scholarly journals METODE DAKWAH MENURUT JALALUDDIN RAKHMAT DAN IMPLEMENTASINYA DALAM BIMBINGAN DAN KONSELING ISLAM (BKI)

2019 ◽  
Vol 38 (1) ◽  
pp. 162
Author(s):  
Sri Maullasari
Keyword(s):  
Communication Skills ◽  
Final Stage ◽  
Rapid Development ◽  
Guidance And Counseling ◽  
Systematic Method ◽  
Counseling Process ◽  
Middle Stage ◽  
Action Stage

<p><em>In line with the increasingly rapid development of the era, da'wah activities require a precise strategy and a clear concept. For this reason, it is necessary to have a systematic method or method that is used to deliver material or preach messages to mad'u. The author focuses on conducting studies between the methods of da'wah according to Jalaluddin Rakhmat and their implementation in Islamic guidance and counseling because they can be said to be interrelated. According to Jalaluddin Rachmat there are three methods of da'wah, namely: preaching with wisdom (bi al-hikmah), mau'idzah hasanah, and da'wah with good discussion (mujadalah billati hiya ahsan). The da'wah method according to Jalaluddin Rakhmat can be implemented in the guidance and counseling process as an effort to deepen the application of counseling communication skills. Al hikmah can be applied in the initial stages of counseling process trying to understand a client's problems. Mauidzhah hasanah can be applied in the middle stage, which is the stage of work where there will be advice so that clients can find various alternatives to the problems at hand. Mujadalah billati hiya ahsan can be applied in the final stage, namely the action stage which seeks to convince clients of solutions that will be taken independently.</em></p><p align="center">****</p><p>Sejalan dengan perkembangan zaman yang semakin pesat, kegiatan dakwah memerlukan sebuah strategi yang jitu dan konsep yang jelas. Untuk itu perlu sebuah metode atau cara yang sistematis yang  digunakan untuk menyampaikan materi atau pesan dakwah kepada mad’u. Dalam kajian ini penulis fokus untuk melakukan pengkajian antara metode dakwah menurut Jalaluddin Rakhmat dan implementasinya dalam bimbingan dan konseling Islam karena keduanya bisa dikatakan saling berkaitan. Menurut Jalaluddin Rakhmat terdapat tiga metode dakwah, yakni, dakwah dengan hikmah <em>(bi al-hikmah</em>), <em>mau’idzah hasanah</em>, dan dakwah dengan diskusi yang baik (<em>mujadalah billati hiya ahsan</em>). Metode dakwah menurut Jalaluddin Rakhmat dapat diimplementasikan dalam proses bimbingan dan konseling sebagai upaya memperdalam penerapan ketrampilan komunikasi konseling. <em>Al-hikmah </em>dapat diterapkan dalam tahap awal konseling, untuk memahami suatu permasalahan klien. <em>Mauidzhah hasanah </em>dapat diterapkan dalam  tahap pertengahan, yang merupakan tahap kerja dimana akan adanya nasihat-nasihat agar klien bisa menemukan berbagai alternatif atas permasalahan yang dihadapi. <em>Mujadalah  billati hiya ahsan </em>dapat diterapkan dalam tahap akhir, yaitu tahap tindakan <em>(action) </em>yang berusaha untuk menyakinkan klien terhadap solusi yang akan diambil secara mandiri.</p>

scholarly journals Memahami perilaku kemandirian belajar Siswa melalui perspektif Human Agency: Sintesis perspektif Human Agency

2020 ◽  
Vol 10 (2) ◽  
pp. 135
Author(s):  
Alfaiz Alfaiz ◽  
Asroful Kadafi ◽  
Yuzarion Yuzarion ◽  
Rahmadianti Aulia ◽  
Septya Suarja ◽  
...  
Keyword(s):  
High School ◽  
Human Agency ◽  
Senior High School ◽  
Autonomous Learning ◽  
Guidance And Counseling ◽  
Learning Behavior ◽  
Counseling Process ◽  
Counseling Practice ◽  
Alternative Intervention ◽  
Life Circumstance

<p class="Normal1"><em>Human agency</em> adalah konsep bahwa seorang individu memiliki kompetensi dalam perencanaan, disiplin, realisasi dan mengevaluasi perilaku mereka sendiri dalam keadaan hidup termasuk dalam pembelajaran. Ini telah dipelajari dalam pendidikan dengan empat sifat inti seperti sengaja, pemikiran, reaktivitas diri, dan reflektifitas diri membentuk individu sebagai aktor, bukan reaktor. Hal ini dapat digunakan untuk memahami pembelajaran mandiri siswa, karena konsep pembelajaran mandiri memiliki kesadaran diri secara sengaja. Jika individu selalu bergantung pada lingkungannya, itu karena ia tidak memiliki agen dalam keadaan hidupnya. Menurut sebuah penelitian terbaru yang dilakukan pada tahun 2012, telah menemukan bahwa seorang siswa memiliki kurang otonom dalam belajar, dan juga dari survei yang dilakukan pada 2017-2019 ditemukan bahwa 61,50% siswa di 4 sekolah menengah atas memiliki pembelajaran mandiri yang lebih rendah. Fenomena ini mempengaruhi perilaku selingkuh dan menunda-nunda mereka. Pada artikel ini akan membahas kondisi siswa dalam belajar dan memberikan rekomendasi baru dalam perspektif tentang intervensi alternatif dalam praktik bimbingan dan konseling tentang agensi manusia untuk membentuk dan memahami perilaku belajar mandiri dan juga sifat internalisasi agensi manusia dalam proses konseling dalam konteks dalam belajar.</p><p align="center"><em></em><strong><em><br /></em></strong></p><strong><em>Abstract</em></strong><em><em>: Human agency is a concept that an individual has a competencies in planning, discipline, realization and evaluate their own behavior in life circumstance including in learning. It has been studied in education with four core properties such intentionally, forethought, self-reactiveness, and self-reflectiveness shape an individual as an actor, not a reactor. It can be used to understanding a student autonomous learning, because the concept of autonomous learning has a self-cognition purposely. If individual always depends on their environment, that because he does not have an agentic in his life circumstance. According a latest research that conducts in 2012, has found that a student has a lack of autonomous in learning, and also from survey that conduct in 2017-2019 it’s found that 61,50% students in 4 senior high school has lower autonomous learning. This phenomena influence to their cheating and procrastination behavior. On this article will discuss a student’s condition in learning and gives a new recommendation in perspective about alternative intervention in guidance and counseling practice about the human agency to shape and understanding an autonomous learning behavior and also internalization properties of human agency in counseling process in the context in learning.</em><br /></em><strong><em></em></strong>

scholarly journals Errors Behind Asking Open-Ended Questions: A Study in Individual Counseling Class

2020 ◽  
Vol 5 (2) ◽  
pp. 164
Author(s):  
Yeni Afrida ◽  
Fadhilla Yusri
Keyword(s):  
Quantitative Approach ◽  
Guidance And Counseling ◽  
Individual Counseling ◽  
Study Program ◽  
Counseling Process ◽  
The Right ◽  
Training State

<p style="text-align: justify;"><em>The skill of asking open-ended questions is one of the most important skills in counseling. </em><em>Asking the right questions may help a counselor to understand the counselee's situation. This study aims to reveal the errors in asking open-ended questions during the implementation of individual counseling conducted by  27 fourth-semester students of the Guidance and Counseling Study Program, Faculty of Tarbiyah and Teaching Training, State Islamic Institute (IAIN) Bukittinggi. The research was conducted through a quantitative approach. This research found that there were some common errors made by students when using open-ended questions; they were 1) 70.37% of students used open-ended questions that were not coherent, 2) 66% of students used open-ended questions “why” in their question, 3) 40.74% used repeated open-ended questions that have the same meaning, 4) 29.62% used open-ended questions that did not in line with the context, 5) 14.81% students used open-tailed questions, 6) 11.11% students used 2 open-ended questions simultaneously at the same time, and 7) there were 11.11% who did not use open-ended questions at all during the counseling process</em></p><div><em><br /></em></div><div><p style="text-align: justify;">Bertanya adalah salah satu keterampilan yang paling penting dalam proses konseling. Pengajuan pertanyaan-pertanyaan yang tepat dapat membantu konselor memahami situasi konseli, alasan konseli menemui konselor, harapan-harapan konseli, dan informasi-informasi yang relevan dengan situasi yang dihadapi oleh konseli saat itu. Keterampilan menggunakan pertanyaan terbuka merupakan salah satu dari keterampilan bertanya yang penting tersebut. Penelitian ini berupaya mengungkapkan pertanyaan-pertanyaan terbuka yang digunakan oleh 27 orang mahasiswa semester IV Program Studi Bimbingan dan Konseling Institut Agama Islam Negeri Bukittinggi dalam pelaksanaan konseling individual. Secara spesifik penelitian ini bertujuan untuk mengungkapkan kesalahan-kesalahan penggunaan pertanyaan terbuka dalam konseling individual yang dilakukan oleh mahasiswa. Penelitian dilakukan melalui pendekatan kuantitatif. Melalui penelitian ini diperoleh informasi bahwa, terdapat beberapa kesalahan umum yang dilakukan mahasiswa pada saat menggunakan pertanyaan terbuka yaitu 1) 70,37% mahasiswa menggunakan pertanyaan terbuka yang tidak runtut, 2) 66% mahasiswa menggunakan pertanyaan terbuka dengan kata tanya mengapa, 3) 40,74% menggunakan pertanyaan terbuka yang berulang dengan makna sama, 4) 29,62 % menggunakan pertanyaan terbuka yang tidak sesuai konteks, 5) 14,81% mahasiswa menggunakan pertanyaan terbuka mengekor, 6) 11,11% mahasiswa menggunakan sekaligus 2 pertanyaan terbuka dalam waktu yang sama, dan 7) terdapat 11,11 persen yang sama sekali tidak menggunakan pertanyaan terbuka selama proses konseling.</p></div>

scholarly journals Empati Kultural pada Mahasiswa

2017 ◽  
Vol 1 (1) ◽  
pp. 17
Author(s):  
Neng Gustini
Keyword(s):  
Therapeutic Alliance ◽  
Deep Understanding ◽  
Quantitative Approach ◽  
Guidance And Counseling ◽  
Mutual Understanding ◽  
Cultural Backgrounds ◽  
Community Group ◽  
Group Culture ◽  
Counseling Process ◽  
Cultural Empathy

Cultural empathy is the ability to feel what another person by an individual or a community group. Culture of others became the foundation behave in every interaction that exists. Empathy has the potential to transform differences into mutual understanding and deep understanding. Similarly, in guidance and counseling, a counselor absolutely have skills in counseling, one of which he must have a sense of empathy. Therefore, empathy is very important, both for educators and for counselors, especially for counselors, provide a sense of comfort to the counselee as if a counselor was feeling what counselees feel and recognize themselves in more depth. As for cultural empathy in counseling is very important for the counseling process is a process aid through the interaction between two individuals of different cultural backgrounds. One problem that often arises is the lack of empathy in communication that could lead to a misunderstanding in interaction. Whereas, the purpose of cultural empathy is to gather information and to establish a therapeutic alliance. This study aims to investigate and describe the cultural empathy in students. This study uses a quantitative approach with descriptive methods, instrument using a questionnaire and the sample was 83 students of UIN Sunan Gunung Jati Bandung. The findings of this research is cultural empathy of student UIN Sunan Gunung Jati Bandung categorized as being with an average by score of 83.84.

scholarly journals PERAN KOMUNIKASI ASERTIF KONSELOR ALAM PROSES LAYANAN KONSELING UNTUK EMBANTU MENYELESAIKAN PERMASALAHAN KONSELING

2017 ◽  
Vol 21 (1) ◽  
Author(s):  
Ekawati S Rukmana
Keyword(s):  
Communication Skills ◽  
Theory And Practice ◽  
Counseling Skills ◽  
Professional Counseling ◽  
Counseling Process ◽  
The World

Abstract. Professional counseling is expected to assist in solving the problems of the counselee, the counselee generally come to the counselor with the problem, whether it was about family, friends, romance or love, career, and life during the difficult issues in the world and the fear of the afterlife. Counselor as a facilitator should be able to master the theory and practice of counseling either counseling west and counseling Islamic approach in order to counselee feel comfortable in the counseling process that is undertaken, so that the counselee very open to all the problems he faced, and counselee can independently solve the issue and be able to develop themselves to a better way. With the help of a counselor as a facilitator, using existing counseling skills including assertive communication skills expected counselee can get out of the difficulties she experienced and can happily live their lives. Keywords: assertive communication, counselor, counselee, the counseling process. Abstrak. Konseling professional diharapkan dapat membantu dalam menyelesaikan permasalahan konseli, konseli umumnya datang kepada konselor dengan membawa permasalahannya, baik itumasalah keluarga, teman, asmara atau cinta, karir maupun masalah kesulitan hidup selama di dunia dan ketakutan akan kehidupan akhirat. Konselor sebagai fasilitator harus mampu menguasai teori dan praktek konseling baik itu praktek konseling barat maupun konseling islam agar konseli merasa nyaman dalam proses konseling yang dijalani, sehingga konseli sangat terbuka terhadap semua permasalahan yang ia hadapi, dan konseli secara mandiri dapat menyelesaikan permasalahan dan dapat mengembangkan dirinya kea rah yang lebih baik. Dengan bantuan konselor sebagai fasilitator, dengan menggunakan ketrampilan konseling yang ada termasuk ketrampilan komunikasi sertif di harapkan konseli dapat keluar dari kesulitan yang ia alami dan dapat bahagia menjalani kehidupannya. Keywords: Komunikasi asertif, Konselor, Konseli, Proses konseling.

scholarly journals EVALUASI KINERJA KONSELOR DALAM PROSES KONSELING DAN RISET KONSELING DI SEKOLAH

2017 ◽  
Vol 3 (1) ◽  
pp. 58
Author(s):  
Ardimen Ardimen
Keyword(s):  
Design Research ◽  
Evaluation Study ◽  
Research Process ◽  
Research Proposal ◽  
Guidance And Counseling ◽  
Exercise Science ◽  
Counseling Process ◽  
Counseling Intervention ◽  
Research Problems ◽  
And Performance

The purpose of this study was to describe the performance of counselors in the counseling process and the research process in high school. This study is an evaluation study to collect and analyze data systematically with regard to the performance of counselors in the counseling process and performance of counselors in research and the constraints that it faces. The results of this study indicate that the performance of counselors in the counseling process in general has been quite good, but in some aspects are still many weaknesses and shortcomings, among them: the data on identification of potential and problems of students is not complete, the purpose of counseling is not defined precisely in choosing / determining counseling intervention is still dominated by the problem of students, guidance and counseling services group and content mastery rarely implemented. Performance counselor in the research process is still tergolog very low because most of the counselors never carry PTK-BK, a small portion counselor believes that research counseling is less important and not important, most counselors rarely identify research questions, rarely formulate the design/ research proposal and a fraction counselor never established a design/ research proposal. The main obstacle counselor in research is lacking writing exercise science, lack of understanding of research methodology, less reading, there are no available references that are relevant, not master the technique of writing scientific, less able to formulate research problems, lack of awareness of the importance of research, lack of financial support, and a fraction counselor unskilled using a computer.

scholarly journals Hubungan antara efikasi diri dengan keterampilan komunikasi siswa

2020 ◽  
Vol 13 (2) ◽  
pp. 147-155
Author(s):  
Budi Astuti ◽  
Anggi Idwar Pratama
Keyword(s):  
Data Collection ◽  
Communication Skills ◽  
Self Efficacy ◽  
Research Method ◽  
The Self ◽  
Guidance And Counseling ◽  
School Class ◽  
Teacher Guidance ◽  
Correlational Research ◽  
The Relationship

AbstrakPenelitian ini bertujuan untuk mengetahui hubungan antara efikasi diri dan keterampilan komunikasi siswa. Metode penelitian yang digunakan adalah pendekatan kuantitatif dengan jenis penelitian korelasional. Populasi pada penelitian ini ialah siswa SMP Islam Al Azhar 26 Yogyakarta kelas VII A, VII B, VII C, VIID, VII E, VII F dan VII G. Penelitian ini melibatkan seluruh populasi siswa kelas VII dengan jumlah 124 siswa. Teknik pengumpulan data menggunakan skala efikasi diri dan skala keterampilan komunikasi yang diadaptasi. Realibilitas skala efikasi diri 0,91 dan realibillitas skala keterampilan komunikasi 0,89. Hasil penelitian menunjukkan bahwa terdapat hubungan positif dan signifikan antara efikasi diri dengan keterampilan komunikasi siswa. Hasil korelasi diperoleh 0.208 yang berada pada koefesien korelasi antara 0.20-0.399 termasuk memiliki tingkat hubungan rendah. Masih ada faktor-faktor lain yang memiliki hubungan dengan keterampilan komunikasi. Tingkat efikasi diri siswa termasuk dalam kategori sedang sebanyak 94 siswa (76%). Tingkat keterampilan komunikasi siswa termasuk dalam kategori sedang sebanyak 82 siswa (66%). Hasil penelitian ini memberikan implikasi terhadap guru bimbingan dan konseling untuk memberikan intervensi-intervensi yang tepat agar keterampilan komunikasi siswa dapat meningkat dengan efikasi diri yang memadai. The relationship between self-efficacy and student communication skillsThis study aimed to determine the relationship between self-efficacy and student communication skills. The research method used is a quantitative approach to the type of correlational research. The population in this study were students of Al Azhar 26 Yogyakarta Islamic Middle School class VII A, VII B, VII C, VIID, VII E, VII F and VII G. This study involved the entire population of grade VII students with a total of 124 students. Data collection techniques using self-efficacy scales and communication skills scales were adapted. The reliability of the self-efficacy scale was 0.91 and the reliability of the communication skills scale was 0.89. The results showed that there was a positive and significant relationship between self-efficacy and student communication skills. The correlation results obtained 0.208 which is at the correlation coefficient between 0.20-0.399 at the low level of relationship. There are still other factors that have a relationship with communication skills. The level of student self-efficacy is included in the moderate category of 94 students (76%). The level of student communication skills is included in the moderate category of 82 students (66%). The results of this study have implications for teacher guidance and counseling to provide appropriate interventions so that students' communication skills can be improved with adequate self-efficacy.

scholarly journals Dapatkah Saya Lebih Baik dalam Berkomunikasi dengan Menggunakan Self-Talk Positif?

2020 ◽  
Vol 10 (01) ◽  
pp. 135-147
Author(s):  
Emilia Mustary
Keyword(s):  
Interpersonal Communication ◽  
Communication Skills ◽  
Communication Apprehension ◽  
Linear Regression Analysis ◽  
Daily Activities ◽  
Guidance And Counseling ◽  
Communication Anxiety ◽  
Self Talk ◽  
Anxiety Levels ◽  
The Relationship

Islamic guidance and counseling (BKI) students as prospective counselors are required to master communication skills well as one of the characteristics of personality and professionalism that must be possessed. But sometimes, students experience anxiety when they start communicating with others in formal situations, such as academic situations. This study aims to look at the relationship between the frequency of BKI IAIN Parepare students in conducting positive self-talk with the level of communication apprehension. This study uses a quantitative approach. Data is collected by using The Self Talk Scale (Brinthaupt, Hein, & Kramer, 2009) and Personal Report Communication Apprehensioan Questionnaire (McCroskey, 1984). Linear regression analysis test is used to analyze the relationship between the frequency of self-talk with communication apprehension. The sample in this study amounted to 78 students consisting of 15 men and 70 women. The results showed that there was a relationship between the frequency of doing positive self-talk with the level of communication anxiety in students. The implication of this study shows that positive self-talk techniques can be used in a variety of guidance and counseling situations or daily activities in reducing anxiety levels and increasing student personal competence, especially those related to anxiety when conducting interpersonal communication.

scholarly journals Implementasi Bimbingan dan Konseling Sebagai Penunjang Pembentukan Godly Character Mahasiswa Universitas Pelita Harapan

2021 ◽  
Vol 11 (2) ◽  
pp. 193
Author(s):  
Susanna Kathryn ◽  
Albert Andreas ◽  
Donny Charles Chandra ◽  
Wiryohadi Wiryohadi ◽  
Apin Militia Christi
Keyword(s):  
Spiritual Growth ◽  
Academic Support ◽  
Learning By Doing ◽  
Guidance And Counseling ◽  
Counseling Program ◽  
Counseling Process ◽  
Inhibiting Factors ◽  
God's Word ◽  
Regulatory Approach ◽  
Hr Competencies

<p>Postmodern menyebabkan semua menjadi relatif. Termasuk dalam melakukan kebenaran Firman Tuhan dan teladan dalam membangun karakter pemuda. Penelitian ini bertujuan untuk melihat implementasi bimbingan dan konseling yang digunakan Universitas Pelita Harapan dalam menunjang perkembangan karakter mahasiswa dan mengidentifikasi faktor-faktor hambatan yang terjadi dalam pelaksanaannya. Hasil penelitian ini adalah implementasi yang digunakan memprioritaskan nilai-nilai firman Tuhan. Target yang ingin dicapai adalah membentuk mahasiswa untuk memiliki karakter ilahi. Proses bimbingan dan konseling diberikan melalui: (1) Penasihat akademik; (2) Organisasi rohani <em>spiritual growth for student</em>; (3) Asrama; (4) Lembaga konseling HOPE. Proses bimbingan dan konseling dilaksanakan dalam bentuk: (1) Pendekatan peraturan lembaga; (2) Pemberian nasihat; (3) Pemuridan; (4) Sistem <em>learning by doing</em>; (5) Bimbingan kolaboratif lembaga; dan (6) <em>Support academic</em>. Faktor-faktor yang menjadi penghambat adalah: (1) Kompetensi SDM yang belum memadai; (2) Mahasiswa yang kurang berminat kepada program bimbingan dan konseling; dan (3) Mahasiswa yang belum dapat bersifat dewasa.<br /><br /><strong>Abstrac :</strong>  Postmodern  causes  everything  to  be  relative.  Including  in  carrying  out  the truth  of  God's  Word  and  example  in  building  the  character  of  youth.  This  study  aims  to look at the implementation of guidance and counseling used by Pelita Harapan University  in  supporting  the development  of student  character  and  identify  the  obstacles that occur in its implementation. The result of this research is the implementation that is used to prioritize the values  of God's word. The target to be achieved is to form students to  have  divine  character.  The  process  of  guidance  and  counseling  is  provided  through: (1)  academic  advisors;  (2)  spiritual  organization  spiritual  growth  for  students;  (3) Dormitory;  (4)  HOPE  counseling  agency.  The  guidance  and  counseling  process  is carried  out  in  the  form  of:  (1) Institutional  regulatory  approach;  (2)  Giving  advice;  (3) Discipleship; (4) learning by doing system; (5) Institutional  collaborative guidance; and <br />(6)  academic  support.  The  inhibiting  factors  are:  (1)  inadequate  HR  competencies;  (2) Students  who  are  less  interested  in  the  guidance  and  counseling  program;  and  (3) Students who have not been able to become adults</p>

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