Student's academic achievement are often suboptimal, and burnout arises as one of its causes. Burnout can be countered when students possess academic hardiness. The present study was aimed at training students' mind skill in order to improve students' academic hardiness against burnout in the Guidance and Counseling Department of Semarang State University. This study was categorized as one group pretest-Posttest experimental study.Using purposive sampling technique, forty-six students were selected as participants of the study. The data were collected using academic hardiness scale and academic burnout scale, each scale is a Likert-scale consisting of fifteen items. The data were analyzed using Paired Sample T-Test, aiming at measuring the difference in students' level of academic hardiness and academic burnout before and after the mind-skills training was conducted. The result exhibited the difference in students' level of academic hardiness and academic burnout. It could be concluded that mind-skills training is effective to improve students' academic hardiness against burnout in BK UNNES. Further, it is expected that mind-skills can be an instructional purpose and be a part of the curriculum in BK UNNES, or at least become one of the objects of study in Basic Counseling Skill subject.
In general, the particular research and development aimed to produce modules for students and guidebook modules for counselor which is acceptable both theoretically and practically. The acceptability is assessed in the terms of format or design, as well as the material content and practice. The developmental procedures adapted from Borg and Gall model, namely: (1) stage I preliminary study and planning, (2) stage II product development, (3) stage III product trial, (4) stage IV product revision, and (5) final product. The product was a Self-Assessment Training Module as a Career Stage Planning of Students in Senior High School and its guidebook. The results of product trials showed that the developed product had a "very good" acceptability score. In conclusion, the product is accepted both theoretically and practically. The acceptability of the product give implications that the using of Self-Assessment Training Module can help the students to recognize, assess, and understand themselves, and then they can plan their careers appropriately. The module can help the school counselor to guide students in self-assessment as the initial stage of career planning.
Abstrak. Berbagai tekanan dalam era digital mengharuskan siswa memiliki ketahanan psikologis. Tujuan kegiatan pengabdian kepada masyarakat ini adalah untuk mengembangkan keterampilan konselor/guru BK dalam memberikan layanan kepada siswa sesuai dengan tuntutan perkembangan zaman. Strategi sinema-konseling dilatihkan kepada dua puluh konselor/guru BK Sekolah Menengah Kejuruan di Kabupaten Blora. Pelatihan ini dilaksanakan selama tiga hari yang setara dengan tiga puluh dua jam pelatihan, yaitu pada tanggal 1 sampai 3 Agustus 2019. Instrumen sinema konseling digunakan untuk mengukur keterampilan konselor/guru BK dalam mengaplikasikan strategi sinema-konseling. Hasil pelatihan menunjukkan ratarata keterampilan konselor/guru BK dalam megaplikasikan strategi sinema-konseling mengalami peningkatan. Lebih lanjut konselor/guru BK perlu mempertajam keterampilan dalam mengembangkan pertanyaan reflektif dalam menerapkan strategi sinema-konseling di sekolah. This work is licensed under a Creative Commons Attribution 4.0 International License
Konseling realita dan mindskills memiliki pandangan yang sama bahwa pusat kontrol perilaku manusia berpusat di otak. Penelitian ini menggunakan metode studi kepustakaan. Tujuan dari penelitian ini adalah untuk menjelaskan keterampilan berfikir (mindskills) dalam perspektif pengubahan perilaku konseling realita. Perilaku total dalam konseling realita terdiri dari empat komponen, yakni: pikiran, tindakan, perasaan, dan fisiologis. Pikiran dan tindakan dapat secara langsung dikendalikan oleh manusia. Perasaan dan fisiologis menjadi dampak dari pengendalian pikiran dan tindakan. Oleh karenanya untuk membantu mengendalikan pikiran dan tindakan diperlukan implementasi mindskills. Mindskills pengharapan dan persepsi digunakan untuk mengelola wants secara realistis, presisi, dan penuh dengan pertimbangan dalam memutuskan keinginan sesuai kebutuhan. Mindskills citra visual membantu menggambarkan kebutuhan yang tepat. Mindskills peraturan dan penjelasan membantu agar tindakan yang dilakukan lebih luwes, sesuai kondisi, realistis, dan rasional. Mindskills wicara diri membantu mengkondisikan perasaan dan fisiologis.
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