RESTRUKTURISASI ACADEMIC IRRATIONAL BELIEFS MELALUI KONSELING KOGNITIF PADA MAHASISWA
Abstract Views:
263 times
PDF - FULL TEXT Downloads:
1169 times
Abstract
Abstrak. Salah satu faktor yang memengaruhi pencapaian prestasi akademik adalah keyakinan akademik rasional dan irasional yang dimiliki oleh mahasiswa terkait proses belajar-mengajar. Penelitian ini bertujuan untuk merekonstruksi academic irrational beliefs mahasiswa melalui konseling kognitif dengan teknik disputing irrational beliefs. Penelitian ini merupakan penelitian kuantitatif yang dilakukan dengan desain eksperimental one-group pretest-posttest design pada dua orang mahasiswa sebagai partisipan. Hasil penelitian berdasarkan data statistik menunjukkan tidak adanya perubahan academic irrational beliefs pada mahasiswa sebelum dan setelah penerapan intervensi (sig. 0.09). Namun tidak adanya perubahan ini diduga karena jumlah partisipan yang tergolong minim dengan melihat adanya nilai effect size yang besar (0.949). Data kualitatif menunjukkan bahwa bahwa intervensi ini mengarahkan kedua partisipan untuk dapat berpikir dan bersikap lebih rasional dalam menjalakan perkuliahannya bahkan setelah proses follow-up. Faktor yang turut memengaruhi keberhasilan intervensi adalah besarnya kebutuhan untuk berubah, sifat kepribadian dan teknik konfrontasi dalam proses konseling.
Kata Kunci: academic irrational beliefs, keyakinan irasional akademik, mahasiswa, konseling kognitif, disputing irrational beliefs
Abstract. One of the factors that affect students’ academic achievement is academic rational and irrational beliefs related to the teaching-learning process. The purpose of this study is to reconstruct students’ academic irrational beliefs by using cognitive counseling with disputing irrational beliefs technique. The method used in this study is quantitative method performed with one-group pretestposttest experimental design to two university students as the participants. Based on statistical data, the results showed that there is no change on students’ academic irrational beliefs before and after cognitive counseling (sig. 0.09). However, this results may be obtained due to the minimal number of participants that can be seen from the big value of effect size (0.949). The qualitative data from interview showed that cognitive counseling actually help both participants to be able to think and act more rationally even after the follow-up process which taken more than a month after intervention. Factors that affect the success of intrevention are the need for change from themselves, personality traits and techniques of confrontation in the counseling process.
Keywords: academic irrational beliefs, cognitive counseling, disputing irrational beliefs, university students
Downloads
References
Auerbach, C. F. & Silverstein, L. B. (2003). Qualitative Data: An Introduction to Coding and Analysis. New York: New York University Press
Bakes, A.S. (2012). Helpful strategies for teaching effective confrontation skills. Ideas and Research You Can Use: VISTAS, 1, 1-6.
Balkis, M., Duru, E. & Bulus, M. (2013). Analysis of the relation between academic procrastination, academic rational/irrational beliefs, time preferences to study for exams, and academic achievment: A structural model. Eur J Psychology Education, 28, 825-839.
Corey, G. (2005). Theory and practice of counseling and psychotherapy (7th edition). Belmont, CA: Brooks/Cole.
Crede, M. & Kuncel, N.R. (2008). Study habits, skills, and attitudes: The third pillar supporting collegiate academic performance. Perspective on Psychological Science, 3(6), 425-453.
De Boer, H., Donker-Bergstra, A.S. & Kostons, D.D.N.M. (2012). Effective strategies for self-regulated learning: A meta-analysis. GION, Gronings Instituut voor Onderzoek van Onderwijs.
Efford, B.T. (2016). 40 teknik yang harus diketahui setiap konselor (edisi kedua). Alih bahasa: H.P. Soetjipto & S.M. Soetjipto. Yogyakarta: Pustaka Belajar.
Egan, P.J., Canale, J.R., del Rosario, P.M. & White, R.M. (2007). The academic rational beliefs scale: Development, validation, and implications for college counselors. Journal of College Counseling, 10(2),
Hussain, I. & Sultan, S. (2010). Analysis of procrastination among university students. Procedia Social and Behavioral Sciences, 5, 1897-1904.
Janmohammadi, B. & Abedi, G. (2015). Study of relation between level of academic success and rational and irrational beliefs of the students of karaj branch, Islamic azad university. Indian Journal of Fundamental and Applied Life Sciences, 5(S1), 1204-1218.
Julianda, B.N. (2012). Prokrastinasi dan self-efficacy pada mahasiswa fakultas psikologi universitas Surabaya. Calyptra: Jurnal Ilmiah Mahasiswa Universitas Surabaya, 1(1).
Kandemir, M. (2014). Reasons of academic procrastination: self-regulation, academic self-efficacy, life satisfaction and demographics variables. Procedia Social and Behavioral Sciences, 52, 188-193.
Kayis, A.R. & Ceyhan, A.A. (2015). Investigating the achievement goals of university students in terms of psycho-social variables. Educational Sciences: Theory & Practice, 15(2), 445-462.
Khusumadewi, A. (2012). Keefektifan konseling dengan teknik penghancuran keyakinan irasional (Dispute irrational beliefs) untuk menurunkan tuntutan diri berlebihan. Jurnal Psikologi Pendidikan dan Bimbingan, 13(1), 92-107.
Kufakunesu, M. (2015). The influence of irrational beliefs on the mathematics achievement of secondary school learners in zimbabwe. Tesis (Zimbabwe: Psychology of Education University of South Africa). Diambil dari http://uir.unisa.ac.za/handle/10500/20072.
McCullough, M.E. & Willoughby, B.L.B. (2009). Religion, self-regulation, and self-control: Associations, explanation and implications. Psychological Bulletin, 135(1), 69-93.
Nani, K.L. (2012, 10 November). Konstruksi self-regulation skill dan helpseeking behavior dalam pembelajaran matematika. Seminar nasional matematika dan pendidikan matematika FMIPA UNY Yogayakarta.
Ozer, E.A. & Akgun, O.E. (2015). The effects of irrational beliefs on academic motivation and academic self-efficacy of candidate teachers of computer and instructional technologies education department. Procedia Social and Behavioral Sciences, 197, 1287-1292.
Toker, B. & Avci, R. (2015). Effect of cognitive-behavioral-theory-based skill training on academic procrastination behaviors of university students. Educational Sciences: Theory and Practice, 15(5), 1157-1168.
- Articles published in CALYPTRA are licensed under a Creative Commons Attribution-ShareAlike 4.0 International license. You are free to copy, transform, or redistribute articles for any lawful purpose in any medium, provided you give appropriate credit to the original author(s) and the journal, link to the license, indicate if changes were made, and redistribute any derivative work under the same license.
- Copyright on articles is retained by the respective author(s), without restrictions. A non-exclusive license is granted to CALYPTRA to publish the article and identify itself as its original publisher, along with the commercial right to include the article in a hardcopy issue for sale to libraries and individuals.
- By publishing in CALYPTRA, authors grant any third party the right to use their article to the extent provided by the Creative Commons Attribution-ShareAlike 4.0 International license.
