Group Guidance with Life Modeling and Behavioral Rehearsal Techniques to Increase Entrepreneurship

Entrepreneurial attitude is an attitude instilled in students through learning about entrepreneurship as well as descriptions of personalities through physical movements and thoughts about entrepreneurship. One of the problems among adolescents is having low entrepreneurial attitude, manifested by being pessimistic and unsure about developing their skills, having weak determination to improve their talents, potential, and interests, lacking the desire to work hard and initiatives to develop their skills, having fear of challenges, and avoiding taking risks. This study aims to encourage students to find freedom, to recognize and acknowledge themselves and their current situations objectively and progressively, to guide themselves, to be able to make decisions, and to actualize themselves more properly. This study used systematic literature review to obtain a higher quality theoretical basis and more detailed, accurate, and complex data

EVALUATION INSTRUMENTS OF COMPREHENSIVE GUIDANCE AND COUNSELING PROGRAM IN THE CULTURE OF HIGHER EDUCATION INSTITUTIONS IN INDONESIA

Program evaluation in comprehensive guidance and counseling is very important to determine the level of goal achievement. For the evaluation results to provide the right information, a valid and reliable instrument is needed. At the higher education level, the comprehensive guidance and counseling program, including the program evaluation component, does not have many references that users can refer to. The available references focus more on primary and secondary education levels. This research is intended to produce the intended evaluation instrument. Descriptive methods and literature reviews were used in this study. The data were revealed using a Delphi technique questionnaire involving three experts, then analyzed qualitatively and quantitatively. In this study, the constructs of evaluation instruments for comprehensive guidance and counseling programs were synthesized and modified from various expert opinions and professional organizations with two patterns of answers: yes and no. The resulting evaluation instrument needs to be empirically tested for its feasibility by involving adequate participants

Program Results Measurement to Prove the Guidance and Counseling Program Accountability

Guidance and counseling program accountability faces growing demands about the extent to which the work of counselors in guidance and counseling services programs makes significant, measurable changes in students' lives, their contribution to student success and the improvement of school quality. Counselors are encouraged to work within an accountability framework together with other educators to prove that the counseling program is accountable and effective in the overall students learning process. This paper addresses the issues and challenges of results-based accountability by covering the discussion of the level of accountability level, ways of measuring key data, critical tools of accountability, analyzing critical data elements, and measurement for systemic change

Developing A Cultural Intelligence Instrument for Guidance and Counseling Teachers

Abstract. The study aimed to produce a self-report instrument using a cultural intelligence scale for Guidance and Counseling teachers. It employed Research and Development design adopting the model of Adam and Wieman (2011). Operationally, the development of the instrument was divided into five stages, 1) determining the question format; 2) determining the question construction; 3) determining the guidance of assessment, expert judgment, and revision of the question; 4) expert judgment by the experts of culture and instrument development; and 5) analyzing instrument using the Rasch model. Data analysis showed that in the development of cultural intelligence instrument: 1) the instrument construct was correctly determined, and it could measure one variable of Guidance and Counseling teachers' cultural understanding; 2) there were five items of cultural intelligence instrument categorized as very difficult and five items were in the very easy category; 3) all items of cultural intelligence instrument of Guidance and Counseling teachers were fit, meaning that it functioned normal, could be understood by the Guidance and Counseling teachers, and can measure what it should measure; and 4) The Cronbach Alpha was 0,96, indicating that the instrument was in the Very Good category with the Person Reliability of 0,92 and Item Reliability of 0,99. Therefore, based on the Rasch model analysis, the cultural intelligence instrument of Guidance and Counseling teachers, which was developed, had fulfilled the set standard and Good criteria, and it could be used to collect data about the cultural intelligence of Guidance and Counseling teachers

RANCANGAN MODEL BIMBINGAN KELOMPOK UNTUK MENGEMBANGKAN EMPATI BUDAYA INKLUSIF MAHASISWA BIMBINGAN DAN KONSELING DI DKI JAKARTA

Penelitian yang dilakukan bertitik tolak dari kurangnya pengetahuan dan pemahaman Empati Budaya Inklusif (EBI) pada mahasiswa Bimbingan dan Konseling (BK). Untuk itu diperlukan rancangan model bimbingan kelompok untuk mengembangkan EBI yang tepat agar meningkatkan pengetahuan dan pemahamannya. Namun demikian, pengetahuan dan pemahaman EBI pada setiap individu bisa mengalami Up and Down. Rancangan Model Bimbingan kelompok merupakan salah satu cara untuk meningkatkan dan mengembangkan segala aspek EBI pada mahasiswa bimbingan dan konseling. Tujuan penelitian ini adalah menghasilkan rancangan model bimbingan kelompok untuk mengembangkan EBI mahasiswa BK di DKI Jakarta. Subjek penelitian yang terlibat sebagai konselor dan observer adalah para dosen dari universitas yang menjadi subjek penelitian, serta mahasiswa BK dari 5 Universitas (UNJ, UHAMKA, UKI, UNIKA ATMAJAYA dan UIA). Penelitian ini menggunakan desain (subjek tunggal dengan tipe explanatory mixed method) dimana peneliti awalnya mengumpulkan dan menganalisis data kuantitatif terlebih dahulu baru kemudian dilengkapi dengan data kualitatif. Hasil studi pendahuluan menunjukkan bahwa pengetahuan dan pemahaman EBI mahasiswa BK yang cukup, namun dalam penguasaan keterampilan mahasiswa BK masih memiliki kendala baik pada aspek pengembangan kognitif, pengembangan afektif dan isu-isu multikultural. Hal ini dapat berdampak pada proses pemberian layanan BK secara umum. Dengan uji pakar, uji kepraktisan serta pelaksanaan di lapangan secara sistematis, dihasilkan rancangan model bimbingan kelompok untuk mengembangkan EBI mahasiswa BK di DKI Jakarta. Temuan penelitian ini berupa: (1) Rumusan strategi rancangan model bimbingan kelompok untuk mengembangkan EBI pada mahasiswa BK di DKI Jakarta, dan (2) menghasilkan rancangan panduan bimbingan kelompok untuk mengembangkan EBI bagi konselor dan observer