Group guidance based on Javanese character with merchant morals to improve student resilience

This study aims to improve teacher competence in planning authentic assessments with group guidance. The research method used is classroom action research. The research subjects were 10 teachers at Mandau 011 Junior High School. The timing of the research is carried out in two cycles starting on Monday 11 February to Saturday 23 February 2019. Analysis of the data used is qualitative in the form of data reduction, data presentation, and data inference. While for quantitative data descriptive analysis is carried out by calculating the average value and percentage. The results of the study indicate an increase in the competency of 011 Mandau Junior High School teachers in planning authentic assessments with group guidance. there is a cycle I of the average teacher competence of 70,6 with sufficient categories. The average teacher competency in the second cycle is 76,3 which is included in the good category. Classically, as many as 90% of teachers have been able to plan authentic assessments properly.

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Pengaruh Bimbingan Kelompok Terhadap Perilaku Asertif pada Siswa

Irsyad : Jurnal Bimbingan, Penyuluhan, Konseling, dan Psikoterapi Islam ◽

10.15575/irsyad.v6i4.908 ◽

2018 ◽

Vol 6 (4) ◽

pp. 427-446

Author(s):

Rina Nurviani ◽

Lilis Satriah

Keyword(s):

Research Method ◽

Simple Correlation ◽

Large Influence ◽

Assertive Behavior ◽

The Mind ◽

Group Guidance

Assertive behavior holds important guidelines for the formation of a person's personality can be improved in group guidance, because in group guidance can be utilized the influence of a person or some individual against other members. This study aims to determine (1) the large influence of group guidance on assertive behavior in the expression of the mind, (2) large influence group guidance on assertive behavior in the expression of feeling, and (3) large influence group guidance on assertive behavior in the expression of mind to students. The research method used in this research is a simple correlation research method. The result of calculation obtained by value of porsentase influence group guidance to assertive behavior in expression of mind equal to 2,5%, in expression of feeling of porsentasenya equal to 4,4%, whereas in expression action only equal to 0,1%. So it can be concluded that group guidance has little effect on assertive behavior in the expression of thoughts, feelings, and actions. The overall influence of group guidance on assertive behavior is only 2.5%. Perilaku asertif memegang pedoman penting bagi pembentukan kepribadian seseorang dapat ditingkatkan dalam bimbingan kelompok, karena dalam bimbingan kelompok dapat dimanfaatkan pengaruh-pengaruh seseorang atau beberapa individu terhadap anggota lainnya. Penelitian ini bertujuan untuk mengetahui (1) besar pengaruh bimbingan kelompok terhadap perilaku asertif dalam ekspresi pikiran, (2) besar pengaruh bimbingan kelompok terhadap perilaku asertif dalam ekspresi perasaan, dan (3) besar pengaruh bimbingan kelompok terhadap perilaku asertif dalam ekspresi pikiran pada siswa. Metode penelitian yang digunakan dalam penelitian ini yaitu metode penelitian korelasi sederhana. Hasil perhitungan diperoleh nilai porsentase pengaruh bimbingan kelompok terhadap perilaku asertif dalam ekspresi pikiran sebesar 2,5%, dalam ekspresi perasaan porsentasenya sebesar 4,4%, sedangkan dalam ekspresi tindakan hanya sebesar 0,1%. Sehingga dapat disimpulkan bahwa bimbingan kelompok berpengaruh kecil sekali terhadap perilaku asertif dalam ekspresi pikiran, perasaan, dan tindakan. Yang secara keseluruhannya pengaruh bimbingan kelompok terhadap perilaku asertif hanya sebesar 2,5%.

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Resilience and Support Networks for University Students with Disabilities

International Research Journal of Management IT and Social Sciences ◽

10.21744/irjmis.v5i2.634 ◽

2018 ◽

Vol 5 (2) ◽

pp. 164

Author(s):

María Leonila García Cedeño ◽

Anicia Katherine Tarazona Meza ◽

Robert Gonzalo Cedeño Mejía

Keyword(s):

Social Networks ◽

University Students ◽

Students With Disabilities ◽

Pearson Correlation ◽

Support Networks ◽

Pearson Correlation Coefficient ◽

Structured Interviews ◽

Disabled Students ◽

The Social ◽

Student Resilience

Resilience is a phenomenon that can be studied in catastrophic situations but also in everyday matters such as disability, this being an alternative way of working in the environment that requires the adaptation of the social networks that contain and support people with this condition. The research was conducted at the Technical University of Manabí applied to the population of students with disabilities. The paper presents an analysis of support networks and their relationship with student resilience. The results related to the application of the Saavedra-Villalta test are shown, which allowed to correlate the level of resilience of the sample studied with the support networks. An analysis linked to the interpretation of the Pearson correlation coefficient is presented. The result obtained is presented by applying semi-structured interviews to a sample of 48 disabled students.

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Enhancing School Counselor Accountability: The Large Group Guidance Portfolio

Professional School Counseling ◽

10.1177/2156759x0701100210 ◽

2007 ◽

Vol 11 (2) ◽

pp. 2156759X0701100

Author(s):

Jennifer Curry ◽

Glenn W. Lambie

Keyword(s):

School Counseling ◽

School Counselors ◽

Stakeholder Engagement ◽

School Counselor ◽

Professional School ◽

Large Group ◽

Accountability Measures ◽

School Counseling Programs ◽

Large Group Guidance ◽

Group Guidance

Professional school counselors (PSCs) are being asked to employ accountability measures to support the merit of their comprehensive, developmental programs. Further, to address the problem of PSC role ambiguity, it has been suggested that PSCs become proactive professional advocates and work to promote greater stakeholder engagement in their school counseling programs. The utilization of a large group guidance portfolio may address these issues. This article (a) reviews the need for PSC accountability measures and stakeholder engagement, (b) presents a case illustration of a PSC using a large group guidance portfolio, and (c) offers implications for PSCs.

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