scholarly journals The Effectiveness of Rational Emotive Behavior Group Counseling Against the Assertive Behavior of Students SMPN 1 Mlati, Sleman, Yogyakarta

2019 ◽  
Author(s):  
Yulia Rahmatika Aziza ◽  
Edi Purwanta
Keyword(s):  
Group Counseling ◽  
Emotive Behavior ◽  
Rational Emotive ◽  
Assertive Behavior ◽  
Rational Emotive Behavior

Konseling Kelompok Berbasis Cybercounseling Pendekatan Rational Emotive Behaviour Theraphy (REBT) untuk Meningkatkan Kontrol Diri Siswa

2021 ◽  
Vol 4 (1) ◽  
pp. 30-41
Author(s):  
Ifan Setiawan ◽  
Heru Mugiarso
Keyword(s):  
Research Design ◽  
Behavior Therapy ◽  
Group Counseling ◽  
Rational Emotive Behavior Therapy ◽  
Sampling Technique ◽  
Self Control ◽  
Counseling Services ◽  
Emotive Behavior ◽  
Rational Emotive ◽  
Rational Emotive Behavior

This study aims to determine the effect of group counseling services based on rational emotive behavior therapy with cybercounseling approach on students' self-control. This research design is pre-experimental research with one group pre-test and post-test research design. The Participants of this study was 8 students recruited using the criteria of sampling technique. The data was collected using a psychological scale that was developed based on indicators from other studies which analyzed using the Wilcoxon analysis technique. The results showed that the level of self-control of students who were given group counseling services group counseling services based on rational emotive behavior therapy with cybercounseling approach increased by 23.36%. This study also proved that group counseling services based on group counseling services based on rational emotive behavior therapy with cybercounseling approach affect students' self-control.

scholarly journals KEEFEKTIFAN KONSELING KELOMPOK RATIONAL EMOTIVE BEHAVIOR UNTUK MENINGKATKAN SELF ESTEEM SISWA SMA

2018 ◽  
Vol 32 (2) ◽  
pp. 127-135
Author(s):  
Khoiriyah Khoiriyah ◽  
Bakhrudin All Habsy
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Therapy ◽  
Group Counseling ◽  
Rational Emotive Behavior Therapy ◽  
Self Esteem ◽  
Emotive Behavior ◽  
School Students ◽  
Rational Emotive ◽  
Rational Emotive Behavior

Self-esteem is an individual assessment that leads to self-evaluation of the results achieved, which are influenced by attitudes, interactions, rewards, and acceptance of others towards the individual. To measure self-esteem in this study using a questionnaire of self-esteem that has a value of total item validity with an R-value of 0.220, and reliability of 0.945, it can be concluded that the questionnaire is reliable and feasible to use as a research instrument. This study aims to determine the effectiveness of the rational emotive behavior group counseling to improve self-esteem of high-school students. This type of research is quantitative with the design of Experiment Pretest and Posttest Control Group Design. Data were analyzed by two nonparametric statistical test`s Independent Mann-Whitney U Sample Test. The results of the hypothesis obtained by the Z value of -2.120 and Asymp numbers. Sig. (2-tailed) which is 0.034, which meant it is smaller than the real level (α / 2 = 0.05), then Ho is rejected, meaning that the counseling of rational emotive behavior groups is effective to improve self-esteem of high-school students. The research was carried out starting from February to July 2018, which took place at SMA Negeri 1 Kutorejo. Based on the results of the research, researchers give suggestions for (1) teacher of Counseling Guidance could apply this rational emotive behavior group counseling as an alternative strategy to improve students’ self-esteem; (2) furthermore, researcher could apply rational emotive behavior counseling on the other psychological aspects or using different techniques for group counseling, so they could learn new knowledge.   References Coopersmith, S. (1967). Antecedents of self esteem. San Fransisco: W.H. Freeman and Company. Corey, G. (2013). Teori dan praktik konseling dan psikoterapi. Bandung: PT Refika Aditama. Geldrad, K., & Geldrad, D. (2011). Konseling keluarga. Yogyakarta: Pustaka Pelajar. Habsy. (2014). Keefektifan konseling kelompok untuk meningkatkan harga diri siswa SMK. Tesis tidak diterbitkan. Malang: PPs UM. Habsy, B. A. (2017a). Model konseling kelompok cognitive behavior untuk meningkatkan self esteem siswa SMK. Perspektif Ilmu Pendidikan, 31(1), 21-35. doi: https://doi.org/10.21009/PIP.311.4 Habsy, B. A. (2017b). Filosofi ilmu bimbingan dan konseling Indonesia. Jurnal Pendidikan (Teori dan Praktik), 2(1), 1-11. doi: http://dx.doi.org/10.26740/jp.v2n1.p1-11 Habsy, B. A. (2018a). Konseling rasional emotif perilaku: Sebuah tinjauan filosofis. Indonesian Journal of Educational Counseling, 2(1), 13-30. doi: https://doi.org/10.30653/001.201821.25 Habsy, B. A. (2018b). Model bimbingan kelompok PPPM untuk mengembangkan pikiran rasional korban bullying siswa SMK etnis Jawa. Jurnal Pendidikan (Teori dan Praktik), 2(2), 91-99. doi: http://dx.doi.org/10.26740/jp.v2n2.p91-99 Hasibuan, R.L. & Wulandari, L.H. (2016). Efektivitas rational emotive behavior therapy (REBT) untuk meningkatkan self esteem pada siswa SMP korban bullying. Jurnal Psikologi, 11, 103-110. Ikbal, M. & Nurjannah, N. (2016). Meningkatkan self esteem dengan menggunakan pendekatan rational emotive behavior therapy pada peserta didik kelas VIII di SMP Muhammadiyah Jati Agung Lampung Selatan tahun pelajaran 2015/2016. Jurnal Bimbingan dan Konseling, 3(1), 33-46. doi: http://dx.doi.org/10.24042/kons.v3i1.556 Jones, N. (2011). Teori dan praktik konseling dan terapi. Yogyakarta: Pustaka Pelajar. Kumalasari, G., Eka, W., & Karsih. (2011). Teori dan teknik konseling. Jakarta: PT Indeks. Maynawati, A. F. R. (2012). Penanganan kasus low self-esteem dalam berinteraksi sosial melalui konseling rational emotif teknik reframing. Indonesian Journal of Guidance and Counseling: Theory and Application, 1(1). 15-22. Nursalim, M., & Suradi, S. A. (2002). Layanan bimbingan dan konseling. Surabaya: UNESA University Press. Sari, E. K. W., & Soejanto, L. T. (2016). Keefektifan konseling kelompok REBT untuk meningkatkan self esteem mahasiswa. JKI (Jurnal Konseling Indonesia), 1(2), 101-106. http://ejournal.unikama.ac.id/index.php/JKI/article/view/1622 Suhron, M. (2016). Asuhan keperawatan konsep diri: Self esteem. Ponorogo: UMPO Press. Sukmadinata, N. S. (2003). Landasan psikologi proses pendidikan. Bandung: Remaja Rosdakarya. Young, G. G. (2012). Membaca kepribadian orang. Yogyakarta: Diva Press.

scholarly journals SELF EFFICACY DENGAN MENGGUNAKAN PENDEKATAN RATIONAL EMOTIVE BEHAVIOR THERAPY (REBT) DALAM KONSELING KELOMPOK PADA PESERTA DIDIK SMA

2020 ◽  
Vol 11 (2) ◽  
pp. 404-415
Author(s):  
Theodora Nurmalia ◽  
Dini Choirunnisa ◽  
Wirda Hanim ◽  
Happy Karlina Marjo
Keyword(s):  
Individual Differences ◽  
Behavior Therapy ◽  
Group Counseling ◽  
Self Efficacy ◽  
Rational Emotive Behavior Therapy ◽  
Emotive Behavior ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Rational Emotive ◽  
Rational Emotive Behavior

Individual differences in age backgrounds that are almost the same show a very diverse appearance, ability, temperament, interests and attitudes. Individual differences include physical and mental. Teachers need to know the individual differences of students who have intellectual, thinking, and personality abilities and other things related to psychomotor so that teachers can understand the various desires, needs, and problems of students. Self-efficacy is self-confidence in carrying out tasks responsibly, making efforts by considering one's abilities, planning for the future, and controlling oneself in accepting pressure, and controlling situations that cannot be predicted. Group counseling as one of the guidance and counseling services that can be relied upon in alleviating the problems faced by students, especially by using the Rational Emotive Behavior Therapy (REBT) approach in increasing self-efficacy. This study aims to determine the self-efficacy of high school students through the Rational Emotive Behavior Therapy (REBT) approach in group counseling. The results showed that self-efficacy had a very significant relationship between family social support and self-regulated learning, adolescent adjustment, learning motivation, mathematics learning achievement, and communication skills. Abstrak Perbedaan individual pada latar belakang usia yang hampir sama menunjukkan  penampilan, kemampuan, temperamen, minat dan sikap yang sangat beragam. Perbedaan individual mencakup jasmaniah dan mental. Guru perlu mengetahui perbedaan individual peserta didik yang memiliki kemampuan intektual, berpikir, dan kepribadian serta hal lain yang berkaitan dengan psikomotorik sehingga guru dapat memahami berbagai keinginan, kebutuhan, dan masalah peserta didik. Self efficacy merupakan keyakinan diri dalam menjalani tugas dengan penuh tanggung jawab, melakukan upaya dengan mempertimbangkan kemampuan diri, merencanakan masa depan, dan mengontrol diri dalam menerima tekanan, serta mengontrol situasi yang tidak dapat diprediksi. Konseling kelompok sebagai salah satu layanan bimbingan dan konseling yang dapat diandalkan dalam mengentaskan masalah yang dihadapi oleh peserta didik, khususnya dengan menggunakan pendekatan Rational Emotive Behavior Therapy (REBT) dalam meningkatkan self efficacy. Penelitian ini bertujuan untuk mengetahui self eficacy pada peserta didik SMA melalui pendekatan Rational Emotive Behavior Therapy (REBT) dalam konseling kelompok. Hasil penelitian menunjukkan bahwa self eficacy memiliki hubungan yang sangat signifikan antara dukungan sosial keluarga dengan self regulated learning, penyesuaian diri remaja, motivasi belajar, prestasi belajar matematika, serta keterampilan komunikasi.

scholarly journals Penerapan Konseling Kelompok Rational Emotive Behavior dan Psikoedukasi di Sekolah Islam; Dampaknya terhadap Penalaran Moral Siswa

2021 ◽  
Vol 4 (2) ◽  
pp. 245-260
Author(s):  
Purwati Purwati ◽  
Muhammad Japar ◽  
Laili Qomariyah
Keyword(s):  
High School Students ◽  
Moral Reasoning ◽  
Junior High School ◽  
Group Counseling ◽  
Emotive Behavior ◽  
Research Subjects ◽  
School Students ◽  
Rational Emotive ◽  
Quasi Experimental ◽  
Rational Emotive Behavior

Along with the development of the times and culture's contact from outside, the moral boundaries that are firmly held by the community are increasingly unclear. At school, for example, many students experience a decline in moral reasoning. However, the limited literature that focuses on improving moral reasoning with a quasi-experimental approach, the author will examine psychological interventions Rational Emotive Behavior Counseling (REB) and Psychoeducation (PSE). This study aims to identify differences in effectiveness between group counseling interventions with PSE and REB in improving students' moral reasoning. The author uses a quasi-experiment with a pretest-posttest follow-up design. The study subjects were Sarbini Islamic Junior High School students who had low moral levels. The research subjects consisted of 22 students divided into 11 students in the PSE group and 11 students in the counseling group with the REB approach. The data analysis results showed differences in students' moral reasoning in the REB and PSE groups. The average increase in students' moral reasoning was higher in the REB group than in the PSE group. The author concludes that group counseling with REB and PSE approaches can be applied to improve moral reasoning in students in schools, especially those based on Islam. However, for more optimal results, the authors suggest using REB.

scholarly journals LAYANAN KONSELING KELOMPOK DENGAN TEKNIK RATIONAL EMOTIVE BEHAVIOR THERAPY UNTUK MENGURANGI PERILAKU SELF INJURY PADA PESERTA DIDIK KELAS VII F DI BANJARMASIN

2020 ◽  
Vol 6 (1) ◽  
pp. 25
Author(s):  
Mega Normanisa ◽  
Kasypul Anwar ◽  
Nurul Auliah
Keyword(s):  
Behavior Therapy ◽  
Group Counseling ◽  
Pearson Correlation ◽  
Rational Emotive Behavior Therapy ◽  
Wilcoxon Test ◽  
Counseling Services ◽  
Emotive Behavior ◽  
Self Injury ◽  
Rational Emotive ◽  
Rational Emotive Behavior

Penelitian ini dilatarbelakangi dengan adanya fenomena self injury yang ditemukan di SMP Negeri 21 Banjarmasin adalah beberapa individu yang mengiris lengan mereka dengan silet ataupun pecahan kaca dan membentuknya seperti sayatan-sayatan atau seperti huruf. Tujuan penelitian ini adalah untuk mengetahui seberapa besar perilaku Self Injury pada peserta didik sebelum dan sesudah diberikan layanan dan juga untuk mengetahui keefektifan layanan konseling kelompok dengan teknik Rational Emotive Behavior Therapy.Penelitian menggunakan pre-eksperimental design yaitu one-group pretest dan posttest design. Prosedur penelitian pretest-treatment-posttest. Teknik pengambilan sampel menggunakan purposive sampling. Sampel 8 responden dari 30 populasi. Teknik pengumpulan data menggunakan skala pengukuran melalui angket.Validitas angket menggunakan Pearson Correlation dan reliabilitas menggunakan alpha cronbach. Teknik analisis data menggunakan hitungan statistik deskriptif, dan uji wilcoxon dengan aplikasi IBM SPSS Statistik 25. Hasil pretest ditemukan 8 peserta didik dengan skor tinggi. Hasil posttest peserta didik ada penurunan skor dari 8 peserta didik. Perhitungan uji wilcoxon pada data keseluruhan diperoleh nilai signifikansi (Sig). Sebesar 0,005 kurang dari 0,05. Hal ini berarti ada pengaruh dari layanan konseling kelompok dengan teknik Rational Emotive Behavior Therapy. Saran, Bagi guru BK agar menerapkan konseling kelompok dengan teknik REBT. Bagi peserta didik agar tidak memendam masalah sendiri. Bagi peneliti agar menggunakan waktu sebaik-baiknya.  _________________________________________________________This research is motivated by the phenomenon of self injury found in SMP Negeri 21 Banjarmasin. Some individuals slice their arms with razor blades or broken glass and form them like cuts or letters. The purpose of this study was to determine how much self-injury behavior in students before and after services were provided and also to determine the effectiveness of group counseling services with Rational Emotive Behavior Therapy techniques. The study used a pre-experimental design namely one-group pretest and posttest design. Pretest-treatment-posttest research procedure. The sampling technique uses purposive sampling. Sample 8 respondents from 30 populations. Data collection techniques using a measurement scale through a questionnaire. Questionnaire validity using Pearson Correlation and reliability using alpha cronbach. Data analysis techniques used descriptive statistical calculations, and Wilcoxon test with the application of IBM SPSS Statistics 25. The results of the pretest were found 8 students with high scores. Posttest results of students there is a decrease in the score of 8 students. Wilcoxon test calculations on the overall data obtained significance value (Sig). For 0.005 is less than 0.05. This means that there is an influence of group counseling services with Rational Emotive Behavior Therapy techniques. Suggestion, for BK teachers to apply group counseling with REBT techniques. For students not to bury their own problems. For researchers to make the best use of time

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