Supervisi Terbimbing : Strategi Internalisasi Mind-Skills Mahasiswa BK dalam Praktik Keterampilan Dasar Konseling
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Abstract
Penelitian ini bertujuan untuk mengetahui efektivitas konseling kelompok teknik permainan kerja sama dalam meningkatkan interaksi sosial anak di panti asuhan Amanah Ambarawa. Jenis penelitian yang digunakan adalah true experimental, post-test only control design dengan jumlah sampel sebanyak 10 anak dibagi 2 kelompok, kelompok eksperimen dan kontrol dengan teknik random sampling. Alat pengumpulan data penelitian menggunakan skala interaksi sosial dan dianalisis menggunakan analisis deskriptif kuantitatif dan uji Wilcoxon. Hasil penelitian menunjukkan bahwa konseling kelompok teknik permainan kerja sama dapat meningkatkan interaksi sosial anak di panti asuhan Amanah Ambarawa. Hal ini ditunjukkan melalui perbandingan skor rata-rata pre-test dan post-test kelompok eksperimen yaitu 79,4 (kategori sedang) menjadi 107,2 (kategori sangat tinggi). Hasil uji Wilcoxon diperoleh nilai Asymp.Sig. (2-tailed) 0,005 < 0,05, artinya layanan konseling kelompok teknik permainan kerja sama efektif untuk meningkatkan interaksi sosial.
The basic skills that professional counsellors must have are: counselling theories and approaches, basic communication skills in counselling, and mind-skills. Basic skills need to be internalised since pre-service education at the undergraduate level. Guided supervision is a strategy used to internalise basic skills, especially mind-skills. Guided supervision was implemented through classroom action research with the aim of improving the quality of learning processes and outcomes. This classroom action research took place over two cycles. This research was conducted at the Department of BK FIP UM located in the D1.307 building in the Basic Counselling Skills (KDK) course. The subjects used were KDK students class of 2015, semester 3 as many as 35 consisting of 7 male students and 28 female students. Data in this study were collected with various instruments, including: (1) mind-skills self-reflection format, (2) Student Learning Experience Journal (JPBM) format, (3) observation guidelines for student performance, (4) daily assignment format, (5) Mid Semester Exam (UTS) format, (6) Final Semester Exam (UAS) format, (7) mind-skills test instrument; (8) learning recording journal; and (9) co-teacher performance observation guidelines. The research data were analysed quantitatively and qualitatively. The results showed that guided supervision can help students to internalise mind-skills in the practice of basic counselling skills.
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