Pengaruh Konseling Behavioral dan Konseling Eksistensial Humanistik terhadap Motivasi Berprestasi dan Aktualisasi Diri Siswa yang Memiliki Prestasi Belajar Rendah.
Abstract
Tujuan penelitian ini adalah: (1) menganalisis perbedaan pengaruh motivasi berprestasi antara siswa yang mengikuti konseling behavioral dengan siswa yang mengikuti konseling eksistensial humanistik, (2) menganalisis perbedaan pengaruh aktualisasi diri antara siswa yang mengikuti konseling behavioral dengan siswa yang mengikuti konseling eksistensial humanistik, (3) menganalisis perbedaan pengaruh motivasi berprestasi dan aktualisasi diri antara siswa yang mengikuti konseling behavioral dengan siswa yang mengikuti konseling eksistensial humanistik.
Penelitian ini merupakan kuasi eksperimen dengan rancangan factorial 2x1 single factor independent group design. Sampel penelitian ini adalah semua siswa kelas X SMK Negeri 1 Singaraja tahun pelajaran 2015/2016. Pengambilan kelas penelitian berdasarkan teknik random sampling. Data yang diperoleh dianalisis dengan statistic deskriptif dan MANOVA satu jalur.
Berdasarkan hasil analisis, ditemukan hasil sebagai berikut. Pertama, terdapat perbedaan yang signifikan variabel motivasi berprestasi antara kelompok siswa yang mengikuti konseling behavioral (KB) dengan kelompok siswa yang mengikuti konseling eksistensial humanistik (KEH) (F=6,886; p<0,05). Kedua, terdapat perbedaan yang signifikan variabel aktualisasi diri antara kelompok siswa yang mengikuti konseling behavioral (KB) dengan kelompok siswa yang mengikuti konseling eksistensial humanistik (KEH) (F=10,714; p<0,05). Ketiga, terdapat perbedaan pengaruh antara penerapan konseling behavioral dan konseling eksistensial humanistik terhadap motivasi berprestasi dan aktualisasi diri siswa secara simultan (F=6,606; p<0,05). Artinya, motivasi berprestasi dan aktualisasi diri secara bersama-sama menunjukkan perbedaan yang signifikan antar penerapan konseling. Berdasarkan temuan-temuan tersebut maka dapat disimpulkan bahwa penerapan konseling behavioral (KB) dan konseling eksistensial humanistik (KEH) berpengaruh terhadap motivasi berprestasi dan aktualisasi diri siswa.
Kata Kunci : konseling behavioral, konseling eksistensial humanistik, motivasi berprestasi, dan aktualisasi diri.
The aims of this study was to: (1) analyzing the differences in the influence of achievement motivation between the students who follow the behavioral counseling with students who follow the most important humanistic existential counselling, (2) analyzing the differences in the influence of the actualisation of themselves between the students who follow the behavioral counseling with students who follow the most important humanistic existential counselling, (3) analyzing the differences in the influence of achievement motivation and the actualisation of themselves between the students who follow the behavioral counseling with students who follow the most important humanistic existential counselling.
This research is a quasi-experiment with design factorial 2x1 single factor independent group design. A sample of this research is all the students of class X SMK Negeri 1 Singaraja years 2015/2016 lessons. The taking of the class research based on the technique of random sampling. The Data obtained were analyzed with descriptive statistics and MANOVA one band.
Based on the results of the analysis, results found as follows. The First, there is a significant difference between achievement motivation variable groups of children who follow behavioral counselling (KB) with the group of students who follow an existential counselling most important humanistic (KEH) (F=6,886; p<0.05). The second, there is a significant difference between groups of self actualisation variable students attending counseling behavioral (KB) with the group of students who follow an existential counselling most important humanistic (KEH) (F=10,714; p<0.05). The third, there is a difference between influence the implementation of behavioral counselling and counselling existential most important humanistic of achievement motivation and the actualisation of themselves the students simultaneously (F=6,606; p<0.05). This means that the achievement motivation and actualisation of themselves together to show a significant difference between the implementation of counseling. Based on the findings it can be concluded that the implementation of behavioral counseling (KB) and existential counselling most important humanistic (KEH) influence on achievement motivation and actualisation themselves students.
keyword : counseling behavioral, counseling existential humanistic, motivation achievement, and actualisation of themselves.
Penelitian ini merupakan kuasi eksperimen dengan rancangan factorial 2x1 single factor independent group design. Sampel penelitian ini adalah semua siswa kelas X SMK Negeri 1 Singaraja tahun pelajaran 2015/2016. Pengambilan kelas penelitian berdasarkan teknik random sampling. Data yang diperoleh dianalisis dengan statistic deskriptif dan MANOVA satu jalur.
Berdasarkan hasil analisis, ditemukan hasil sebagai berikut. Pertama, terdapat perbedaan yang signifikan variabel motivasi berprestasi antara kelompok siswa yang mengikuti konseling behavioral (KB) dengan kelompok siswa yang mengikuti konseling eksistensial humanistik (KEH) (F=6,886; p<0,05). Kedua, terdapat perbedaan yang signifikan variabel aktualisasi diri antara kelompok siswa yang mengikuti konseling behavioral (KB) dengan kelompok siswa yang mengikuti konseling eksistensial humanistik (KEH) (F=10,714; p<0,05). Ketiga, terdapat perbedaan pengaruh antara penerapan konseling behavioral dan konseling eksistensial humanistik terhadap motivasi berprestasi dan aktualisasi diri siswa secara simultan (F=6,606; p<0,05). Artinya, motivasi berprestasi dan aktualisasi diri secara bersama-sama menunjukkan perbedaan yang signifikan antar penerapan konseling. Berdasarkan temuan-temuan tersebut maka dapat disimpulkan bahwa penerapan konseling behavioral (KB) dan konseling eksistensial humanistik (KEH) berpengaruh terhadap motivasi berprestasi dan aktualisasi diri siswa.
Kata Kunci : konseling behavioral, konseling eksistensial humanistik, motivasi berprestasi, dan aktualisasi diri.
The aims of this study was to: (1) analyzing the differences in the influence of achievement motivation between the students who follow the behavioral counseling with students who follow the most important humanistic existential counselling, (2) analyzing the differences in the influence of the actualisation of themselves between the students who follow the behavioral counseling with students who follow the most important humanistic existential counselling, (3) analyzing the differences in the influence of achievement motivation and the actualisation of themselves between the students who follow the behavioral counseling with students who follow the most important humanistic existential counselling.
This research is a quasi-experiment with design factorial 2x1 single factor independent group design. A sample of this research is all the students of class X SMK Negeri 1 Singaraja years 2015/2016 lessons. The taking of the class research based on the technique of random sampling. The Data obtained were analyzed with descriptive statistics and MANOVA one band.
Based on the results of the analysis, results found as follows. The First, there is a significant difference between achievement motivation variable groups of children who follow behavioral counselling (KB) with the group of students who follow an existential counselling most important humanistic (KEH) (F=6,886; p<0.05). The second, there is a significant difference between groups of self actualisation variable students attending counseling behavioral (KB) with the group of students who follow an existential counselling most important humanistic (KEH) (F=10,714; p<0.05). The third, there is a difference between influence the implementation of behavioral counselling and counselling existential most important humanistic of achievement motivation and the actualisation of themselves the students simultaneously (F=6,606; p<0.05). This means that the achievement motivation and actualisation of themselves together to show a significant difference between the implementation of counseling. Based on the findings it can be concluded that the implementation of behavioral counseling (KB) and existential counselling most important humanistic (KEH) influence on achievement motivation and actualisation themselves students.
keyword : counseling behavioral, counseling existential humanistic, motivation achievement, and actualisation of themselves.
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Universitas Pendidikan Ganesha
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