Group Guidance Effectiveness through Bibliotherapy to Reduce Academic Anxiety

Academic anxiety experienced by students in the teaching and learning process in schools often inhibits learning achievement optimally even though various counseling, students should be able to develop the potential within themselves without worrying, but here there are many students who cannot explore the potential within themselves so that academic anxiety occurs. for that we need a group guidance service using the bibliotherapy method. This study aims to examine the effectiveness of group guidance services through bibliotherapy to reduce students' academic anxiety. The research methodology used was quasi experiment. The subjects of this study were 8 grade students of MTsN 6 & MTsN 2 Padang with 10 subjects in the experimental group and 10 in the control group. The research instrument used instrument of academic anxiety. The results showed that there were significant differences in the academic anxiety of the experimental group before (pretest) and after (posttest) taking group guidance services with bibliotherapy and could not have a significant difference in the control group's academic anxiety before (pretest) and after (posttest). The implications of this study are as a basis for counselors to reduce students' academic anxiety.

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Social interaction improvement through group guidance

TERAPUTIK Jurnal Bimbingan dan Konseling ◽

10.26539/1267 ◽

2017 ◽

Vol 1 (2) ◽

pp. 166

Author(s):

Heru Sriyono ◽

Sabrina Dachmiati ◽

Sri Ambarwati

Keyword(s):

Social Interaction ◽

Rank Test ◽

Control Group ◽

Guidance Services ◽

Guidance Service ◽

Signed Rank ◽

Signed Rank Test ◽

And Control ◽

Experimental Group ◽

Group Guidance

The objective of the study was to find out whether the group guidance services could improve students' social interaction. This research uses a quantitative approach through experiment. In this study, the subjects from the study were 26 students divided into an experimental group of 13 students and control group of 13 students. Data collected by questionnaire. Data were analyzed using Wilcoxon signed-rank test. The results showed that social interaction ability of experiment class students can be improved after receiving group guidance service. As for the control class which was not given group guidance service, the result showed that the level of social interaction ability did not increase significantly. These results illustrate that social interaction can be enhanced through group guidance services.

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Upaya Meningkatkan Asertivitas Melalui Layanan Bimbingan Kelompok pada Siswa Asuh Kelas IX SMP Negeri 1 Sakra Barat

FONDATIA ◽

10.36088/fondatia.v3i1.196 ◽

2019 ◽

Vol 3 (1) ◽

pp. 55-72

Author(s):

Dahman Dahman

Keyword(s):

Wilcoxon Test ◽

Control Group ◽

Test Results ◽

Quadratic Formula ◽

Guidance Services ◽

Average Student ◽

Significant Difference ◽

Post Test ◽

Experimental Group ◽

Group Guidance

This study aims to determine whether group guidance services can improve the assertiveness of class IX students of SMPN 1 Sakra. The sampling technique used in this study was random sampling, by randomly taking 20 students. Methods of collecting data using a psychological scale. Validity test: Product Moment correlation formula and reliability: Alpha formula. Sample homogeneity: Chi quadratic formula. Data analysis: Wilcoxon test. Based on the results of the pre test average student assertiveness in the experimental group 57% (low) and the control group 61% (moderate). Whereas in the post test results in the experimental group after being given group guidance services, the average student assertiveness became 75% (high) and the post test results of the average assertiveness of the control group students who were not given group guidance services became 62% (moderate). Wilcoxon test results obtained Thitung = 6 and Ttabel = 8. If Thitung <Ttabel then Ho is rejected and Ha is accepted. Because Thitung <Ttabel then there is a significant difference between the value of the post test of the two sample groups, it means that group guidance services can improve student assertiveness.

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Teaching And Learning Writing Using Teacher’s Written Feedback And Conference

10.18326/rgt.v5i1.121-145 ◽

2012 ◽

Vol 5 (1) ◽

pp. 121-145 ◽

Cited By ~ 1

Author(s):

Iisrohli Irawati

Keyword(s):

Learning Process ◽

Teaching And Learning ◽

Analysis Of Covariance ◽

Control Group ◽

Written Feedback ◽

Writing Ability ◽

Significant Difference ◽

Post Test ◽

Class Viii ◽

Experimental Group

The objective of this study is to find out whether there is a significant difference in terms of writing skills improvements between the 8th grade students of SMP N 1 Prambanan Sleman who are given teacher’s written feedback and conference and those who are not in the academic year of 2011/2012. This study involved 71 students from two groups, Class VIII B (35 students) as the experimental group and Class VIII A (36 students) as the control group. The experimental group was given teacher’s written feedback and conference in the writing learning process, whereas the control group was given peer’s feedback. The data were obtained by using two essay writing tests. They were administered to the two groups as the pre-test and post-test. The pre-test was given to both groups before the treatment was given and the post-test was given after the treatment finished. The data of the pre-test and post-test of both groups were analyzed by means of descriptive and inferential statistics. After the data were tested and found to be homogeneous and normal, the hypothesis was tested using the analysis of covariance (ANCOVA). The results show that there is a significant difference in the writing ability between the students who are given teacher’s written feedback and conference and those who were not. It can be seen in the result of the hypothesis testing using ANCOVA. The significant value of 0.001 is less than the significance level of 0.05 (0.001 0.05), which means that the data of this study are considered to have a significant difference. Therefore, the hypothesis of this study is accepted. It means that the technique of giving teacher’s written feedback and conference significantly improves the students’ writing ability in the English teaching and learning process in SMP N 1 Prambanan Sleman. Keywords : Teaching and Learning Writing; Teacher’s Feedback and Conference; Experimental Research

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Peningkatan Perilaku Prososial Siswa di Sekolah melalui Layanan Bimbingan Kelompok dengan Teknik Modeling

Jurnal Konseling dan Pendidikan ◽

10.29210/112700 ◽

2015 ◽

Vol 3 (2) ◽

pp. 31

Author(s):

Hastha Purna Putra ◽

Nurhizrah Gistituati ◽

Syahniar Syahniar

Keyword(s):

Prosocial Behavior ◽

Control Group ◽

Control Group Design ◽

Guidance Services ◽

Guidance Service ◽

Significant Difference ◽

Modeling Techniques ◽

Quasi Experimental ◽

Group 2 ◽

Group Guidance

The low prosocial behavior of students can inhibit the developmental tasks of adolescent such as the inability of appreciating others and getting others’ respect. Group guidance can be used to improve students’ prosocial behavior. The aim of this study was to reveal the effectiveness of group guidance service with modeling techniques in improving students’ prosocial behavior. This quasi-experimental research with pretest and posttest control group design aims to find out whether group guidance services with modeling techniques can improve students' prosocial behavior or not. Two groups were selected by using purposive sampling. They were selected from Sekolah Menengah Pertama Islam Terpadu (SMPIT) Rabbi Radhiyya Curup Tengah and Madrasah Tsanawiyah Pesantren Muhammadiyah Curup Timur. Each group consisted of 10 students. There were five meetings of group guidance service for each experimental and control group. The data of prosocial behavior were collected by using pretest and posttest, then they were analyzed by using the Wilcoxon Signed Ranks Test and Kolmogorov-Smirnov Two Sample with SPSS version 16.00. The findings of this study were: (1) there was a significant difference between students’ pretest and posttest of prosocial behavior in the experimental group, (2) there was a significant difference between students’ pretest and posttest of prosocial behavior in the control group, (3) there was a significant difference between posttests of students’ prosocial behavior in the experimental and the control group. Based on those findings, it is concluded that the students’ prosocial behavior can be improved through group guidance with modeling techniques. Therefore, it is suggested for counseling teachers to do group guidance by using modeling techniques, especially in enhancing prosocial behavior and other social behaviors.

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Effectiveness Of Group-Guidance To Increase Student’s Self Confident

Konselor ◽

10.24036/02015426458-0-00 ◽

2015 ◽

Vol 4 (2) ◽

pp. 66

Author(s):

Irdanelli Irdanelli ◽

Neviyarni Neviyarni ◽

Syahniar Syahniar

Keyword(s):

Sampling Technique ◽

Control Group ◽

Control Group Design ◽

Self Confidence ◽

Guidance Service ◽

Significant Difference ◽

Research Findings ◽

Kolmogorov Smirnov ◽

Experimental Group ◽

Group Guidance

As a vocational school, SMK is required to prepare the students to be professional workers having high self-confidence. Unfortunately, there were still some students having low self-confidence. This could be identified from several phenomena such as: worried of facing examination, unconfident to ask questions, unwilling to express opinion, and unwilling to answer the questions addressed to. This research was designed for revealing the effectiveness of group guidance service to improve the students’ self-confidence.This was an experimental research which applied pretest and posttest control group design. By using purposive sampling technique, the students in class XI1 majoring in Official Administration of SMK Negeri 1 Tembilahan was chosen as the experimental class, and class XI3 was taken as the control class. Each class consisted of 12 students. Group guidance service was given to the experimental group for six meetings. The data was collected through pretest and posttest. The data gained then was analyzed by using Wilcoxon Signed Ranks Test and Kolmogorov-Smirnov Two Sample assisted with SPPSS version 17.The research findings showed that: (1) there was a significant difference between the students’ self-confidence in experimental group in pretest and posttest, (2) there was a difference between the students’ self-confidence in control group in pretest and posttest, and (3) there was a significance difference between the students’ self-confidence in experimental class and in control class in posttest.Based on the research findings, it was concluded that the students’ self-confidence could be improved through group guidance service. This research suggests the importance of increasing the use of group guidance service controlled by the teachers and counselors to improve the students’ self-confidence.

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Teaching And Learning Writing Using Teacher’s Written Feedback And Conference

10.18326/rgt.v5i1.254 ◽

2012 ◽

Vol 5 (1) ◽

pp. 121

Author(s):

Iisrohli Irawati

Keyword(s):

Learning Process ◽

Teaching And Learning ◽

Analysis Of Covariance ◽

Control Group ◽

Written Feedback ◽

Writing Ability ◽

Significant Difference ◽

Post Test ◽

Class Viii ◽

Experimental Group

The objective of this study is to find out whether there is a significant difference in terms of writing skills improvements between the 8th grade students of SMP N 1 Prambanan Sleman who are given teacher’s written feedback and conference and those who are not in the academic year of 2011/2012. This study involved 71 students from two groups, Class VIII B (35 students) as the experimental group and Class VIII A (36 students) as the control group. The experimental group was given teacher’s written feedback and conference in the writing learning process, whereas the control group was given peer’s feedback. The data were obtained by using two essay writing tests. They were administered to the two groups as the pre-test and post-test. The pre-test was given to both groups before the treatment was given and the post-test was given after the treatment finished. The data of the pre-test and post-test of both groups were analyzed by means of descriptive and inferential statistics. After the data were tested and found to be homogeneous and normal, the hypothesis was tested using the analysis of covariance (ANCOVA). The results show that there is a significant difference in the writing ability between the students who are given teacher’s written feedback and conference and those who were not. It can be seen in the result of the hypothesis testing using ANCOVA. The significant value of 0.001 is less than the significance level of 0.05 (0.001 < 0.05), which means that the data of this study are considered to have a significant difference. Therefore, the hypothesis of this study is accepted. It means that the technique of giving teacher’s written feedback and conference significantly improves the students’ writing ability in the English teaching and learning process in SMP N 1 Prambanan Sleman. Keywords : Teaching and Learning Writing; Teacher’s Feedback and Conference; Experimental Research

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The effectiveness of group guidance services using the Gestalt Counseling Approach with projection techniques in preventing bullying among students

International Journal of Applied Counseling and Social Sciences ◽

10.24036/005446ijaccs ◽

2021 ◽

Vol 3 (1) ◽

pp. 9-15

Author(s):

Kiki Elfi Lestari ◽

Firman Firman

Keyword(s):

Average Score ◽

Special Treatment ◽

Control Group ◽

Guidance Services ◽

Significant Difference ◽

Before And After ◽

Projection Techniques ◽

Bullying Behavior ◽

Experimental Group ◽

Group Guidance

Bullying behavior is an act that violates the strength and power that is hurting someone who is weaker verbally, physically, or psychologically so that the victim feels under pressure and tends to be helpless. Factors that influence the occurrence of bullying behavior are the influence of the school environment, peer groups, social environmental conditions and television shows and social media. So that efforts are needed to prevent bullying behavior among students. One way that can be done to prevent bullying behavior among students is to provide group guidance services using the Gestalt approach with projection techniques. This study aims to test the effectiveness of group guidance services using the Gestalt approach with projection techniques in preventing bullying among students. The findings of this study are: (1) there is a significant difference in bullying behavior in the experimental group before and after attending group guidance services using the Gestalt approach with projection techniques (2) there is a significant difference in bullying behavior in the control group before and after being given group guidance services on bullying behavior without special treatment, (3) There are differences in the bullying behavior of experimental group students who are treated with group guidance services using the Gestalt approach with projection techniques with the control group who are given group guidance services about bullying behavior without special treatment, this can be seen in the posttest average score of the experimental group dropped higher than the mean posttest score of the control group.

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Efektivitas Layanan Bimbingan Kelompok denganMemahami Ayat-Ayat Alquran untuk Meningkatkan Motivasi Belajar Siswa di Mts. Alfurqan Padang

Konselor ◽

10.24036/02015426459-0-00 ◽

2015 ◽

Vol 4 (2) ◽

pp. 76

Author(s):

Dyla Fajhriani N ◽

Neviyarni S ◽

Mawardi Efendi

Keyword(s):

Learning Motivation ◽

Control Group ◽

Control Group Design ◽

Guidance Services ◽

Group Design ◽

Guidance Service ◽

The Difference ◽

Experimental Group ◽

Group Guidance

This research were to see the difference between learning motivation of students in the experimental group taught by applying group guidance service through understanding the verses of Alquran in pretest and posttest, the difference between learning motivation of the students in the experimental group taught by applying group guidance service throught understanding the verses of Alquran and that of the students in the countrol group taught by applying group guidance service without understanding the verses of Alquran in pretest and posttest, and the difference between learning motivation of the students in the experimental group guidance services throught understanding the verses of a Alquran and that of students in the control group guidance taught by applying group guidance service throught understanding the verses of Alquran. This research aplied pretest posttest control group design. Throught this research, the researcher gave a pretest to both sample groups. They then got different treatment. After the treatment was done, a posttest was administrated to both groups. This kind of eksperimental researches would ensure that the difference (if the result is different) occurs between the experimental group and the control group is as the influence of the treatment given. The resesarch findings indicated that learning motivation of the students taught by applying group guidance service throught understanding the verses of Alquran increased.

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Investigating the Effect of Teaching Aesthetic Skills to Faculty Members on Development of Their Effective Teaching Performance1

Journal of Teacher Education for Sustainability ◽

10.1515/jtes-2017-0016 ◽

2017 ◽

Vol 19 (2) ◽

pp. 90-106 ◽

Cited By ~ 1

Author(s):

Hassan Eslamian ◽

Seyed Ebrahim Mirshah Jafari ◽

Mohammad Reza Neyestani

Keyword(s):

Effective Teaching ◽

Teaching And Learning ◽

Learning Processes ◽

Faculty Members ◽

Control Group ◽

Teaching Performance ◽

Significant Difference ◽

Quasi Experimental ◽

The Mean ◽

Experimental Group

AbstractThis quasi-experimental study investigated the effect of teaching aesthetic skills to faculty members on development of their effective teaching performance through a two-group pretest-posttest design. The sample included 32 faculty members at a major Iranian university who were divided into the experimental (11 participants) and control groups (21 participants). The experimental group was taught to use aesthetic skills in the teaching and learning processes; however, no intervention was applied to the control group. To evaluate the effective teaching performance of the faculty members, a tailor-made questionnaire was used in two pretest and posttest stages, where randomly chosen students were asked to express their opinions about the faculty membersí performance. The sample size of the students was 1096 in the pretest stage and 935 in the posttest stage. Paired t-test results showed that there was no significant difference between the mean effective teaching scores of the faculty members in the control group in the pretest stage and in the posttest stage. However, the mean effective teaching scores of the faculty members in the experimental group were found to be significantly higher in the posttest. In addition, although there was no significant difference between the mean effective teaching scores of the two faculty groups in the pretest, faculty members in the experimental group outperformed their counterparts in the control group. Based on the findings, applying aesthetic skills by faculty members in the teaching and learning processes can pave the way for sustainable development of their effective teaching performance. Therefore, faculty members are recommended to acquire the required knowledge and skills to better use aesthetic skills in the teaching process.

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The Impact of Smartboard on Preparatory Year EFL Learners’ Motivation at a Saudi University

Advances in Language and Literary Studies ◽

10.7575/aiac.alls.v.8n.3p.172 ◽

2017 ◽

Vol 8 (3) ◽

pp. 172

Author(s):

Waqar Ahmad ◽

Zuraina Ali ◽

Muhammad Aslam Sipra ◽

Imtiaz Hassan Taj

Keyword(s):

Teaching And Learning ◽

Control Group ◽

Efl Learners ◽

Saudi Students ◽

Significant Difference ◽

Literature Reviews ◽

Preparatory Year ◽

And Control ◽

The Impact ◽

Experimental Group

Smartboards, which are now widely used in the teaching and learning process in Saudi Arabia, have turned the traditional environments of the classrooms, especially the EFL classrooms to be more interesting and encouraging. Literature reviews suggest that Saudi students usually lack motivation for studying English as a foreign language. This study tends to investigate the impact of Smartboards on preparatory year EFL learners motivation at a Saudi university. Two intact groups were selected, in which one was termed as experimental and the second as control group. The experimental group was taught using the Smartboard while the control group was taught with the traditional whiteboard, pen and book method. The treatment was given for seven weeks. A questionnaire was administered to both the groups at the beginning and the end of the study. The data was analysed using the SPSS and the results showed that there was significant difference between the experimental and control groups in terms of motivation.

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