padang
Padang
verlanda@konselor.org
Abstract— This study aims to describe the adjustment in
students, and test the differences in the adjustment of
international class students. The population was 212
international class students at Padang State University, using
simple random sampling techniques. The research method uses
comparative descriptive. The instrument used was "Inventory
Self Adjustment Praise and Verlanda" (ISAPUVE) with a
reliability of 0.80. The conclusion of this study is that there are
differences in self adjustment of male and female students in
international classes at Padang State University.
Keywords— Self Adjustment
I. INTRODUCTION
Higher education institutions in Indonesia at present want to
increase their human resources specifically for students. In
line with these objectives Universitas Negeri Padang (UNP)
has a program to realize the human resources of students
who are waiting for and will have international
competitiveness. UNP has International classes in 14 majors
and study programs. UNP began recruiting students who
were capable and able to study in international class. Some
students have been recruited from various backgrounds.
However, there are a number of issues that are the problem
of adjustment when they enter tertiary institutions (Mesidor
& Sly, 2016). (Gebhard, 2012) revealed the problems faced
in the adjustment namely the academic field, social
interaction, and emotional. If students have good self
adjustment, the learning outcomes tend to be good too.
Therefore, international class students need to make self
adjustments with international classes (da Costa,
Hanurawan, Atmoko, & Hitipeuw, 2018).
Problems faced by international students are in their
personal socio-cultural, academic and psychological
adjustments (Mustaffa & Illias, 2013). Research shows
international students in America experience language and
cultural barriers in social interactions (Li & Zizzi, 2018).
Findings in international classes at the Guidance and
Counseling Department in 2017 and 2018 found that 70% of
students were unable to speak English, so they felt anxious
when discussing, doing assignments, and lecturing
situations.
Berry (Al Ariss, 2010) explains that self adjustment requires
adaptation to a minority group. Spielberger (2004: 32) uses
the term adaptation to refer to the conceptualization of
changes that are relatively stable in individuals or groups to
respond to demands from outside in this case the demands of
the international class. The process can increase
compatibility between individuals and the environment. In
general, self adjustment has a form, namely; 1) Assimilation:
individuals or groups change more identically with their
environment, 2) Separation, individuals or groups trying to
3rd Hafiz Hidayat
Fakultas Ilmu Pendidikan
Universitas Negeri Malang
Malang
hidayathafiz90@gmail.com
change the environment or actually move away from the
environment, 3) Acculturation, if experiencing compatibility
between individuals and their environment (well adapted).
Starting from the description, through research will be
studied about self adjustment of international male and
female students at UNP. The data obtained is very useful for
lecturers who are in charge of international classes and
counselors in providing counseling services at UNP for the
realization of effective daily life (KES) and a high
achievement index.
The general objectives of the study were (1) to describe the
self adjustment of international class students, and
specifically (2) to examine the differences in self adjustment
of male and female students in international classes.
II. METHODS
This research uses quantitative methods comparative
descriptive type. The population of this study was 212
international class students of Universitas Negeri Padang
selected by simple random sampling technique. The
instrument used was "Praise and Verlanda Self Adjusment
Inventory" (ISAPUVE) with a reliability of 0.80. Data were
analyzed with descriptive and comparative statistics.
III. RESULT AND DISCUSSION
Description of Self-Adjustment
The research findings in Table 1 show that the majority of
international male students have a self adjustment in the
medium category of 37.63% and 37.8 for female students.
While 33.3% experienced self adjustment in the high
category in male students, while in female students 29.4%,
in male students 28% experienced self adjustment in the low
category and for female students by 31.1%, in male students
1.07% experienced self adjustment in the very high category
and in female students 1.7%. It can be concluded that, on
average, international class students experience self
adjustment in the medium category, both male and female
students.
Table 1. Frequency Distribution Based on Self Adjusment
Score Categories
Category Self Adjusment
Score
Interval
Self
Male Female
Adjustment F % F %
Very high 1 1,07 2 1,7
150-127
High 31 33,3 35 29,4
126-103
102-79 medium 35 37,63 45 37,8
Low 26 28 37 31,1
78-55
54 Very Low
- - - -
Total 93 100 119 100
Being in the medium category, this can be influenced by the
opinion of Schneiders (Gebhard, 2012) explaining five
factors that influence the process of self adjustment namely:
(a) Condition / physical; (1) heredity and physical condition,
identifying the effect of heredity on self adjustment, used a
physical approach because heredity is considered close and
inseparable from the physical mechanism, (2) the body's
main system, namely the nervous system, muscles, and
nerves, (3) physical health , individual self adjustment will
be better if in a healthy condition, (4) personality, such as;
The willingness and ability to change for the better
(modifiability), Self regulation, greatly influences self-
adjustment to maintain mental stability and is able to direct
themselves, self-relization, in the process of self-adjustment
and achieving the results as a form of self-actualization,
intelligence, good or bad self adjustment the individual is
also influenced by his intellectual capacity. (b) Learning
process (Education); learning, experience, which is a fun
and traumatic experience, training, habits that make you
more accustomed to and more able to adjust to the
environment. (c) environment, factors that influence culture,
namely: family environment that plays an important role in
relation to self adjustment, the school environment is a place
that allows development or inhibition of self adjustment
processes, (community environment, where there are
attitudes, values, norms, rules, moral, and behavior that will
influence the process of developing self adjustment, culture
makes an important contribution to the behavior of
individuals to be able to make self adjustments where the
individual is.
According to Atwater (Cai, Bidaud, Hayward, & Gosselin,
2017) the self adjustment can be explained in three aspects,
namely: (1) individual self, (2) others, (3) and the
occurrence of change. In line with this opinion, self
adjustment basically consists of two aspects, namely: (1)
personal adjustment, namely the ability of individuals to
accept themselves to achieve a harmonious relationship with
the environment, (2) social adjustment, namely the process
of influencing each other in interacting with the community.
Meanwhile according to Schneiders (Gebhard, 2012)
revealed self adjustment consists of six aspects; (1)
excessive emotional control, (2) minimal defect mecanism,
(3) minimal individual frustration, (4) consideration of
rational thinking and self-directed ability, (6) ability to learn
and utilize past experiences, and (7) ) the ability to be
realistic and objective.
According to Schneider (1984), there are several factors that
can be magnified social speaking namely: a) Physical
conditions and those that influence it, regulate heredity,
constitution Physical, nervous system, body and body,
health, disease and so on, b) Development and maturity,
expanding intellectual, social maturity, moral and emotional,
c) Psychological factors, experiences, learning, habits, self
determination, conflict and conflict, d) Environmental
conditions, home, family and school environment, e)
Cultural and religious factors. Cultural factors are also
predicted to contribute towards individual social
conversation, because of cultural background influence the
formation, values, and norms of a person (Schneider, 1984).
Individuals who will live in a particular cultural distribution
will adapt the social values derived from the environment
and will applied in his life.
Scheneiders (Mesidor & Sly, 2016) suggested a number of
well-adjusted adjustment criteria characterized by: (1)
knowledge and skills towards friendship, (2) self-
acceptance, (3) self-control, (4) personal integrity, ( 5) clear
direction and purpose, (6) appropriate and adequate scale of
values, perspectives, and philosophy of life. Schneiders (in
Mesidor & Sly, 2016) also revealed that good self
adjustments are individuals who have limitations, abilities,
and personalities capable of learning to react to themselves
and the environment effectively, efficiently, useful, mature,
as well as satisfying.
The effort in self adjustment is going well and also not good.
The good self adjustment has the following characteristics;
(1) accepted in a group, accepting the good condition of the
self in the form of weaknesses and strengths. Meanwhile,
the absence of individual social relationships is a sign of
poor self-adjustment (Baba & Hosida, 2014). Some effective
steps to adjust, including; (1) reality with accurate
perception, (2) ability to deal with anxiety and stress, (3)
have a positive self-image, (4) be able to express feelings,
and (5) have a good interpersonal relationship.
The first step in a good self-adjustment process is
understanding and knowledge of oneself. After that, the next
step in self-adjustment that is self-control in question is that
individuals are able to regulate stimuli, thinking abilities,
habits, emotions, and behavior related to principles and
norms which is worn for oneself or the community (Mesidor
& Sly, 2016).
Test Analysis
Based on Table 2, if F_count <0.05, it can be said to be
significantly different, from Table 2 obtained at 0.636,
meaning greater than 0.05, which means there is no
difference between self adjustment for international male
and female students.
Table 2. Differences in Self-Adjustment Test for Male and
Female International Class Students
Self Gender N Mean St. F
Adjustment Deviation
Male 93 111, 37 11,13 0,63
Female 119 113, 03 13, 25 6
The third hypothesis, there is no difference in student self-
adjustment originating from within West Sumatra between
men and women related to gender theory.
Sherif & Trask (Samovar, Porter, & McDaniel, 2010: 80)
assert that westernization and globalization have affected all
families differently with regard to the issue of gender roles
to their children. Therefore, there is no difference in self
adjustment of male students than women is not surprising
because it is supported by gender equality (Evans, 2017).
The lack of self adjustment differences in students can be
caused by gender theory, which is about gender equality. In
many societies there are differences between boys and girls
as well as men and women in terms of opportunities,
responsibilities, rights and benefits provided and their
activities.
 Gender equality, or equality between men and women, refers
to equality of rights, responsibilities, opportunities,
treatment, and assessment for men and women: 1) in
education, 2) in work, 3) in the relationship between work
and life.
Gender equality means that all people of all ages and
genders must have the same opportunity to succeed in life.
This means that all humans must have equal access and
control over resources and benefits, in other words fairly, so
that everyone can benefit and participate in development.
The same thing was discussed in the study (Handayani &
Yuca, 2018) that there is no difference between culture
shock of female and male students, culture shock here is
closely related to how a student is able to make adjustments
in a new environment. In line with that, (Hidayat &
Handayani, 2018) also explained there was no difference in
self-regulated learning of male and female students. The
absence of these differences has been influenced by gender.
IV. CONCLUSION
Based on the data of the findings obtained in this study,
where statistical analysis and hypothesis testing have been
carried out and reviewed and elaborated in the discussion, it
can be concluded as follows; (1) Self-adjustment of
international male and female students in the medium
category, (2) there is no difference in the self-adjustment of
male and female students in international classes.
It is expected that the university will provide briefing to new
students especially in terms of adjustment in the campus and
community environment, especially for students who will
enter the international class.
It is expected that UPBK (Guidance and Counseling
Services Unit) will facilitate students to be able to suppress
the self adjustment that occurs to students through the
services available at UPBK, namely individual counseling
services, group guidance services, group counseling
services, information services, orientation services, etc.
ACKNOWLEDGMENT
Thank you to Universitas Negeri Padang campus for funding
my research. thanks to students and colleagues in arms so
that this research can be completed properly.
REFERENCES
[1] Al Ariss, A. (2010). Modes of engagement: Migration,
self-initiated expatriation, and career development. Career
Development International, 15(4), 338–358.
https://doi.org/10.1108/13620431011066231
[2] Cai, V. A. D., Bidaud, P., Hayward, V., & Gosselin, F.
(2017). Self-adjustment mechanisms and their application
for orthosis design. Meccanica, 52(3), 713–728.
https://doi.org/10.1007/s11012-016-0574-0
[3] da Costa, A., Hanurawan, F., Atmoko, A., & Hitipeuw, I.
(2018). the Impact of Self-Adjustment on Academic
Achievement of the Students. ISLLAC : Journal of Intensive
Studies on Language, Literature, Art, and Culture, 2(1), 1–6.
https://doi.org/10.17977/um006v2i12018p001
Gebhard, J. G. (2012).
International_Students_Adjustment_Proble Genhard. 2(2).
[4] Handayani, P. G., & Yuca, V. (2018). Fenomena Culture
Shock Pada Mahasiswa Perantauan Tingkat 1 Universitas
Negeri Padang. Jurnal Konseling Dan Pendidikan, 6(3),
198. https://doi.org/10.29210/129000
[5] Hidayat, H., & Handayani, P. G. (2018). Self Regulated
Learning (Study for Students Regular and Training). Jurnal
Penelitian Bimbingan Dan Konseling, 3(1), 50–59.
https://doi.org/10.30870/jpbk.v3i1.3196
[6] Li, S., & Zizzi, S. (2018). A case study of international
students’ social adjustment, friendship development, and
physical activity. Journal of International Students, 8(1),
389–408. https://doi.org/10.5281/zenodo.1134317
[7] Mesidor, J. K., & Sly, K. F. (2016). Factors that
contribute to the adjustment of international students.
Journal of International Students, 6(1), 262–282.
[8] Mustaffa, C., & Illias, M. (2013). Relationship between
students adjustment factors and cross cultural adjustment: A
survey at the Northern University of Malaysia. Intercultural
Communication Studies, 1(22), 279–300.
 COLLABORATION OF CONSELORS AND TEACHERS IN BUILDING
CULTURE OF SCHOOL INCLUSION

Agus basuki
agus_basuki@uny.ac.id

Abstract
The modern era of school confronts the challenge of the entry of global values
that are often not compatible with the values of traditional culture or local culture.
Schools cannot avoid new cultures as a result of progress or globalization era. This
had an impact on the social environment changes involving various components, both
physical (objects) and non-physical, namely the traditional forms (language, religion,
norms, laws, knowledge, and other behavior patterns). Behavior and social
interactions mainly relies on the quality of convention and tradition, which is
basically already available in the social reality, which is not recognized, has been used
and was settled in everyday life and becomes a habit.
School facilitates the learning process that converts an essential, prejudiced and
discriminatory multicultural perspective to a multicultural perspective that values
diversity, difference, tolerance and inclusive. Inclusion means trying to bring the
students together as a harmonious in working group while preserving and assessing
the distinctive characteristics of each individual student. Inclusion environment that is
created will respect the rights of learners and provide opportunities and equal
treatment regardless of sex, physical, intellectual, social, emotional, language or other
characteristics. The students with different cultural backgrounds and abilities
(orphans, ethnic, children living in conflict areas, street children, workers and others)
continue to receive a quality education. At school, all children have the right to learn,
regardless of physical, intellectual, social, emotional, linguistic or other conditions.
All students have the right to learn, regardless of their physical differences, economic
differences, intelligence, emotion, language, and no superiority. In this context it takes
multicultural educator, one of which is a counselor.
The counselor is an educator. Education deals with human behavior that is
developing so that education requires the human behavioral sciences. In the context of
human behavior, counselors in schools need to collaborate with teachers in building a
culture of school inclusion.

Key words: counselors and teachers collaboration, culture of school inclusion.

a. Introduction
Modern human life that leads to materialism and neoliberalism needs to be
redirected, especially in educational institutions that not only require efficient and
effective management but also directed to the process of human liberation (Tilaar,

1
2009). Modern life creates complex life dilemmas and provides changes in the
humanitarian process, especially in education. The process of human liberation in
schools cannot be separated from the reality of multicultural, because the variety of
students who bring their own culture. Culture is never separated from the educational
process (Pidarta, 2013). Cultural processes in education have changed along with
advances in technology and information that have an impact on the education system.
Schools that should be educational places for integrity and national identity are
embedded, is now plagued by chaos and disunity. The loss of the identity of some
groups, the marginalization of the citizens of various groups, the various disparities,
the weakening of social sensitivity, the rampant horizontal conflicts-some of the
signals of destruction-need to be addressed with mutual sensitivity and immediately
agree on a real action agenda and apply it through the mobilization of various sources
widely. The idea of a universal educational system actually requires that the
implementation of education, including national education, among others, be required
to receive students from across the country, from various tribes and religions, and
various layers of society (Aloweri, 2011). Of this understanding, it implies education
as a social phenomenon which means in education students and students, teachers and
teachers from various backgrounds of society will meet. In the process of meetings
between individuals, an acculturation will also occur that contains cultural context and
there will be a harmonious relationship. Diversity of beliefs, traditions, customs,
abilities, emotions and culture is an inclusive environment, since inclusion is not only
involving children with special needs in the classroom, but also all children with
diverse backgrounds and abilities.
Inclusion means trying to bring students together as harmonious in the working
group while preserving and assessing the individual characteristics of each student.
Inclusion can mean the acceptance of children who have barriers to the curriculum,
the environment, social interactions, and self-concept (vision-mission) of the school.
Inclusion is also defined as another term used to describe the unification of children
with disabilities (disabled) into school programs. For most educators, this term is seen
as a more positive description in the effort to unite the children who have obstacles
with realistic and comprehensive ways in a thorough educational life.
The created inclusion environment will respect the rights of students and provide
equal opportunity and treatment regardless of gender, physical, intellectual, social,
emotional, language, or other characteristics. The students with diverse cultural

2
backgrounds and abilities (orphans, ethnicity, children living in conflict areas,
children living in the street, workers and others) continue to receive quality education.
In school, all children have the right to learn, regardless of physical, intellectual,
social, emotional, language or other conditions. All students have the right to learn,
regardless of physical differences, economic differences, intelligence, emotion,
language, and no superiority.
Understanding the children and efforts to educate children inclusively should also
include an understanding of children's behavior, way of life, customs, beliefs, needs
and expectations of students and parents or the community. It also include the
understanding of the environment / melieu and all aspects of the culture that
surrounds the child, then to be taken into account in the curriculum materialization
and the implementation of education in the field (Kartono, 1997) .

b. Result and Discussion

1. Counselor and Teacher Collaboration in Inclusion settings
The educational process is a transactional process to develop the diversity of student’s
potential, recognition of the diversity of students; therefore educators must interact
with the diversity (Kartadinata, 2014). The relationship between teachers and students
is not a physical relationship alone, but the relationship of two people in totality
physical, psychological, social, and spiritual. So, a teacher is no more than a robot if
he does not care about the feelings, student self-esteem, or what just happened to the
students. A teacher also acts as a person.
Teacher should be a figure who understands his/her students as a complete human
being who when studying his/her heart, his/her feelings, his/her sadness, and carry
his/her desires. The type of teacher who approaches his/her students by touching his
feelings, caring for what the student feels, thinking about the effects on students' self-
esteem needs to be developed. If we say that the counselor is the only task of the tutor,
so that we can act on the students and not get involved in solving their problems, then
we have let go of our role as the person who has to care about the problem and the
personal life of the students.
Looking at the challenges of inclusive education, teachers desperately need to
increase the competence to teach in inclusion classes. In the implementation of
inclusive education programs, of course, teachers in inclusive schools desperately

3
need help from related professionals. The professionals in question are Special
Mentors (GPK), psychologists (psychologists and psychological scientists ) and may be
therapists. Special Tutor teachers play a role in assisting general teachers in the
learning process because they have experience dealing with children with special
needs.
Guidance and Counseling as an integral part of the education system has an
important and strategic role in supporting the achievement of holistic educational
goals. In addition, counselors as educator who are experts in collaborating with
teachers in conducting research, assessment processes, developing an appropriate
psycho-pedagogical approaches to children with special needs, and training. The
essence of Guidance and Counseling lies in the process of facilitating the
development of individuals within their environment. The development occurs
through healthy interaction between individuals and the environment, and therefore
guidance and counseling efforts are focused on building a healthy ecology of human
development (Kartadinata, 2011).
Individual differences should be considered in the teaching strategy so that each
child can fully develop and master the learning materials thoroughly. This goal is not
easy and will not be achieved if teachers teach regularly we can understand. However,
this is a challenge for any teacher who wants his job really as a profession. Individual
differences can occur because there are students who have talents in various subjects,
there are students who are smart, there are the students with different social,
economic, and cultures backgrounds.
The level of individuation varies. There is no perfect individualization, and the
absolute individualization will also not be expected because it benefits the students
themselves. So, individualization is always limited on the subject matter to be
mastered, the method to be executed and because of it is fully adjusted to the needs
and abilities of each individual (Nasution, 2009).
The process of individualization of education that must touch the world of the
student's life, this process is not enough only conducted by the teacher, but need the
help of another educator profession called counselor (Kartadinata, 2014). Kartadinata
2014 further explains the collaboration process aimed at developing the learning
atmosphere and learning process to touch the many aspects of the development of
students. Knowledge, skills, value systems, and behaviors that students learn in class,
classical, need to be refined and internalized.

4
 A good teacher is, in many ways, a teacher who regardless of the characteristics
of a particular students. Good teaching is not concerned with the subject or grade
level. The principle of good learning is basically the same regardless of the subject
being taught or the student being taught. A good teacher tends to be a person who
thinks himself as a student’s teacher, not as a professional specializing in a particular
subject or level (Smith, 2012).
In the whole process of education, especially education in schools, teachers play
the most central role. The teacher's behavior in the education process will give a
strong influence for the development of student's behavior and personality (Surya,
2013). In the school the teacher plays the role of teaching designer, teaching manager,
evaluator of learning outcomes, learning guide and as student counselor. In the school
environment teachers can collaborate with other educational professions, in addition
to teachers, i.e. counselors and curriculum developers (Kartadinata, 2014).

The collaboration of Subject Teachers or Class Guardians with Counselors in

order to obtain information about students (such as learning achievement, attendance,
and personal), help to solve the student’s problems, and identify aspects of counseling
that can be conducted by the subject teacher.
Smith (2011) points out several advantages in cooperation efforts, among others:
1) joint action gives results regardless of the wishes or interests of the individuals
involved in it; 2) those involved in joint action in a reality experience themselves are
not only 'placed' or 'positioned' as individuals in a 'temporary' situation but are also
linked 'ethically' or 'morally' with others involved or participating in the situation in a
way quite different from those who is outside the situation.
They feel 'connected' internally and deliberately with those involved in a way that
does not connect them to those who are not involved in the situation, i.e. what one
expects from a second person relationship is completely different from what is
expected of a relationship with an external third person.

2. School inclusion culture

School inclusion culture when created will be convenient for students, parents,
teachers, and the community because inclusive culture involves all regardless of
differences, enhances cooperation, and is culturally sensitive by respecting the reality
of life. The reality of student life from the diverse students shows the need for

5
concrete action to accommodate the diversity.
Inclusion also means commitment to involve students who have barriers to their
possible level of education. This understanding is intended to encourage educators to
try to find the kind and level of inclusion that satisfy each student. The ultimate goal
in fact is to help educators become professional educators who can see students as the
first and foremost in every circumstance. While the defects or barriers they possesses
are only one character of its individuality. Most importantly all children must have a
place and be accepted into regular classes. It demonstrates a commitment to engage
students who have barriers in every level of their enabling education. This definition
is intended to encourage educators to try to find the type and level of inclusion that
satisfy each individual student.
There is another important social phenomenon that teachers must consider when
dealing with students from different backgrounds. Paulo Freire 1974 (Smith, 2012:
370) believes psychologically that person is a part of a group that has been defined
inferior by another group (which dominates). Paulo also further refers to the
phenomenon of “horizontal violence” i.e. violence directed directly to other members
of the group. Freire also discusses five other psychological threats that can grow when
life is damaged by racial, ethnic, or economic prejudices:
a. Resignation to Fate and without protest; people feel there is nothing that can be
done to improve their lives.
b. The attitude of decreasing self-esteem; people will inculcate these other people's
assumptions about themselves and believe that they are indeed inferior.
c. An attitude of self-doubt; people can feel doubt about their own perceptions and
thoughts of themselves and the world around them.
d. A belief in the cruelty of power; oppressed people may believe that their
oppressors have the power to know and do something beyond normal human
capabilities.
e. A sense of belonging; people who have been placed in an inferior social position
may feel they are inferior to humans. They will believe that his attitudes and
actions are more valuable as a property than decent human beings.
Sometimes it appears that students are part of a group of stereotypes living in
stereotypes. Children from “bad” towns may act “bad” too. Stereotypes must also be
recognized by the teacher, since many students enter the class with the belief that
“stereotypes about ethnicity, gender, or other different traits are true. It is also

6
 important to be understood by the teacher, this belief will lead to discouragement and
surrender, believing that nothing can be done about it. Conversely, it is important for
teachers to find ways to counteract this discouragement.
Children born in poor condition have a higher risk of abnormality regardless of
social and other tribal factors for some reason (Smith, 2012). Their lives began to
weaken more easily to disease, as well as the existence of neourogical problems that
will contribute negatively to academic difficulties after growth.
In 1986, an appeal to unite children who had obstacles to regular education programs
was issued by the US Department of Education's Assistant Secretary for Special
Education and Rehabilitation Services, secretary Madeline Will who submitted called
the Regular Education Initiative (REI). REI proposes restructuring American
education into a single system in providing services for all students. Will assert by
bringing together special and regular education, a “shared responsibility” will be
created to serve children without the stigma of separate diagnostic labels or classes.
The United States for centuries is a society formed out of diversity. This country
actually, contains the largest multicultural society in the world.
The role of psychology and psychologists of the issue of inclusive education from
the psychological point of view, among others:
a. Early detection.
b. Appropriate learning approach with children with special needs.
c. Educational interventions in the setting of inclusive education.
d. The cognitive, emotional, and behavioral dimensions of children with special
needs in the setting of inclusion schools.
e. The development of cognitive, emotional, and child behavior in general (non-
crew) in inclusive schools.
f. Support system at inclusion school
g. School based management of inclusion school
h. Attitude; teachers, ABK students, non-crew students, parents, special mentors,
and related parties to the implementation of inclusive schools.
i. Stress and coping behavior of teachers and students in inclusive schools.
j. The influence of local socio-cultural values on inclusive education.
k. Self concept, motivation, achievement.
l. Contextual-based inclusion practice.
m. Acceptance of school members against children of crew

7
n. Inclusive society / environment
o. Social reform with respect to inclusive education policy.
p. Values in inclusion education.
q. Self-identity and social identity.
School’s well-being in the area of inclusive education. If students, parents,
teachers, and schools grow in an environment with openness and sensitivity that is
very conducive to each individual and has a renewed awareness for each mission, the
atmosphere of trust and cooperation increases. The involvement of everyone in
preparing students who have barriers in a more open public life should always be
discussed, which ultimately education for students should be done with actual,
individually designed efforts that can guarantee both the need for inclusion, the need
for specialized learning services, and a supportive environment so that students can
achieve academic success. The achievement of individualized educational service
programs for each student is a dynamic process. Therefore, decisions regarding the
effective mix of specialized education services and inclusive practice should be
constantly reviewed and updated to provide the best for students.

There are several strategic steps that can be useful in realizing a plan to create more
inclusive schools and classes. Wiesniewski and Alper (Smith, 2012: 398) provides an
overview of the guidelines as follows:
a. Develop a Network.
Teachers, parents, and other community members, should develop a cooperative
network with leadership and support to create a more inclusive environment. The
main function of this network is to assess the attitudes of schools, parents, and
communities toward inclusion. When there is a negative attitude, it is the
network's task to help others to overcome this obstacle by giving a glimpse of the
positive impact of the inclusion class.
b. Asses School and Community Resources. In this step, network members assess
the available school resources in providing services to students under IDEA
provisions. The members also examine local education policies and practices
regarding students with special needs. The members make an examination of
certain administrative rules that have an impact on services provided to students
with special needs.
c. Overview of the Implementation of the Inclusion Strategy (Conduct an Inclusion

8
 Strategy Review). In this step, members of the network see options that can
succeed more inclusive applications in schools and classrooms. These choices
may include new ways in forming student working groups, the use of peer
tutoring, teaching cooperation, volunteer recruitment, friendship suggestions
between students with delays, and the introduction of technology use.
d. Implement Inclusion Strategies
In this step, the network members apply the most appropriate and effective
inclusion strategies. This will be achieved, in particular, with the awareness of all
parties concerned on the reasons for the strategy being taken, this is followed by
providing teachers, students and parents and resources that will support this
strategy.
e. Development of Feedback and Evaluation System. This step is achieved when
network members collect data and evaluate to what extent the inclusion strategies
are successful. Based on continuous evaluation, change and innovation become
part of a larger dynamic inclusion program.

Smith (2012) describes an inclusion class with the following properties to be realized,
namely:
a. Teaching active and creative sharing process
b. Students are placed in groups with a view to the diversity of activities and arenas
they have the same needs for other activities.
c. Rather than leaving the class for specialized learning services, better support of
resources is brought to the class for students with special needs.
d. Students are placed on a level appropriate to their age and provided instruction
according to their needs.
e. The curriculum for each student (with or without obstacles) is individual.
f. Personal special education and special resources are utilized to assist every student
who has a need to be fulfilled by this lesson.
g. All abilities are rated according to individual goals and standards.

c. Conclusion
Individual diversity suggests that education should facilitate a teaching-learning
process that transforms a prejudiced and discriminatory essential monoculture

9
perspective into a multicultural perspective that values diversity, difference, and
tolerance and create inclusive attitudes. Irregularities make people more aware of the
common interest and generate attention to the values that build the collective
consciousness of the community. The schools ideally develop good and useful
businesses for the students’ well-being by providing counseling and guidance
services, collaborating with subject teachers, psychologists, and health care providers
such as community health centers or hospitals. Educators collaborate to maintain and
develop inclusive cultures. The first step is to start from oneself by developing a true
understanding about the child, developing a conducive atmosphere and environment,
respecting each child, treating students as dignified being, developing appreciative
communication, developing methods of affections-personal learning, and developing
mutual respect among the academic community in the school.
These efforts are the efforts of school intervention in order to create wellbeing for
its students. Welfare will be felt when the school is able to give friendly attitude to all
its students (inclusive).

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Bumi Aksara
Pidarta, Made (2013) Landasan Kependidikan. Stimulus Ilmu Pendidikan Bercorak
Indonesia.
Surya, Muhammad (2013). Psikolog Guru: Konsep dan Aplikasi dari Guru untuk
Guru. Bandung: Alfabeta.

11
 Psychological Preparedness Of Children In
Disaster
Putri Waliyyan Estafetta Yogyakarta, Indonesia
uidance and Counseling, Postgraduate Program soni_nopembri@uny.ac.id
niversitas Negeri Yogyakarta
ogyakarta, Indonesia
utriwaliyyan@student.uny.ac.id
d
Soni Nopembri
ports Education, Faculty of Sports Science
niversitas Negeri Yogyakarta
Abstract—Indonesia is a country that has a large
natural disaster potential. Children are victims who are
very vulnerable to the effects of disasters, especially
from the psychological aspects. At the early age,
children must be given a proper understanding of the
types of disasters that may be happened in their area at
any time so that students are psychologically prepared
for disasters. The purpose of this study is to determine
the level of preparedness of elementary school students
against disaster. The sample in this study were
elementary school students Fourth, fifth, and sixth
grades, a total 782 students spread across 10
elementary schools from 10 provinces in Indonesia. The
sample is the result of recommendations from the
Ministry of Education and Culture and BNPB which
are determined through purposive sampling. Data
collection was carried out using a questionnaire
measuring students' psychological preparedness level.
The analytical method used in this study is descriptive
statistical data analysis with quantitative approaches.
The results showed that disaster preparedness in terms
of the psychological aspects of Fourth, fifth, and sixth
grades students can be concluded that the level of
disaster preparedness in the classification according to
the category prepared from the psychological aspects
with a percentage of 54%, with the following details; 1)
Fourth grade students with a psychologically prepared
category obtained a percentage of 42.2%; 2) Fifth
grade students in the category of psychologically
prepared obtained a percentage value of 63.1%; 3)
Sixth grade students with a psychologically prepared
category obtained a percentage of 62.3%. Based on the
results of this study, it is expected that the role of the
teacher in the elementary school can maintain the
psychological preparedness of students in facing
disasters that they currently have or even be upgraded
to a higher category that is very ready.
Keywords—component, formatting, style, styling, insert
(key words)
I. INTRODUCTION
Indonesia is one of the countries that has
considerable natural disaster potential. The
geographical condition of Indonesia, which
located on the ring of fire of the Pacific (ring of
fire), makes Indonesia a country that has a high
potential for natural disasters. According to the
Guidance and Counseling, Postgraduate Program
dianaseptipurnama@uny.ac.id
Sports Education, Faculty of Sports Science
Universitas Negeri Yogyakarta
National Disaster Management Agency (BNPB),
various disasters that threaten the most in
Indonesia, especially earthquakes, building fires,
tsunamis, floods and flash floods, landslides, and
volcanic eruptions [1]. During 2018, the National
Disaster Management Agency (BNPB) recorded
2,572 disasters that caused 4,814 people to die &
disappear, 21 thousand were injured and more
than 300 thousand houses were damaged.
Hydrometeorological disasters are the most
frequent disasters reaching 96.8% [2].. Three
major disasters occur at close intervals. The West
Nusa Tenggara earthquake, the earthquake,
tsunami and liquefaction of Central Sulawesi and
the Sunda Strait tsunami were disasters which
caused many casualties and damage at the time.
BNPB data above shows that there are many
regions in Indonesia that have the potential to be
affected by natural disasters.
Indonesia's position is crossed by the Indo-
Australian plate in the south, the Pacific from the
east and Eurasia from the north, which positions
Indonesia as a disaster-prone country both from
tectonic and volcanic activities. Based on the map
of Indonesia's disaster prone index in 1815-2012,
most of Indonesia's territory has a high level of
disaster vulnerability, especially on the islands of
Sumatra, Java, Sulawesi and Kalimantan. This
shows the need for community preparedness in
Indonesia. Preparedness is a series of activities
carried out to anticipate disasters through
appropriate and efficient steps [3]. Preparedness is
very important considering that the number of
casualties and material loss is not insignificant in
every disaster event. The level of preparedness in
Indonesia in dealing with disasters both
communities and their governments tends to be
low. That is because in some areas the parameters
of preparedness have not been met [4].
The various potentials, the threat of disasters, and
the lack level of preparedness will greatly affect
the people in Indonesia, especially on the
psychological aspects. Children are one of the
most vulnerable groups of being affected by
 disasters [5]. Disasters are stressful events that is
not only for individuals who suffer personal loss
but also for the wider community [6]. Similarly,
the negative psychological and social effects of
disasters on children are very clear in their lives
[7].
Research conducted by Sabri (2014) found that
more than a number of elementary school students
had low levels of knowledge about disaster
preparedness [8]. Children's vulnerability to
disasters is triggered by a factor of limited
understanding of the risks around them, which
results in a lack of preparedness in the face of
disaster [9]. If disaster preparedness is not found
early on, it will have an impact on the
psychological aspects of students, such as stress,
anxiety, fear, and not being able to think clearly so
that it affects decisions and reactions and can be
life-threatening. which prolonged when a disaster
occurs without any preparedness. Therefore there
needs to be psychological preparedness so that
these things do not happen. Being psychologically
prepared can help people think more clearly and
reduce the risk of serious injury and loss of life or
property. Being more relaxed, calmer and more
collected can also be very helpful to family
members and others who may not be
psychologically prepared for what is happening
[10].
Psychological preparedness of students can be
improved by providing knowledge about disasters
and disaster risk reduction provided early to
provide understanding and direction of the steps
that must be taken when a threat occurs in the
vicinity to reduce disaster risk. Students who are
not prepared early will become a problem and
should not be ignored. That way students become
aware of disasters and be prepared to occur
disasters at any time.
In the perspective of guidance and counselling,
building psychological preparedness needs to be
done early on, with the collaboration of all school
members. Psychological aspects that need to be
emphasized is a better understanding of
psychological responses to situations warning of
natural disasters, will help people feel more
confident, able to control themselves, and better
preparation psychologically and more effective
emergency plans [11 ]
Ministry of Education and Culture and BNPB
which are determined through purposive
samplingwith the category of regions and schools
most at high risk of disaster. Data analysis
techniques in this study can be known through
calculations with the scoring method or
assessment of the respondent's answers which are
then grouped based on parameters then summed
and weighted.
Calculation of the scoring value is divided into
four answer choices namely 0 = not according to
me; 1 = less suitable to me; 2 = according to me; 3
= very suitable for me, which is then projected
into a category that describes the level of
preparedness of students which includes not in
accordance with me - not ready; not according to
me - less ready; according to me à ready; very
suitable to me à very ready. From the overall
score, the highest and lowest scores are then
searched to determine the score interval to divide
the level of preparedness. The preparedness
questionnaire has 10 questions, so it has the
lowest value 0 and the highest value 30.
k
¿
range
i=
¿
Note:
i = class interval
range = highest value - lowest value
k = number of classes
Based on calculations using the formula above, it
can be used to determine the value in each
variable category.
Table 1. Student Disaster Preparedness Interval
Level
No. Category IntervalScore
1 Very Ready 24 - 30
2 Ready 16 - 23
3 Less Ready 8 - 15
4 Very Less Ready 0-7

II. METHODS
Method used in this research is descriptive III. RESULT AND DISCUSSION
statistical data analysis with a quantitative Based on the results of research conducted on 782
approach. The research data was obtained with an students spread across 10 elementary schools in
instrument in the form of a questionnaire 10 provinces in Indonesia, the following results
measuring the level of students' psychological were obtained:
preparedness. The sample in this study were 782 Table 2. Overall Level of Student Disaster
students in grade IV, V and VI elementary schools Preparedness
spread across 10 elementary schools from 10
provinces in Indonesia, including Aceh, North No. Category n %
Sumatra, West Sumatra, DKI Jakarta, West Java,
DI Yogyakarta, East Kalimantan, Central 1 Very Ready 229 29.3
Sulawesi, Bali and West Nusa Tenggara. The
sample is the result of recommendations from the
 who are included in the category of "very ready"
2 Ready 422 54
with a percentage of 29.3%, the category of less
ready with the percentage is 15.8%, and the category
3 Less Ready 124 15.8
is very poorly prepared with a percentage of 0.9%.
Based on these results students are expected to be
4 Very Less Ready 7 0.9
able to maintain psychological preparedness in the
Total 782 100 face of a disaster that is currently owned or even
upgraded to a higher category that is very ready.
Psychological preparedness needs to be instilled
Based on table 2 above shows that the overall early on. Adaptum of activities carried out as an
level of disaster preparedness of students as many effort to anticipate and reduce disaster risk can be in
as 229 students (29.3%) entered the category of the form of a person's knowledge and the attitude
very ready, 422 students (54%) entered the ready they do. Knowledge about disasters should be given
category, 124 students (15.8%) entered the to the community, especially children. Children from
category of less ready, and 7 respondents (0.9%) an early age must be given a proper understanding of
were very poorly prepared. the types of disasters that may befall their area and
how to deal with disasters if they occur suddenly.
Children who are not prepared early will be a
problem for survival.
As for what is meant by psychological
preparedness is a psychological condition to be able
to anticipate and react quickly and accurately to the
stimulus faced, both cognitive, affective, and
psychomotor. Due to the fact that not all guidance
and counseling teachers exist in primary schools, the
role of the guidance and counseling teacher is the
responsibility of the homeroom teacher. The
homeroom teacher is expected to be able to provide
Table 3. Student Disaster Preparedness Level for debriefing to students so that they are able to prepare
Each Class themselves to face disasters optimally and
effectively, which can be done through guidance on
No. Category 4th Class 5th Class 6th Class
personal-social aspects

n % n % n
IV. CONCLUSION
1 Very Ready 10 39.2 17 7 70
7 Based on the results and discussion it can be
concluded that the level of psychological
2 Ready 118 43.2 154 63. 165 preparedness of students is included in the ready
1 category with a percentage of 54% and it is expected
that students can maintain psychological
3 Less Ready 45 16.5 69 28, 30 preparedness in the face of a disaster that is currently
3 owned or even increased in the higher category that
is very ready. In order to build a culture of safety and
4 Very Poorly 3 1.1 4 1.6 0 preparedness for children and young people, disaster
Ready education needs to be further developed at the
elementary school level
Total 27 100 24 100 26
3 4 5
ACKNOWLEDGMENT
Based on table 3, it can be concluded that most of the Author wishes to express his gratitude to the
fourth grade students have a "prepared" category of Ministry of Research, Technology and Higher
disaster preparedness with a percentage of 43.2%; Education who have supported funding in the
grade V students have a "prepared" category of implementation of this research and BNPB who have
disaster preparedness with a percentage of 63.1%; provided information and access to areas and schools
and grade VI students have a "prepared" category of prone to disaster. The author also thanks schools that
disaster preparedness with a percentage of 62.3%. have collaborated and are willing to provide time and
place to conduct research. Thanks to Universitas
Negeri Yogyakarta, lecturers of guidance and
counseling study programs, lecturers of physical and
sports education courses, research team friends from
Discussion the guidance and counseling graduate study program
Based on these results it is known that the level of and all parties involved so that this research can be
preparedness of students in dealing with disasters as carried out well.
a whole in the category of "ready" that is with a
percentage of 54%, although there are some students
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 Value Conflicts in Counselling Muslim LGBT
Clients: Muslim Counselors’ Experiences
Syarifah Rohaniah Syed Mahmood
Ssekamanya Siraje Abdallah
Department of Educational Psychology
& Counselling Islamic University in Uganda
International Islamic University
Malaysia
Kuala Lumpur, Malaysia
rohaniah @iium.edu.my
Abstract—The counselling profession has an affirmative
stance towards LGBT clients. It is contradict to the religious
beliefs upheld by majority counsellors in Muslim societies. The
difference between the stance of the counseling profession and
religious beliefs create value conflicts among Muslim
counsellors from the mainstream group. A grounded theory
approach was used to explain how Muslim counsellors
experience value conflicts in counselling Muslim LGBT clients.
In-depth interviews were conducted with six counsellors at
Public Institutions of Higher Education (PIHE) in Peninsular
Malaysia. The findings revealed that the Muslim counsellors
experienced three types of value conflicts: conflicting goals,
conflicting roles and conflicting interests. In overcoming the
conflicts, they used three strategies; seeking information,
prioritizing religious over professional values, and balancing
between personal and professional interests. (Abstract)
Keywords—value conflicts, grounded theory, LGBT clients
I. INTRODUCTION
At present, counselling approaches and ethics widely
used by Malaysian counsellors are originated from the
United States. For example, Malaysian Board of Counsellors
designed the latest Counsellors’ Code of Ethics by referring
to the American Counselling Association (ACA) Code of
Ethics 2005. It has been stated obviously in the Counsellors’
Code of Ethics “… This Code of Ethics has been formed,
drafted and modified based on the American Counselling
Association Code of Ethics 2005…” (Lembaga Kaunselor,
2011, p. 2). Moreover, those who established counsellor
education programs in Malaysia were professionally trained
in the United States. Thus, they adopted the ACA’s training
models, curricula, textbooks and counselling theories (Lloyd,
1987).
The ACA encourages professional counsellors to use
affirmative approach when providing counselling services to
LGBT clients (Association for Lesbian, Gay, Bisexual, and
Transgender Issues in Counseling (ALGBTIC), 2013;
Whitman and Bidell, 2014). Using affirmative approach
requires a counsellor to accept, recognize and support the
LGBT clients for who they are. Thus, it is a prohibition to
change the clients’ gender identity and sexual preference. On
the other hand, mainstream Muslims condemn LGBT
individuals as their behaviors are against religious teachings
(Muhammad Abdul-Rauf, 1997; Al-Qaradawi, 2001;
Bouhdiba, 2008). Hence, Muslim counsellors from the
mainstream group experience conflicts between their
religious values (non-affirming) and the profession’s
collective values (affirming) in counselling LGBT clients.
Furthermore, professional counsellors also experienced
conflicts when providing counselling services to clients who
have different values from them (Kocet and Herlihy, 2014).
For instance, a heterosexual counsellor and a gay client have
different values on same-sex acts. The conflicts happen as
the counsellor’s religious teachings view the acts as sinful
(Priest and Wickel, 2011). Conflicts also exist when
counselors and clients failed to achieve mutual agreement on
counselling goals (Williams and Levitt, 2007; Farnsworth
and Callahan, 2013).
In the field of counselling and psychology, most literature
on value conflicts consist of theoretical writings (Ametrano,
2014; Fallon et al., 2013; Farnsworth & Callahan, 2013;
Francis & Dugger, 2014; Herlihy, Hermann, & Greden,
2014; Kaplan, 2014; Kocet & Herlihy, 2014; Whitman &
Bidell, 2014). Some of them provide an overview on the
nature of value conflicts and legal cases related to the
conflicts (Farnsworth & Callahan, 2013; Francis & Dugger,
2014; Herlihy et al., 2014; Kaplan, 2014; Whitman & Bidell,
2014). Only a few empirical writings available on the issue
of value conflicts (Dendy, 2010; Bidell, 2014; Yusmini
Yusoff, 2014). This indicates the lack of empirical studies
conducted on the issue.
Most studies focus on value conflicts that happened in
counselling sessions with lesbian, gay and bisexual (LGB)
clients or dealing with LGB issues (Wilde, 2008; Borgman,
2009; Smith, 2009; Dendy, 2010). Some studies highlight
conflicts that occurred when counselling clients who are
irresponsible, orthodox and practice consensual sexual
sadomasochism (BDSM), (Williams and Levitt, 2007;
Garrot, 2008; Smith, 2009). Thus, little is understood on
value conflicts that occur when counselling Muslim LGBT
clients experienced by Muslim counsellors.
II. METHODS
A. Grounded Theory Approach
A “theory” in a grounded theory research is a general
explanation of a process, an action, or an interaction
originated from participants’ views on a phenomena (Strauss
and Corbin, 1998; Creswell, 2012). However, it is not a
“grand” theory such as theory of human motivation which is
applicable to a large number of people or situations
(Creswell, 2012). It is also not a “minor working hypothesis”
(Glaser & Strauss, 1999, p. 33) such as a description for
students in a school or classroom. Instead, it is a “middle
range” (Charmaz, 2006, p. 7) theory rooted from numbers of
participants which provides a general explanation on a
specific phenomenon. In this study, a grounded theory
approach was used to explain how Muslim counsellors
experienced value conflicts.
B. Participants
Participants of this study consisted of four female
counsellors: Madam Diana, Madam Ina, Madam Karimah
and Madam Rahmah (pseudonyms) and two male
counsellors: Mr. Nabil and Mr. Shah (pseudonyms). All of
them work at a Counselling Services Centre of four selected
Public Institutions of Higher Education. Only one counsellor
(Mr. Shah) has more than twenty years experiences in
providing counselling services, while others have less than
ten years experiences. They were purposefully selected based
on six inclusion criteria, which are: (a) self-identification as a
Muslim (b) employed as a counsellor or psychology officer
in a professional role (c) possess knowledge of counselling
ethics (d) have experiences in counselling LGBT clients (e)
working at Public Institution of Higher Education (PIHE) in
Peninsular Malaysia (f) agree to participate in the study.
C. Procedure
Two steps were involved in obtaining participants of this
study. First, the researcher used snow-ball sampling
approach by inviting a Muslim counsellor known to have
experienced conflicts in dealing with LGBT clients to
recommend other Muslim counsellors who have had the
same experiences. Individuals recommended were contacted
to identify their interest in participating in the study, and at
the same time, were also asked to recommend other
counsellors who have had the same criteria. Next, the
counsellors who were willing to participate in the study
were contacted via telephone to set the date, time and venue
for the interviews.
All participants were interviewed in six separate settings.
In each setting, the researcher used semi-structured
interview style with open-ended questions. All the
interviews were conducted from one hour until two hours. In
order to get an in-depth data, two counsellors had been
interviewed twice while another three were interviewed
thrice. Due to health issues, a counsellor had been
interviewed once. Before the real interview, the researcher
piloted the interview questions to a Muslim counsellor who
works in a Private Institution of Higher Education. Then, the
researcher modified the interview questions accordingly for
the real interview.
Each session was recorded by using a voice recorder and
the recorded verbal interviews were transcribed after the
interview as suggested by Creswell (2009). Immediately
after the interviews, analytic memos were written in order to
document thoughts and insights and record and record
formulations of themes and meanings (Bogdan & Biklen,
2007; Patton, 2002). The researcher transcribed the
interviews by herself to allow for continued immersion in
the data, and kept additional analytic memos of the process
as well as thoughts and reactions to the data.
D. Data Analysis
In the analysis process, there were three stages of coding
namely; open coding, axial coding and selective coding. In
open coding, the data were reduced into separate parts. In the
first phase of open coding, important concepts were
identified within the data and each concept was given a
descriptive level. As for the second phase, categories and
sub-categories of the labelled concepts were created. In axial
coding, the data were given meaning by forming
relationships between categories. To form the relationships,
Conditional Relationship Guide and Reflective Coding
Matrix were created. In selective coding, a storyline was
written based on the Reflective Coding Matrix.
III. RESULTS AND DISCUSSION
The results are organized into three overarching core
aspects, namely: conflicts in counselling Muslim LGBT
clients, challenges in counselling those clients and strategies
in overcoming conflicts and challenges.
A. Conflicts in Counselling Muslim LGBT clients
In giving insights and bringing about positive changes to
LGBT clients, the Muslim counsellors were in conflicting
situations. There were three conflicting situations that they
experienced. The first situation happened when there were
clashes between counsellors’ goal and clients’ goal. This
conflict is called conflicting goals. For example, a male to
female transgender client wanted to hide his feminine
characteristics but the counsellor wanted him to change
them. Another example is when a gay client wanted to
improve his homosexual relationship but the counsellor
wanted him to discontinue it. Mr. Nabil and Madam Karimah
said:
The first thing that he said was to hide his activities…
My counseling goal is as usual. I want to bring about
changes. The first changes that I want is physical
changes.
It means he wants to improve the relationship… I have to
say that the truth is… do not improve it. The best is to
discontinue it.
Farnsworth and Callahan (2013) categorized counsellor-
client value conflicts into four; preemptive, adjacent,
operational and unarticulated. Preemptive conflict prevents a
counsellor and a client from establishing a therapeutic
relationship. It occurs at the initial stage of counselling as
both counsellor and client have different therapeutic goals.
Differences in the therapeutic goals occur due to differences
on treatment-relevant values (Williams and Levitt, 2007). It
means both of them have different values on appropriate
treatment goals to be achieved.
Being in the first conflicting situation leads some
counsellors to experience second conflicting condition which
is called conflicting roles. It happened when they were
clashes between role as a counsellor and role as a Muslim.
As a counsellor, they needed to help clients to resolve their
issue which is to improve the homosexual relationship.
However, as a Muslim, the counsellor had to fulfill religious
responsibility by explaining religious view on the
relationship. The aim was to influence clients to change their
goal from improving the relationship to discontinue it.
Madam Karimah, Madam Ina and Madam Diana explained:
Conflict… For me, my conflict aaa… roles. Conflicting
roles as a counsellor that needs to follow exactly the
counsellor’s role… Another role is I have to firm in
religious matters.
From my point of view, aaa… maybe as a counsellor…
because the client came with a problem, maybe I need to
help him in resolving the problem. But, on the contrary I
aaa… observed… I think that was not his problem. His
problem… we need to find his real problem. His problem
is his wrongdoing.
But actually the conflict aaa… How can I mention what
is the real problem of the client…. From our religious
perspective… That is my conflict. I guess so.
Conflicting interests is the third conflicting condition.
The counsellors experienced this type o conflict when there
were clashes between personal interest and professional
interest. They were interested to explore clients’ immoral
activities such as prostitutions and homosexual relationships.
Thus, they asked many questions to satisfy their curiosity
need which is for their personal interest. However, the
counsellors realized that they are not supposed to ask
questions due to curiosity. This is to observe professional
interest which is the clients’ interest. Mr. Shah and Mr. Nabil
mentioned:
As a professional counsellor, sometimes we become
unprofessional… Because as a professional, we are not
supposed to ask questions due to curiosity. Just let him
tells us what he wants to tell. Then, we just listen and
find alternatives.
But, we have not seen and done what he did. So, we are
curious to know about it. When we have the intention…
What had he done actually? What have customers done
to him? How? When we asked the questions, we want to
fulfill our curiosity.
At the beginning of the session, in reality the interesting
part was what he wanted to share on what he did. We just
wanted him to share anything that he did. That was what
we feel interesting.
Personal values are personal beliefs hold by a person
about what is appropriate, what is significant, and what he
needs to do in preserving his integrity (Oden and Johnson,
2010). They are rooted from religion, political ideology,
family characteristics, ethnic and cultural background
(Acock and Bengtson, 1980; Waters, 1990; Maio et al., 2003;
Farnsworth and Callahan, 2013). On the other hand,
professional values are described as orienting beliefs about
what is good and appropriate that lead behavior across
professional duties and socialisation (Mintz et al., 2009).
Counsellors’ professional values are listed in the ACA Code
of Ethics (Francis and Dugger, 2014). The Code of Ethics
stated clearly that the main duty of professional counsellors
is to respect the dignity and to promote the welfare of clients
(American Counseling Association, 2014). Thus,
professional values prioritise clients’ needs and interests over
counsellors’ personal needs and interests.
B. Challenges in Counselling Muslim LGBT clients
Other than being in conflicting situations, the counsellors
had also been in challenging situations. The first challenging
situations occurred when some LGBT clients came to
counselling sessions with an expectation to change
themselves. The society also have the same expectations that
there must be positive changes in LGBT clients after
attending counselling sessions. If there is no positive changes
in the clients, they will question it. Madam Rahmah said:
Challenges or dilemmas that I faced… First, I need to
face a perception that a client come to change himself.
And when seeing a male-to-female transgender client
comes to see a counsellor, people will say, “Eh! There is
no changes.” You know people’s perception that when a
client comes to see a counsellor, the client will change.
Other than getting high expectations from clients and
society, the counsellors also expected their clients to go
through positive self-change. It means the changes is
expected to occur in each and every session. Thus, this
expectation creates fear in the counsellors if clients do not
change as they are expected. This is because clients’ self-
change is not dependent on counsellors’ efforts but it is also
relies on clients’ efforts. They cannot do anything if the
clients do not want to change or do not put any effort to
change. Madam Ina stated:
The challenge is when we want him to change to change
to be a better person. Then, we are actually afraid…
Afraid if aaa… client does not change as we expected.
Because it is not the counsellor’s responsibility fully to
bring about change to him… Actually, we want our client
to have aaa.. an improvement from initial until
subsequent session.
Some counsellors claimed that they have not attended
any professional training on lesbian, gay, bisexual and
transgender issues (LGBT) issues. They are not exposed to
issues related to LGBT in the past when they were studying
in higher educational institution and in their present
workplace. Madam Karimah, Mr. Nabil, Madam Ina and
Madam Rahmah said:
If it is related to this kind of relationship, I have not
attended.
But training that really focuses on this issue, I think it has
not been organized yet.
But specific trainings on how to handle LGBT clients for
PIHE counsellors have not been organized. (Madam Ina)
In addition, there is no training that expose counsellors to
this type of cases.
No… I think when I was doing practicum, there is no
exposure. Then, when I started to work, my friends also
did not get exposure on this issue. We did not get any
formal exposure that enable us to get guidance on this
issue.
Another challenging situation happened when there is no
standardized procedures or guidelines to be followed by the
Muslim counsellors. These guidelines are important to
counsell Muslim clients who are involved in homosexual
relationships and transgenderism. Furthermore, most
researchers in Malaysia focused their studies on
characteristics of transgender individuals. There is no
specific techniques and strategies suggested by them in
counselling transgender clients. Madam Diana and Mr. Shah
mentioned:
We have no guidelines… So, we have no specific
standard to be used by Muslim counsellors in handling
these cases.
Based on what is available, there is no specific way
shown by them on how to deal with LGBT clients. Most
of them focus on research or knowledge related to
characteristics of transgender individuals. There is no
techniques suggested to deal with these people.
C. Overcoming Conflicts and Challenges
In overcoming conflicts and challenges, the counsellors
took initiatives to seek information from several means.
Madam Rahmah did self-study immediately after meeting a
transgender client for the first time. She studied Western
approaches on how to overcome conflicts when counselling a
transgender client who wants to undergo sex-change. As she
perceived the Western approaches are not suitable to be
implemented as a whole, she adjusted the approaches to be in
line with her religious values. She described:
What I did, I just conducted self-study. It means I read
lots of research before handling the case. Before the
transgender client came… During registration, when I
saw his appearance… So, I started to do it.
Of course I refer to Western resources but I do not rely
much on it. For Western society, they accept… They
accept a man who wants to be a woman… The first thing
I did when I read the resources is to evaluate either it is
 suitable or not. Can conduct this? So, I adjusted to suit
my client. Aha… To suit us here.
What she did is in line with the first step suggested in the
Model for Ethical Decision Making (Corey, Corey and
Callanan, 2011). Due to the lack of knowledge related to
LGBT issue, she gathered relevant information by reviewing
professional literature. Knowledge in counselling LGBT
clients can be increased by referring to reading materials
such as textbooks, autobiographies, and journal articles. In
addition, watching documentaries and attending professional
lectures related to LGBT issues are also helpful (Lyons et al.,
2010).
Some counsellors also consulted others in overcoming
conflicts and challenges. Mr. Nabil asked his transgender
friends on how to deal with transgender clients. He also got
additional information on transgender individuals such as
hand signals that they use, payment that they get from their
customers and activities that they do. As for Madam
Karimah, she consulted her Head of Department (HOD)
when handling a case that caused her to experience value
conflicts. She asked for opinions on appropriateness of
informing religious prohibition to clients in resolving
conflicts. Her HOD told her to be firm and have a strong
stance in cases involved religious issues. Mr. Nabil and
Madam Karimah mentioned:
Sometimes when I am blur, I asked him. I send a message
via facebook. “Nyah! How are you doing? If a client has
these characteristics, how to deal with him?” “Ooo… He
is still new…” I have a transgender friend. Our friendship
has lasted a long time. He gave lots of information to me
on transgender individuals but I have to call him nyah.
Additional knowledge consists of many things… Hand
signals… Payment maybe… His activities…
So, I cannot do anything. I think I need to consult others.
I need to consult my HOD. I told my HOD about this. So,
I want to ask a person who has experiences. If I need to
handle a case like this, what should I do?
After the session ended, I met my HOD who has more
experiences. I asked him, “If I need to deal with a client
like this, what should I do? His view… I asked for his
opinion. “Do I need to tell the truth?”, I asked him. My
HOD gave his opinion. “We should have our own stance.
Because this is related to religious issue. If it is related to
other things, maybe we can agree with what the client
chooses. But this thing, we have to inform him.”
Seeking consultation as a way to overcome value
conflicts is congruent with Step Five in the Model for Ethical
Decision Making (Corey, Corey and Callanan, 2011) and
congruent with findings of studies conducted by (Ford and
Hendrick, 2003; Garrot, 2008; Wilde, 2008). The findings
show that counsellors reported overcoming value conflicts
by consulting supervisors, colleagues, and friends. Good
consultants have a clear picture on the conflicts, practice an
ethical decision-making process and offer the core-
conditions of client-centred approach (Elliott, 2008). They
provide opportunities for counsellors to discover and be
mindful on the impacts of values on the counselling process.
As suggested by her HOD, Madam Karimah overcome
value conflicts by prioritising religious value over
professional value. She prioritises religious value which is
obedient to religious teachings over professional value of
assisting a client. Obedient to religious teachings prevents
her from helping the client in fixing his homosexual
relationship. It also requires her to tell client on religious
prohibition towards the relationship. Thus, she decided to tell
the client that homosexual behavior is wrong and prohibited
by religious teachings. Her action of prioritizing a value over
another value is congruent with Rokeach Value Theory
(Rokeach, 1973). The theory suggested that an individual
prioritises important value over less important value in
overcoming value conflicts. For her, religious value
(obedient to religious teachings) is more important than
professional value (helpful towards client). She mentioned:
But for me, between the responsibility as a counselor and
as a Muslim. I have to prioritise my responsibility as a
Muslim to give advice and to give reminder. Not scolding
him but remind him in a nice way. For me, each
counsellor has his own way in influencing clients to
accept what he/she said.
Do you know religious view on people who…aaa… are
involved in this kind of relationship? If you know, okay.
If you do not know, I will explain to you.
When the client disclosed that he is involved in
homosexual relationship, Madam Karimah told the client that
his behavior is wrong from religious perspective. Then, she
tried to change the client’s behavior by influencing him to
discontinue the behavior. From the perspective of Islamic
Ethical Approach, she made an ethical decision making by
fulfilling her moral and social responsibilities towards
Muslim (Seyyed Hossein Nasr, 1994). As a Muslim
counsellor, she is responsible in preventing a Muslim client
from getting involved in a same-sex relationship as it is
considered as the worst sinful act in Islam (Muhammad
Abdul-Rauf, 1997). She stated:
I said aaa… do you believe that aaa… there is a
punishment for what you are doing now?
What happened to people of previous generations
(Sodom and Gomorrah) when they did this? What were
the consequences? As for nowadays, what are the
disasters that destroyed sinful people? I asked him to
think of… Allah’s punishment? Such as HIV, sexually
transmitted diseases and so on. It is destructive.
However, she has violated the code of ethics by imposing
values on her client and having intention to provide
conversion therapy (Bieschke and Mintz, 2012). The
American Psychological Association Task Force on
Appropriate Therapeutic responses to Sexual Orientation
provided evidences from recent studies that clients who
undergo sexual orientation conversion therapy experienced
negative consequences (American Psychological
Association, 2009). Among the consequences are self-reports
of anger, anxiety, confusion, depression, grief, guilt and
hopelessness. Thus, professional helpers are discouraged to
use such therapy and practise an affirmative approach when
dealing with LGBT clients.
In overcoming conflicts, some counsellors struggled to
create a balance between their personal interest and client’s
interest which is professional interest. Some counsellors
were curious to explore their clients’ immoral activities and
asked so many questions. As a consequence, the clients
showed uncomfortable signs. To observe the clients’ interest
and to fulfill their curiosity need at the same time, they
allowed their clients to share their immoral activities
voluntarily. After the clients shared part of their activities,
they asked questions based on what clients told them. The
questions were asked gradually and not abruptly. Mr. Shah
and Mr. Nabil stated:
This natural. In reality, we are curious to know…. At the
beginning, I was also the same. But, when I thought
about it… Eh! This cannot be done as the client was
uncomfortable. I tried to pull back. So that it is not
 obvious that we move forward so fast. So, let him share.
So, okay he was comfortable.
In the end, he revealed that… his greatest sugar-daddy is
aaa… VIP. So, I was shock. I still did not capture who is
the person. Just ignore it for a while so that I will not
resemble a reporter.
Give him opportunities to share when he wanted to share.
Maybe he will cut his story… Plot by plot…But …aaa…
at last, he will share. It is just a turning point for us to ask
questions depending on situations. If we use to start the
story… or there is aaa.. summary... In the summary,
maybe we can include a question. I learnt from that.
In searching for the best strategy to overcome value
conflicts, it is necessary for counsellors to prioritise clients’
needs, interests and welfare as it is the profession’s collective
value (Gorman and Sandefur, 2011; DeMitchell, Hebert and
Phan, 2013; Francis and Dugger, 2014; Kocet and Herlihy,
2014). Thus, the counsellors should not barrage their clients
with so many questions as the clients would be
uncomfortable. The client’s discomfort indicates that their
needs, interests and welfare have not been observed by
counsellors. It also shows that ethical principles of
nonmaleficence and beneficence have been violated. Asking
too many questions might bring negative and harmful effects
to the therapeutic relationships. Clients will feel that
counsellors are trying to investigate and invade their privacy.
However, it is crucial for counsellors to create a balance
between their personal value with clients’ interests as
assisting clients in achieving goals that are incompatible with
counsellors’ personal values has negative effects (Farnsworth
and Callahan, 2013). Individuals who performed forced
compliance actions experienced dissonance that impairs
performance in cognitive tasks (Martinie, Olive and Milland,
2010). As a consequence, negative affect increases and
individuals deny their responsibility (Harmon-jones, 2000;
Gosling, Denizeau and Oberlé, 2006). Thus, Muslim
counsellors might deny their responsibility for their acts if
they are required to assist clients in achieving goals that
contradict their religious values.
IV. CONCLUSION
This study has produced valuable insights on how
Muslim counsellors experienced and overcome value
conflicts in counselling Muslim LGBT clients. They
experienced value conflicts as they counsel LGBT clients
who are involved in activities prohibited by their religious
teachings. The clients are involved in same-sex relationships,
cross-dressing and prostitution. Some of the clients also have
an intention to undergo sex-change. Thus, the Muslim
counsellors experienced conflicts as what their clients do and
intent to do are contradicting with their religious beliefs.
Experiencing value conflicts is not a sign of deficiency or
weakness. It is a normal process in counsellors’ development
when counselling LGBT clients. The clients come to
counselling session with expected goals that are in conflict
with counsellors’ treatment goals. Conflicting goals occur as
clients and counsellors have different values originated from
various sources such as religion, culture, education and
socialisation. It is also normal for counsellors to have value
conflicts when their religious belief is inconsistent with their
belief on professional values. The religious belief is rooted
from religious teachings. On the contrary, the belief on
professional values is instilled through educational training
and professional socialisation. The inconsistency of beliefs
cause the counsellors to be in a state of imbalance called
“cognitive dissonance” (Festinger, 1957)
The findings revealed that all of the Muslim counsellors
have not been exposed to LGBT knowledge both in
undergraduate and postgraduate programs. In assisting future
counsellors to be competent in counselling LGBT clients, it
is vital for counsellor education programs in Malaysia to
infuse LGBT knowledge across curriculum. LGBT
knowledge should be taught not only in multi-cultural
counseling course but also in other courses. Hence, there is a
need to introduce a specific course related to LGBT
knowledge. The course should consist of topics related to
acculturation, world-view and identity development of
LGBT individuals. It is also important to include appropriate
interventions, strategies, techniques and psychological
assessment in counselling LGBT clients.
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 Application of Tutoring Based on Principles of Learning
in Islam through Content Mastery Services to Improve
Learning Ethics in Students of MTsN 2 (MTsN Model)
Jambi City
1st affan yusra 0000-0003-0505-
Departement Guidance and counseling 2398/affan15yusra@unja.ac.id
Jambi Of Universty
Jambi, indonesia
Abstract—In Islam to get the glory of learning, ethics must be
involved when the process of interaction between the learning and
teaching takes place. In the context of learning and teaching in an
Islamic perspective, ethics referred to here is moral, sourced from
the Qur'an and the Sunnah. This is an interesting thing to study.
Because learning ethics in Islam follows religious signs. Science
that is not beneficial to the owner is not only found in students who
commit academic fraud when the exam takes place based on a lack
of ethics in learning. So the purpose of this study is how the
application of tutoring based on the principles of learning in Islam
increases the ethics of learning among students. The sample in this
study used students 34 the sample in this study was taken by
purposive sampling technique based on the criteria in this study.
The results after the implementation of learning tutoring based on
the principles of learning in Islam amounted to 0,000 <0,05 with
the category of hypothesis accepted. Given the importance of
learning learning ethics for students, it is important for counselors
to apply a tutoring strategy based on the principles of learning in
Islam with steps to improve and shape learning ethics in students
Keywords— Principles of Tutoring in Islam, Content Mastery
Service, Learning Ethics
I. Introduction
In Islam to get the glory of learning, ethics must be
involved in the process of completing the contraction
between learning and teaching takes place. In the context of
learning and teaching in an Islamic perspective, the ethics
discussed here are moral, sourced from the Qur'an and the
Sunnah. This is an interesting thing to study. Because
learning ethics in Islam responds to religious signs. What
things need to be improved or avoided in learning? How to
respond to the teacher and the material learned? This is a part
that cannot be separated from learning ethics. In addition to
the purpose of learning and gaining knowledge, here contains
theological reasons, namely glorifying God.
Science that is not beneficial to its owner Not only found
in students who make academic deductions in the preparation
of the exams that are carried out in the end it improves the
ethics of learning as needed above. However, it cannot be
found in everyday life among students such as: refusing to
worship, not supporting and appreciating parents / teachers in
schools, being intolerant of differences both in terms of
religion and culture.
From the above phenomena should be the main concern
and must be addressed by all elements of society, especially
the world of education in the preparation of qualified young
generation. Educational institutions, especially junior
secondary schools, are bridges between elementary schools
and high schools, in the future of junior high schools based
on their development plans, they are able to think abstractly,
reason logically and be able to draw conclusions from well-
2rd Rasimin
Departement Guidance and counseling
Jambi Of Universty
Jambi, indonesia
Rasimin.fkip@unja.ac.id
available information [1]. This summer, students have
supported teenagers, they are able to think abstractly and
hypothetically.
Students can apply the knowledge they have in their own
society and society. Based on preliminary studies through
interviews with subject teachers and guidance and counseling
teachers at MTsN 2 (MTsN Model) Jamb City obtained
information about still involving students who do work that
increases students' knowledge of how to learn: cheating on
examinations, students cheating, Related assignments given
by the teacher, skipping class hours, lazy learning, arrogant,
falling asleep in class hours, enjoying chatting with friends
when the teacher explains the subject matter and receives all
the knowledge without knowing the origin of the knowledge.
In order to help students to improve ethics in learning so
that it is beneficial for life, guidance and counseling is a
forum that helps students to apply / practice the knowledge
they have gained from the learning process so that it can
benefit everyday life. In guidance and consultation are given
various types of guidance. As stated by [2] that various types
of guidance support four main areas that exist in accessible
life: learning, personal / social and career.
In addition, guidance and counseling has several types of
services to overcome each other's problems in increasing
knowledge, one of which is content mastery services. Content
mastery services can help individuals in mastering certain
content ways to improve learning ethics. In the language of
instruction, content can be used to improve individual
learning ethics, one of which is by using learning techniques
to learn the principles of learning in Islam.
Principle-based learning guidance in the principle of
learning in Islam can be interpreted as a process of assistance
assistance carried out by guidance and counseling teachers
for students who are struggling in learning, helping students
find the right learning method, choosing a suitable study
program ask me to send the values of Islamic teachings that
are made on the basis of thinking or grounding and the source
of motivation so that the learning process can run well
between teachers and students [4]. Starting from a
background in research can be interested in a study entitled
Application of Learning Guidance based on principles of
learning in Islam through content research services to
improve learning ethics for students of MTsN 2 (MTsN
Model) Jambi City.
II. METHODS
Study Design and Study Population
The method used in this study is class action research
(classroom action research) by Basrowi "Classroom Action
Research" is practical research carried out to improve classroom
learning (Baswrowi&Suwandi,2009:25). This research using
qualitative descriptive approach. Classroom action. This research
was conducted in two cycles through four stages: action plan,
implement, observe, and reflection.
Data was collected using test questions, observation
sheets. Data analysis can be done in the following ways: (1)
Classifying data by grouping, selecting, focusing, and
simplifying data according to the type from the beginning of III. RESULT AND DISCUSSION
data collection to the preparation of reports; (2) Presentation
of data held has been selected and will be presented in the
form of simple information. The information in question is a
description of the process of providing guidance and results
obtained from a combination of observation data; (3)
Conclusion. based on the exposure of the data conclusions
will be obtained in short form sentence but has a broad
meaning. From the conclusions used to test the truth and
match the meaning of the data obtained in the field.
Student questionnaire results regarding results were obtained
from cognitive test scores at the end of each cycle. To find out the
improvement of student learning ethics seen from the results of
observations and student ethics learning questionnaires in each
cycle consisting of individual and classic completeness with a level
of achievement of 75%, the students expressed their learning ethics
increased.
In this study, 120 grade 8 MTsN 2 students in Jambi
City were conducted and screened for eligibility through
observation and questionnaires; as a recruitment tool.
Participants have low learning ethics. In addition, they have
good learning ethics that are not used for research.
Data collection and measurement
In this study using a sample of one class with a number
of students 40 people who draw samples with purposive
sampling technique. Data is collected and then tabulated,
which are then separated. explain the learning ethics that
students must have include; (1) keep away from despicable
nature; (2) being serious and working hard in learning; (3)
students should not brag about their knowledge; (4) avoid
the debate; (5) let students learn gradually; (6) students
should not study other sciences before they master the
knowledge learned; (7) students should not follow the
subject matter that is not appropriate to be followed; (8)
students should learn ways to obtain useful knowledge; (9)
in learning try to get closer to Good.
Questionnaires are also included assessment of student
knowledge about learning ethics in Islam. The participants
responded to the questionnaire without the outside
intervention at first where the askor was given each correct
answer. A brief assessment is then carried out on the same
individual to evaluate students' knowledge about the same
thing after being given tutoring based on the principles of
learning in Islam. In fact, after following the tutoring based
on the principles of learning in Islam, it can be seen that the
score is given for each good response. tutoring based on the
principles of learning in Islam conducted by the counselor is
given to all participants in one class and is aimed at
increasing students' knowledge and awareness about what
affects learning ethics in Islam.
II.1.Statistical analysis.
Statistical analysis was carried out using the Statistical
Package for Social Sciences (SPSS) (version21.0), IBM,
New York, USA. Descriptive analysis was carried out for
demographic data. Continuous variables are expressed as
mean ± standard deviation and categorical variables as
numbers and percentages. The paired sample t test was used
to compare scores between before and after the tutoring
based on the principles of learning in Islam. Results were
considered statistically significant for p values <0.05. For
multivariate analysis, the principles of learning in Islam are
carried out as the dependent variable, variable independent
learning ethics.
Implementation of Guidance-Based Learning Principles
in Islam Through Content Mastery Services
Implementation of Problem Based Learning through
learning carried out by four cycles. Stages of learning
activities consist of: discussing topics, developing and
presenting reports, analyzing, and learning problem based
learning. The learning process through learning is presented
in this table 1.
The implementation of the study guidance study starts
from the planning stage of the joint guidance plan by paying
attention to suggestions and input. In the planning stage,
follow the guidance material on learning about yourself and
the nature of learning, the importance of having a critical
attitude in learning, the importance of being honest in the
exam, evaluation sheets, instruments and guidance for the
activities of implementing tutoring, and guidance material.
The format prepared includes the format of observation and
the order in which the study is conducted. This format is
structured to document all learning activities in the
implementation of tutoring so that accurate reflection can be
carried out. In addition, the lesson study team members also
plan and develop complete learning tools and instruments
for the purpose of the implementation phase (plan), namely
the preparation of a tutoring plan, handout material, student
activity sheets, observation sheets for the activities of
researchers, teachers and students in learning problems.
The next stage is the implementation phase (do) by the
researcher and the teacher as the model implementing the
previous guidance plan. The initial stage in this stage shows
the model of researchers and teachers who provide
perceptions, motivations, and explain the tutoring model.
The implementation of tutoring is divided into five
activities, namely the initial activities of the core activities
consisting of the stages of student orientation towards the
problem; organizing students to study; guide individual and
group investigations; develop and present work; and analyze
and evaluate the learning process; and final activities. This is
in accordance with the lesson plan with the model of
tutoring based on the principles of learning in Islam, with
the help of three members of the study team the lesson will
observe the activities carried out by researchers, teachers
and students in the learning process.
In the reflection (see) stages, the reflection of the results
of the learning guide is carried out in accordance with the
implementation of the service content mastery activity and
analyzes the overall learning that has been done. At this
stage, it is carried out jointly by all the components present,
both the group of teachers and subject researchers and
observers, because the results of the discussion and analysis
can be used as input to improve or revise the next lesson.
In the reflection (see) stages, the reflection of the
learning outcomes is carried out in accordance with the
implementation of the tutoring activities and analyzes the
overall guidance that has been done. At this stage it is
carried out jointly by all the components present both the
subject teacher group and the observer, because the results
of the discussion and analysis can be used as input to refine
or revise the next lesson.
 for teachers and researchers, not discussed in advance
with group members. The time of the teacher's activities has
not been effective, especially for discussion times and time
for presentations. During the discussion, the teacher and
researcher did not confirm the time allotted for discussion,
so students stopped during the discussion. The teacher does
not provide time management so there are empty times that
students use to joke alone. Students are still difficult to
express reasons for answers given, still shy to ask questions,
answer questions or respond.
The process of implementing tutoring based on the
principles of learning in Islam carried out in this study is
direct experience. Through tutoring based on the principles
of learning in Islam it can be seen that many students are
smart but they have many challenges in learning as
happened in the direct material they have obtained (Yusra, et
al., 2017)
Problem based learning on student achievement
Tutoring is a guide to the right way of learning, in choosing
study programs, and able to overcome difficulties (fiah &
Adi 2016). In this process, s provides the meaning of Islamic
Guidance and Counseling as "A process in tutoring that is
carried out based on Islamic teachings, to help individuals
who have problems to achieve world and hereafter
happiness (mahmudi, 2010). The implementation of this
research can be seen in the table below. The first cycle was
carried out in two meetings. Based on premillary studies,
pre-tests conducted by students at the beginning of learning
(before action) obtain data in table 2. While the results of the
post tests conducted by students after the actions in the table
3.
of student learning that will be obtained. Learning ethics
obtained by students is not only influenced by the way
students learn, but is also influenced by how to provide
guidance conducted by teachers, teachers who can include
learning guidance methods, resources and learning media
used.
CONCLUSION
The results of observations of implementation in the first
cycle are in good category while the observations of the
implementation of the second cycle in this category are very
good. The implementation of tutoring based on the
principles of learning in Islam can remind students of ethical
learning, this can be seen from the increasing cycle of
student achievement observation I and cycle II. Guidance
based on the principles of learning in Islam through content
mastery services has been carried out well including the
completeness of media guidance tools and preparing
guidance plans before service provision, in each provision of
learning guidance material based on the results of
implementing tutoring based on learning principles in Islam
it can be concluded that the use of tutoring based on the
principles of learning in Islam can improve student learning
ethics.
V. TABLE AND FIGURE
TABLE I. SCHEDULE THE IMPLEMENTATION OF TUTORING
BASED ON THE PRINCIPLES OF LEARNING IN ISLAM THROUGH
CONTENT MASTERY SERVICES

From the above data it can be seen that the average implementation schedule
student post test score is 80, 70. In addition, the percentage No Stage Plan Do See Guidance
Cycles
of students completeness in the post-test cycle is 70, 25. materials
This means that the percentage of classical completeness in Plan I, Juli Do I, See I, Know
29, 2019 Juli 31, Juli yourself
my cycle has still not reached 85%. To measure learning 1 I
31,
achievement through problem-based learning conducted 2019
2019
with three observers. Plan II, Do II, See The
Agustus 5, Agustus II, Nature of
Comparison of cycle I and cycle II 2 I 2019 Agust Learning
7, 2019
Based on observations of the achievement of the actions us 7,
2019
of researchers and teachers in applying tutoring based on the Plan III, The
principles of learning in Islam and student achievement in Do III, See
Agustus 12, Agustus importanc
learning activities during the first cycle and second cycle, as 2019 III, e of
14, 2019
well as data that has been collected and analyzed, the 3 II Agust having a
percentage of student achievement shows an increase. The us 14, critical
2019
implementation of action research activities in the attitude in
application with the guidance model based on learning learning
principles in Islam can be seen below table 4. Plan IV, Do IV, See The
Agustus 16, Agustus importanc
IV,
Based on the results of preliminary observations made 4 II
2019 20, 2019 e of being
Agust honest in
by researchers, it is known that the daily test scores of many us 20,
students under the minimum completeness criteria set at examinati
2019 ons
MTsN are ≥ 70. The teacher has used the model of a. Date proses 2019
discussion learning guidance, varied lectures, and practice
questions. However, the results of their tutoring in students Table. 2 Students’ score before action
are still not satisfactory and meet the minimum criteria of
completeness (KKM) that have been set. Pre Test Score
Average Score 68,80
In group discussion activities there are still many
students who joke with other group members. iscussion Percentage of mastery 50,6%
activities are only dominated by certain students so that
b.
other students still lack the courage to express their Date proses 2019

opinions. At the end of the first learning cycle when the Table. 3 Post-test after action
teacher gave a test (post-test) many students who were not Average Score Score
ready to carry out the test were seen from many students Percentage of mastery 70,25%
who were caught cheating answers by their friends. To
understand the subject of learning, students do it by Average Score 80,70
memorization. How student guidance will affect the ethics
 c. REFERENCES

Achievement[1]ofBasrowi
action dan implementation
Suwandi. 2009.
Kualitatif. Rineka Cipta,Jakarta
Memahami Penelitian

[2] Desmita. 2014. Psikologi Perkembangan Peserta Didik. Bandung: Rosda

Karya (references). pp 107
Cycle I
[3] Fiah & adi” Penerapan Bimbingan Belajar Dalam
80 Cycle IIBelajar Peserta Didik Di Smp Negeri
95 Meningkatkan Hasil
12 Kota Bandar Lampung Tahun Pelajaran 2015/2016’
Konseli: Jurnal Bimbingan dan Konseling 03 (2) (2016)
229-244
[4] Mahmudi.2014. Pembentukan Karakter Melalui Layanan Bimbingan
Date proses 2019 Dan Konseling Islami.Jurna bimbingan dan konseling consellia. No 1 vol 3
[5] Yusra, Affan, Dwi Yuwono Puji Sugiharto, and Anwar Sutoyo. "Model
Bimbingan Belajar Berbasis Prinsip-prinsip Belajar dalam Islam untuk
Meningkatkan Kemanfaatan Ilmu." Jurnal Bimbingan Konseling 6, no. 2
(2017): 106-112.
[6] Winkel dan Sri Widiahastuti.2013. Bimbingan dan Konseling di Institusi
Pendidikan. Yogyakarta: Media Abadi. pp.113–114.

Fig. 1. Comparison of cycle I and cycle II Atlantis Press conference templates contain guidance
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ACKNOWLEDGMENT
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The author's research is fully funded by DIPA PNPB LPPM result in your paper not being published.
UNJA at the research institute and community service
institution in Jambi University with contract No; B / 717 /
UN21.18 / PT.01.03 / 20019.
 THE ROLE OF BAITUL ARQOM IN
DEVELOPING ISLAMIC CHARACTER
EDUCATION
Rahmatika Nur Aisyah W.P. S.Pd.
Guidance and Counseling
Yogyakarta State University
Yogyakarta, Indonesia
aisyahwindra@gmail.com
Dr. Rita Eka Izzaty, S.Psi., M.Si.
Psychology
Yogyakarta State University
Yogyakarta, Indonesia
rita_ekaizzaty@uny.ac.id

Abstract— The purpose of this study is to
describe the role of Baitul Arqom in instilling the
foundation of Islamic character at the level of
high school students. In this study the problem
examined is the role of Baitul Arqom in instilling
the Islamic character foundation of
Muhammadiyah 1 Yogyakarta High School
Students.
The method used in this study is a qualitative
research method. While the data analysis method
used is descriptive qualitative method by
inductive thinking.
II.
Based on the results of research and data
analysis, it can be concluded that: Baitul Arqom
has a role in providing guidance and coaching
for students of Muhammadiyah 1 Yogyakarta
High School in strengthening the foundations of
Islamic character, both in the fields of Aqeedah,
Morals, and Worship. All three are the main
foundation in forming students with Islamic
character.
Keywords— Baitul Arqom, Islamic Character Education
I. INTRODUCTION
Education and character building are the responsibility of all
parties. Character is important and fundamental for human
life. Character has been inherent in human beings and shown
in everyday behavior. Behaviors that have strong character
and individually and socially are those who have good
character, morals and character. Character like this that
should be possessed by every individual to become a man of
character [1]. Understanding of good character is a character
that describes the behavior of a beautiful, girl, not evil that is
about behavior and character in someone to do good and
virtue. While a strong character that is the character who do
not easily shaken or not easily affected, firm in faith, the
establishment of, his willingness to, capable of and the
power to do something, and had the advantage or
proficiency in the knowledge.
In this case SMA Muhammadiyah 1 Yogyakarta in
central java together of the program ismuba and of
counseling held a special event of so as to render it a muslim
who berakhlaqul order to , to hold a character education
students made it a prestige issue islamic namely with
existence of has the annual activity baitul arqom for new
students. The arqom are the activities education training
religious to infuse foundation character islam as well as
motivate to be generation muslim responsible for himself
and the community. Strong character in the field of aqeedah,
morals, worship, reading the Qur'an and can develop the
nature of honesty, courage, confidence, and responsibility in
developing the studio.
The definition of character according is the quality or
strength of mental or moral, moral or individual character
which is a special personality that becomes the driving force
and mobilizer and distinguishes other individuals [2].
slamic character education is very important for students,
because internalizing the foundations of Islamic character in
students will have an impact on the harmonious school
environment and bring good influence. In connection with
the above, the writer is interested in conducting research on
how the role of Baitul Arqom in instilling the Islamic
character foundation of Muhammadiyah 1 Yogyakarta high
school students.
METHODS
This type of research is field research, because this activity
is carried out in the research environment, the approach used
is a descriptive approach which is a research method that
aims to collect data, facts and describe thoroughly and
thoroughly in accordance with the issues to be resolved [3].
Descriptive data are generally collected through surveys,
questionnaires, interviews, or observations [4]. The form of
this research approach is to use descriptive qualitative
analysis.
In this study the primary data source in question is in the
form of interviews with the Baitul Arqom committee about
the Role of Baitul Arqom Education in instilling the Islamic
character foundation of Muhammadiyah 1 High School
students in Yogyakarta who participated in Baitul Arqom
activities. Interview with Ustadz Fauzi as chairman of Baitul
Arqom. While the secondary data sources referred to in this
research are documentation of Baitul Arqom education
activities and field observations (environment and facilities
and infrastructure in supporting the Baitul Arqom education
process). Secondary data is obtained from the data on the
implementation of Baitul Arqom.
Data collection methods: (1) interviews This method is used
to obtain data from the Baitul Arqom committee team
(chairman, teacher in charge, cleric for activities) students
who take Baitul Arqom activities in Muhammdiyah 1
Yogyakarta High School, (2) observation, methods This is
used to determine the geographical location, facilities and
infrastructure in supporting the education of Baitul Arqom.
(3) documentation, this method is used to find
documentation data about the general description of Baitul
Arqom Education in Muhammadiyah 1 Yogyakarta High
School. (4) questionnaire, in this case the author views the
questionnaire as the most practical instrument for collecting
data related to the role of Baitul Arqom's education in
shaping the character of students after attending Baitul
Arqom's education.
The method analysis of the data that in use is qualitative
analysis descriptive .After data collected , so the next step is
to analyzed data , the technique of data available for analysis
that is to analyzed data that which has accrued to be drawn a
 conclusion. The steps used are collecting data, reducing
data, presenting data and collecting verification conclusions
(Miles and Hiberman, 1992: 16). First, after the merging of
data is complete, the authors do data reduction that is
classifying, directing, removing unnecessary and organizing
so that the data is disaggregated. Second, the reduced data
will be presented in narrative form. Third, conclusions are
drawn from the data presented in the second session with
conclusions drawn.
III. RESULT AND DISCUSSION
Result
Development of Islamic Character Education in shaping
Muslims who are trying in an educational or school
environment requires several aspects to support the
character of Islam. From the results of an interview with
Ustad Fauzi as chairperson of the Baitul Arqom
Muhammadiyah 1 Yogyakarta High School:
A. Aqidah Aspects
Baitul Arqom activity became one of the media in
fostering true belief in students about the understanding of
Aqeedah as taught by Rasulullah SAW.
B. Ibadah Aspects
In the implementation of Baitul Arqom very intensive in
organizing religious education, in the Baitul Arqom
activities the head of the committee always coordinates in
guiding and controlling students during the Baitul Arqom
activities.
C. Akhlak Aspects
In Baitul Arqom activities teach material morality to
God, morality towards fellow human beings, morality
towards animals, morality for plants, and also teaches dress
ethics, as one of the provisions for students in carrying out
their daily lives to reflect those who have noble character . .
By teaching moral education material, students are expected
to become students who have noble character in accordance
with the vision of Baitul Arqom, which is to form humans.
The role of Baitul Arqom in the formation of students'
Islamic Characters including intensive Coaching by
Facilitators, Imam Training and teachers in educating,
providing material that is able to motivate students of
Muhammadiyah 1 High School Yogyakarta to practice
worship according to Muhammadiyah guidance, and
supervise attitudes or behavior students during the Baitul [1] Ali, Mohammad Daud.
Arqom activities.
Provisions for students in daily life so that people have[2]
noble character. With the teaching material of student
education, students must have characters that are in[3]
accordance with the vision of Baitul Arqom who formed our
human beings. [4]
Discussion
Furqon Hidayatullah (2010: 13) character is the quality or
mental or moral strength, character or character of
individuals who become special personalities who become
drivers and movers, as well as differentiating from other
individuals. Character is often equated with character,
someone gives character or character, if it has succeeded in
gathering value from the beliefs that are used by the
community as used morally in improving [5]. According
character is interpreted as a basic value that builds a person's
personality, formed well because it affects heredity and also
influences the environment, which distinguishes from others
and is created to adjust and behavior in everyday life [6].
According that the character is the original state that exists
in individuals who distinguish between themselves and
others [7].
Based on the theories of various figures above, it can be
concluded that Islamic character education is a process
undertaken to foster traits that are useful and beneficial in
improving the quality or mental or moral strength, character
or individual character, which is a special personality that
becomes driving and driving, which distinguishes from other
individuals, and is manifested in their attitudes and behavior
in everyday life. To achieve Islamic character education
required supporting activities one of which with Baitul
Arqom.
In building a person's character in the world of education it
takes the foundations that support the character in a person
so that in everyday life is able to reflect the noble attitude as
demonstrated by the Prophet. In building this foundation
begins with strengthening some of the main aspects in the
formation of an Islamic character which is approved from
Aqeedah, Worship, Morals. There are many factors that
highlight human character, character, morals, character and
ethics. Of the many factors, the experts classify them into
two parts, namely internal factors and external factors.
IV. CONCLUSION
Based on research results Role Baitul Arqom in the
Formation of Islamic Characters Muhammadiyah 1
Yogyakarta high school students can argue that Baitul
Arqom has a role in providing guidance and coaching
students of Muhammadiyah 1 High School Yogyakarta in
the framework of the foundation of Islamic character, both
in the field of Aqidah, Morals, and Worship. All three are the
main foundation in forming students with Islamic character.
REFERENCES
2010. Pendidikan Agama Islam. Jakarta: PT Raja
Grafindo Persada
Hidayatullah, Furqon. 2010. Pendidikan Karakter : Membangun Peradaban
Bangsa, Surakarta. Yuma Pustaka.J
Arikunto, Suharsimi. 1993. Prosedur Penelitian suatu Pendekatan Praktik.
Jakarta: Rineka Cipta
Arikunto, Suharsimi. 2010. Prosedur Penelitian suatu Pendekatan Praktik
edisi revisi. Jakarta: Rineka Cipta.
[5] Zuriah, Nurul. 2007. Pendidikan Moral dan Budi Pekerti Dalam Perspektif
Perubahan. Jakarta: PT Bumi Aksara.
[6] Hamid, Hamdani. 2013. Pendidikan Karakter Perspektif Islam. Pustaka
Setia: Bandung.
[7] Gunawan, Heri. 2012. Pendidikan Karakter Konsep Dan Implementasi.
Bandung.
 The Role of Guidance and Counseling in Student
Character Education
1thMuh Farozin 2ndLuky Kurniawan
Guidance and Counseling Guidance and Counseling
Faculty of Education Faculty of Teacher Training od Social Education
State University Yogyakarta Mercu Buana University of Yogyakarta
Yogyakarta, 55281, Indonesia Yogyakarta, 55753, Indonesia
farozin.uny.ac.id luky@mercubuana.ac.id
Abstract— Character education is now a necessity for students.
As the successor to the nation, students are expected to develop
commendable habits and behavior in line with religious,
cultural and national character values. The intended character
characteristics are the value of sholeh and sholekhah
characters, the value of the Pancasilais character, and the value
of the characters contained in the national education goals.
Guidance and counseling as an integral part of education have
an important role in instilling, internalizing and developing
character values in students. Character education of students
through guidance and counseling services can be done through
two strategies, namely through basic services and responsive
services. Basic services are services provided to all students in
order to achieve the process of self-development optimally
through activities that prepare classically structured
experiences or groups that are systematically presented. Basic
services are designed to internalize and develop character
values in students and can help prevent behaviors that deviate
from character values. Guidance and counseling teachers are
required to be creative in designing innovative and varied basic
services. Varied and innovative basic services will build a
classroom atmosphere and service processes that are fun,
interesting and arouse students' emotions so that the
cultivation, internalization and development of character
values can be done to the maximum. Responsive service is a
service intended for students who face problems and need
immediate help, so as not to impede the achievement of their
developmental tasks. Responsive services are curative or
improve student behavior that is not in accordance with the
values of sholeh or sholekhah, Pancasilais, and character values
contained in national education goals.
Keywords—character education, guidance and counseling, basic
services, responsive services.
I. INTRODUCTION
Every human being at birth is holy or clean, and
basically has the potential or drive to always behave in
accordance with the whisper of conscience. Innate aspects
can develop dynamically, responsive to the influence of the
surrounding environment, including the influence of the
education it receives. Learning experiences obtained will
affect the development of the potential of students and the
creation of behavioral habits in daily life
Various surveys were carried out to see a picture of
thinking and feeling that led to the violent behavior of
students that occurred in the Indonesian education sector. A
survey conducted by NGO Plan International and the
International Center for Research on Women (ICRW) in
2015 stated that 84% of children in Indonesia experienced
violence in schools. This figure is higher than the trend in
Asia, compared to Vietnam 79%, Nepal 79%, Cambodia
73% and Pakistan 43%.
In the same focus, a survey conducted by KPAI
(National Commission for the Protection of Children and
3rdLuthfita Cahya Irani
Guidance and Counseling
Faculty of Education
State University Yogyakarta
Yogyakarta, 55281, Indonesia
luthfitacahyairani@.uny.ac.id
Women) released the number of cases of child abuse in
schools throughout 2011-2016 experiencing a significant
increase. Among them, in 2011 a total of 276 cases, in 2012
a total of 552 cases, in 2013 decreased 372 cases, in 2014
increased to 461 cases, in 2015 it increased again to 560
cases and finally in 2016 it increased to 580 cases.
Furthermore, based on the National School Development
Consortium study in 2017, it states that almost every school
has a case of violence, thus making Indonesia an emergency
bullying country (Kompas, Sunday, August 13, 2017).
Furthermore, as published in Kompas daily news on April
26, 2018, vocational students in Sukabumi were hacked and
died, the murder showed that the functioning aspects of
thought and taste were not functioning.
The series of cases described above are only a handful of
reality forms from the manifestation of the students' ability
to process intention. Then in the next few years, Indonesian
education will certainly face a variety of challenges in the
process of shaping the behavior of learners who are
characterized by values of life that are maladaptive.
Characteristic behavior in students requires the ability to
process aspects of copyright, taste and intention in a
balanced and optimal way. Ideally, the development of
copyright aspects optimally and also the development of
aspects of taste and intention can be followed to make
students achieve a healthy life. The ability to think highly
but feel less developed aspects will tend to be idealistic but
selfish learners. To be able to achieve harmony, balance and
wholeness in the development of aspects of creativity, taste
and intention requires education (educating, teaching,
guiding and training), guidance and counseling, training and
environmental support.
Understanding and practicing in full awareness and can
become healthy, productive, creative and innovative and
religious habits based on life norms imposed on students
requiring educational services (educating, teaching, guiding
and training), guidance and counseling and regular training
and support for a conducive environment. Education is a
conscious and planned effort to create an atmosphere of
learning and learning process so that students actively
develop their potential to have spiritual spiritual strength,
self-control, personality, intelligence, noble character, and
the skills needed by themselves, society, nation and state
(Law SPN No. 20 of 2003 Article 1 paragraph 1). While
guidance and counseling as an integral part of education is
an effort to facilitate and make students independent in order
to achieve full and optimal development. Guidance and
Counseling Services are systematic, objective, logical, and
ongoing efforts that are carried out by the counselor or
teacher of Guidance and Counseling to facilitate the
development of students / counselees to achieve
independence, in the form of the ability to understand,
accept, direct, make decisions, and realize responsible
yourself so as to achieve happiness and prosperity in his life.
(Permendikbud No. 111/2014 concerning Guidance and
Counseling).
 The context of Guidance and Counseling services that
are integrated in school programs, has many strategic roles
that are practical for designing activities to improve the
affective domain of students including self-character.
Guidance and Counseling Services have a specific aspect of
understanding students in depth to determine the types of
needs and problems that are relevant need to be followed up
as a service of school education activities. In practical terms,
the Guidance and Counseling services have different goals
and domains for each school according to the types of needs
and problems that exist. This is in accordance with the
Regulation of the Minister of Education Regulation 111 of
2014 concerning Guidance and Counseling. The candy
emphasizes that practical guidance and counseling has a
strategic role to plan, arrange, implement and evaluate
programs to improve the affective domain of students, which
contains character values. Government policies on character
education are outlined in Permendikbud No. 20/2018
concerning Strengthening Character Education in formal
education units and Presidential Regulation No. 87/2017 of
Strengthening Character Education.
. METHODS
The purpose of this study is to describe the role of guidance
and counseling in the character education of students. The
type of this research is the study of literature. Zed in
Kartiningsih research (2015) said that the literature study
method is a series of activities relating to the method of
collecting library data, reading and recording, and studying
research material. Kartingsih added that the study of
literature was carried out by each researcher with the main
objective of finding a foundation / foundation to obtain and
build a theoretical foundation, framework of thinking, and
determine provisional estimates or also called hypotheses.
So that researchers can group, allocate, organize, and use
library variations in their fields.
III. RESULT AND DISCUSSION
In terminology the word character comes from the
Greek "charassain" or "to mark" which means to carve,
mark and focus on how to apply the value of goodness in the
form of action and behavior (Wynne, 1991). While based on
the Big Indonesian Dictionary (KBBI) character is character,
habit, portrayal of mental characteristics or character which
can be used as a basis for differences with others (2008:
639).
Character is the value of human behavior, both related
to God, self, others, and the environment. Character is
closely related to knowledge about morals, moral feelings,
and moral behavior and habits (Marzuki, 2018). Knowledge
about good influences the intention to do good and to do
good deeds too. The habit of doing good deeds based on
healthy thoughts and feelings influences comfort in life, and
vice versa.
For example, students beat up teachers until the teacher
died, sadistic murders committed by youths, robberies
committed by a group of youth and adults, stabbing
committed by a group of youths, corruption committed by
state officials and the adoption of state regulation policies
that erroneously constitute an act or behavior immoral and
unsettling society. Habits in life that are praiseworthy are
closely related to the knowledge of goodness, give rise to
intentions of goodness, and do good for oneself and others.
Conversely, bad or bad character is closely related to bad
habits in life that can harm or misery for others or yourself.
The character of each individual has an influence on the
activities of daily life both to oneself, the environment, the
nation and country. Forming characters requires a fairly long
process and many factors affect. Each factor has an
influence on the formation of individual characters with
their respective portions. Characteristics that are intended
are many kinds of reviews and formulations. In an effort to
obtain a picture of the character that is expected to have a
positive impact on the progress and development of the
nation and state, will be presented the character of
individuals who are pious, sholekhah, national education
goals, and the character of Pancasilais. If every individual
has understood, possessed, lived and practiced these
characteristics, the life of the nation and state society that is
safe, peaceful, peaceful, happy, prosperous and safe.
If the formulation of educational goals as stated in Law
No. 20 of 2003 concerning the National Education System
has been understood, owned and lived and applied in life so
that the Indonesian nation and state will advance and
develop and be dignified. If the values contained in the five
precepts of Pancasila are understood, owned and lived and
applied in life, the Indonesian nation and state will become
safe, secure, just and prosperous. The integration of the
formulation of character characteristics for each individual
is very beautiful and ideal and interrelated. National policies
in the administration of education have an effect on the
attainment of these character formulations. Components
related to the administration of education in the education
unit include management and supervision, subject learning
and guidance and counseling. Guidance and counseling as
one component in the administration of education aims to
help the achievement of educational goals. The application
of the nature and function, components and fields of service
as well as guidance and counseling service strategies
contribute to the achievement of the individual character
desired by the Indonesian nation and state.
a. Character Education in Pancasila Value Items
Pancasila as a source of positive law is designed to
be the philosophy of life of the Indonesian people.
Pancasila is not only the ideology of the nation, but also
a view of life in the life of the nation and state. The
values contained in each of the true precepts, if they
have been understood, interpreted, and applied in life,
the Indonesian nation and state will become safe,
secure, just and prosperous. The diversity of the
philosophical values of the Indonesian people, which
are united in five precepts, is a basic capital that is very
relevant in character education.
The first precept is a representation of the values of
tolerance between religious communities and also a
symbol that religion must be the main basis for each
individual. The second precept illustrates the character
of Indonesian society which has etiquette and justice.
The third precept contains ideals of conflict avoidance
and national unity, both physically, socially, morally and
ideologically. The fourth precept is illustrated in
everyday life to live democratically and respect the
opinions of others. The fifth precept is based on a basic
affective sensitivity in terms of social relations with the
2
 wider community. Implementation of character values
contained in the Pancasila precepts to become a
character is important in the lives of Indonesian people,
especially the young generation of the nation. The noble
values in Pancasila that have been formulated into 36 or
45 items have been taught to be understood and lived in
the life of the nation and state.
b. Character Education in Sholeh and Solekhah
Context
The person who is "pious" and "pious" is a
characteristic that is the goal of Indonesian people in
relation to God Almighty. The word sholeh refers to
men, while sholekhah refers to women. Sholeh's own
definition according to KBBI is a man who is obedient
and truly performs worship (2008: 1249). A person who
is characterized by pious and sholekhah is always
subject to the commands of his Lord and away from all
His prohibitions. The person who is pious will bring the
values of religiosity in accordance with the religion he
embraces in everyday life in a firm and consistent
manner.
If every individual has understood, possessed, lived
and practiced the character of sholeh and sholekhah
then life in a safe and secure society will be achieved.
School counselors are in a special position to help
young people / students make their own choices about
the depth of their religion (Dobmeier, 2011) Each
person will always remember his Lord in every action,
that every action will have positive and negative sides
along with the benefits and consequences. A pious
person is expected to easily fend off when there is a
threat from the environment that has the potential to
change his character, due to having God as a protector
and moral system. The ability to overcome problems
will also be more effective with the awareness to not
easily give up. Furthermore, the person who is pious
and pious is mentioned even though it is still implicit in
the first principle of the Pancasila, the Godhead.
c. Character Education Based on Law on National
Education System No. 20 of 2003
The values which are the ideals of national
education are listed in Article 1 of Law Number 20 Year
2003 concerning the National Education System. The
article explains that education is a conscious and
planned effort to create an atmosphere of learning and
learning process so that students actively develop their
potential to have spiritual spiritual strength, self-control,
personality, intelligence, noble character, and the skills
needed by themselves, the community, the nation and
country. Education as a conscious and planned effort
means that education is intentional and carried out
through a series of structured and systematic learning
activities. The atmosphere that is built is not only
related to the transfer of knowledge (transfer of
knowledge) but also the transfer of value which is the
spirit of national education as an effort to humanize
humans.
Humans have at least two basic motivations namely
the urge to engage vertically or horizontally, as well as
students. Vertical relationships can be interpreted that
humans need relationships that involve the God
dimension. The implication is for guidance and
counseling, then in helping develop students' potential.
Guidance and counseling teachers / counselors need to
cultivate religious spiritual strength that will underlie
every student's behavior. Spiritual religion does not only
talk about the practice of worship or ritual. Religious
spirituality means that students consider all their actions
according to good and bad according to the teachings of
the religion they hold.
The horizontal aspect of relationships is the urge of
humans to relate to each other. This impulse then
becomes the reason humans are called social beings.
Relationships with others are realized through
interactions with fellow human beings to achieve
happiness in the world. Related to their interactions
with fellow humans, students still consider religious
values so that the balance of world life and the hereafter
will be achieved.
Spiritual strength possessed by students also
becomes the basis for their lives to develop self-control.
Internalization of spiritual values becomes a
consideration for students to do or choose not to do
something. Self-control means that students conduct
cognitive evaluations of choices, students who have the
power to control themselves will have inner-control so
that they are able to make wiser choices. Wise choice
means that students conduct a choice analysis and
evaluate their actions based on consideration of
religious rules.
The purpose of national education in addition to
helping students optimize their potential to have
spiritual strength, and self-control also helps students to
grow as strong individuals. Spiritual strength and self-
control then contribute to the formation of a person who
has a strong personality. Learners' personalities develop
through the educational situation in general, and
guidance and counseling services that are independent
in particular. Then the role of guidance and counseling
is also directed to be able to facilitate the ease of
achieving the ideals of national education.
Furthermore, the goal of national education to be
achieved through structured and systematic educational
activities is the effort to develop students' self-potential
in order to have intelligence that is useful for
themselves, the nation and the state. The intelligence
possessed by students is used wisely according to
religious rules. This is because education is not intended
to create robots of knowledge alone, but to realize
complete human beings. Whole human refers to the
optimal functioning of the learner's creativity, taste and
intention based on consideration of the values of the
foundation of life.
drives a person in good deeds (act morality), three
other aspects of character must be seen, namely
competence, will, and habit. Lickona (1991) argues that
"... education has had two great goals: to help young
people become smart and to help them become good".
Being a smart person and being a good person is not the
same. Character education has a higher meaning than
moral education, not just teaching right and wrong, but
rather inculcating habits about good things so that
3
 students become understand (cognitive domain) about
which is good and wrong, able to feel (affective
domain) the value good and used to do it (domain
behavior).
Conducting character education requires a personal
and group approach to a variety of strategies for
guidance and counseling services. Teacher guidance and
counseling must provide a good balance of attention to
all students, develop profound empathic skills and
understanding, intervene and place high expectations
for positive behavior changes in each student (Geltner
& Clark, 2005).
Guidance and counseling in schools has a role to
facilitate students in their efforts to achieve
developmental tasks and develop optimal potential in all
aspects of development involving physical, emotional,
intellectual, social, and moral-spiritual aspects.
Comprehensive guidance and counseling services are
applied through various components, including basic
services, responsive services, individual planning, and
system support (Gysber & Henderson, 2014).
d. Guidance and Counseling Service Strategies for
Student Character Eduation
Guidance and counseling service strategies for
character education can be carried out through basic
services and responsive services. Basic guidance
services are services provided to all students in order to
achieve the process of self-development optimally
through activities that prepare classically structured
experiences or groups that are systematically presented.
This service aims to internalize and develop students'
character values and can prevent behaviors that are not
in accordance with character values. The introduction,
internalization and character development through basic
services are directed at the development of the values of
sholeh or sholekah, the values of Pancasila characters,
and the values of characters in accordance with the
objectives of national education which are aligned with
the needs of students and the challenges of the modern
world. The introduction, internalization and character
development are carried out comprehensively by
involving all components in the school.
The success of good basic service management will
have a positive influence on the development of
students and have an influence on positive changes in
the school environment, especially related to character.
Basic services provide opportunities for guidance and
counseling teachers to provide guidance and counseling
teachers the opportunity to better understand the
characteristics of each student they are able to so that
they can build an initial relationship if students need
further services. Strategies for implementing basic
guidance services can be implemented through cross-
class guidance, classical guidance and group guidance.
Guidance and counseling teachers are required to be
creative in being able to design cross-class, classical
and innovative group guidance and group guidance.
Cross-class tutoring services, classical guidance and
varied group guidance will build classroom atmosphere
and service processes that are fun, interesting and
arouse students' emotions. The following are various
alternative methods that can be used by guidance and
counseling teachers (Hanim, 2015) including lecture
plus methods, group discussion, role playing,
sociodrama, psychodrama, mind maping, jigsaw and
problem based learning methods. Basic services are
designed to prevent and anticipate various possibilities
of the emergence and emergence of behavior that is
contrary to the value of character (sholeh / sholekah,
Pancasilais and character values contained in national
education goals), basic services carry out a development
function that facilitates the development of students'
character values (sholeh / sholekah, pancasilais and
character values contained in national education goals),
and basic services help students to maintain positive
behavior and character values (sholeh / sholekah,
pancasilais and character values contained in national
education goals) that are inherent in themselves.
Responsive services aim to help students or
counselees who are experiencing certain problems
relating to personal, social, learning, and career
development. The assistance provided is immediate,
because it is feared that it could hamper her
development and continue to a more serious level.
Counselors or Guidance and Counseling Teachers
should help students or counselees to understand the
nature and scope of the problem, explore and determine
the best alternative problem solving through a unique
interaction process. As a result of this service, students
or counselees are expected to experience changes in
mind, feeling, will, or behavior related to personal,
social, learning, and career development. Responsive
service strategies include individual counseling, group
counseling, consultation, collaboration, home visits and
referral cases. Guidance and counseling teachers are
required to master and be able to use counseling skills
and approaches in accordance with the problems faced
by the counselee. The use of appropriate counseling
skills and approaches will make the implementation of
counseling more targeted because it has a clear basis.
The process of individual counseling and group
counseling, often in opening the counselee / student's
thinking, the counselor uses the holy verses as a
foundation. The process of brainstorming on the
counselee's problem can also be interleaved with the
values of religiosity. This form of activity will indirectly
foster understanding, internalization and closeness
between students and the religion they hold. The
constructs of the character building of students need to
be strengthened with religious values to form personal
character sholeh and sholehah and be able to prevent
and display wise behavior when situations that threaten
self-character appear.
In line with the application to individual and group
counseling, consultation is the provision of advice,
input and advice given by counselors to those who need
it such as parents, educators, and other parties. Giving
advice is related to the problems being faced by
students and in the context of forming an atmosphere
that supports the development of character in students.
As a party whose professionalism is recognized, the
counselor can provide constructive, systematic and
scientific suggestions to help the parties deal with the
4
 problem. Wise discourse and incorporate the values of
Pancasila character, in accordance with the objectives of
national education, and encourage students to become
individuals with sholeh-sholehah character in
accordance with the knowledge mastered. Counselors
can also provide recommendations for the
implementation of activities that can later be done by
students so that the problem can be addressed while
character values can be well embedded. In-depth
analysis and discussion is needed to achieve a
comprehensive understanding of the counselor and lead
to the provision of appropriate recommendations.
Regarding the transfer of cases, the counselor needs to
ensure that the party given the trust to help the
counselee has professionalism in his field. In addition,
counselors can communicate with authorized parties in
order to include the character value element in the
service with counselees / students.
VI. ACKNOWLEDGMENT
Students (humans) have innate potential and develop
through education, guidance and counseling, training and
environmental influences. In students themselves consists of
elements of soul and body, creativity-sense-intention, as
individual and social beings, and as living in the world and
the hereafter. are individual and social creatures, each of
which has creativity, taste, and intention. These elements are
a unity and / or interrelated and are expected to develop
optimally. harmonious, harmonious and balanced and intact.
In an effort to achieve this development requires education,
guidance and counseling, training and a conducive
environment.
Character education is very important for students
because they will become the successors of the nation and
state. As the successor of the nation, it is hoped that students
can develop commendable habits and behavior in line with
religious, cultural and national character values. The
intended character characteristics are the values of sholeh
and sholekhah, the values of the Pancasilais characters and
the values of the characters contained in the goals of
national education.
Guidance and counseling as an integral component in
education have an important role in facilitating the
development of learners' potentials in an optimal,
harmonious, and balanced manner. The harmonious,
harmonious, and balanced development means that students
can behave in accordance with the demands of the
developmental tasks and standards of student independence
at every level of the education unit. In addition, harmonious,
harmonious, and balanced also refers to the development of
students to achieve the goal of happiness in life in the world
and the hereafter.
Character education of students through guidance and
counseling services can be done through two strategies,
namely through basic services and responsive services. First,
basic services as a process of providing assistance to all
students through the preparation of structured experience in
a classically classic or group that is presented systematically
in order to develop long-term behavior according to the
stages and tasks of student development. Basic services are
prevention, development and maintenance. Second,
responsive services as an effort to provide assistance to
students / counselees who face problems and need
immediate help, so that students or counselees do not
experience obstacles in the process of achieving their
development tasks. Responsive services are curative or
improve student behavior that is not in accordance with the
values of sholeh or sholekhah, Pancasilais, and character
values contained in national education goals.
To achieve the goal of character education, the
implementation of guidance and counseling services must be
carried out by professionals who have academic
qualifications and academic competencies and professional
competencies as stipulated in Permendiknas Number 27 of
2008 concerning Academic Qualification Standards and
Counselor Competencies, and Permendikbud No.111 / 2014
concerning Guidance and Counseling in Basic Education
and Secondary Education namely Bachelor of Education (S-
1) in guidance and counseling and has passed the
professional education of guidance and counseling teachers
(PPGB / K).
REFERENCES
[01] Depdiknas. Kamus Bahasa Indonesia. (Jakarta: Pusat
Bahasa, 2008)
[02] Depdiknas. (2007). Penataan pendidikan profesional
konselor dan layanan bimbingan dan konseling dalam
jalur pendidikan formal. (Jakarta: Direktorat Jenderal
Pendidikan Tinggi, Departemen Pendidikan Nasional
bekerjasama dengan ABKIN, 2007)
[03] Direktur Jenderal Guru dan Tenaga Kependidikan.
(2016). Panduan bimbingan dan konseling pada
pendidikan dasar dan pendidikan menengah (SMA).
(Jakarta: Dirjen GTK bekerjasama dengan ABKIN,
2016).
[04] Direktur Jenderal Guru dan Tenaga Kependidikan.
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konseling di sekolah dasar (SD). (Jakarta: Dirjen GTK
bekerjasama dengan ABKIN, 2016).
[05] Direktur Jenderal Guru dan Tenaga Kependidikan.
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2016).
[06] Direktur Jenderal Guru dan Tenaga Kependidikan.
Panduan operasional pelaksanaan bimbingan dan
konseling di sekolah menengah atas (SMA). (Jakarta:
Dirjen GTK bekerjasama dengan ABKIN, 2016).
[07] Dobmeier, R. A. School counselors support student
spirituality through developmental assets, character
education, and ASCA competency indicators.
Professional School Counseling, 14(5), (2011), 317-
327.
[08] Geltner, J. A., & Clark, M. A. Engaging students in
classroom guidance: Management strategies for
middle school counselors. Professional School
Counseling: ProQuest Education Journals. 9(2),
(2005), 164.
[09] Gysbers, J. P., & Henderson, P. Developing &
managing your school guidance and counseling
program (5th ed.).. (Alexandria, VA: American
Counseling Association, 2012).
[10] Hanim, W. Metode-metode bimbingan klasikal.
Makalah. Bimbingan Teknis Guru BK Atau Konselor
SMK. (Jakarta: Kementerian Pendidikan dan
Kebudayaan. Direktorat Jenderal Pendidikan
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 Menengah. Direktorat Pembinaan Pendidik dan Tenaga
Kependidikan Pendidikan Menengah, 2015).
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Kebudayaan RI Nomor 81a Tahun 2013 tentang
Implementasi Kurikulum 2013. (Jakarta: Kemendikbud
RI, 2013).
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Kebudayaan RI Nomor 111, Tahun 2014, tentang
Layanan Bimbingan dan Konseling pada Pendidikan
Dasar dan Pendidikan Menengah. (Jakarta:
Kemendikbud RI, 2014).
[13] Kemendiknas. Standar Kualifikasi Akademik dan
Kompetensi Konselor. (Jakarta: Kemendiknas RI,
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[14] Lickona, T. Educating for Character. (New York:
Bantam Books, 1991)
[15] Lickona, T. (1997). The teacher’s role in character
education. Journal of Education. 179(2), (1997), 63–
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[16] Republik Indonesia. Undang-Undang No 20 Tahun
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Columbia University, 1991).
.

6
 The Success Story from Inclusive School: A Case
Study
1st Septinda Rima Dewanti
Guidance and Counseling 2nd Zeti Novitasai
Universitas Negeri Yogyakarta) Guidance and Counseling )
Yogyakarta, Indonesia Universitas Nahdatul Ulama Sunan
septindarinda06@uny.ac.id
Bojonegoro, Indonesia
novitasari_zeti@yahoo.com
Abstract— This paper provided a descriptive explanation about
a self-confidence of slow learner student (SLS). Self-confidence
is an indicator to measure the successfulness of student with a
special need. As the goal of inclusive school that provided an
environment to makes all children learning together. The case
study method is used to find factors that influence the self-
confidence of SLS. The result of the study found there are 3
factors that a teacher should do to improve the self-confidence
of SLS. First is trust. Second is behavioral techniques and the
last is respectful environment.
Keywords— slow-learner, self-confidence, inclusive school.
I. INTRODUCTION (HEADING 1)
The student with IQ 80-89 classified as low average [1]. Most
children in this category show immature language patterns
and have a problem in speech [2].[3]. They not only lack
judgment but also face a problem with social behavior.
Sometimes, They are showing anxiety, frustration, aggression
[4].[5]. They forget easily and have trouble on understanding
several steps in a task. In another case, the children show
proficiency with detail tasks rather than a subject area [6].[7].
In many conditions, they find it difficult to transferring
information in one situation to other situation.
A SLS does not meet criteria for an Intellectual Disability
(previously called mental retardation IQ bellow 70)
[8].[9].[10]. However, they understand slower than average
students and will need more and specific help to succeed.
The developmental problems that SLS facing, push them to
become a lack of confidence [11]. Many people more focused
on the disability rather than the ability of SLS. Focus on the
disability lead people to distract attention from what the
individual can do [7]. So, The estimates from other people
decrease their self-esteem.
Many believe that self-esteem is one of the most important
portions of self-concept [12]. Indeed, for a period of time, so
much attention was seen that self-esteem has the same
meaning as self-concept. Self-esteem refers most generally to
an individual’s overall positive evaluation of the self [13].
Self-esteem is a concept related to a basic sense of efficacy
and a fundamental sense of worth. It’s also referring to
people's competence and worthiness. High self-esteem gave
a positive relationship to positive outcomes for the individual
and society as a whole [14]. Low self-esteem tends to
depression and anxiety [15].
In the inclusive school, the student with disabilities, likewise
SLS, was helped to meet their worthiness and potential [16].
The program of special education is to help students with
disabilities to help them live full, happy, productive lives.
Giri
II. METHODS
The case study method was used in this study. The procedures
were 1) chose a case, 2) specified the question for
investigation, 3) determined the data collection techniques, 4)
determined the data analysis technique, 5) data collection, 6)
data analysis.
The subject in this study was the SLS with IQ 80. He was in
the first grade and at age 16th. The location of the study was
in SMK Negeri 2 Malang, an inclusive vocational high school
in Malang, Indonesia. When enrolled in the school he was
silent and passive, lack of confidence but no sign in
aggression or another emotional disruption. His name is Doni
(not real name).
This study took almost 2 years. It started in August 2013 and
finished in March 2015.
The researcher's role was as the data collector. The first
researcher was his shadow teacher and the main sources in
this study. To ensure the validation of data, the second
researcher as outsider ensured the validation of data
collection. The second researcher checked the data, was it
right? Was it important? Was it bound? and so on. The second
researcher was responsible for observing the interaction
between the first researcher and the subject.
Instruments that used to collect data were anecdotal notes,
observation, and interviews. An anecdotal note was the main
instrument in this research. Data collection procedure
consisted of 1) data reduction, 2) data display, 3) verification
and conclusion.
III. RESULT AND DISCUSSION
His first condition when enrolled the school, than we
described that as baseline, were 1) shown the anxiety, 2)
rejected to communicate with other students, 3) stayed still
and silent whole time in the classroom, 4) drooled, 5) always
run to his shadow teacher office when break time, 5) only
communicated with his shadow teacher.
Before the shadow teacher, decided on what approach that
will use to improve self-confidence she motivated him to
made him trust me.
The shadow teacher persuaded Doni to learn together with his
friends in a regular class. Example of instruction that the
shadow teacher said:
“it’s ok to be here with me sometimes”,
“Doni, today you learn in a regular classroom with your laugh at him. Or, when he tried telling his story to his friend,
friend, ok?” no one pay attention to him.
“I know that you able to learn in the regular classroom” So, I tried to provide a respectful environment for him. I gave
his classmate information about who is a slow learner and
“you wrote your note nicely. Your writing are sequences, so
how to help them. I did this thing along with religion teacher,
I think you can learn independently in the regular classroom”
social teacher and guidance and counseling teacher. We
“please try to study with your friend in the regular classroom, ensure that his classmate shows respect to him.
take a note for what the teacher (regular teacher) said, then
His friend started to show respect for Doni. His friend gave
we will discuss it later”.
him to trust to do something like sending an email to their
That were the instructions that the shadow teacher said to teacher or asked him to prepared papers for a test.
motivated Doni. But, after 2 months left, Doni did not show
Doni started showing confidence. He did not drool anymore.
development. He still stuck with his shadow teacher. In the
He looked happier. He started talking and laughing with his
regular evaluation moment, the shadow teacher and other
friend.
teachers decided to change the approach. We decided to wait
until Doni ready to go in the regular classroom. The shadow Although he began feeling comfortable in school, he
teacher started to trust him, that he would be going to the communicated with his friends only in the classroom. When
regular classroom on his own. break time he spent all the breaktime with me. He ate his
lunch with me. Told me what he had done with his friend in
This was the dialog that shadow teacher said to him likes;
class. We decided to make another target. We wanted to make
“it’s ok to be here with me sometimes”, Doni more sociable like ate lunch in the school canteen and
signed on talent activity. It is easy to make him signed on
“I trust you, and I know you want to trust me”
talent activity because actually, he wanted to try that. He
“I know that you want to play with your friend but you just applied to the photography club.
too shy to start communication”
I worked together with his classmate to made him eager to eat
“It’s not a big problem to learn slowly” at the canteen with his friend. The respectful classmate had
done the big role to build Doni’s self-confidence.
“Fine, we don’t need to hurry”
In figure 1 you can see the table of Doni’s self-confidence
“So, would you like to try?” development.
“Sometimes, I feel more comfortable alone, just like you fig. 1 Case study timeline
now”.
That trust gave a positive impact on Doni’s development. He
surprised me, by answering his friend a simple question, like
“good morning”, “I’m fine”, “you too”, “ok”, “yes”. And that
situation lasted until this semester ended.
In the second semester, I designed a reinforcement technique
to develop Doni’s self-esteem. Especially is to build his
confidence, so he is willing to learn together with his friend
in a regular classroom.
We agreed that he would try to turn in a regular classroom.
He would take 10 minutes in the regular classroom. The
impact was he drooled, as the indicator of an anxiety. But as
time pass, he succeeds in being in a regular class for 10
minutes. This progress took 2 months. Every time he stayed
in class for 10 minutes the shadow teacher gave him a
reinforcement by saying “wow”, “good job”, “you are so
cool”. He was started to say “hi….” to his friends too.
For the next month, the time was extended from 10 minutes
to 20 minutes. By the end of March, he spent 25 minutes
without the shadow teacher in the regular class. But he still
found hard to ask and say something not only to his friends
but also to his teachers. At the end of this semester, Doni
succeeds in learning in the class for 40 minutes as long as the
learning process for one subject. From this case study, I found that to help Doni, first of all, the
shadow teacher should trust him. The second is to help him
In the second year, the target was he feel assure to ask and say use appropriate techniques and the last is to provide a
something to others. From the interview with his parents, respectful environment.
Doni did have a trauma. When he was at junior high school,
his friend bullied him and force him gave his money. When Discussion
Doni said something like answer teachers questions his friend Self-confidence or self-esteem is taking part as the main role
of the success of SLS [15].[3]. Peoples keep themselves in
high self-esteem because to preserve and elevate positive
information about who is she/he, relative to negative
information [15] [17]. So, It is necessary for the student with
disabilities.
From this research, Although the shadow teacher has spent 2
months on motivating the student, It did not work. This failed
because the teacher did not provide choices. She focused on
the instruction to learn in a regular class. This finding is linear
to the previous research about motivation. The effective ways
to motivate SLS is by giving them choices [18].[19].
Providing choices for what are they going to do whether it is
in arts, athletic, writing or reading, math, or any other area
makes students take a more engaging role in their learning
[20].
First, Put your trust in your student. Put trust means we
believe that the student will improve to some degree [7]. In
another way, trust showed by designing the intervention
based on an individual characteristic [21]. Self-concept
interventions need to be designed individually. Some
educators propose that approaches to build SLS self-
confidence by using positive feedback, express acceptance,
and a non-judgmental attitude by reducing social comparison,
listen, care, respect, and support the child [22]. It can take
place in the school and at home.
Second, using behavioral reinforcement technique to train the
student with disabilities are effective [16]. [21]. Detail task
and procedural approach to what behavioral provide help SLS
learn easily [23].
Respectful environment as one of the main basis of the
success of SLS. Social supports are influencing factors that
educators should aware of [24]. [7]. By involving positive
peer reporting, peer tutoring, cooperative learning, and
engagement found as an effective strategy to build self-
concept [21]. Respectful students give a big impact on
building a respectful school environment [25].
IV. CONCLUSION
This study disclosed three factors that influence the success
of a slow learner student. First is teacher trust. Second is the
reinforcement behavioral technique. The last is a respectful
environment.
This study used a single subject case study. That’s means
information about the problem only focused on the individual
situation or characteristic. That became the limitation of this
research.
Another limitation is in this study focused on the interaction
between the student and the school environment (teacher,
classmate, and principles). This study was done without put
emphasize on student interaction with his family at home.
For further study, I want to suggest designing more extensive
research by including more subjects as the resources of the
study. Research that focused on not only the school
environment but also family interaction will be a
comprehensive study in special education.
ACKNOWLEDGMENT
The author wants to say thanks for SMK Negeri 2 Malang,
where the research was conducted.
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 Special Interests Development Supports in an
Autistic Students
Thalia Ayu Rini
Yogyakarta State University
Yogyakarta, Indonesia
thalia.ayu2015@student.uny.ac.id
Abstract— The purpose of this case study was to describe
special interests development support in an autistic student at
Dian Amanah Autism School in Yogyakarta. This study
collected data about 1) form of special interests; 2) model of
interest’s development; 3) consequence of special interests; 4)
and special interests support. Data were collected through
observation, interview, and documentation technique. Data
were analyzed by data reduction, data display, and drawing
conclusion/verification. The results showed 1) subject has two
forms of special interests i.e. on music and pictures; 2) special
interest on music triggered by family and persisted by
maintenance factors such as environmental opportunity,
perception of ability, cognitive reward, and emotional reward
while special interest on pictures triggered by other interests
and persisted by maintenance factors such as environmental
opportunity, cognitive reward, and emotional reward; 3)
special interest on music viewed positively because there was
perception of ability while special interest on pictures viewed
negatively due to behavioral problem; 4) giving supports to
subject’s special interest on music lead him to have
employment-related to his interest while unsupported special
interests lead him to exclusion.
Keywords— special interests, autism
I. INTRODUCTION
Autism Spectrum Disorder (ASD) is a strange social approach i.e. handshake with random people
neurodevelopmental disorder indicated by deficits in
communication and social interactions across multiple
contexts as well as restricted and repetitive patterns of
behaviors, interests, and activities [1]. Autistic individuals
can be described as having special interest such as the
character Raymond Babbitt portrayed by Dustin Hoffman in
the film titled ‘’Rain Man’’[2]. Raymond Babbitt has special
interest in Judge Wapner and The People's Court television
program [2]. Raymond's behavior that is interested in Judge
Wapner and The People's Court can also be categorized as
repetitive behavior which, according to Caldwell-Harris
often emerged in the form of intense interests that are
considered unusual [3].
Special interests can be categorized in Criterion B
Diagnostic and Statistical Manual of Mental Disorders Fifth
Edition (DSM V) for the diagnosis of autistic children i.e. the
existence of restricted and repetitive patterns of behaviors,
interests, and activities [1]. There are four indicators
included in Criterion B i.e. repetitive or stereotyped
behavior, inflexible to routines, highly restricted, and
hypersensitive to sensory input. The indicators in Criterion B
that are closely related to special interests are highly
restricted and inflexible to routines.
Many popular studies focus on the special interest of
individuals with autism or Asperger's syndrome [2]. Each
researcher using different terminology to express the main
symptoms in individuals with autism or Asperger's
Thalia Ayu Rini
Yogyakarta State University
Yogyakarta, Indonesia
Thalia.ayu2015@student.uny.ac.id
syndrome. Keywords that refer to these symptoms i.e.
intense interests, obsessions, fixations, repetitive behaviors,
interest areas, passions, special fascinations, and special
interests in autism, autism spectrum disorder (ASD),
Asperger's syndrome, Asperger's disorder, and high-
functioning autism. Following research from Caldwell-Harris
& Jordan [3], Grove [4], and Mandy [5], special interest is
then used to state one of the main symptoms in individuals
with autism in this study.
Facts found at Dian Amanah Autism School in April
2019, there is an autistic student who has an interest in
music. This was identified from the involvement of student
in any kind of activities related to music that is restricted and
inflexible. This interest is thought to be special interests in
autistic individuals. His interest in music also has both
positive and negative effects. The positive effect is that this
interest made him be able to sing and play the keyboard by
training both inside and outside school. He joins music
lessons in school and music class conducted by the Ministry
of Education, Youth and Sports in Special Region of
Yogyakarta. He also performed singing at various events
with his music band whose members are special need
children. On the other hand, the negative effect of his interest
in music is the emergence of behavioral problems. This
interest often distracts his focus on other activities, rising a
and mentioning the name of actor or actress during a
handshake. Further, he has restricted behavior and inflexible
to routines towards activities related to music.
Special interest may effects exclusion, shame, and
ridicule if it’s not identified, respected, and supported [6].
Professionals need to recognize and create support plans
toward special interests [6]. Parents and teachers can
collaborate to integrate special interests into school
curriculum [2] to accommodate special interests at school.
Parents and teachers need to support their interests even the
unusual one to be acceptable by society and lead benefits to
children. John Elder Robinson is one example of autism
whose interest led to a successful career [7]. His interest in
music and machines led him to be a successful author and
autism advocate.
II. METHOD
This research using a qualitative method with a case
study approach. Sukmadinata [8] stated that qualitative
research is used to describe and analyze phenomena, events,
social activities, attitudes, beliefs, perceptions, and people
either individuals or groups. According to Sugiyono [9], the
qualitative research method used to examine natural objects
with researchers as key instruments, data collection
techniques carried out by triangulation, data analysis is
inductive, and research results emphasize meaning rather
than generalization. Arikunto [10] suggests that case studies
are intensive, detailed and in-depth research on an
organization, institution or specific symptoms with a narrow
area or subject and it can be in the form of in-depth research
conducted on individuals [11].
This research was conducted at Dian Amanah Autism
School located in Sleman, Yogyakarta. The research using
classroom setting to observe behavior during the academic
learning process, music room setting to observe the behavior
when learning music, and school environment to observe
behavior outside of the learning process. This research is
carried out in July-August 2019.
The subject of this study was an autistic student at Dian
Amanah Autism School. The subject was chosen because of
his interest in music that has not yet been identified and
assessed as special interests. Data collection techniques in
this study used three methods i.e. observation, interviews,
and documentation. We interviewed parents, class teachers,
and music teachers at the Dian Amanah Autism School. The
instruments used were observation guidelines and interview
guidelines arranged based on observation and interview
guidelines grid. Data collected were in the form of special
interests, special interest development models, and
consequences of special interest. This study using Miles and
Huberman model to analyze the data [12] with the following
stages i.e. data reduction, data display, and drawing
conclusion or verification.
III. RESULTS AND DISCUSSION
A. Forms of Special Interests
The subject has an interest in music which is manifested
by singing, listening to music, watching music videos, and
playing the keyboard at school. The frequency of
manifestation is approximately two hours a day. Expressions
shown when engaging in musical activities are smiling,
jumping, and often showing flat or ordinary expressions.
His other interest is staring at pictures, especially photos
of singers. He manifests his interest by staring at photos on
the internet through his cellphone or laptop at home. The
frequency of manifestation in his interest in photos of singers
is approximately two hours per day which is one hour before
leaving school and one hour after school. He only showed a
flat or ordinary expression when staring at photos of singers.
B. The Special Interests Development Model
His interest in music started before school-age. In his
childhood, he often listened to music videos from his parents.
He also joined guitar lessons and singing course in a short
time. His extended family also loves music especially
singing and playing musical instruments.
His interest in photos of singers emerge because of his
interest in music. Previously when he was two years old, he
was interested in mosque pictures because he saw a mosque
on television. At his school age, he watched cartoon ‘’
dragon ball’’ and ‘’power ranger’’ on television then made
him interested in pictures of ‘’ dragon ball’’ and ‘’power
ranger’’. As he had no cellphone yet to stare at the images,
he collected the images from magazine, newspaper, and
pamphlet.
C. Consequences of Special Interests
His interest in music is manifested both at home and
school because of positive response from family and teacher.
They think that he has music skill and tend to lead a positive
impact on social and emotional aspect.
On the other hand, his interest in photos of singers
previously manifested both at home and school but now, he
only manifests his interest in photos of singers at home. That
is because school teachers tend to give negative responses by
banning the manifestation of his interest that cause
behavioral problem such as seizing cellphones or computers
at school to see photos of singers.
D. Supports on Special Interests
Parents especially his father always supports him to
engage in activities related to music. Parents do a good
collaboration with the class teacher and music teacher to
provide him chances to learn about music especially singing
both inside and outside school. His father always
accompanies him to join music class or music performances
outside school. Parents and teachers do believe that he has
the ability and skill in music. On the other hand, parents give
him chance to engage his special interest in photos of the
singers by providing facilities such as cellphone and laptop.
When teachers view negatively about his interest in photos,
his parents always view positively and plan to bring his
interest as a useful skill.
IV. DISCUSSION
A. Form of Special Interests
The majority of autistic individuals have more than one
special interests [4] so does the subject in this study who has
special interests in music and pictures. The subject is
interested in singing and listening to songs. On the other
hand, he was very interested in staring at photos of singers
whose songs were heard and sung by him.
Highly restricted behavior is explained as an intense and
fixated interest e.g. strong attachment or preoccupation with
unusual objects and excessively circumscribed or
preservative interest [1]. This restricted behavior can be
identified when he engages in musical activities and staring
at photos of the singer as it’s his interests. He has a strong
attachment to music and a preoccupation with an unusual
object i.e. photos of the singers.
His focus on music and photos of singers is also unusual
or excessive so that it distracts his focus on other activities.
He often leaves current activities suddenly and cannot be
prevented or stopped to do a handshake with new coming
people then mentioning the names of singers and sometimes
followed by mentioning song titles or lyrics. This makes him
has a strange social approach.
His interest in music and photos is also fixated and
inflexible to daily routines. He has to manifest his interest
based on his schedule or daily routine. If it’s not, it can cause
behavioral problems such as stereotyped behavior and
emotional problem such as anger.
B. The Special Interests Development Model
In its development, special interest requires triggers and
some maintenance factors to maintain special interests [13].
There are four triggers of special interests i.e. another
interests, family, friends, and no particular triggers [13].
Each special interest of the subject has a different trigger.
Trigger from family plays an important role in his interest in
music while trigger from another interest lead him to have
special interests in pictures.
There are four maintenance factors [14] i.e.
environmental opportunities to engage in special interests,
subject's perception of his abilities (more people consider
them as able and skilled at the interest, the longer it is to be
maintained), the desire to know more about special interests
(cognitive reward), and feeling good when engage in special
interests (emotional reward).
His special interests in music have all four maintenance
factors while his special interests in pictures only have three
maintenance factors i.e. environmental opportunity,
cognitive reward, and emotional reward. His school
environment around does not perceive his interest in photos
as a useful or functional skill.
C. Consequences of Special Interests
Gunn & Delafield-Butt [15] find that special interests
affect academic, cognitive, social, and emotional skills. The
subject's academic skills are not affected by the existence of
special interest in music and pictures because his class
teachers have not integrated special interest in academic
lessons. His cognitive abilities in music and photos are still
in the stage of knowledge/memorization which is the lowest
thinking process in Bloom's taxonomy [16]. Subjects have
not been able to reach the stage of understanding,
application, analysis, synthesis, and evaluation in his special
interests. In the social aspect, his special interest in music has
a positive effect because it increases his social interaction
with people when engaging in activities related to music
while his special interest in photos has a negative effect
because it causes a strange social approach and isolates
himself from the environment. In the emotional aspect, both
special interests have positive and negative effects. Its
positive effect is positive feeling such as happiness and
comfort while its negative effect is anxiety and anger due to
changing routines related to his interest.
D. Supports on Special Interests
Supports on special interests can lead to a successful
career for individuals with autism [7]. In this study, subject
gets supports from parents and teachers to engage in
activities related to music such as music lessons and music
class. This supports lead him to improve his skills in music
and perform singing at various events that may become his
successful career in future time. On the other hand, his
interest in pictures only supported by parents at home but
get banned by teachers because it caused a behavioral
problem. In this case, his special interest in pictures effects
exclusion because it’s yet respected and supported by
teachers [6]. Teachers need to make a support plan towards
his interest in the pictures to utilize its powerful effect [6].
Bross & Travers [6] propose a four-step process to provide
school-based opportunities aligned special interest i.e.
identifying special interest by doing preference assessments,
matching special interest with school-based opportunities,
creating the plan, and evaluation of intervention on special
interest. This four-step may lead his interest in pictures as a
necessary skill for employment [6] rather than exclusion.
CONCLUSION
The subject has two special interests i.e. in the field of
music and pictures. Special interest in music emerges due to
trigger from family while special interest in pictures emerges
due to triggers from other interest i.e. music. His special
interest in music is supported by four maintenance factors
while his special interest in pictures is supported by three
maintenance factors. Special interests in music get a positive
response because the perception of ability in music while
special interest in photos get a negative response because it
causes behavior problem. It’s important to identify,
recognize, and supports students’ special interest as it may
become a future career or employment.
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 Pengupayaan Pelajar Melalui Program Pendidikan Pencegahan Dadah (PPDa)

Zurkarnan bin Hj. Yusoff

zurkurnanyusoff@gmail.com

Abd. Halim bin Mohd. Hussin, PhD

halimhussin@yahoo.com

Specialty Program For Alcohol And Drug Abuse, Universiti Sains Islam Malaysia

ABSTRAK

Penagihan dadah merupakan masalah sosial yang kini melanda populasi pelajar. Statistik
penglibatan pelajar dalam penagihan dadah menunjukkan trend peningkatan
penyalahgunaan dadah. Untuk mengatasi masalah ini Kementerian Pendidikan Malaysia
(KPM) telah memperkenalkan Program Pendidikan Pencegahan Dadah (PPDa) bagi
membantu pihak sekolah merancang dan melaksanakan program pencegahan di sekolah.
Justeru, suatu pendekatan yang lebih interaktif telah diperkenalkan bagi melahirkan murid
bebas dadah melalui program PPDa yang bersepadu dan menyeluruh daripada aspek
pengurusan dan kepimpinan, kurikulum, kokurikulum dan pembangunan sahsiah malah
malah dapat membina ketahanan dan jati diri yang tinggi di kalangan murid dari segi fizikal,
emosi, mental dan rohani. Program PPDa ternyata berupaya meningkatkan pengupayaan
pengupayaan belajar dari perspektif peningkatan perlindungan dalamproses perkembangan
mereka.

Kata kunci : penyalahgunaan dadah, interaktif, pencegahan

 SELF EFFICACY AND ACADEMIC ANXIETY

Isti Yuni Purwanti, Muhammad Nur Wangid, Siti Aminah

istiyp@uny.ac.id. nurwangid@uny.ac.id, sitiaminah@uny.ac.id
Bimbingan dan Konseling, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Abstract:

This study aims to describe the contribution of self-efficacy for academic anxiety
students of Universitas Negeri Yogyakarta. The study method uses a descriptive
quantitative approach with correlational research as type of research. Data collection
techniques using self-efficacy and academic anxiety questionnaires. Population in
this study were all students of UNY that consists of 7 faculties, while the sampling
technique used random sampling method. Pearson Correlation model analysis test
result shows correlation value of -0,647 with the direction of two variables is opposite
(negative). It means more higher of self-efficacy then more lower of academic
anxiety. Correlation test results based on the exact and non-exact science study shows
result of 21.4% and 29.6%, respectively. The results of the correlation test based on
gender shows that men had a correlation of 11.4% and women of 28.6%. Futhermore,
correlation test results based on the student’s grade year 2016, 2017 and 2018 shows
27.1%, 21.7% and 18.4% respectively. R-square simple linear regression analysis
results obtained by 0.281 shows that self-confidence affects the decrease in academic
anxiety by 28.1% while 71.9% is influenced by other factors or independent variables
not used in this study.

Keywords : self-efficacy, academic

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 Exploring anxiety of practicum counselors by using drawing activities.
Siti Kholijah Kassim
International Islamic University Malaysia

The study explores the anxiety of a group of practicum counselors in order to help them to cope
with difficulties and challenges during counseling practicum. The experiences were shared using
creative art activity (drawing) during their weekly supervision. Koltz and Odegard (2012),
mentioned that using creativity in supervision enables the supervisor to model the counseling
concept and gives opportunity for the supervisee or practicum counselor learn during the
practicum or internship. The study involved forty practicum counselors who were enrolled in
Bachelor of Education Guidance and Counseling program. They were undergoing a 7-week
counseling practicum in various areas in Klang Valley. The data revealed that the practicum
counselors were facing with various kinds of challenges such as relationship with community, and
inability to apply theories into practice.For these challenges, They adopted various kinds of
coping strategies to deal with their personal and professional issues. Communicating with friends
and university supervisor seems to be an important coping mechanism for them. The study
manages to capture various feeling related to their experiences at different phases of the
practicum journey (pre, during and post practicum). Through the drawings, they were able to feel
more at ease and be more objective in sharing their experiences. The study also confirms the
need for continuous support from supervisor and a platform to share their experiences during
supervision