THE EFFECTIVENESS OF LIFE SKILLS COUNSELLING IN IMPROVING STUDENTS’ SELF-REGULATED LEARNING

Moh Mahfudz Faqih
DOI: https://doi.org/10.33650/pjp.v9i2.4757



Abstract

Tremendous growth in technology, as part of the dynamics of globalization, can lead to gaps in student learning. Students tend to seek information and instant gratification through technological tools that have a major impact on their learning approaches, making it more difficult for them to be self-regulated learners. The aim of this study is to analyse the effectiveness of life skills counseling approach in enhancing the ability of self-regulated learning for high school students. This research is an experimental design by using randomized pretest-posttest with control group. The participants of this study consisted of 54 students of Senior High School level who were in the tenth grade. The data of the study were collected by the Scale of self-regulation in learning. Data analysis is used by two stages. First, data analysis for testing required statistical assumptions, ie test of data distribution normality with Kolmogorov-Smirnov test technique and homogeneity test of variance with Levene test. Second, data analysis for testing of research hypotheses conducted with Independent Sample t-test. The study shows that the life skills counseling has a meaningful effect on self-regulated learning. The average score of the experimental group was higher than the control group on all components of self-regulated learning.

Keywords

Life skills Counseling; Self-regulated Learning; Students

Full Text:

PDF

References

Akinde, O. A., Harr, D., & Burger, P. (2017). Field Experience: Experiential Learning as Complementary to the Conceptual Learning for International Students in a Graduate Teacher Education Program. International Journal of Higher Education, 6(4), 137-150. https://doi.org/10.5430/ijhe.v6n4p137

Alves, P., Miranda, L., & Morais, C. (2017). The Influence of Virtual Learning Environments in Students’ Performance. Universal Journal of Educational Research, 5(3), 517–527. https://doi.org/10.13189/ujer.2017.050325

Anderton, B. (2006). Using the Online Course to Promote Self-regulated Learning Strategies in Preservice Teachers. Journal of Interactive Online Learning, 5(2), 156–177.

Ananiadou, Katerina M. C. (2009). 21st Century Skills and Competences for New Millennium Learners in OECD Countries. Head of Publications Service OECD.

Baharun, H. (2017). Total Moral Quality: A New Approach for Character Education in Pesantren. Ulumuna, 21(1), 57–80.

Baharun, Hasan, S. A. (2018). Curriculum Development Through Creative Lesson Plan. Cendikia, 16(1), 41–62.

Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Prentice Hall, Inc.

Bandura, A. (1991a). Self-Regulation of Motivation Through Anticipatory and Self-Reactive Mechanisms. Nebraska Symposium on Motivation, 38, 69–164.

Bandura, A. (1991b). Social Cognitive Theory of Self-Regulation. Organizational Behavior and Human Decision Processes, 50, 248–287.

Brett Zyromski, A. E. J. (2008). Utilizing Cognitive Behavioral Interventions to Positively Impact Academic Achievement in Middle School Students. Journal of School Counseling, 6(15), 71-89.

Butler, Deborah L P. H. W. (1995). Feedback and Self-Regulated Learning: A Theoretical Synthesis. Review of Educational Research, 65(3), 245–281.

Chen, H., & Lee, Y. J. (2018). Is Snapchat a good place to advertise? How media char- acteristics influence college-aged young consumers’ receptivity of Snapchat advertising. International Journal of Mobile Communications, 16(6), 697–714.

DiPipi-Hoy, C., Jitendra, A., Kern, L. (2009). Effects of Time Management Instruction on Adolescents’ Ability to Self-Manage Time in a Vocational Setting. The Journal of Special Education, 43(3), 145–159.

Emmanuel, H.& Ephron, N. (2012). Perceived Effects of Guidance Services on Students’ Study Habits and Attitudes in Private Secondary Schools in Gasabo District, Rwanda. East African Journal of Science and Technology, 2, 27–34.

Fidel, O. N. M. and O. (2012). Therapeutic effect of Rational Emotive Behaviour Therapy in fostering Self-Efficacy amongst academically-at- risk- learners in National Open University of Nigeria. Global Advanced Research Journal of Educational Research and Review, 1(9), 211–218.

Hang, Bui Thi ThuyAmrita Kaur, A. H. B. N. (2017). A Self-Determination Theory Based Motivational Model On Intentions To Drop Out Of Vocational Schools. Malaysian Journal of Learning and Instruction, 14(1), 1–21.

Holden, D. K. (2009). A Case Study Of The Effects Of A Teaching Method On Students’ Academic Achievement In Life Science And The Use Of Self-Regulated Learning Strategies. Au Graduate School of Education Journal, 1(1), 15-29.

Ibrahim, M., Baharun, H., Harun, H., & Othman, N. (2017). Antecedents of Intrinsic Motivation, Metacognition and Their Effects on Students’ Academic Performance in Fundamental Knowledge for Matriculation Courses. Malaysian Journal of Learning and Instruction, 14(2), 211–246.

Ilkhchi, S. V., Poursharifi, H., Alilo, M. M. (2011). The effectiveness of Cognitive-Behavioral Group Therapy on selfefficacy and assertiveness among anxious female students of high. Procedia - Social and Behavioral Sciences, 30, 2586–2591.

Kayler, H., & Sherman, J. (2009). At-risk ninth-grade students: A psychoeducational group approach to increase study skills and grade point averages. Professional School Counseling, 12(6), 434–439.

Keshi, A. K. dan B. (2013). Effectiveness Of Cognitive Behavior Therapy On Selfefficacy Among High School Students. Asian Journal Of Management Sciences & Education, 2(4), 168–179.

Khong, H., Hassan, N. H., & Ramli, N. (2017). Motivation and Gender Differences in Learning Spanish as a Foreign Language in a Malaysian Technical University. Malaysian Journal of Learning and Instruction, 14(2), 126-143.

Kumar, V & Sebastian, L. (2011). Impact of CBT on Self-Efficacy and Achievement in Adolescent Students. Journal of the Indian Academy of Applied Psychology, 37, 134–139.

Lapan, Richard T, Kardash, CarolAnne M. Turner, S. (2002). Empowering Students To Become Self-Regulated Learners. American School Counselor Association, 5(4), 31-42.

Laskey, Marcia L. C. J. H. (2010). Self-regulated Learning, Metacognition, and Soft Skills: The 21st Century Learner. Prentice Hall, Inc.

Mehmood, A., Rashid, M. & Azeem, M. (2011). Impact of Guidance And Counseling On Academic Performance. International Journal of Humanities and Social Science, 1(20), 282–288.

Mohammadi, M. Dan Akbari, B. (2015). Effectiveness Of Lazarus Multimodal Therapy On Self-Efficacy In Women With Obsessive-Compulsive Disorder. Indian Journal of Fundamental and Applied Life Sciences, 5(2), 1879–1884.

Mundiri, A., Eka Mahmud, M., Ubaidillah, M., Azizah, N., Zuhro, L., & Hasanah, F. (2021). Learning Agility During Pandemic; Outstanding Strategy in Language Learning by Using Zoom Application. Journal of Physics: Conference Series, 1779, 12066-12075. https://doi.org/10.1088/1742-6596/1779/1/012066

Nadinloyi, Karim B., Hajloob, N., Garamaleki, N.S., & Sadeghi, H. (2013). The Study Efficacy of Time Management Training on Increase Academic Time Management of Students. Procedia - Social and Behavioral Sciences, 84, 134–138.

Nelson Jones, R. (1993). Practical Counselling and Helping Skills: How to Use the Lifeskills Helping Model. Cassell.

Nelson-Jones. (2011). Teori dan Praktik Konseling dan Terapi. Pustaka Pelajar.

Nelson-Jones, R. (2005). Practical Counselling and Helping Skills: Text and Activities for The Lifeskills Counselling Model. London.

Paul R Pintrich & De Groot, E. V. (1990). Motivational and Self-Regulated Learning Components of Classroom Academic Performance. Journal of Educational Psychology, 82(1), 33–40.

Paul R. Pintrich, Suzho, A. (2002). The Development of Academic Self-Regulation: The Role of Cognitive and Motivational Factors. In Development of Achievement Motivation (pp. 267–302). Academic.

Permendikbud. (2014). No.111 Tahun 2014 tentang Bimbingan dan Konseling pada Pendidikan Dasar dan Menengah.

Peterson, C. & S. (2004). Character strengths and virtues: A handbook and classification. Oxford University Press and the American Psychological Association.

Pintrich, P. R. (2004). A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students. Educational Psychology Review, 16(4), 13-29.

Saadatzaade, R. dan Khalili, S. (2012). Effects of Solution—Focused Group Counseling on Student’s Self -Regulation and academic achievement. International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), 3(3), 780–787.

Schunk, D. H. (2012). Learning Theories: An Educational Perspective. Pustaka Pelajar.

Wolters, C. A. (2010). Self-Regulated Learning and the 21st Century Competencies. Department of Educational Psychology, University of Houston.

Woolfolk, A. (2009). Educational Psychology: Active Learning Edition. Pustaka Pelajar.

Zamroni, Z., Bali, M. E. I., Baharun, H., Holidi, M., Ervansyah, F., Abbas, A. R., Abdullah, D., & Erliana, C. I. (2021). Indigeneity and the Plight of Managing Behaviour; A Collaborative Instructional Model Based on Digital Classroom. Turkish Online Journal of Qualitative Inquiry (TOJQI), 12(4), 1655-1660.

Zimmerman, B. J. (2000). Attaining Self-Regulation: A Social Cognitive Perspective. In Handbook of self-regulation. Academic Press.

Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64-70.


Dimensions, PlumX, and Google Scholar Metrics

10.33650/pjp.v9i2.4757


Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Moh Mahfudz Faqih


This work is licensed under a CC BY-SA

Published by Islamic Faculty of Nurul Jadid University, Probolinggo, East Java, Indonesia.