GROUP GUIDANCE USING EXPERIENTIAL LEARNING METHOD TO IMPROVE SELF-REGULATED LEARNING IN CLASS VIII STUDENTS OF SMP TARAKANITA GADING SERPONG

Authors

  • Skolastika Hapsari Universitas Katolik Indonesia Atma Jaya
  • Henny Christine Mamahit Unika Atma Jaya

DOI:

https://doi.org/10.25170/psikoedukasi.v21i2.4930

Keywords:

group guidance, experiential learning methode, self-regulated learning

Abstract

Group guidance using the Experiential Learning (EL) method is an experiential-based learning approach that can be employed in the implementation of counseling guidance services. Self-Regulated Learning (SRL) is a student's ability to self-regulate in learning, consisting of cognitive control, motivation, and behavior aspects. This research aims to determine the effectiveness of group guidance services using the Experiential Learning method to enhance Self-Regulated Learning in eighth-grade students at SMP Tarakanita Gading Serpong. The study was conducted with 10 students from class VIII B at SMP Tarakanita Gading Serpong. This research employed a mixed-methods approach with a Sequential Explanatory design. Quantitative data were collected using the Pretest-Posttest SRL questionnaire. Qualitative data, on the other hand, were gathered through interviews and observations of service implementation. Based on the significance value, it can be observed that Sig. (2-tailed) 0.005 is smaller than α 0.05, indicating a significant difference after and before providing group guidance services with the EL method in enhancing SRL for the ten eighth-grade students. A recommendation is made to the school's counseling team to utilize the EL method in the implementation of counseling services in the academic domain and to apply it to all students. Additionally, further research could investigate SRL by associating it with other factors related to students' personal development

References

Asdar, M., & Barus, C. A. (2023). Analisis Perbandingan Perkembangan Kognitif Siswa SD dan SMP Berdasarkan Teori Piaget selama Pandemi COVID-19. Jurnal Teknologi Pendidikan: Jurnal Penelitian dan Pengembangan Pembelajaran, 8(1), 148-157. https:// e-journal.undikma.ac.id/index.php/jtp/article/view/5974

Didik, M. E. P. P. (2020). Teknik Experiential Learning Meningkatkan Kemampuan. Jurnal Pendidikan, 12(2), 106-111. https://e-journal.upr.ac.id/index.php/JP-IPS/article/view/ 2735

Fatimah, E., Ulum, B., Hayati, N., Reta, E. M., & Rosyid, A. (2023). Penerapan Prinsip-Prinsip Kurikulum Merdeka Belajar Bagi Para Calon Konselor. Jurnal Citra Pendidikan, 3(1), 665-670. https://doi.org/10.38048/jcp.v3i1.1457.

Fithriyah, K., Arif, M., & Ningsih, P. R. (2019). Pengaruh Model Experiential Learning Terhadap Motivasi Dan Hasil Belajar Siswa Pada Mata Pelajaran Simulasi Digital Di Smk Negeri 2 Bangkalan. Jurnal Ilmiah Edutic: Pendidikan dan Informatika, 6(1), 39-45. https://doi.org/10.21107/edutic.v6i1.6389.

Gunowibowo, P., Setiawati, S., & Agnesa, T. (2021). Efektivitas Penerapan Strategi Metacognitif Ditinjau Dari Kemampuan Berpikir Reflektif. (Doctoral dissertation, Universitas Lampung). http://repository.lppm.unila.ac.id/id/eprint/36285

Hajjah, M., Munawaroh, F., Wulandari, A. Y. R., & Hidayati, Y. (2022). Implementasi Model Experiental Learning Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa. Natural Science Education Research, 5(1), 79-88. https://doi.org/10.21107/nser.v5i1.4371

Hakim, F. (2019). Keterampilan Berpikir Gambaran Tinggi Siswa Kelas XI dengan Model (Experiential Learning) pada Materi Titrasi Asam Basa. Journal of Educational Chemistry (JEC), 1(2), 62-68. https://doi.org/10.21580/jec.2019.1.2.4260

Harahap, A. C. P. (2020). Covid 19: Self regulated learning mahasiswa. Al-Irsyad: Jurnal Pendidikan Dan Konseling, 10(1). http://dx.doi.org/10.30829/al-irsyad.v10i1.7646

Indarta, Y., Jalinus, N., Waskito, W., Samala, A. D., Riyanda, A. R., & Adi, N. H. (2022). Relevansi kurikulum merdeka belajar dengan model pembelajaran abad 21 dalam perkembangan era society 5.0. Edukatif: Jurnal Ilmu Pendidikan, 4(2), 3011-3024. https://doi.org/10.31004/edukatif.v4i2.2589

Junaedi, Y., Maryam, S., & Anwar, S. (2022). Analisis Kemampuan Berpikir Reflektif Siswa SMP pada Pembelajaran Daring di Era Covid-19. Wilangan: Jurnal Inovasi dan Riset Pendidikan Matematika, 3(1), 34-40. http://dx.doi.org/10.56704/jirpm.v3i1.14400.

Kemendikbud (2022, Mei, 11). SKB 4 Menteri Terbaru Atur Pembelajaran Tatap Muka Seratus Persen. Diakses dari https://www.kemdikbud.go.id/main/blog/2022/05/skb-4-menteri-terbaru-atur-pembelajaran-tatap-muka-seratus-persen, pada 15 Januari 2023.

Latif, N. I. (2021). Pengaruh Penerapan Model Experiential Learning Terhadap Hasil Belajar Siswa Pada Mata Pelajaran IPA Kelas V SDN NO. 104 INPRES Merdeka Kabupaten Takalar (Doctoral dissertation, Universitas Muhammadiyah Makassar). https://digilibadmin.unismuh.ac.id/upload/19170-Full_Text.pdf.

Latipah, E. (2019). Pengaruh Strategi Experiential Learning terhadap Self Regulated Learning Mahasiswa PGMI (Pendidikan Guru Madrasah Ibtidaiyah). http://digilib.uin-suka.ac.id/id/eprint/39756.

Lesmana, G. (2022). Bimbingan dan Konseling Belajar. Jakarta: Prenada Media.

Nafilah. (2022). Penerapan Layanan Bimbingan Kelompok melalui Pendekatan Self Regulated Learning dalam Meningkatkan Kedisiplinan Belajar Siswa Kelas VII SMPN 1 Bandara TA. 20211/2022. (Doctoral dissertation, Universitas Muhammadiyah Sumatra Utara). http://repository.umsu.ac.id/handle/123456789/18750

Ningrum, S. K. (2019). Pengaruh model pembelajaran Experiential Learning terhadap kemampuan menulis teks laporan perjalanan oleh siswa kelas VIII SMP IT Ar Ridho Sei Mencirim tahun pembelajaran 2019/2020 (Doctoral dissertation, Universitas Muhammadiyah Sumatera Utara). http://repository.umsu.ac.id/handle/123456789/5773

Nugroho, M. H., Asri, D. N., & Kadafi, A. (2022). Faktor yang Mempengaruhi Self-Regulated Learning pada Siswa SMP. Dalam Prosiding Seminar Nasional Bimbingan dan Konseling, 6(2) 16-21. http://prosiding.unipma.ac.id/index.php/SNBK/article/view/3141/2482.

Pranoto, H., Wibowo, A., & Atieka, N. (2023). Self- Regulated Learning dan Percaya Diri Siswa Digambarankan Melalui Layanan Bimbingan Kelompok. JBKI (Jurnal Bimbingan Konseling Indonesia), 7 (3), 143-148. https://dx.doi.org/10.26737/jbki. v7i3.3854

Prasetia, I. (2022). Metodologi Penelitian Pendekatan Teori dan Praktik. Medan: Umsu Press.

Pratiwi, I. W., & Wahyuni, S. (2019). Faktor-faktor yang mempengaruhi self regulation remaja dalam bersosialisasi. Jurnal Psikologi Pendidikan dan Pengembangan SDM, 8(1), 1-11. https://ejournal.borobudur.ac.id/index.php/psikologi/article/view/589.

Pratiwi, U. (2019). Pengaruh Model Pembelajaran Experiential Learning Di Dukung Metode Example Non-Example Pada Kemampuan Berpikir Kritis Siswa Di SMA Negeri 1 Simpang Agung (Doctoral dissertation, UIN Raden Intan Lampung). http://repository.radenintan.ac.id/id/eprint/8944.

Puspita, D. A., Mugiarso, H., & Mulawarman, M. (2019). Penerapan layanan bimbingan kelompok dengan pendekatan experiential learning untuk meningkatkan self-esteem. Indonesian Journal of Guidance and Counseling: Theory and Application, 8(1), 7-12. https://journal.unnes.ac.id/sju/index.php/jbk/article/view/22056.

Rahabav, P. (2021). Pengaruh pembelajaran Experiential Terhadap Motivasi Berprestasi Mahasiswa. IKRA-ITH HUMANIORA: Jurnal Sosial dan Humaniora, 5(2), 1-11. https://journals.upi-yai.ac.id/index.php/ikraith-humaniora/article/view/963.

Rozali, Y. A., & Yashirly, E. (2020). Peran Self-Regulated Learning Dan Penyesuaian Akademik Di Masa Pandemi. Dalam Seminar Nasional Ilmu Pendidikan dan Multi Disiplin (Vol. 3). https://prosiding.esaunggul.ac.id/index.php/snip/article/view/12.

Saputra, A. D. (2022). Peran Guru Kelas Dalam Mengampu Tugas Bimbingan Dan Konseling Di Sekolah. Al-Madrasah: Jurnal Pendidikan Madrasah Ibtidaiyah, 6(2), 389-400. http://dx.doi.org/10.35931/am.v6i2.977

Simbolon, J. (2020). Penerapan Metode Layanan Bimbingan Kelompok Untuk Meningkatkan Disiplin Belajar Siswa. Jurnal Teknologi Pendidikan (JTP), 13(1), 77-88. https://doi.org/10.24114/jtp.v13i1.18002

Surdi, T. I., Milfayetty, S., & Masganti, M. (2022). Hubungan Dukungan Orang Tua dan Regulasi Diri dengan Tanggung Jawab Belajar pada Siswa Sekolah Menengah Atas Negeri 1 Lhokseumawe. Journal of Education, Humaniora and Social Sciences (JEHSS), 5(1), 429-439. https://doi.org/10.34007/jehss.v5i1.1239

Syukur, Y., Neviyarti, & Zahria, T. N. (2019). Bimbingan dan Konseling di Sekolah. Malang: IRDH Book Publisher.

Tea, T., Anakaka, D. L., & Amseke, F. (2020). Dukungan sosial guru dan self regulated learning siswa. Journal of Health and Behavioral Science, 2(2), 60-79. https://doi.org/10.35508/jhbs.v2i2.2193.

Widodo, A. (2022). Hubungan Antara Self-Regulation Learning dan Motivasi Belajar pada Mahasiswa Perantau di Surakarta (Doctoral dissertation, Universitas Muhammadiyah Surakarta). http://eprints.ums.ac.id /id/eprint/106049.

Wirya, E. A., Herawati, E. S. B., & Asiyah, D. A. (2023). Profil Kesiapan Belajar Siswa Pasca Pandemi di SMP Negeri 1 Kertasemaya. Jendela ASWAJA, 4(01), 86-98. https://doi.org/10. 52188/ja.v4i01.416.

Published

2023-10-31 — Updated on 2023-12-01

Versions

Abstract views: 560 | PDF downloads: 306

Most read articles by the same author(s)