A Collaborative Learning Guidance Program Based on Need Analysis of Students’ Learning Motivation and Behavior
DOI:
https://doi.org/10.12928/psikopedagogia.v11i1.23174Keywords:
motivation, learning behavior, learning guidance programAbstract
The purpose of this study was to develop a collaborative guidance and counseling program based on the need analysis of student’s learning motivation and behavior. A survey design was selected to describe, measure, and analyze the relationship between achievement motivation, religious motivation, affiliation motivation, and the need for power on students’ learning behavior. The study population was 795 students in a school, and 595 students were recruited using a stratified random sampling technique to represent the 7th, 8th, and 9th-grade students. Data were collected using achievement motivation, religious motivation, affiliation motivation, need for power, and learning behaviors with minimum item-total validity of 0.30 and reliability score between 0.6 and 0.9. The data were analyzed using descriptive statistics and Pearson Correlation, supported by expert statements and relevant previous findings, as well as logical analysis for relevant program recommendations. The result showed that all motivations, except power motivation, are significantly related to students learning behavior. Thus, collaborative learning guidance and counseling program is suggested to cover the strengthening of religious motivation, achievement motivation, and learning behavior. It is also necessary to optimize online and offline media for service targets, including individuals, groups, classes, a whole school, and collaboration with external parties. The collaborative effort should include the school principal, homeroom teacher, subject teacher, administrators, students organization, experts, and parents. This study may serve as a reference for school counselors in providing guidance services for students.
References
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American School Counselor Association. (2012). The ASCA National Model: A Framework for School Counseling Programs (3rd ed.).
Bipp, T., & van Dam, K. (2014). Extending hierarchical achievement motivation models: The role of motivational needs for achievement goals and academic performance. Personality and Individual Differences, 64, 157–162. https://doi.org/10.1016/J.PAID.2014.02.039
Atmoko, A., Hambali, IM., & Barida, M. (2022). Applying the Rasch Model to Develop the Religious Motivation Scale for Junior High School Students in Online Learning in the New Normal Era in Indonesia. Pegem Journal of Education and Instruction, 12(1), 142-148.
Callan, G. L., Rubenstein, L. D., Barton, T., & Halterman, A. (2021). Enhancing motivation by developing cyclical self-regulated learning skills. Https://Doi.Org/10.1080/00405841.2021.1932153, 1–13. https://doi.org/10.1080/00405841.2021.1932153
Cardwell, M. E., & Fisher College, S. J. (2011). Patterns of Relationships Between Teacher Engagement and Student Engagement. http://libguides.sjfc.edu/citations.
Coulacoglou, C., & Saklofske, D. H. (2017). Psychometrics and psychological assessment: Principles and applications. In Psychometrics and Psychological Assessment: Principles and Applications. Elsevier.
Djenno, M., Insua, G. M., & Pho, A. (2015). From paper to pixels: Using Google Forms for collaboration and assessment. Library Hi Tech News, 32(4), 9–13. https://doi.org/10.1108/LHTN-12-2014-0105
Dynes, M. E., Tompsett, C. J., & Domoff, S. E. (2018). Development and Validation of the Therapist Barriers to Engaging Parents ( TBEP ) Measure. Community Mental Health Journal, 54(7), 967–977. https://doi.org/10.1007/s10597-018-0317-x
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Giddings, M. M., & Vodde, R. (2008). A Conceptual Framework for Foundation Practicum and Seminar. Journal of Teaching in Social Work, 23(1–2), 123–145. https://doi.org/10.1300/J067V23N01_09
Hanafi, H., Hidayah, N., & Mappiare, A. (2018). Adopsi Nilai Budaya Osing Dalam Kerangka Meaning of Life. Jurnal Pendidikan: Teori, Penelitian Dan Pengembangan, 3(9), 1237–1243. https://doi.org/10.17977/jptpp.v3i9.11597
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Janson, K. T., Bleck, K., Fenkl, J., Riegl, L. T., Jägel, F., & Köllner, M. G. (2018). Inhibited Power Motivation is Associated with the Facial Width-to-Height Ratio in Females. Adaptive Human Behavior and Physiology, 4(1), 21–41. https://doi.org/10.1007/S40750-017-0075-Y/FIGURES/4
Jowkar, B., Kojuri, J., Kohoulat, N., & Hayat, A. A. (2014). Academic resilience in education: the role of achievement goal orientations. Journal of Advances in Medical Education & Professionalism, 2(1), 33–38. http://www.ncbi.nlm.nih.gov/pubmed/25512916
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Korte, K. J., & Schmidt, N. B. (2013). Motivational enhancement therapy reduces anxiety sensitivity. Cognitive Therapy and Research, 37(6), 1140–1150. https://doi.org/10.1007/s10608-013-9550-3
Kusurkar, R. A., Ten Cate, T. J., Vos, C. M. P., Westers, P., & Croiset, G. (2013). How motivation affects academic performance: A structural equation modelling analysis. Advances in Health Sciences Education, 18(1), 57–69. https://doi.org/10.1007/s10459-012-9354-3
Makki, T. W., DeCook, J. R., Kadylak, T., & Lee, O. J. Y. (2018). The Social Value of Snapchat: An Exploration of Affiliation Motivation, the Technology Acceptance Model, and Relational Maintenance in Snapchat Use. International Journal of Human–Computer Interaction, 34(5), 410–420. https://doi.org/10.1080/10447318.2017.1357903
Marjo, H. K., Kartadinata, S., Suherman, U., & Rakhmat, C. (2017). Rancangan Model Bimbingan Kelompok untuk Mengembangkan Empati Budaya Inklusif Mahasiswa Bimbingan dan Konseling di DKI Jakarta. Proceeding Seminar Ddn Lokakarya Nasional Bimbingan Dan Konseling 2017, 1(0), 58–83.
Martin, P., Kumar, S., & Lizarondo, L. (2017). Effective use of technology in clinical supervision. In Internet Interventions (Vol. 8, pp. 35–39). Elsevier B.V. https://doi.org/10.1016/j.invent.2017.03.001
Masland, L. C., & Lease, A. M. (2016). Characteristics of academically-influential children: achievement motivation and social status. Social Psychology of Education, 19(1), 195–215. https://doi.org/10.1007/S11218-015-9314-X/FIGURES/2
Mcdowell, L. D. (2019). The roles of motivation and metacognition in producing self-regulated learners of college physical science : a review of empirical studies empirical studies. International Journal of Science Education, Online, DOI: 10.1080/09500693.2019.1689584. https://doi.org/10.1080/09500693.2019.1689584
Meaden, A., Nithsdale, V., Rose, C., Smith, J. O., & Jones, C. (2004). Is engagement associated with outcome in assertive outreach? Journal of Mental Health, 13(4), 415–424. https://doi.org/10.1080/09638230410001729852
Muniroh, A., Degeng, I. N. S., Hitipeuw, I., & Hidayah, N. (2016). Peningkatan Academic Engagement Siswa melalui Penerapan Model Problem Based Learning di Madrasah Tsanawiyah. Jurnal Pendidikan Humaniora, 4(1), 36–52.
Nicolas, G., Arntz, D. L., Hirsch, B., & Schmiedigen, A. (2009). Cultural Adaptation of a Group Treatment for Haitian American Adolescents. Professional Psychology: Research and Practice, 40(4), 378–384. https://doi.org/10.1037/a0016307
Ninković, S., Olić Ninković, S., Lazarević, T., & Adamov, J. (2021). Serbian teachers’ perceptions of online assessment during COVID-19 school closure: the role of teachers’ self-efficacy. Educational Studies . https://doi.org/10.1080/03055698.2021.1960151
Ramli, M., Hidayah, N., Eva, N., Nor, D. M. B. M., Saputra, N. M. A., & Hanafi, H. (2020). The Counselors’ Need for the Development of A Solution-Focused Cybercounseling Model for Junior High School Students. 2020 6th International Conference on Education and Technology (ICET), 209–213. https://doi.org/10.1109/icet51153.2020.9276597
Rasmussen, K. R., Yamawaki, N., Moses, J., Powell, L., & Bastian, B. (2013). The relationships between perfectionism, religious motivation, and mental health utilisation among latter-day saint students. Mental Health, Religion & Culture, 16(6), 612–616. https://doi.org/10.1080/13674676.2012.706273
Romagnolo, S. M., & Ohrt, J. H. (2017). Using Narrative Therapy With Low-Income Middle School Students: A Model for School Counselors. Journal of Child and Adolescent Counseling, 3(1), 59–73. https://doi.org/10.1080/23727810.2017.1284471
Santrock, J. (2018). Educational psychology : theory and application to fitness and performance (Sixth Edition.). McGraw-Hill Education.
Schoel, C., Zimmer, K., & Stahlberg, D. (2015). The Spatial Power Motivation Scale: a semi-implicit measure of situational power motivation. Journal of Personality Assessment, 97(1), 66–80. https://doi.org/10.1080/00223891.2014.914524
Schuh, S. C., Hernandez Bark, A. S., Van Quaquebeke, N., Hossiep, R., Frieg, P., & Van Dick, R. (2014). Gender Differences in Leadership Role Occupancy: The Mediating Role of Power Motivation. Journal of Business Ethics, 120(3), 363–379. https://doi.org/10.1007/S10551-013-1663-9
Scollo, M., & Carbaugh, D. (2013). Interpersonal communication: Qualities and culture. Russian Journal of Communication, 5(2), 95–103. https://doi.org/10.1080/19409419.2013.805664
Slavin, R. E. (2018). Educational Psychology: Theory and Practice (12th ed.). Pearson.
SlijepÄević, S. D., & Zuković, S. N. (2021). School Counsellor-Teacher Collaboration in Student Counselling. The New Educational Review, 63(1), 237–247. https://doi.org/10.15804/tner.2021.63.1.19
Texas Counseling Association. (2018). The Texas Model for Comprehensive School Counseling Programs (5th ed.). Texas Education Agency. https://tea.texas.gov/sites/default/files/Pub_2018_Texas-Model_5th-Edition.pdf
Tsang, A. (2011). In-class Reflective Group Discussion as a Strategy for the Development of Students as Evolving Professionals. International Journal for the Scholarship of Teaching and Learning, 5(1), 1–20. https://doi.org/10.20429/ijsotl.2011.050107
Wang, C., Shim, S. S., & Wolters, C. A. (2017). Achievement goals, motivational self-talk, and academic engagement among Chinese students. Asia Pacific Education Review, 18(3), 295–307. https://doi.org/10.1007/s12564-017-9495-4
Warren, J. M., & Baker Warren, S. B. (2013). School Counselor Consultation: Enhancing Teacher Performance Through Rational Emotive-Social Behavioral Consultation. Ideas and Research You Can Use: VISTAS 2013. http://www.counseling.org/knowledge-center/vistasArticle69
Welton, A., & Williams, M. (2015). Accountability Strain, College Readiness Drain: Sociopolitical Tensions Involved in Maintaining a College-going Culture in a High “Minorityâ€, High Poverty, Texas High School. The High School Journal, 98(2), 181–204. https://doi.org/10.1353/HSJ.2015.0001
Wenger, J. L., & Yarbrough, T. D. (2005). Religious individuals: evaluating their intrinsic and extrinsic motivations at the implicit level of awareness. The Journal of Social Psychology, 145(1), 5–16. https://doi.org/10.3200/SOCP.145.1.5-16
Wiburg, K., Parra, J., Mucundanyi, G., Latorre, J., & Torres, R. C. (2017). Constructivist instructional design models applied to the design and development of digital mathematics game modules. In International Journal of Technology in Teaching and Learning (Vol. 13, Issue 1). International Journal of Technology and Learning. Web site: https://sicet.org/main/journals/ijtt.
Williams, J. M., Greenleaf, A. T., Albert, T., & Barnes, E. F. (2014). Promoting Educational Resilience among African American Students at Risk of School Failure: The Role of School Counselors. Journal of School Counseling, 12(9), 1–34. https://eric.ed.gov/?id=EJ1034726
Xie, J., Zhou, Z. E., & Gong, Y. (2018). Relationship between proactive personality and marital satisfaction: A spillover-crossover perspective. Personality and Individual Differences, Adriani, M., Khairani, K., & Sukmawati, I. (2013). Kerjasama Guru Bimbingan dan Konseling dengan Guru Mata Pelajaran dalam Mengembangkan Cara Belajar Siswa. Konselor, 2(1), 16–20. https://doi.org/10.24036/0201321732-0-00
Afzali, Z., & Izadpanah, S. (2021). The effect of the flipped classroom model on Iranian English foreign language learners: Engagement and motivation in English language grammar. Cogent Education, 8(1). https://doi.org/10.1080/2331186X.2020.1870801
Alley, K. M. (2019). Fostering middle school students’ autonomy to support motivation and engagement. Middle School Journal, 50(3), 5–14. https://doi.org/10.1080/00940771.2019.1603801
American School Counselor Association. (2012). The ASCA National Model: A Framework for School Counseling Programs (3rd ed.).
Bipp, T., & van Dam, K. (2014). Extending hierarchical achievement motivation models: The role of motivational needs for achievement goals and academic performance. Personality and Individual Differences, 64, 157–162. https://doi.org/10.1016/J.PAID.2014.02.039
Atmoko, A., Hambali, IM., & Barida, M. (2022). Applying the Rasch Model to Develop the Religious Motivation Scale for Junior High School Students in Online Learning in the New Normal Era in Indonesia. Pegem Journal of Education and Instruction, 12(1), 142-148.
Callan, G. L., Rubenstein, L. D., Barton, T., & Halterman, A. (2021). Enhancing motivation by developing cyclical self-regulated learning skills. Https://Doi.Org/10.1080/00405841.2021.1932153, 1–13. https://doi.org/10.1080/00405841.2021.1932153
Cardwell, M. E., & Fisher College, S. J. (2011). Patterns of Relationships Between Teacher Engagement and Student Engagement. http://libguides.sjfc.edu/citations.
Coulacoglou, C., & Saklofske, D. H. (2017). Psychometrics and psychological assessment: Principles and applications. In Psychometrics and Psychological Assessment: Principles and Applications. Elsevier.
Djenno, M., Insua, G. M., & Pho, A. (2015). From paper to pixels: Using Google Forms for collaboration and assessment. Library Hi Tech News, 32(4), 9–13. https://doi.org/10.1108/LHTN-12-2014-0105
Dynes, M. E., Tompsett, C. J., & Domoff, S. E. (2018). Development and Validation of the Therapist Barriers to Engaging Parents ( TBEP ) Measure. Community Mental Health Journal, 54(7), 967–977. https://doi.org/10.1007/s10597-018-0317-x
Gao, Q., Chen, P., Zhou, Z., & Jiang, J. (2020). The impact of school climate on trait creativity in primary school students: the mediating role of achievement motivation and proactive personality. Asia Pacific Journal of Education, 40(3), 330–343. https://doi.org/10.1080/02188791.2019.1707644
Gibson, M. M., Diambra, J. F., & Buchanan, D. K. (2010). School counselors perceptions and attitudes about collaboration. Journal of School Counseling, 8(34), 1–28. https://files.eric.ed.gov/fulltext/EJ914263.pdf
Giddings, M. M., & Vodde, R. (2008). A Conceptual Framework for Foundation Practicum and Seminar. Journal of Teaching in Social Work, 23(1–2), 123–145. https://doi.org/10.1300/J067V23N01_09
Hanafi, H., Hidayah, N., & Mappiare, A. (2018). Adopsi Nilai Budaya Osing Dalam Kerangka Meaning of Life. Jurnal Pendidikan: Teori, Penelitian Dan Pengembangan, 3(9), 1237–1243. https://doi.org/10.17977/jptpp.v3i9.11597
Hanafi, H., Hidayah, N., Triyono, Mappiare-AT, A., & Atmoko, A. (2020). Belief System on Multicultural Counseling: Literature Review of Positive Belief System of Nusantara Culture. 1st International Conference on Information Technology and Education (ICITE 2020), 197–201. https://doi.org/10.2991/assehr.k.201214.236
Hardy, S. A., Nelson, J. M., Frandsen, S. B., Cazzell, A. R., & Goodman, M. A. (2020). Adolescent Religious Motivation: A Self-Determination Theory Approach. The International Journal for the Psychology of Religion, 1–15. https://doi.org/10.1080/10508619.2020.1844968
Hardy, S. A., Nelson, J. M., Moore, J. P., & King, P. E. (2019). Processes of Religious and Spiritual Influence in Adolescence: A Systematic Review of 30 Years of Research. Journal of Research on Adolescence : The Official Journal of the Society for Research on Adolescence, 29(2), 254–275. https://doi.org/10.1111/JORA.12486
Hastiani, H. (2014). Model Kolaborasi Guru Bimbingan Konseling dengan Guru Mata Pelajaran untuk Meningkatkan Keterampilan Komunikasi Interpersonal Siswa Cerdas Istimewa. Edukasi: Jurnal Pendidikan, 12(1), 63–74. https://doi.org/10.31571/EDUKASI.V12I1.191
Janson, K. T., Bleck, K., Fenkl, J., Riegl, L. T., Jägel, F., & Köllner, M. G. (2018). Inhibited Power Motivation is Associated with the Facial Width-to-Height Ratio in Females. Adaptive Human Behavior and Physiology, 4(1), 21–41. https://doi.org/10.1007/S40750-017-0075-Y/FIGURES/4
Jowkar, B., Kojuri, J., Kohoulat, N., & Hayat, A. A. (2014). Academic resilience in education: the role of achievement goal orientations. Journal of Advances in Medical Education & Professionalism, 2(1), 33–38. http://www.ncbi.nlm.nih.gov/pubmed/25512916
Bimbingan dan Konseling Pada Pendidikan Dasar dan Menengah, Pub. L. No. 111 (2014). https://jdih.kemdikbud.go.id/arsip/Permendikbud Nomor 111 Tahun 2014.pdf
Korte, K. J., & Schmidt, N. B. (2013). Motivational enhancement therapy reduces anxiety sensitivity. Cognitive Therapy and Research, 37(6), 1140–1150. https://doi.org/10.1007/s10608-013-9550-3
Kusurkar, R. A., Ten Cate, T. J., Vos, C. M. P., Westers, P., & Croiset, G. (2013). How motivation affects academic performance: A structural equation modelling analysis. Advances in Health Sciences Education, 18(1), 57–69. https://doi.org/10.1007/s10459-012-9354-3
Makki, T. W., DeCook, J. R., Kadylak, T., & Lee, O. J. Y. (2018). The Social Value of Snapchat: An Exploration of Affiliation Motivation, the Technology Acceptance Model, and Relational Maintenance in Snapchat Use. International Journal of Human–Computer Interaction, 34(5), 410–420. https://doi.org/10.1080/10447318.2017.1357903
Marjo, H. K., Kartadinata, S., Suherman, U., & Rakhmat, C. (2017). Rancangan Model Bimbingan Kelompok untuk Mengembangkan Empati Budaya Inklusif Mahasiswa Bimbingan dan Konseling di DKI Jakarta. Proceeding Seminar Ddn Lokakarya Nasional Bimbingan Dan Konseling 2017, 1(0), 58–83.
Martin, P., Kumar, S., & Lizarondo, L. (2017). Effective use of technology in clinical supervision. In Internet Interventions (Vol. 8, pp. 35–39). Elsevier B.V. https://doi.org/10.1016/j.invent.2017.03.001
Masland, L. C., & Lease, A. M. (2016). Characteristics of academically-influential children: achievement motivation and social status. Social Psychology of Education, 19(1), 195–215. https://doi.org/10.1007/S11218-015-9314-X/FIGURES/2
Mcdowell, L. D. (2019). The roles of motivation and metacognition in producing self-regulated learners of college physical science : a review of empirical studies empirical studies. International Journal of Science Education, Online, DOI: 10.1080/09500693.2019.1689584. https://doi.org/10.1080/09500693.2019.1689584
Meaden, A., Nithsdale, V., Rose, C., Smith, J. O., & Jones, C. (2004). Is engagement associated with outcome in assertive outreach? Journal of Mental Health, 13(4), 415–424. https://doi.org/10.1080/09638230410001729852
Muniroh, A., Degeng, I. N. S., Hitipeuw, I., & Hidayah, N. (2016). Peningkatan Academic Engagement Siswa melalui Penerapan Model Problem Based Learning di Madrasah Tsanawiyah. Jurnal Pendidikan Humaniora, 4(1), 36–52.
Nicolas, G., Arntz, D. L., Hirsch, B., & Schmiedigen, A. (2009). Cultural Adaptation of a Group Treatment for Haitian American Adolescents. Professional Psychology: Research and Practice, 40(4), 378–384. https://doi.org/10.1037/a0016307
Ninković, S., Olić Ninković, S., Lazarević, T., & Adamov, J. (2021). Serbian teachers’ perceptions of online assessment during COVID-19 school closure: the role of teachers’ self-efficacy. Educational Studies . https://doi.org/10.1080/03055698.2021.1960151
Ramli, M., Hidayah, N., Eva, N., Nor, D. M. B. M., Saputra, N. M. A., & Hanafi, H. (2020). The Counselors’ Need for the Development of A Solution-Focused Cybercounseling Model for Junior High School Students. 2020 6th International Conference on Education and Technology (ICET), 209–213. https://doi.org/10.1109/icet51153.2020.9276597
Rasmussen, K. R., Yamawaki, N., Moses, J., Powell, L., & Bastian, B. (2013). The relationships between perfectionism, religious motivation, and mental health utilisation among latter-day saint students. Mental Health, Religion & Culture, 16(6), 612–616. https://doi.org/10.1080/13674676.2012.706273
Romagnolo, S. M., & Ohrt, J. H. (2017). Using Narrative Therapy With Low-Income Middle School Students: A Model for School Counselors. Journal of Child and Adolescent Counseling, 3(1), 59–73. https://doi.org/10.1080/23727810.2017.1284471
Santrock, J. (2018). Educational psychology : theory and application to fitness and performance (Sixth Edition.). McGraw-Hill Education.
Schoel, C., Zimmer, K., & Stahlberg, D. (2015). The Spatial Power Motivation Scale: a semi-implicit measure of situational power motivation. Journal of Personality Assessment, 97(1), 66–80. https://doi.org/10.1080/00223891.2014.914524
Schuh, S. C., Hernandez Bark, A. S., Van Quaquebeke, N., Hossiep, R., Frieg, P., & Van Dick, R. (2014). Gender Differences in Leadership Role Occupancy: The Mediating Role of Power Motivation. Journal of Business Ethics, 120(3), 363–379. https://doi.org/10.1007/S10551-013-1663-9
Scollo, M., & Carbaugh, D. (2013). Interpersonal communication: Qualities and culture. Russian Journal of Communication, 5(2), 95–103. https://doi.org/10.1080/19409419.2013.805664
Slavin, R. E. (2018). Educational Psychology: Theory and Practice (12th ed.). Pearson.
SlijepÄević, S. D., & Zuković, S. N. (2021). School Counsellor-Teacher Collaboration in Student Counselling. The New Educational Review, 63(1), 237–247. https://doi.org/10.15804/tner.2021.63.1.19
Texas Counseling Association. (2018). The Texas Model for Comprehensive School Counseling Programs (5th ed.). Texas Education Agency. https://tea.texas.gov/sites/default/files/Pub_2018_Texas-Model_5th-Edition.pdf
Tsang, A. (2011). In-class Reflective Group Discussion as a Strategy for the Development of Students as Evolving Professionals. International Journal for the Scholarship of Teaching and Learning, 5(1), 1–20. https://doi.org/10.20429/ijsotl.2011.050107
Wang, C., Shim, S. S., & Wolters, C. A. (2017). Achievement goals, motivational self-talk, and academic engagement among Chinese students. Asia Pacific Education Review, 18(3), 295–307. https://doi.org/10.1007/s12564-017-9495-4
Warren, J. M., & Baker Warren, S. B. (2013). School Counselor Consultation: Enhancing Teacher Performance Through Rational Emotive-Social Behavioral Consultation. Ideas and Research You Can Use: VISTAS 2013. http://www.counseling.org/knowledge-center/vistasArticle69
Welton, A., & Williams, M. (2015). Accountability Strain, College Readiness Drain: Sociopolitical Tensions Involved in Maintaining a College-going Culture in a High “Minorityâ€, High Poverty, Texas High School. The High School Journal, 98(2), 181–204. https://doi.org/10.1353/HSJ.2015.0001
Wenger, J. L., & Yarbrough, T. D. (2005). Religious individuals: evaluating their intrinsic and extrinsic motivations at the implicit level of awareness. The Journal of Social Psychology, 145(1), 5–16. https://doi.org/10.3200/SOCP.145.1.5-16
Wiburg, K., Parra, J., Mucundanyi, G., Latorre, J., & Torres, R. C. (2017). Constructivist instructional design models applied to the design and development of digital mathematics game modules. In International Journal of Technology in Teaching and Learning (Vol. 13, Issue 1). International Journal of Technology and Learning. Web site: https://sicet.org/main/journals/ijtt.
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