The effectiveness of using educational cinema techniques to increase students’ self-confidence: An experimental research

Utomo, Prio; Sholihah, Mar’atus

doi:10.21831/progcouns.v2i2.41101

“…The estuary of the commitment test is the formation of new knowledge, confidence, and self-commitment to be responsible. This is in line with the effect of using cinematherapy reported by previous studies, including helping students' self-reflection (Blasco & Moreto, 2012;Oh et al, 2012); changes in understanding and attitudes (Brown et al, 2008); self-improvement (Utomo & Sholihah, 2021).…”

Section: Discussionsupporting

confidence: 90%

My Boss My Hero: Increasing Responsibility Using Educational Cinema

Chamalia¹,

Jati

²

2022

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Students need to have a good responsibility at school to keep up with all academic demands set by teachers and schools. Ironically, some students still exhibit low responsibility awareness. This research aims to determine the effectiveness of group guidance services through educational cinema in increasing student responsibility. Quantitative research with a one-group pretest-posttest design was used. The subjects of this study were eight 11th-grade vocational high school students. The data were collected using a responsibility scale and analyzed using non-parametric statistics, i.e., the Wilcoxon test. The results of the analysis show that the count Z value is greater than the table Z (2.5271.96) with a significance value of 0.012 (0.05), meaning that group guidance services through educational cinema effectively increase students’ responsibility. This research proposes an alternative to group guidance services that are creative, interesting, and fun based on educational cinema to increase student responsibility.

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“…The estuary of the commitment test is the formation of new knowledge, confidence, and self-commitment to be responsible. This is in line with the effect of using cinematherapy reported by previous studies, including helping students' self-reflection (Blasco & Moreto, 2012;Oh et al, 2012); changes in understanding and attitudes (Brown et al, 2008); self-improvement (Utomo & Sholihah, 2021).…”

Section: Discussionsupporting

confidence: 90%

My Boss My Hero: Increasing Responsibility Using Educational Cinema

Chamalia¹,

Jati

²

2022

pmmg

0

View full text Add to dashboard Cite

Students need to have a good responsibility at school to keep up with all academic demands set by teachers and schools. Ironically, some students still exhibit low responsibility awareness. This research aims to determine the effectiveness of group guidance services through educational cinema in increasing student responsibility. Quantitative research with a one-group pretest-posttest design was used. The subjects of this study were eight 11th-grade vocational high school students. The data were collected using a responsibility scale and analyzed using non-parametric statistics, i.e., the Wilcoxon test. The results of the analysis show that the count Z value is greater than the table Z (2.5271.96) with a significance value of 0.012 (0.05), meaning that group guidance services through educational cinema effectively increase students’ responsibility. This research proposes an alternative to group guidance services that are creative, interesting, and fun based on educational cinema to increase student responsibility.

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“…Seminar diikuti dengan pemutaran film demi meningkatkan keaktifan dalam kegiatan dan penyampaian pengetahuan yang konseptual (susilawati, 2020). Proses pembelajaran dilakukan dengan cara menonton film dan merefleksikan hasil film yang sudah di tonton ke dalam diri individu (Utomo & Sholihah, 2021), sehingga remaja dapat mempunyai gambaran akan self-love dari film yang telah ditonton. Pada hari kedua ini juga diadakan praktik analisa SWOT, yang dilakukan dengan menuliskan tentang kelemahan, kekurangan, peluang, dan ancaman yang dimiliki oleh diri sendiri pada selembar kertas.…”

Section: Metode Pelaksanaan Pkmunclassified

Penerapan Self Love Sebagai Bagian Dari Pencegahan Remaja Menampilkan Perilaku Negatif Di Lingkungan

Basaria¹,

Indriana²,

Satyagraha³

et al. 2022

JBMI

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Teenagers in the digitalization era have become very close to the digital age, especially in the use of smartphones.Problems that can be found in teenagers are problems in an unhealthy relationship, dependence on gadgets,depression, and other mental health problems. One of the causes adolescents tend to have the potential to experienceor carry out negative behavior is detrimental to themselves, the lack of self-love. Self-love is an appreciation ofoneself that is dynamic and is grown from actions that support physical, psychological, and spiritual growth.Introduction and application of self-love to adolescents in Mino Martani Cilacap, Central Java, under the support ofthe YSBS (Yayasan Sosial Bina Sejahtera). The youth who take part in this PKM has an age range of 11-27 yearsand aims to help them to love themselves to avoid negative behavior that can damage them. The activity lasts for 2days on 6-7 November 2021 online via the Zoom platform. The application of self-love on the first day was carriedout in the form of providing psychoeducation containing material about self-love and training in metta meditationtechniques which were attended by 7 teenagers. On the second day, the application of self-love was carried out inthe form of screening the film Mulan and discussing the film as well as analyzing the individual condition using theSWOT technique which was attended by 5 teenagers. The post-test results were obtained from 10 teenagers. It isknown that the teenagers who are involved in this activity seem to love themselves, which is characterized byself-respect behavior, good self-confidence, and the desire to be able to control the desire to use smartphones. ABSTRAK Remaja pada era digitalisasi telah menjadi sangat dekat dengan dunia digital khususnya dalam penggunaansmartphone. Permasalahan yang sering ditemukan pada remaja saat ini diantaranya, permasalahan dalam hubunganpercintaan yang tidak sehat, ketergantungan pada gadget, depresi, hingga masalah gangguan kesehatan mentallainnya. Salah satu penyebab remaja cenderung berpotensi mengalami atau melakukan perilaku negatif yangmerugikan diri mereka adalah kurangnya self- love pada diri sendiri. Self-love adalah suatu apresiasi terhadap dirisendiri yang bersifat dinamis, yang tumbuh dari tindakan yang mendukung pertumbuhan fisik, psikologis, danspiritual. Pengenalan dan penerapan self- love pada remaja di Mino Martani Cilacap, Jawa Tengah di bawahdukungan YSBS (Yayasan Sosial Bina Sejahtera). Remaja yang mengikuti PKM ini memiliki rentang usia 11-27tahun dan bertujuan membantu para remaja untuk dapat mencintai diri mereka sendiri dan menghindari mereka dariperilaku negatif yang dapat merusak diri mereka sendiri. Kegiatan berlangsung selama 2 hari pada 6-7 November2021 secara daring melalui media platform zoom. Penerapan pengenalan self-love pada hari pertama dilakukandalam bentuk pemberian psikoedukasi berisikan materi tentang self- love dan pelatihan teknik meditasi metta yangdiikuti oleh 7 remaja. Pada hari kedua, penerapan self-love dilakukan dalam bentuk penayangan film Mulan dandiskusi dari film tersebut serta melakukan analisa kondisi diri dengan teknik SWOT yang diikuti oleh 5 remaja.Hasil post-test didapatkan dari 10 remaja diketahui bahwa remaja yang terlibat dalam kegiatan ini terlihat lebihmencintai diri sendiri yang ditandai dengan adanya perilaku menghargai diri, kepercayaan diri yang baik dankeinginan untuk dapat mengontrol keinginan pada penggunaan smartphone.

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The effectiveness of using educational cinema techniques to increase students’ self-confidence: An experimental research

Cited by 5 publications

References 10 publications

My Boss My Hero: Increasing Responsibility Using Educational Cinema

My Boss My Hero: Increasing Responsibility Using Educational Cinema

My Boss My Hero: Increasing Responsibility Using Educational Cinema

Penerapan Self Love Sebagai Bagian Dari Pencegahan Remaja Menampilkan Perilaku Negatif Di Lingkungan

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