The Implementation of Supervision of Madrasah Principal in Developing A Guidance and Counseling Program

The results of this study indicate that: 1) The implementation of the supervision of the madrasah principal in developing the guidance and counseling program has been well implemented and can help, guide, and provide direction to BK teachers in compiling and developing guidance and counseling programs. The steps are carried out in several steps, including preparing a schedule and supervision instrument, notifying the BK teacher who will be supervised, carrying out supervision to the BK teacher by checking the program and monitoring its implementation, and evaluating or assessing the BK program. The technique used in the implementation of the supervision of the madrasah principal is individual and group techniques. Meanwhile, the approach to the supervision of the head of the madrasah is a direct and indirect approach. 2) Factors supporting the implementation of the supervision of the madrasah Principal in developing guidance and counseling programs are cooperation and support from all parties in the school, the existence of a program or supervision schedule, and BK tools in the form of programs and RPL. While the inhibiting factor is the existence of an agenda or schedule for the madrasa principal that coincides with the schedule for the implementation of supervision for BK teachers so that supervision can be delayed. 3) The solution to overcome obstacles in implementing the supervision of the madrasa principal in developing a counseling guidance program is to arrange or change the supervision schedule to another time and coordinate with the BK teacher so that supervision can still be carried out.

The Effect of Electronic Guidance Program Using (Lecture Maker) on the Improvement of Academic Achievement Motivation in Soccer for Physical Education and Sport Sciences’ Students

The research aimed at identifying the affectivity of self – organization style on improving academic achievement motivation. The researchers applied the research on (225) students of first, third and fourth year college students. Then a self – organization guidance program was constructed with 12 guidance session on physical education and sport sciences’ students who showed a low level of academic study motivation in soccer. The main subject was (20) divided into two equal groups and the results showed that the counseling program has a positive effect on self – organization style on academic studying motivation for physical education and sport sciences’ college students.

Penguatan Pendidikan Karakter melalui Program Konseling Pondok Pesantren Mahir Arriyadl di Keling Kepung Kediri

Penelitian ini bertujuan untuk menganalisa tentang penguatan pendidikan karakter melalui Program Konseling Pondok Pesantren Mahir Arriyadl di Keling Kepung Kediri. Penelitian ini menggunakan pendekatan kualitatif. Peneliti mendapatkan data menggunakan metode wawancara, observasi, dan dokumentasi. Tahap-tahap penelitian meliputi pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Temuan penelitian ini berupa: (1) Penerapan Penguatan Pendidikan karakter melalui program konseling di Pondok Pesantren Mahir Arriyadl Keling Kepung Kediri dilatarbelakangi oleh rasa tanggung jawab pondok dalam melaksanakan secara langsung kepada para santri tentang materi-materi yang sudah diajarkan terutama adap tingkah laku melalui program konseling, serta penerapan tata tertib pondok pesantren menjadikan para santri menjadi terbiasa dengan peraturan yang ada di pondok (2) Aktualisasi penguatan pendidikan karakter dilakukan dengan pendekatan berbasis individu, keluarga, pondok, dan masyarakat dalam satu kesatuanyang utuh dan saling terkait (3) Upaya strategis pondok pesantren dalam meningkatkan program penguatan pendidikan karakter melalui program konseling yaitu menjadikan pendidikan karakter bagian dari kurikulum, pemenuhan sarana dan prasarana yang memadai, menyatukan visi sumber daya manusia.[This study aims to analyze the strengthening of character education through the Mahir Arriyadl Islamic Boarding School Counseling Program in Keling Kepung Kediri. This study uses a qualitative approach. Researchers get data using interviews, observation, and documentation. The research stages include data collection, data reduction, data presentation, and drawing conclusions. The findings of this study are: (1) The application of strengthening character education through a counseling program at the Pondok Pesantren Mahir Arriyadl Keling Kepung Kediri is motivated by the sense of responsibility of the cottage in implementing directly to the students about the materials that have been taught, especially behavior through the counseling program. , as well as the application of boarding school rules and regulations to make students familiar with the existing regulations in the boarding school (2) Actualization of strengthening character education is carried out with an individual, family, cottage, and community-based approach in a unified and interrelated unit (3) Strategic efforts Islamic boarding schools in improving character education strengthening programs through counseling programs, namely making character education part of the curriculum, fulfilling adequate facilities and infrastructure, unifying the vision of human resources.]

An Education-Counseling Program for Young Prehypertensive Adults

In this non-equivalent control group, non-synchronized study, we assessed the effects of an education-counseling program for young prehypertensive adults. We included 40 and 47 prehypertensive individuals in the experimental and control groups, respectively. A structured questionnaire (pretest) was used to assess prehypertension-related knowledge, attitudes, health-promoting behavior, and self-efficacy. The experimental group underwent the 8-week program, while the control group received basic prehypertension and self-management education. Subsequently, blood pressure (BP) was measured, and prehypertension-related knowledge, attitudes, health-promoting behavior, and self-efficacy were evaluated using a questionnaire (posttest). There were significant intergroup differences in knowledge ( t = 3.04, p = .003), attitudes ( t = 6.41, p < .001), behavior ( t = 11.60, p < .001), self-efficacy ( t = 11.76, p < .001), and systolic BP ( t = −5.49, p < .001); however, diastolic BP was not significantly different ( t = −0.73, p = .473). Our findings demonstrated that the program is effective in improving knowledge, attitudes, behavior, self-efficacy, and systolic BP. Therefore, it can be used to prevent progression to hypertension.