Konseling Kelompok dengan Teknik Cognitive Restructuring dalam Meningkatkan Motivasi Belajar Siswa Slow Learner
Abstract
The slow learner in this study is a condition in which children experience slowness in their cognitive abilities and are below the average normal child so he needs more time to understand or master the subject matter. The purpose of this study was to determine the effectiveness of cognitive restructuring techniques to increase students' slow learner learning motivation, cognitive restructuring techniques to replace negative thoughts and interpretations with positive action thoughts so as not to get used to and become aware of their thought processes. This type of research uses Quasi Experiments with pre-test and post-test designs to compare the experimental group and the control group. Research subjects are slow learner students who have low motivation levels with a total of 14 students. The results of the experimental group measurements showed that the post-test score was higher than the pre-test score. Besides that, the Wilcoxon signed Rank Test test shows that the Sig. <0.05 so that Ho is rejected and Ha is accepted, meaning that there are significant differences in the level of slow learner student learning motivation before and after treatment is given. This shows that group counseling with cognitive restructuring techniques is effective in increasing slow learner students' learning motivation.
Downloads
References
Abdi, S., & Mafirja, S. (2019). Pelaksanaan Konseling Kelompok menggunakan Teknik Cognitive Restructuring untuk Meningkatkan Penyesuaian Diri Siswa SMA Dayah Inshafudin Banda Aceh. Bulletin of Counseling and Psychotherapy, 1(2), 46-52.
Chandra, E. K., Wibowo, M. E., & Sunawan, S. (2019). Cognitive Behaviour Group Counseling with Self-Instruction and Cognitive Restructuring Techniques to Improve Students’ Self-Confidence. Islamic Guidance and Counseling Journal, 2(1), 11–17. https://doi.org/10.25217/igcj.v2i1.305
Corey, G. (2013). Theory and practice of counseling and psychotherapy. Cengage Learning.
Fajarudin, M. V. (2016). Penerapan Strategi Cognitive Restructuring untuk Menurunkan Persepsi Negatif terhadap Pelaksanaan Program Bimbingan dan Konseling pada Siswa Kelas X-4 SMA Negeri 1 Karangrejo Tulungagung. Jurnal BK UNESA, 6(2).
Habsy, B. A. (2017). Model Konseling Kelompok Cognitive Behavior Untuk Meningkatkan Self Esteem Siswa Smk. Perspektif Ilmu Pendidikan, 31(1), 21. https://doi.org/10.21009/PIP.311.4
Hamdu, G., & Agustina, L. (2011). Pengaruh motivasi belajar siswa terhadap prestasi belajar IPA di sekolah dasar. Jurnal penelitian pendidikan, 12(1), 90–96.
Kholifah, R. (2015). Motivasi Belajar Seorang Slow Learner di Kelas IV SD Kanisius Pugeran 1. BASIC EDUCATION, 4(11).
Mappeasse, M. Y. (2009). Pengaruh Cara dan Motivasi Belajar Terhadap Hasil Belajar Programmable Logic Controller (PLC) Siswa Kelas III Jurusan Listrik SMK Negeri 5 Makassar. Jurnal Medtek, 1(2), 1–6.
Nurahmawati, A. (2017). Studi Kasus Tentang Motivasi Belajar Siswa Slow Learner Di Kelas Iii. Basic Education, 6(4), 281-288.
Nursiyana, O. (2016). Pelaksanaan Pengajaran Remedial Anak Lamban Belajar Sd N 1 Krakal. BASIC EDUCATION, 5(16), 1-560.
Rahmawati, H. (2009). Modifikasi Perilaku. LP3 Universitas Negeri Malang.
Utami Fitri, H., & Kushendar, K. (2019). Konseling Kelompok Cognitive Restructuring untuk Meningkatkan Resiliensi Akademik Mahasiswa. Bulletin of Counseling and Psychotherapy, 1(2), 67-74.
Copyright (c) 2020 Mutmainah Mutmainah
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal the right to first publication, with the work simultaneously licensed under the Creative Commons Attribution that allows the sharing of articles published with the acknowledgement of authorship and the initial publication in this magazine.
2) The authors are authorized to make additional contracts separately for distribution of the version of the work published in this journal (for example, publication in an institutional repository or as a chapter of the book), as long as there is recognition of authorship and initial publication in this journal.
3) Authors are authorized and encouraged to publish and distribute their work online (for example, in institutional repositories or on their personal pages) at any time before or during the editorial process, as it increases the impact and reference of the published work.
