<em>Competence counselor in guidance and counseling research needs to be developed through understanding, planning, implementing, and utilizing research results. The purpose of the study was to design indicators of counselor competency in guidance and counseling research. The type of research is qualitative with literature study design. Primary documents through books, journals, scientific articles, and relevant policies for indicator development from the competence of school counselors in research. Qualitative data analysis with the form of social policy analysis through the process of data reduction, data presentation, and data inference. The findings reveal that four indicators were understanding various types and methods of research, ability to design research, conduct research, and use research results by accessing journals of education and guidance and counseling. Each indicator has a sub indicators that need to be tested. Hope in the future is reveal the level or evaluation of the competence of school counselors in guidance and counseling research.</em>
Academic resilience is important for students to have in their academic process. Based on preliminary research conducted by researchers, there was a low academic resilience, while spiritual intelligence tended to be high. This research aims to find out the relationship between spiritual intelligence and academic resilience of vocational school students in North Semarang. The type of research used in this study is quantitative correlational. Sampling using simple random sampling techniques. Instruments used for data retrieval are the psychological scale of academic resilience and spiritual intelligence. The data analysis used in the hypothesis test is Pearson's Product Moment correlational test. This study found that there is a significant positive relationship, with a strong degree of correlation between spiritual intelligence and academic resilience of vocational school students in North Semarang. The advice that researchers can give counselors is to provide services with the aim of improving academic resilience and spiritual intelligence, as well as implementing policies that support the development of spiritual intelligence and academic resilience.
This study aims to test and analyze the effectiveness of psychoeducation group services with modeling techniques to improve students' social skills. This study uses a non-equivalent group pre-test post-test control group design. The random assignment sampling technique was used to select 10 experimental subjects placed into two groups so that each group consisted of five students. Data collection using the goal attainment scale (GAS), the results of the coefficient regression test of the ANOVA test showed that the psychoeducation group services of modeling techniques were effective in improving the social skills of students who obtained F tables = 4.46; with p <0.05 so that the experimental group proved to have a significant effect with a value of F = 73,164; p = 0.00 while the control group F = 4.151; p = 0.76. The findings of this study confirm that psychoeducation group services with effective modeling techniques to improve students' social skills.
Abstrak: Keberhasilan konseling bukan hanya ditentukan oleh pengetahuan dan ketrampilan yang dimiliki konselor, tetapi karakteristik pribadi menjadi determinan yang paling kuat dalam konseling (Corey, G, 2009:18). Konseling bukan sekedar apa yang diucapkan konselor, tetapi lebih dari itu adalah apa yang dilakukan konselor dalam kehidupan sehari-hari. Karakteristik pribadi tercermin dalam keikhlasan, ketulusan, kehangatan, dan sikap yang menyenangkan dalam memberikan layanan kepada konseli. Karakteristik tersebut akan lebih kokoh manakala dilandasi dengan iman yang benar dan kokoh pula. Kata kunci: Konselor, Iman, Pribadi Efektif PENDAHULUANAda kecenderungan selama ini orang berkeyakinan bahwa konseling yang efektif ditentukan oleh pengguasaan ilmu dan ketrampilan melaksanakan konseling saja, seakan-akan setelah seorang konselor memilki semuanya itu konseling pasti berhasil. Corey (2009 : 18) menyatakan bahwa keberhasilan konseling bukan hanya ditentukan oleh pengetahuan dan ketrampilan yang dimiliki konselor, tetapi karakteristik pribadi menjadi determinan yang paling kuat dalam konseling. hal ini berarti penguasaan ilmu dan ketrampilan konseling belum segalanya, masih ada faktor yang lain yang perlu dipertimbangkan dan dimasukkan dalam kurikulum jurusan Bimbingan dan Konseling pada jenjang S1 dan S2, yaitu Pengembangan Pribadi Konselor agar para calon konselor dan para magister bidang bimbingan memiliki ciriciri kepribadian yang bisa menunjang pelaksanaan konseling.Lebih jauh Corey menunjukkan beberapa ciri pribadi yang ada kaitannya dengan sukses dalam konseling, yaitu (1) menaruh perhatian pada wajah dunia, yg nampak dari sisi yang menguntungkan konseli, (2) memandang positif pada diri manusia, (3) menaruh kepercayaan pada konseli, (4) menganggap konseli sebagai pribadi yang mampu, (5) bisa dipercaya katakatanya, (6) ramah, (7) memiliki pandangan positif terhadap diri mereka sendiri.Sejalan dengan karakter pribadi yang dipersyaratkan Corey di atas, hasil survey yang dilakukan oleh mahasiswa progam studi Bimbingan dan Konseling UNNES menunjukan bahwa ada beberapa karakteristik konselor yang menghambat konseli datang kepada konselor, yaitu (1)
The purpose of this study was for exploring the development of character based on values by RA. Kartini in early childhood (PAUD) in Jepara. Character education has been given so far to the child, either directly or indirectly, either at home, at school or in the community however, it is not enough considering the time given for it. It is necessary to instill the character values through cultural values. The exemplary value of RA. Kartini is one of the values that can be introduced to the children in ord er that children are able to develop an attitude (1) simple; (2) Bold & Optimistic; (3) Independent; (4) Intelligent and Knowledgeable; (5) Inspiring to form character. Therefore, parents or educators have the obligation to encourage the growth of basic character by teaching early children to recognize cultural values to develop the character or attitude of children through living the values and beliefs of society as moral strength in their lives.
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