Pengaruh Layanan Bimbingan Klasikal Terhadap Kemandirian Belajar Peserta Didik Kelas X SMAN 6 Semarang

  • Arif Khalilu Rahman Universitas PGRI Semarang
  • Eka Sari Setianingsih Universitas PGRI Semarang, Indonesia
  • Heri Saptadi Ismanto Universitas PGRI Semarang, Indonesia
  • Ardiatma Rio Respati SMA Negeri 6 Semarang, Indonesia
Keywords: Classical guidance Services, Learning Independence, Educational Intervention, Student Development, Quantitative Research

Abstract

 This research seeks to explore the impact of classical guidance services on the learning independence of tenth-grade students at SMAN 6 Semarang. Using a quantitative experimental method, this research examines whether there is a significant impact of classical guidance services on students' learning independence. The study involved a sample of 43 students selected through simple random sampling. Data was collected using a Likert-scale questionnaire assessing learning independence. The experimental design included a one-group pretest-posttest approach. Results showed that prior to the classical guidance intervention, 79.1% of students exhibited low learning independence. Post-intervention, there was a notable improvement, with 20.9% of students reaching a moderate level. The paired sample t-test indicated a significant difference in learning independence before and after the intervention (sig = 0.000 < 0.05). Results of the paired sample t-test analysis revealed a significant positive impact of classical guidance services on learning independence. Additionally, the calculation of a normalized gain score of 0.72 indicates that classical guidance services are effective in enhancing students' learning independence. This study supports previous research indicating that classical guidance services effectively increase students' motivation, concentration, and self-confidence. In conclusion, classical guidance services contribute significantly to developing students' potential and achieving developmental tasks, particularly in fostering independent learning within the school environment.

References

Amiza, Shara Dwi dan Syofyan, Rita. 2021. Analisis Faktor yang Mempengaruhi Kemandirian Belajar Siswa Semasa Pandemi Covid-19. Jurnal Salingka Nagari Vol. 02 No. 1, 2023 Page 191-204 Universitas Negeri Padang.

Arikunto, Suharsimi. 2012. Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta: Rineka Cipta.

Aritonang, Elsida. 2022. Peran Guru Dalam Meningkatkan Kemandirian Siswa Pada Pembelajaran Daring. Jurnal Pendidikan Mandala Vol. 7. No. 1

Farozin, Muh. 2012. Pengembangan Model Bimbingan Klasikal untuk Meningkatkan Motivasi Belajar. Jurnal Cakrawala Pendidikan. Universitas Negeri Yogyakarta.

Hamdu, Ghullam, Dkk. 2011. Pengaruh Motivasi Belajar Peserta didik Terhadap Prestasi Belajar IPA di Sekolah Dasar. Jurnal Penelitian Pendidikan. 12(1), 81-86.

Hidayat, D. R., Rohaya, A., Nadine, F., & Ramadhan, H. 2020. Kemandirian Belajar Peserta Didik Dalam Pembelajaran Daring Pada Masa Pandemi Covid -19. Perspektif Ilmu Pendidikan, 34(2), 147–154.

Karyanti, MP, & Setiawan, MA. 2019. Bimbingan Klasikal Berlandaskan Falsafah Adil Ka'Talino, Bakuramin
Ka'Saruga, Basengat Ka'Jubata. Yogyakarta: K-Media.

Lu’lu, Ismatul, Rufaedah, Evi Aeni, dan Nurlaeliyah. 2023. Efektifitas Layanan Klasikal Menggunakan Media Mind Mapping Untuk Meningkatkan Konsentrasi Belajar Siswa Kelas VII SMP NU Losarang. Jurnal Bimbingan Konseling Pendidikan Islam Vol. 4 No. 2 2023. Universitas Wiralodra Indramayu.

Neolaka, Amos, Dkk. 2017. Landasan Pendidikan Dasar Pengenalan Diri Sendiri Menuju Perubahan Hidup. Depok: Kencana.

Nurhayati, Eti. 2011. Psikologi Pendidikan Inovatif. Yogyakarta: Pustaka Pelajar.

Pao-Nan Chou & Wei-Fan Chen, “Exploratory Study of the Relationship between Self-Directed Learning and
Academic Performance in a Web Based Learning,” JournalofThePennsylvaniaState University,hal. 2, http://www.westga.edu/~distance/ojdla/spring111/chou111.html (akses 31 Maret 2024)

Prayitno Dr. H & Amti Erman. 2013. Dasar-Dasar Bimbingan dan Konsling. Jakarta: PT.Rineka Cipta.

S. Sadiman Arief. 2010. Media Pendidikan. Jakarta: PT. Rajagrafindo Persada.

Sandi, Nh, Hartini, S., Prabowo, Ab, & Siswanti, R. (2022). Peningkatan Kemandirian Belajar Melalui Bimbingan Klasikal Pada Siswa Kelas Xi Sma Negeri 1 Pagar Gunung. Tindakan: Jurnal Inovasi Penelitian Tindakan Kelas dan Sekolah, 2 (3), 230-236.

Sriyono, H. 2016. Program Bimbingan Belajar Untuk Membantu Meningkatkan Kemandirian Belajar Siswa. Sosial e-kons, 8 (2).

Sugiyono. 2018. Metode Penelitian Kuantitatif, Kualitatig, dan R&D, Bandung: Penerbit Alfabeta,.

Suprihatin, Siti. 2015. Upaya Guru Dalam Meningkatkan Motivasi Belajar Peserta didik. Jurnal Pendidikan Ekonomi UM Metro. 3(1),73-82.

Tirtarahardja, U. & Sulo S. L. L. 2012. Pengantar Pendidikan. Jakarta: PT Rineka Cipta.

Wahyuningsih, D. 2020. Panduan Untuk Konselor Teknik Self Management dalam Bingkai Konseling Cognitive Behavior Untuk Meningkatkan Kemandirian Belajar Siswa (Y. Abdulloh (ed.); pertama). CV. Sarnu Untung.

Widuroyekti, B. 2021. Pengembangan Konsep Diri Akademik & Kemandirian Belajar (R. Gunadi (ed.); 1st ed.). Semarang

Yanti, RF, Masril, M., Dasril, D., Rozalina, D., & Rizky, FH (2022). Pengaruh Teknik Pemodelan Bimbingan Klasik Terhadap Rasa Percaya Diri Siswa. Al-Kaaffah: Jurnal Konseling IntegratifInterkoneksi, 1 (1)

Yasin, Muhammad Nur. Upaya Meningkatkan Kemandirian Belajar Siswa Melalui Layanan Bimbingan Klasikal di Kelas VIIIA SMP Negeri 2 Tolitoli, Jurnal Kreatif Tadulako Online, ISSN: 2354-614X, Vol. 4, No.5, h.302-314
Published
2024-07-30
How to Cite
Rahman, A., Setianingsih, E., Ismanto, H., & Respati, A. (2024). Pengaruh Layanan Bimbingan Klasikal Terhadap Kemandirian Belajar Peserta Didik Kelas X SMAN 6 Semarang. Indonesian Journal of Educational Counseling, 8(2), 228-236. https://doi.org/10.30653/001.202482.404
Section
Research Based Article