Supervision in counseling service based on psychological test result to student’s learning satisfaction

Yuzarion, Yuzarion; Alfaiz, Alfaiz; Kardo, Rici; Dianto, Mori

doi:10.24036/020187210736-0-00

Cited by 5 publications

(3 citation statements)

References 3 publications

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“…Similar studies have demonstrated that the participants' unique traits and psychological factors nuance the relationship between a teacher's emotional support and a student's level of school engagement (Wang & Ecless, 2013;Prasetyo et al, 2018). Students' academic self-concepts are positively correlated with the extent to which they get emotional support during learning activities (Ramadhan, 2019;Yuzarion et al, 2018;Aristya & Rahayu, 2018;Kim et al, 2018). Academic self-concept is a moderator variable that boosts both teachers' encouragement and students' interest in learning.…”

Section: Empirical Reviewmentioning

confidence: 99%

Teacher-Learner Interactions and Academic Self-Concept in Informal Settlement Primary Schools in Kenya

Gatundu,

Kimani,

Ronoh

2023

AJERNET

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This study investigates the influence of teacher-learner interactions on pupils' academic self-concept in primary schools located in informal settlements in Kibra sub-county, Nairobi County, Kenya. The study employed a survey design. The target population comprised 138 head teachers, 203 teacher counsellors, and 9536 learners in Class VII, totaling 9877 respondents, from which a sample of 385 respondents was determined using Yamane’s formula. Stratified sampling was used to create seven (7) different strata based on the zones, according to the Independent Electoral and Boundaries Commission of 2012. From each zone, five (5) schools, one (1) head teacher, and one (1) teacher-counsellor were selected using purposive sampling. However, from each sampled school, nine (9) learners in Class VII were selected using a simple random method to avoid bias and favouritism. This sampling procedure involved a sample of 35 head teachers, 35 teacher-counsellors, and 315 learners in Class VII. Questionnaires were used to collect data from learners in Class VII, as were interview guides for head teachers and teacher-counsellors. Piloting was conducted among 38 respondents from primary schools in informal settlements in Kibra sub-county to establish validity and reliability. The opinions of educational psychology professionals were used to confirm the study's validity. The split-half method was used to calculate reliability, and the reliability coefficient (r = 0.728; p<0.05) at the 0.05 level of significance revealed a high degree of internal dependability. The goals guided the theme analysis of qualitative data, which was then presented in narrative style. Statistical Packages for the Social Sciences (SPSS 23) was used to do a descriptive analysis of the quantitative data (frequency counts, mean, and percentages) and an inferential analysis in order to evaluate the hypotheses, and the results were shown in frequency tables and bar graphs. The results revealed that teacher support, supervision, encouragement, and individualised teaching strategies play a crucial role in shaping pupils' perceptions of their academic abilities. The findings emphasise the significance of these interactions in fostering a positive learning environment and improving academic self-concept. It is concluded that effective teacher-learner interactions can positively impact students' self-perception and motivation to excel academically. Recommendations include promoting training for teachers to enhance their interactions with students, thereby contributing to improved academic self-concept in primary school settings.

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Section: Empirical Reviewmentioning

confidence: 99%

Teacher-Learner Interactions and Academic Self-Concept in Informal Settlement Primary Schools in Kenya

Gatundu,

Kimani,

Ronoh

2023

AJERNET

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“…To address these challenges, it is imperative to provide comprehensive training programs that equip counselors with the necessary skills and knowledge to navigate and engage with diverse cultural contexts. Encouraging counselors to actively interact with individuals from different backgrounds and facilitating opportunities for comparative social studies can further enhance their multicultural competence (Ponterotto, 2008;Yuzarion et al, 2018).…”

Section: The Foundation Dimension Of Counselorsmentioning

confidence: 99%

Counselor Multicultural Competence: An Exploration Study of Counselor Competence in the Counseling Process

Alfaiz,

Da Costa,

Yuzarion

et al. 2022

TBW

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Many changes in the education system affect the professionality level practiced by counselors. Cultural diversity and acculturation pushed a counselor to be more professional in counseling multicultural skills. This research aims to discover a counselor's skill in multicultural competence that consist of foundation dimension, multicultural dimension, and multicultural counseling. This competency is important and needed in Indonesia as a country with more heterogeny in social, culture, and religion. The research method was used as descriptive quantitative research through the Counselor's Multicultural Competence Scale (CMCS) that was distributed to 100 school counselors in Padang, Indonesia. The result shows that 60 school counselors have a low foundation dimension and multicultural dimension, 50 have low multicultural counseling, and 10 have high three dimensions. This research results recommend a new approach and model for educating and developing a counselor's skills in a multicultural approach to counseling.

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“…According to Farid Poniman, a person's genetic potential is usually difficult to change, because it comes from their DNA [20]. Therefore, it is important for parents and teachers to determine the genetic potential of children to properly direct them in choosing a career, and implementation of psychological counseling [21]. This research is, therefore, focussed on introducing studies and STIFIn test utilization in Senior High Schools (SMA) to enable students plan a better future in accordance with the 4.0 industrial revolution era.…”

Section: Introductionmentioning

confidence: 99%

The Implementation of STIFIn Intelligence Test for Students’ Career Planning : An Introduction and Impact of STIFIn Approach

Yandri¹,

Juliawati²,

Alfaiz

et al. 2021

PPRS

Self Cite

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This study aims to map students' intelligence in accordance with the human brain which consists of the sense of thinking, intuiting, feeling, and instinct, through the implementation of the STIFIn approach. This method was also used to help them determine their career path for optimal productivity, because in this era of 4.0 industrial revolution, students are required to upgrade their skills according to their talents and intelligence. This study therefore uses critical analysis studies in literature review and practical data to expose the importance of STIFIn approach to education counseling for students. The result showed that from students attending to STIFIn test which uncovers that students has a uncover and understanding their potential within their sense such thinking, intuiting, feeling and instinct, thereby, making it easier to explore and decision of their behavior and career choice. Also with this finding, it is potential to develop a counseling approach to facilitate this potential.

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Supervision in counseling service based on psychological test result to student’s learning satisfaction

Cited by 5 publications

References 3 publications

Teacher-Learner Interactions and Academic Self-Concept in Informal Settlement Primary Schools in Kenya

Teacher-Learner Interactions and Academic Self-Concept in Informal Settlement Primary Schools in Kenya

Counselor Multicultural Competence: An Exploration Study of Counselor Competence in the Counseling Process

The Implementation of STIFIn Intelligence Test for Students’ Career Planning : An Introduction and Impact of STIFIn Approach

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