The purpose of this paper is to describe the application of transactional analysis group counseling in the world of education. Literature review is the method used in this writing. The implementation of Transactional Analysis counseling has been implemented in schools from the elementary school to the tertiary level. In implementing the Transactional Analysis approach, it can be used for individual counseling, but it is more appropriate if it is carried out in group counseling. The basic concepts of Transactional Analysis include Injunction, Stroke, Life Script, Ego State, Life Position, Games and Redecesions. In Transactional Analysis counseling, individuals are said to be healthy and win when they are in the position of I'm OK, you're OK. There are 3 stages of transactional analysis in group counseling, namely the first is the initial stage, the second is the work stage, and the third is the final stage.
{"title":"PENERAPAN KONSELING KELOMPOK ANALISIS TRANSAKSIONAL DALAM DUNIA PENDIDIKAN","authors":"Awalya Siska Pratiwi","doi":"10.24176/jkg.v8i1.7753","DOIUrl":"https://doi.org/10.24176/jkg.v8i1.7753","url":null,"abstract":"The purpose of this paper is to describe the application of transactional analysis group counseling in the world of education. Literature review is the method used in this writing. The implementation of Transactional Analysis counseling has been implemented in schools from the elementary school to the tertiary level. In implementing the Transactional Analysis approach, it can be used for individual counseling, but it is more appropriate if it is carried out in group counseling. The basic concepts of Transactional Analysis include Injunction, Stroke, Life Script, Ego State, Life Position, Games and Redecesions. In Transactional Analysis counseling, individuals are said to be healthy and win when they are in the position of I'm OK, you're OK. There are 3 stages of transactional analysis in group counseling, namely the first is the initial stage, the second is the work stage, and the third is the final stage.","PeriodicalId":31311,"journal":{"name":"Jurnal Konseling Gusjigang","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41391034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Siti Muyana, Dara Gati Mustikaning Salamah, Erni Hestiningrum, Muya Barida
Everyone has their own standard of physical form. But in reality, not everyone has a physique that matches the standards he has made. This triggers many people who are less confident with their physical form. This condition makes researchers carry out research that intends to see the effect of body image on self-confidence. This research uses correlational quantitative research with student subjects. This research instrument uses a body image scale and a self-confidence scale. Validity testing uses expert tests and trials, while reliability uses Cronbach's Alpha. This research data analysis technique uses the Linear Regression formula. The results of the research show that there is an effect of body image on students' self-confidence. The magnitude of the influence of Body Image on self-confidence is 35.8%.
{"title":"PENGARUH BODY IMAGE TERHADAP KEPERCAYAAN DIRI SISWA","authors":"Siti Muyana, Dara Gati Mustikaning Salamah, Erni Hestiningrum, Muya Barida","doi":"10.24176/jkg.v8i1.6848","DOIUrl":"https://doi.org/10.24176/jkg.v8i1.6848","url":null,"abstract":"Everyone has their own standard of physical form. But in reality, not everyone has a physique that matches the standards he has made. This triggers many people who are less confident with their physical form. This condition makes researchers carry out research that intends to see the effect of body image on self-confidence. This research uses correlational quantitative research with student subjects. This research instrument uses a body image scale and a self-confidence scale. Validity testing uses expert tests and trials, while reliability uses Cronbach's Alpha. This research data analysis technique uses the Linear Regression formula. The results of the research show that there is an effect of body image on students' self-confidence. The magnitude of the influence of Body Image on self-confidence is 35.8%.","PeriodicalId":31311,"journal":{"name":"Jurnal Konseling Gusjigang","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47928609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Counseling services that are effective and on target are needed by counselors. Ideally, counselors should have insight, and skills in implementing creative and innovative counseling techniques. There are still counselors who have minimal knowledge and skills regarding counseling techniques. One of them is the assertiveness training technique in the group format, which is one of the recommended behavior counseling techniques to improve individual interpersonal competence. The steps for implementing assertiveness training are (1) rational strategy, (2) identification of situations that cause problems, (3) exploration, (4) role-playing, giving feedback, and better behavioral models. (5) carry out exercises and practice, (6) repeat the exercises, (7) do homework and follow-up, and (8) terminate. This implementation shows that group format assertiveness training can be implemented in counseling services to alleviate problems and improve individual interpersonal skills. Therefore, counselors are expected to improve their skills and apply group format assertiveness training in counseling services.Counseling services that are effective and on target are needed by counselors. Ideally, counselors should have insight, and skills in implementing creative and innovative counseling techniques. There are still counselors who have minimal knowledge and skills regarding counseling techniques. One of them is the assertiveness training technique in the group format, which is one of the recommended behavior counseling techniques to improve individual interpersonal competence. The steps for implementing assertiveness training are (1) rational strategy, (2) identification of situations that cause problems, (3) exploration, (4) role-playing, giving feedback, and better behavioral models. (5) carry out exercises and practice, (6) repeat the exercises, (7) do homework and follow-up, and (8) terminate. This implementation shows that group format assertiveness training can be implemented in counseling services to alleviate problems and improve individual interpersonal skills. Therefore, counselors are expected to improve their skills and apply group format assertiveness training in counseling services.
{"title":"Assertiveness Training Format Kelompok Dalam Pelayanan Konseling","authors":"Khadijah Lubis, Ria Hayati, Rizki Novirson","doi":"10.24176/jkg.v8i1.7395","DOIUrl":"https://doi.org/10.24176/jkg.v8i1.7395","url":null,"abstract":"Counseling services that are effective and on target are needed by counselors. Ideally, counselors should have insight, and skills in implementing creative and innovative counseling techniques. There are still counselors who have minimal knowledge and skills regarding counseling techniques. One of them is the assertiveness training technique in the group format, which is one of the recommended behavior counseling techniques to improve individual interpersonal competence. The steps for implementing assertiveness training are (1) rational strategy, (2) identification of situations that cause problems, (3) exploration, (4) role-playing, giving feedback, and better behavioral models. (5) carry out exercises and practice, (6) repeat the exercises, (7) do homework and follow-up, and (8) terminate. This implementation shows that group format assertiveness training can be implemented in counseling services to alleviate problems and improve individual interpersonal skills. Therefore, counselors are expected to improve their skills and apply group format assertiveness training in counseling services.Counseling services that are effective and on target are needed by counselors. Ideally, counselors should have insight, and skills in implementing creative and innovative counseling techniques. There are still counselors who have minimal knowledge and skills regarding counseling techniques. One of them is the assertiveness training technique in the group format, which is one of the recommended behavior counseling techniques to improve individual interpersonal competence. The steps for implementing assertiveness training are (1) rational strategy, (2) identification of situations that cause problems, (3) exploration, (4) role-playing, giving feedback, and better behavioral models. (5) carry out exercises and practice, (6) repeat the exercises, (7) do homework and follow-up, and (8) terminate. This implementation shows that group format assertiveness training can be implemented in counseling services to alleviate problems and improve individual interpersonal skills. Therefore, counselors are expected to improve their skills and apply group format assertiveness training in counseling services. ","PeriodicalId":31311,"journal":{"name":"Jurnal Konseling Gusjigang","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47995210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pandemi Covid-19 merupakan wabah yang tersebar di seluruh dunia yang berdampak pada perubahan pola hidup, khususnya di bidang pendidikan. Proses belajar mengajar dilakukan di rumah, karena penyebaran virus yang sangat cepat dan ketidak mampuan untuk memprediksi kapan kemungkinan akan punah. Oleh karena itu, peran Guru BK dibutuhkan untuk membantu siswa dalam mengatasi permasalahan yang dihadapi saat ini, dengan media layanan konseling, konseling, dan informasi melalui penggunaan layanan, seperti Zoom, Google Meet, Google Classroom, dan Grup Whastapp. Pelaksanaan pemberian layanan difokuskan pada peningkatan kecerdasan spiritual karena aspek inilah yang menjadi inti keyakinan setiap manusia. Ini merupakan studi literatur yang memberikan wacana dan gagasan tentang peran yang dapat diambil oleh Guru BK untuk membantu mengatasi masalah spiritual yang dialami siswa selama pandemi Covid-19.
{"title":"Peran Guru BK Dalam Mengembangkan Spiritualitas Siswa Pada Masa Pandemi Covid-19: Sebuah Kajian Pustaka","authors":"Aulia Urrohmah","doi":"10.24176/jkg.v8i1.6366","DOIUrl":"https://doi.org/10.24176/jkg.v8i1.6366","url":null,"abstract":"Pandemi Covid-19 merupakan wabah yang tersebar di seluruh dunia yang berdampak pada perubahan pola hidup, khususnya di bidang pendidikan. Proses belajar mengajar dilakukan di rumah, karena penyebaran virus yang sangat cepat dan ketidak mampuan untuk memprediksi kapan kemungkinan akan punah. Oleh karena itu, peran Guru BK dibutuhkan untuk membantu siswa dalam mengatasi permasalahan yang dihadapi saat ini, dengan media layanan konseling, konseling, dan informasi melalui penggunaan layanan, seperti Zoom, Google Meet, Google Classroom, dan Grup Whastapp. Pelaksanaan pemberian layanan difokuskan pada peningkatan kecerdasan spiritual karena aspek inilah yang menjadi inti keyakinan setiap manusia. Ini merupakan studi literatur yang memberikan wacana dan gagasan tentang peran yang dapat diambil oleh Guru BK untuk membantu mengatasi masalah spiritual yang dialami siswa selama pandemi Covid-19.","PeriodicalId":31311,"journal":{"name":"Jurnal Konseling Gusjigang","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44124322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT This study aims to develop the Short Movie “ASA” for media for guidance and counseling services to prevent sexual violence in high school. This research uses a Research and Development procedure. Based on the material expert’s assessment, the media obtained 94,4% with a decent category. Moreover, the media expert’s assessment showed 87,5 with a decent category. The result of the user test assessment is 92,27% in the decent category. In conclusion, the short movie “ASA” is decent for media guidance and counseling services to prevent sexual violence in high school. ABSTRACT This study is guidance counselling action research (PTBK) which was done in SMP Negeri 1 Paciran. Focus of this research is solving students’ lateness to school which was found in SMP Negeri 1 Paciran. The subject of this research is five students who came late. They got group counselling service to solve their problem. In addition, PTBK in this study contained two cycles which was done for eight weeks. The result of this PTBK shows that group counselling treatment can be used to solve students’ lateness to school. Keywords: group counselling service, lateness, PTBK
摘要本研究旨在开发一部短片“ASA”，为媒体提供预防高中性暴力的指导和咨询服务。本研究采用研究与开发程序。根据材料专家的评估，媒体获得了94.4%的不错的评分。此外，媒体专家的评估显示，87.5分属于不错的类别。用户测试评估的结果是92,27%的体面类别。总之，短片“ASA”是一个不错的媒体指导和咨询服务，以防止高中性暴力。摘要本研究是在SMP Negeri 1 Paciran进行的指导咨询行动研究（PTBK）。本研究的重点是解决SMP Negeri 1 Paciran中发现的学生迟到问题。这项研究的对象是五个迟到的学生。他们得到了团体咨询服务来解决他们的问题。此外，本研究中的PTBK包含两个周期，为期八周。该PTBK的结果表明，团体辅导治疗可以用来解决学生的迟到问题。关键词：团体咨询服务，迟到，PTBK
{"title":"Pengembangan Media Film Pendek “ASA” sebagai Upaya Pencegahan Kekerasan Seksual di Sekolah Menengah Atas","authors":"S. Aminah, Antonius Ian Bayu Setiawan","doi":"10.24176/jkg.v7i2.2213","DOIUrl":"https://doi.org/10.24176/jkg.v7i2.2213","url":null,"abstract":"ABSTRACT This study aims to develop the Short Movie “ASA” for media for guidance and counseling services to prevent sexual violence in high school. This research uses a Research and Development procedure. Based on the material expert’s assessment, the media obtained 94,4% with a decent category. Moreover, the media expert’s assessment showed 87,5 with a decent category. The result of the user test assessment is 92,27% in the decent category. In conclusion, the short movie “ASA” is decent for media guidance and counseling services to prevent sexual violence in high school. ABSTRACT This study is guidance counselling action research (PTBK) which was done in SMP Negeri 1 Paciran. Focus of this research is solving students’ lateness to school which was found in SMP Negeri 1 Paciran. The subject of this research is five students who came late. They got group counselling service to solve their problem. In addition, PTBK in this study contained two cycles which was done for eight weeks. The result of this PTBK shows that group counselling treatment can be used to solve students’ lateness to school. Keywords: group counselling service, lateness, PTBK","PeriodicalId":31311,"journal":{"name":"Jurnal Konseling Gusjigang","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49146702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this research is to develop REDI (Roda Efikasi Diri) game to increase the self-efficacy of students. This research and development method uses a Research and Development procedure, using steps: 1) preliminary study, 2) media development, and 3) media testing. Based on the material expert’s assessment, an average score of 0.81 was produced with a decent category. Based on the media expert’s assessment, an average score of 0.93 was obtained with a decent category. The result of the user test assessment is 96.67% in the very valid category. Based on the result of a limited field test, it was obtained tcount 1.172 ttable 0.727, so that H0 is rejected and Ha is accepted. So it can be concluded that REDI game is effective for increasing students self-efficacy.
{"title":"PENGEMBANGAN PERMAINAN REDI DALAM PENINGKATAN EFIKASI DIRI BAGI SISWA SMA","authors":"Teofani Irene Kristanti, C. Pravesti","doi":"10.24176/jkg.v7i2.6033","DOIUrl":"https://doi.org/10.24176/jkg.v7i2.6033","url":null,"abstract":"The purpose of this research is to develop REDI (Roda Efikasi Diri) game to increase the self-efficacy of students. This research and development method uses a Research and Development procedure, using steps: 1) preliminary study, 2) media development, and 3) media testing. Based on the material expert’s assessment, an average score of 0.81 was produced with a decent category. Based on the media expert’s assessment, an average score of 0.93 was obtained with a decent category. The result of the user test assessment is 96.67% in the very valid category. Based on the result of a limited field test, it was obtained tcount 1.172 ttable 0.727, so that H0 is rejected and Ha is accepted. So it can be concluded that REDI game is effective for increasing students self-efficacy.","PeriodicalId":31311,"journal":{"name":"Jurnal Konseling Gusjigang","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47185904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pelayanan bimbingan dan konseling perlu disesuaikan dengan karakteristik siswa Sekola Dasar (SD) yaitu disesuaikan dengan tugas-tugas perkembangannya. Dalam menjalankan tugas-tugas perkembangannya, anak sering menemui hambatan dan permasalahan sehingga mereka banyak tergantung dengan orang-orang yang disekitarnya seperti orang tua dan guru, karena itu anak usia SD saat memerlukan perhatian khusus dari para guru di sekolah untuk menjalankan tugas perkembangannya secara optimal. layanan bimbingan dan konseling di SDIT Al- Hidayah Sumenep yaitu meliputi perencanaan, pelaksanaan dan evaluasi. Perencanaan Bimbingan Knseling di SDIT Al- Hdayah terdiri dari prgram tahunan, program bulanan, program mingguan dan program harian. Layanan yang diberikan meliputi yaitu layanan orientasi, layanan informasi, layanan konsultasi dan layanan konseling kelompok. Upaya yang dilakukan yaitu untuk mengatasi hambatan tersebut yaitu konselor bekerja sama dengan wali kelas untuk memberikan penjelasan di saat ada paguyuban kelas.
{"title":"Implementasi Pelaksanaan Pelayanan Bimbingan dan Konseling di SDIT","authors":"Choli Astutik, Y. Astuti, Z. Zainuddin","doi":"10.24176/jkg.v7i2.7451","DOIUrl":"https://doi.org/10.24176/jkg.v7i2.7451","url":null,"abstract":"Pelayanan bimbingan dan konseling perlu disesuaikan dengan karakteristik siswa Sekola Dasar (SD) yaitu disesuaikan dengan tugas-tugas perkembangannya. Dalam menjalankan tugas-tugas perkembangannya, anak sering menemui hambatan dan permasalahan sehingga mereka banyak tergantung dengan orang-orang yang disekitarnya seperti orang tua dan guru, karena itu anak usia SD saat memerlukan perhatian khusus dari para guru di sekolah untuk menjalankan tugas perkembangannya secara optimal. layanan bimbingan dan konseling di SDIT Al- Hidayah Sumenep yaitu meliputi perencanaan, pelaksanaan dan evaluasi. Perencanaan Bimbingan Knseling di SDIT Al- Hdayah terdiri dari prgram tahunan, program bulanan, program mingguan dan program harian. Layanan yang diberikan meliputi yaitu layanan orientasi, layanan informasi, layanan konsultasi dan layanan konseling kelompok. Upaya yang dilakukan yaitu untuk mengatasi hambatan tersebut yaitu konselor bekerja sama dengan wali kelas untuk memberikan penjelasan di saat ada paguyuban kelas.","PeriodicalId":31311,"journal":{"name":"Jurnal Konseling Gusjigang","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45008113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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