Assessing Outcomes and Effectiveness of Character Education Model Based on Classroom Guidance Services in Junior High Schools

The aim of this study is to measure the gain and effectiveness of the character education model based  on classroom guidance service in several junior high schools in Indonesia. This research was designed by adopting the research and development model (Borg & Gall, 1983). The research stage began with preliminary research to construct conceptual maps for hypothetical model design that developed, supporting instrument design, and initial draft of Character Education Module for junior high school Volume 1, 2 and 3. Development episode focus on the concreteness of all model tools in the form of instruments, preparation of modules and media implementation of character education in junior high school and followed by scientific procedures — test, validation, revision, limited simulation of model usage. Limited product implementation trials were conducted on nine junior high schools nationwide across Indonesia. Implementation testing (limited) models showed encouraging results. From the analysis of the implementation of this model, there is an increase in character education outcomes between pre-and posttest on those nine junior high school, and both teachers and students in the 9 schools assessed that this model is much more effective than the integrated character education model

Menakar Hasil Pendidikan Karakter Terintegrasi di SMP

Penelitian ini bertujuan untuk mengevaluasi keterlaksanaan pendidikan karakter terintegrasi di SMP dan mengukur capaian hasilnya. Pelaksanaan pendidikan karakter terintegrasi pada lima kota di Indonesia belum menunjukkan hasil yang menggembirakan. Selain berhenti hanya pada tataran kognitif, muatan nilai-nilai karakter yang diintegrasikan ke berbagai mata pelajaran sifatnya hanya “tempelan”, sekadar ditulis di Rencana Pelaksanaan Pembelajaran, tanpa eksplisitasi kongkret dalam pelaksanaan. Sebagian besar guru mata pelajaran yang dititipi muatan pendidikan karakter secara terintegrasi mengalami keterbatasan kemampuan mendeskripsikan, mengaktualisasikan, dan membumikan pelaksanaan misi itu. Pada sisi lain, kehadiran dan peran konselor yang secara khusus dibekali untuk peran transmitter pendidikan “hati” (pendidikan karakter) tidak dilibatkan sama sekali, sebagaimana tampak pada sebagian besar SMP di Indonesia tidak menyediakan jam layanan bimbingan klasikal. Gagasan penelitian ini diharapkan menginspirasi kerangka kerja ditemukannya model alternatif pendidikan karakter yang berorientasi pada terbangunnya kemitraan-kolaboratif profesional antara konselor/Guru BK dengan guru mata pelajaran dalam implementasi pendidikan karakter di sekolah

Examining the self-leadership ability of future Guidance and Counselling teachers: which one is better, male-students or female-students ?

The purpose of this study was to measure the self-leading ability of the future Guidance and Counselling teachers at Sanata Dharma University (USD) Yogyakarta and examine whose self-leadership ability is better, the male-students or the female-students. The subjects of this study were 210 students of study program of Guidance and Counselling USD 2020/2021. The data collection instrument was the Student Self Leadership Ability Scale with a semantic differential model. The data analysis technique applied two methods, namely descriptive category and different test technique t test. The results showed that most of the subjects had achieved a score of self-leadership ability in the high category, but there was no significant difference in the ability of self-leadership in the male-students and the female-students.

Memperkenalkan Model Pendidikan Karakter Di SMP Berbasis Layanan Bimbingan Klasikal Kolaboratif Dengan Pendekatan Experiential Learning

The aim of this research is to produce the model of character education in the Junior High School based on classical-collaborative guidance services with experiential learning approach. This model is expected to optimize the role of school counsellors in actualizing the function and the role as implementers of character education in school. This research is designed by adopting the R, D D Model which is developed by Borg Gall, (1983). The first year of this research (2019), preliminary research stages has been build a conceptual framework for the hypothetical model design which is developed of supporting instruments. The second year (2020), the stage has conducted to develop episode focusing on all concretion device models in the form of instruments, drafting modules and tested it through a series of scientific procedures test, validation, revision, simulation to find suitable model. The third year (2021) product of this research has been implemented on thirteen Junior High Schools in various cities in Indonesia. The implementation of this model has shown encouraging results. Analysis results of the model implementation obtained the increasing results of character education between pre-test and post-test, and both teachers and students assessed this model to be more effective than the integrated character education model

Mengulik Tiga Faktor Pendukung PercepatanPenulisan Skripsi Mahasiswa

Penelitian ini bertujuan mengulik tiga faktor pendukung percepatan penulisan skripsi: kemampuan literasi, efikasi diri, dan motivasi akademik, menemukan mana penyumbang terbesar dari ketiganya, menjajaki hubungan antara ketiga faktor tersebut dengan kecepatan penulisan skripsi, serta menguji signifikansi perbedaan ketiga faktor pada kelompok mahasiswa yang cepat dan lambat dalam penulisan skripsi. Desain penelitian menggunakan pendekatan kuantitatif deskriptif kategori, korelasi, dan komparasi. Subjek penelitian adalah 96 orang mahasiswa penulis skripsi pada 3 prodi: BK, PAK (Pendidikan Agama Katolik), dan PGSD JIP, FKIP USD Angkatan Tahun 2014, 2015, dan 2016. Instrumen pengumpulan data menggunakan tiga macam skala model Likert, yaitu Skala Kemampuan Literasi dengan indeks Alpha Cronbach α 0,75; Skala Efikasi Diri (α 0,884); dan Skala Motivasi Akademik (α 0,701). Hasil penelitian menunjukkan ketiga faktor tersebut saling berhubungan dan secara signifikan mendukung percepatan penulisan skripsi di kalangan mahasiswa Jurusan Ilmu Pendidikan FKIP USD tahun akademik 2020/2021.This study aims to investigate the three supporting factors to acceleration of thesis writing, namely: literacy ability, self-efficacy, and academic motivation. Based on these factors, this study also finds out the biggest contributor among the three, explore the relationship between the factors and the speed of thesis writing, and examine the significance of the difference between the three factors towards the fast student group and slow student group in writing the thesis. This study employed a descriptive quantitative approach to categories, correlations, and comparisons. The subjects were 96 thesis writing students in 3 study programs: BK, PAK (Catholic Religious Education), and PGSD JIP, FKIP USD in batch 2014, 2015, and 2016. The data collection instrument used three kinds of Likert model scales, namely: Literacy Ability Scale with Cronbach's Alpha index α 0.75; Self-Efficacy Scale (α 0.884); and Academic Motivation Scale (α 0.701). The results of the study showed that these three factors are correlated and significant in supporting the acceleration of thesis writing among students of the Department of Education FKIP USD for the 2020/2021 academic year

Peningkatan Karakter Bersahabat Melalui Layanan Bimbingan Kelasikal dengan Pendekatan Experiential Learnin

This study aims to improve the character of friendliness among the students through class guidance services using the experiential learning approach and measure the effectiveness of class guidance services using the experiential learning approach in students perspective.This research is a Guidance and Counseling action research completed in three cycles. The subjects of this study involved 30 students of class VII B of SMP Aloysius Turi academic year 2016/2017. The instrument of this research was Friendliness Character Test, Self Assesment Scale of Friendly Character, validation scale of the effectiveness of the model in the students perspective. The realibility coefficient of the friendly character test was considered very high (0.885) and self assesment scale for friendship character was categorized as very high (0.950) measured from the Cronbachs alpha. The technique for data analysis used the category for score items, one group pretest-posttest, and paired sample t-test. The result shows that there was a significant development of friendly character before and after the treatment and this model is effective to develop the students friendly character