Effectiveness of Group Tutoring Service Using Self Management Techiques to Improve High School Students’ Discipline
Abstract
Discipline is important point for success as a student. However, there are still students who have low discipline, as was found at SMA Negeri 1 Tapaktuan, there were students who often came to school late, wore clothes that did’t comply with the regulations, chatted with friends when the teacher explained, slept when the teacher explained, and scribbled on school facilities. This research aims to analyze the differences in the level of discipline of experimental group students after being given group guidance services using self-management techniques with the control group who were given group guidance services usually provided by teachers at school. The method used is a quantitative approach with a quasi experimental design model non equivalent control group design. The Sample of 16 students was taken using a total sampling technique with low discipline criteria. The instrument uses a Likert Scale model student discipline questionnaire. The research results showed that there was an increase in student discipline after following group guidance using self-management techniques. This means that group guidance services with self-management techniques are effective in improving student discipline. Guidance and guidance teachers at schools can use this service as a way to overcome low student discipline.
Full Text:
PDFReferences
Azra, A. (2012). Pendidikan Islam: Tradisi dan Modernisasi di Tengah Tantangan Melenium III. Jakarta: Kencana Prenada Media.
Bazikho, F. (2023). Pengaruh Punishment terhadap Kedisiplinan Siswa Kelas X IIS-A di SMA Swasta Kampus Telukdalam. FUGURU: Jurnal Ilmiah Mahasiswa Keguruan, 2(1), 1-14.
Dewantari, S. M. & Kharisma, A. I. (2021). Pengaruh Kedisiplinan Siswa dalam Mengikuti Ulangan Harian terhadap Peningkatan Hasil Belajar Siswa. PENSA: Jurnal Pendidikan dan Ilmu Sosial, 3(2), 347-360.
Ernawati, R. & Afdal, A. (2018). Peningkatan Disiplin Siswa dalam Menaati Tata Tertib dengan Menggunakan Teknik Modelling Melalui Layanan Penguasan Konten di SMPN 49 Jakarta pada Siswa Kelas 8 Tahun Ajaran 2018-2019. Jurnal Selaras, 1(2), 81-95.
Felazen, P. R. (2020). Identifikasi Penyebab Rendahnya Kedisiplinan Siswa Kelas IV SD Negeri Pucung II. Thesis. Repository.upi.edu.
Harahap, A. C. P. (2021). Analysis of the Basic Skills of Group Leaders on Students Following the Practicum of Group Procedures. Consilum: Berkala Kajian Konseling dan Ilmu Keagamaan, 8(2), 57-62.
Haryono, S. (2016). Pengaruh Kedisiplinan Siswa dan Motivasi Belajar terhadap Prestasi Belajar Siswa pada Mata Pelajaran Ekonomi. Faktor Jurnal Imiah Kependidikan, 3(3), 261-274.
Heilburn, A., Cornell, D. & Lovergrof, P. (2015). Principal Attitudes Regarding Zero Tolerance and Racial Disparities in School Suspensions. Psychology in the Schools, 52(5), 489-499.
Irham, M. & Wiyana, N. A. (2013). Psikologi Pendidikan Teori dan. Aplikasi dalam Proses Pembelajaran. Jogjakarta: Ar-Ruzz Media.
Isnaini, F. & Taufik. (2015). Strategi Management untuk Meningkatkan Kedisiplinan Belajar. Jurnal Penelitian Humaniora, 16(2), 33-42.
Najmuddin, N., Fauzi, F. & Ikhwani, I. (2019). Program Kedisiplinan Siswa di Lingkungan Sekolah: Studi Kasus di Dayah Terpadu (Boarding School) SMA Babul Maghfirah Aceh Besar. Edukasi Islami: Jurnal Pendidikan Islam, 8(2),183-206.
Neitzel, J. & Busick, M. (2009). Overview of Self-Management. Chapel Hill, NC.
Pasikha. (2017). Implementasi Manajemen Kelas dalam Mengatasi
Masalah Disiplin Siswa. Jurnal Dialektika, 7(1), 55-67.
Prayitno, Afdal, Ifdil, & Ardi, Z. (2017). Layanan Bimbingan Kelompok dan Konseling Kelompok yang Berhasil (Dasar dan Profil). Bogor: Ghalia Indonesia.
Putra, A. P., Daharnis & Syahniar. (2013). Efektivitas Layanan Bimbingan Kelompok dalam Meningkatkan Self Efficacy Siswa. Jurnal Ilmiah Konseling, 2(2), 1-16.
Renata, M. W. & Kaluge, L. (2022). Dampak Kedisiplinan Belajardan Peran Guru terhadap Prestasi Belajar Matematika Siswa SMP. Jurnal Ilmiah Pendidikan Profesi Guru, 5(3), 587-599.
Sa’diyah, H., Chotim, M., & Triningtyas, D. A. (2016). Penerapan Teknik Self Management Untuk Mereduksi Agresifitas Remaja. Jurnal Bimbingan dan Konseling, 6(2),67-78.
Sarwono, S. W., & Meinarno, E. A. (2012). Psikologi Sosial. Jakarta: Salemba.
Sciff, M. (2018). Can restorative justice disrupt the ‘school-to-prison pipeline?. Contemporary Justice Review, 2(2), 121-139.
Septirahmah, A. P. & Hilmawan, M. R. (2021). Faktor Internal yang Mempengaruhi Kedisiplinan: Pembawaan, Kesadaran, Minat dan Motivasi, serta Pola Pikir. JMPIS: Jurnal Manajemen Pendidikan dan Ilmu Sosial, 2(2), 618-622.
Sobri, M., Nursaptini, Widodo, A. & Sutisna, D. (2019). Pembentukan Karakter Disiplin Siswa melalui Kultur Sekolah. Harmoni Sosial: Jurnal Pendidikan IPS, 6(1), 61-71.
Sugiarto, A. P., Suyati, T. & Yulianti, P. D. (2019). Faktor Kedisiplinan Belajar pada Siswa Kelas X SMK Larenda Brebes. Jurnal Mimbar Ilmu, 24(2), 232-238.
Sulistyorini. (2014). Manajeman Pendidikan Islam. Surabaya: Elkaf.
Wahyuni, S. (2016). Improving Children’s Discipline Through Behavior Contract Technique in Kindergarten. Jurnal Pendidikan Guru Pendidik Anak Usia Dini, 3(5), 270-278.
Yontoro, E. & Pamela, I. S. (2020). Kedisiplinan Siswa di Sekolah Dasar. Jurnal Pendidikan Dasar, 5(2), 112-117.
DOI: http://dx.doi.org/10.12928/jehcp.v13i2.29240
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.