Students' mental strength in higher education plays a very important role in academic success, especially for gifted student. Many findings indicated that there were a few academically gifted students without troubles. This research was conducted to produce a counseling service strategy by combining religious aspects with aspects that are always used in human daily life in displaying certain behaviors. The strategy developed by author was applied to 23 the final year gifted students whom had non-technical problems related to student motivation and emotions. Treatment was done to help strengthen the mental of gifted students in achieving academic success in the form of completing studies in a timely manner. Student's mental strength was observed from several indicators which were part of the content of the strategy developed. The development of mental strength of students after being given treatment was reviewed using the results of the questionnaire interpretation that had been filled by students, which were then analyzed qualitatively. The results showed that religious counseling services with strategies developed could help gifted students to have aspects of behavior that were very important to themselves, so that there were no obstacles that arise in themselves to achieve academic success through the completion of timely studies with satisfactory results.
This research aimed to determine the level of difficulty of the Supervising Teacher in Mastering the Concept and Praxis of Assessment to Understand the Conditions, Needs, and Problems of the Counselee. This research used survey research methods with descriptive quantitative research. The population of the research was 160 guidance and counseling teachers who were taken by using proportional sampling techniques from each regional representative, so that 50 teachers of guidance and counseling were obtained. The data collection is collected through understanding tests. The data analysis is used descriptive quantitative analysis. The results of the study showed that the Level of Teacher Difficulties in Mastering the Concept and Praxis of Assessment to Understand the Conditions, Needs, and Problems of the counselees in the very low category with a percentage of 44%. This is supported by the results of the respondents' justification analysis that the level of understanding of the concepts and assessment praxis in guidance and counseling teachers in schools is in the moderate category with only 16%. Keywords: counselor competence, assessment, mastery of concept and prescriptive assessment, teacher guidance and counseling
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