Email this article 
Peningkatan Motivasi Berprestasi Siswa SMA melalui Cognitive Behavior Counseling Teknik Self-instruction dan Self-monitoring
Abstract
Abstract: This study aimed at improving the achievement motivation of high school students using cognitive behaviour counselling with self-instruction and self-monitoring techniques; and to knowing the difference of effectiveness between the two techniques given. The experimental research with the pretest-posttest two treatment designs was used as a research design. Data were collected using the treatment materials and the achievement motivation scale. Data were analysed by the descriptively and statistically (Wilcoxon test and The Mann-Whitney U test). The results of this study showed that there was an increasing in achievement motivation of high school students after being given counselling with self-instruction and self-monitoring techniques; and there was no significant difference between the two techniques to increase the achievement motivation of high school students.
Abstrak: Penelitian ini bertujuan untuk meningkatkan motivasi berprestasi siswa SMA melalui cognitive behavior counseling teknik self-instruction dan self-monitoring; untuk mengetahui perbedaan efektivitas kedua teknik yang diberikan. Experimental research dengan the pretest-posttest two treatment designs digunakan sebagai rancangan penelitian. Pengumpulan data menggunakan bahan perlakuan dan skala motivasi berprestasi. Data dianalisis secara deskripstif dan statistik (uji Wilcoxon dan uji The Mann-Whitney U test). Hasil penelitian menunjukkan, terdapat peningkatan motivasi berprestasi siswa secara signifikan setelah diberi konseling teknik self-intruction dan self-monitoring; tidak terdapat perbedaan dari kedua teknik terhadap peningkatan motivasi berprestasi siswa SMA.
Keywords
Full Text:
PDFReferences
Abdellah, R. (2015). Metacognitive Awareness and it’s Relation to Academic Achievement and Teaching Performance of Pre-service Female Teachers in Ajman University in UAE. Journal of Procedia-Social and Behavioral Sciences, 174, 560—567. https://doi.org/10.1016/j.sbspro.2015.01.707.
Awan, R. U. N., Noureen, G., & Naz, A. 2011. A Study of Relationship between Achievement Motivation, Self Concept and Achievement in English and Mathematics at Secondary Level. International Journal Education Studies, 4(3), 1913—9020. DOI: 10.5539/ies.v4n3p72.
Bakar, K.A., Tarmizi, R.A., Mahyuddin, R. Elias, H., Luan, W.S., & Ayub, A. F. M. (2010). Relationships Between University Students’ Achievement Motivation, Attitude and Academic Performance in Malaysia. Journal of Procedia Social and Behavioral Sciences, 2(2), 4906—4910. https://doi.org/10.1016/j.sbspro.2010.03.793.
Borg, R. E., & Gall, D. M. (2003). Educational Research: An Introduction, Seventh Edition. New York: Longman.
Cohen, L., Manion, L., & Morrison, K. (2007). Research Methods in Education. Sixth edition. New York: Routledge Taylor & Francis Group.
Corey, G. (2012). Theory dan Practice of Group Counseling.(Eighth Edition). USA: Brooks/Cole, Cengage Learning.
Cormier, S., Nurius, P., & Obsborn, C. (2009). Interviewing and Change Strategies for Helpes: Fundamental Skills and Cognitive Behavioral Interven-tions. USA: Brooks/Cole.
Fajarwati, R. (2015). Keefektifan Pendekatan Cognitive Behavior Modification (CBM) untuk Meningkatkan Motivasi Berprestasi Siswa Sekolah Menengah Pertama. (Tesis tidak diterbitkan). Pasacsarjana Universitas Negeri Malang, Malang.
Fatimah, F. N. & Setiawati, D. (2013). Penerapan Teknik Self-instruction untuk Megurangi Perilaku Off Task Siswa kelas X di SMKN 12 Surabaya. Jurnal Bimbingan dan Konseling Universitas Negeri Surabaya, 4(1), 259—265. Retrieved from http://jurnalmahasiswa.unesa.ac.id/index.php/jurnal-bk-unesa/issue/view/365.
Lestari, L. P. S. (2013). Keefektifan Pelatihan Metode Self-intruction untuk Meningkatkan Self-Esteem Siswa SMA. (Tesis tidak diterbitkan). Pascasarjana Universitas Negeri Malang, Malang.
Innayah, N. (2013). Motivasi Berprestasi dan Self-regulated Learning. Jurnal Online Psikologi, 1(2). Retrieved from http://ejournal.umm.ac.id/index.php/jop/article/view/1650/1746.
O’Reilly, M.F., Lancioni, G., Gardiner, M., Tiernan, R., & Lacy, C. (2002). Using a Problem-Solving Approach to Teach Classroom Skills to a Student with Moderate Intellectual Disabilities within Regular Classroom Settings. International Journal of Disability, Development and Education, 49(1), 95—104. https://doi.org/10.1080/10349120120115352.
Rumaini. (2006). Prokrastinasi Akademik Ditinjau dari Motivasi Berprestasi dan Stress Mahasiswa. Jurnal Psikologi Universitas Diponegoro, 3(2), 37—48. DOI: https://doi.org/10.14710/jpu.3.2.37%20-%2048.
Stallard, P. (2004). Think Good-Feel Good: A Cognitive Behavior Therapy Work-book for Children and Young people. West Sussex: John Willwy and Sons.
Tucker, C. M., Zayco, R. A., & Herman, K. C. (2002). Teacher and Child Variables as Predictors of Academic Engagement Among Low-income African American Children. Journal Psychology in the Schools, 39(4), 477—488. https://doi.org/10.1002/pits.10038.
Westbrook, D., Kennerly., & Kirk, J. (2007). An Introduction to Cognitive Behavior Therapy: Skills and Aplication. Los Angeles: Sage Piblication.
Wiyono, B. D. (2013). Keefektifan Konseling Kelompok Singkat Berfokus Solusi untuk Meningkatkan Motivasi Berprestasi Siswa SMK. (Tesis tidak diterbitkan). Pascasarjana Universitas Negeri Malang, Malang.
Zyromski, B., & Joshep, A. E. (2008). Utilizing Cognitive Behavioral Intervention to Positivelly Impact Academic Achievement in Middle School Student. Southern: Illinois University Carbondale.
DOI: http://dx.doi.org/10.17977/jptpp.v3i4.10725
Refbacks
- There are currently no refbacks.
Copyright (c) 2018 Prio Utomo, Adi Atmoko, Imanuel Hitipeuw
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Jurnal Pendidikan: Teori, Penelitian, & Pengembangan Journal of Education: Theory, Research, and Development Graduate School Of Universitas Negeri Malang
|
