Conducive learning situation is related to the quality of students learning. The creation of a conducive class will avoid students from feeling bored, psychic exhaustion and also the creation of a conducive class that will provide students motivation and learning convernience. In an active learning condition, students do not feel alone solving cases faced in the learning process, but the students can ask the question to other and discuss each other so that their learning load does not occur. With the existence of an active learning strategy, it is hoped that it can grow all the potential possessed by students so that in the end they can optimize their learning outcomes. hance, The teacher as a guide has very important role in Learning process. Teachers must be able to give students motivation to create a process of interaction that is conducive to the learning process in the classroom. In the interactive teaching and learning process, there is an interaction between students and students and students and teachers.
Pandemi Covid-19 memaksa siapapun untuk beradaptasi dengan suasana baru semenjak melanda dunia. Sektor pendidikan yang selalu indentik dengan kegiatan tatap muka dengan guru di kelas harus belajar dengan metode jarak jauh. Guru Bimbingan dan Konseling juga harus beradaptasi dengan kondisi ini, yang berdampak terhadap program dan layanan yang diberikan. Kajian ini bertujuan untuk menggali inovasi-inovasi program layanan Bimbingan dan Konseling yang dapat dilakukan pada masa pandemi. Metode yang digunakan adalah systematic literature review. Hasil kajian menemukan bahwa; pertama program dan layanan Bimbingan dan Konseling sangat urgen di masa pandemi, mengingat tidak semua orang bisa beradaptasi dengan mudah dan cepat dengan kondisi dan lingkungan baru. Kedua, guru Bimbingan dan Konseling harus melakukan berbagai inovasi agar program layanan Bimbingan dan Konseling di sekolah tetap berjalan di masa pandemi sesuai kondisi lingkungan dengan mempertimbangkan sarana dan prasarana yang telah tersedia di sekolah. Ketiga, guru Bimbingan dan Konseling dapat melakukan program layanan Bimbingan dan Konseling berbasis digital di masa pandemi seperti E-Counseling yang merupakan sebuah situs atau berupa aplikasi yang dapat mempermudahpeserta didik melakukan berbagai layanan konseling jarak jauh.
Every human being must have problems; what distinguishes them is how individuals respond and live them. Hence, it takes someone who is an expert (counsellor) to accompany people experiencing problems (clients) to take on the responsibility of their lives and become happy individuals. Group counselling is one of the services that counsellors can provide to help clients or group members solve their life problems because the purpose of this service is to alleviate client problems by utilizing group dynamics to establish a sense of empathy and mutual understanding and help between fellow group members. In this article, we will discuss in more detail the meaning of group counselling in overcoming human life problems, starting from discussing the meaning of group counselling, the differences between group counselling and individual counselling, the function of group counselling in overcoming life problems, the purpose of holding group counselling, principles of group counselling, and therapy that can be used in group counselling
This study is concerned with the presence of BK teachers who have no educational background in guidance and counseling. They are appointed by the principal because they are deemed to be and come from educational and non-educational graduates with little teaching hours. This certainly has an impact on the quality of the implementation of guidance and counseling services in schools. This study aims: (1) to reveal and describe the implementation of guidance and counseling services by BK teachers; (2) differences in the implementation of guidance and counseling services classical format reviewed from the background SI BK and Non BK; (3) differences in the implementation of classical guidance counseling and counseling services in terms of working period of <16 years and ≥ 16 years; (4) the interaction of education background and working period of BK teacher in providing guidance and counseling service of classical format.This research uses quantitative method with comparative descriptive approach. The subjects of the study were all BK teachers with BK and Non BK BK Sijunjung who numbered 32 people. The instruments used are Likert model scale with 0.965 realib and 0.507 validity (implementation of classical counseling guidance and counseling service). Data were analyzed by using variance analysis technique (ANOVA).The result of data analysis shows: 1) the implementation of guidance and counseling service of the classical format given by the teacher of education background S1 and Non BK with working period <16 years and ≥ 16 years are in high category, and the average score of implementation of guidance and counseling service of classical format same category. 2) there is no significant difference in the background of BK and Non BK S1 education. 3) there is no significant difference in the implementation of classical counseling guidance and counseling services in terms of working period of <16 years and ≥ 16 years. 4) there is no significant interaction between the education background score and the working period of the BK teacher towards the implementation of classical counseling guidance and counseling services.
Penelitian ini bertujuan untuk mendeskripsikan proses pengembangan bahan ajar membaca pemahaman dan menghasilkan bahan ajar membaca sebagai upaya meningkatkan pembelajaran tematik terpadu dengan menggunakan strategi Survey Question Read Reflect Recite Review (SQ4R) dalam pembelajaran tematik di kelas III SD yang valid, praktis, dan efektif. Penelitian ini dilakukan di SDN 10 Pasaman, Kabupaten Pasaman Barat. Subjek penelitian adalah siswa kelas III berjumlah 21 siswa. Jenis penelitian adalah penelitian pengembangan. Penelitian inimenggunakan model 4-D yang terdiri dari 4 tahap yaitu: tahap define, design, develop, dan disseminate. Kevalidan segi isi, bahasa, penyajian, kegrafikaan oleh validator ahli 3,64 dan validator praktisi pendidikan 3,68 dengan kategori sangat valid. Pratikalitas bahan ajar dilihat dari respon pendidik dengan rata-rata 3,64 respon peserta didik 3,57. Dapat disimpulkan bahwa bahan ajar tematik menggunakan strategi Survey Question Read Reflect Recite Review (SQ4R) yang dikembangkan layak digunakan di kelas III SD.
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