PENGARUH LAYANAN KONSELING KELOMPOK DENGAN PENDEKATAN BEHAVIORISTIK TEKNIK ASERTIF TERHADAP KEJENUHAN BELAJAR SISWA KELAS XI MIPA 1 DI SMA NEGERI 1 PERCUT SEI TUAN T.A 2017/2018

Oksani, Putri (2018) PENGARUH LAYANAN KONSELING KELOMPOK DENGAN PENDEKATAN BEHAVIORISTIK TEKNIK ASERTIF TERHADAP KEJENUHAN BELAJAR SISWA KELAS XI MIPA 1 DI SMA NEGERI 1 PERCUT SEI TUAN T.A 2017/2018. Undergraduate thesis, UNIMED.

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Abstract

Rumusan masalah pada penelitian ini adalah Apakah ada pengaruh layanan konseling kelompok pendekatan behavioristik tehnik asertif terhadap kejenuhan belajar siswa kelas XI Mipa 1 di SMA Negeri 1 Percut Sei Tuan tahun ajaran 2017/2018. Penelitian ini bertujuan untuk mengetahui adanya pengaruh layanan konseling kelompok pendekatan behavioristik tehnik asertif terhadap kejenuhan belajar siswa kelas XI Mipa 1 di SMA Negeri 1 Percut Sei Tuan tahun ajaran 2017/2018. Jenis penelitian ini adalah penelitian quasi experiment (eksperimen semu). Subjek penelitian ini adalah 8 siswa kelas XI Mipa 1 di sekolah SMA Negeri 1 Percut Sei Tuan yang mempunyai tingkat kejenuhan belajar tinggi yang ditentukan secara purpusive sampling (acak). Instrument yang digunakan adalah angket kejenuhan belajar untuk menjaring data tentang kejenuhan belajar pada siswa yang sebelumnya diuji cobakan untuk mengetahui validitas dan reabilitas angket. Instrumen diberikan sebelum dan sesudah pemberian layanan konseling kompok dengan pendekatan behavioristik tehnik asertif. Teknik analisis data menggunakan uji wilcoxon. Hasil penelitian menunjukkan bahwa terdapat pengaruh pemberian layanan konseling kelompok dengan pendekatan behavioristik tehnik asertif terhadap kejenuhan belajar pada siswa diperoleh nilai rata-rata pre-test = 103,37 dan Standart Deviasi (SD) = 18,35 sedangkan nilai rata-rata post-test = 142 dan Standar Deviasi (SD) = 10,49 dengan demikian pemberian layanan konseling kelompok dengan pendekatan behavioristik tehnik asertif dapat mengurangi kejenuhan belajar pada siswa. Hal ini dapat dilihat dari hasil uji wilcoxon yang menunjukkan bahwa pada uji jumlah jenjang wilcoxon diperoleh hasil perhitungan jumlah jenjang bertanda positif = 13 dan jumlah jenjang bertanda negatif = 35. Jadi, nilai J= 13 yaitu jumlah jenjang yang lebih kecil. Dari tabel nilai kritis J untuk uji jenjang bertanda wilcoxon untuk n= 8, α = 0,05 Dari data tersebut terlihat bahwa Jhitung > JTabel dimana 13 > 4, sesuai dengan kriteria penerimaan hipotesis dimana jika Jhitung > Jtabel maka hipotesis diterima. Ini berarti bahwa kejenuhan belajar pada siswa antara sebelum dan sesudah pemberian layanan konseling kelompok pendekatan behavioristik tehnik asertif tidaklah sama, dalam hal ini siswa yang telah mendapatkan layanan konseling kelompok pendekatan behavioristik tehnik asertif memiliki kejenuhan belajar yang lebih rendah

Item Type: Thesis (Undergraduate)
Contributors:
ContributionNameNIDN/NIDK
Thesis advisorHutasuhut, Edidon195703231987031002
Call Number: SK-2018 BK 009
Keywords: Kejenuhan belajar,konseling kelompok dengan pendekatan behavioristik teknik asertif
Subjects: L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1050 Educational Psychology
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Divisions: Fakultas Ilmu Pendidikan > Bimbingan dan Konseling
Depositing User: Mr Fifri Juanda Harahap
Date Deposited: 17 Apr 2018 15:14
URI: http://digilib.unimed.ac.id/id/eprint/29735

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