Acceptability of Group Guidance Guidelines to Improve Critical Thinking Ability of Vocational School Students
Article Sidebar
Main Article Content
Abstract
Group guidance is one of the guidance and counseling service settings carried out by counselors for vocational high school students. Group guidance is a form of service provided by counselors to counselees / students to make decisions by utilizing group dynamics. The group dynamics that occur during the guidance will encourage each member to interact. Socrates dialogue is a dialogue technique in depth to examine the thoughts that arise from the information provided in a process of interaction. This study aims to describe the acceptability of the Socrates dialogue technique group guidance guide within the framework of a problem-based learning model to improve the critical thinking skills of vocational school students. Guidance analysis technique used Aiken rater analysis with tests by two counseling and guidance experts. The results of the analysis based on expert testing obtained the clarity aspect validity index of 0.83 (high) and the accuracy aspect validity index of 0.83 (high). Based on the test results, it can be concluded that the guidelines have met the acceptance criteria for the aspects of clarity and accuracy to be used as a group guidance guide for vocational students.
Downloads
Article Details
Authors who publish with this journal agree to the following terms:
- Copyright on any article is retained by the author(s).
- The author grants the journal, the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work’s authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
- The article and any associated published material is distributed under the Creative Commons Attribution-ShareAlike 4.0 International License
References
Borg, W. R., & Gall, M. D. (1983). Educational research: an introduction.London: Longman, Inc.
Bergstrom, C. M., Pugh, K. J., Phillips, M. M., & Machlev, M. (2016). Effects of problem-based learning on recognition learning and transfer accounting for GPA and goal orientation. The Journal of Experimental Education, 84(4), 764–786.
Chua, B. L., Tan, O. S., & Liu, W. C. (2016). Journey into the problem-solving process: cognitive functions in a PBL environment. Innovations in Education and Teaching International, 53(2), 191–202.
Dabbagh, N. (2019). Effects of PBL on critical thinking skills. The Wiley Handbook of Problem‐Based Learning, 135–156.
Hanggara, G. S. (2016). Keefektifan “proses guru” sebagai teknik bimbingan kelompok untuk meningkatkan kemampuan pengambilan keputusan karier siswa SMK. Jurnal Kajian Bimbingan Dan Konseling, 1(4), 148–157.
Nurhayati, N., Angraeni, L., & Wahyudi, W. (2019). Pengaruh Model Problem Based Learning, Kemampuan Berpikir Kritis terhadap Kemampuan Berpikir Tingkat Tinggi. EDUSAINS, 11(1), 12–20.
Nurtanto, M., Fawaid, M., & Sofyan, H. (2020). Problem Based Learning (PBL) in Industry 4.0: Improving Learning Quality through Character-Based Literacy Learning and Life Career Skill (LL-LCS). Journal of Physics: Conference Series, 1573(1), 12006.
Pitorini, D. E., Suciati, S., & Ariyanto, J. (2020). Kemampuan argumentasi siswa: Perbandingan model pembelajaran inkuiri terbimbing dan inkuiri terbimbing dipadu dialog Socrates. Jurnal Inovasi Pendidikan IPA, 6(1), 26–38.
Prabowo, A. S. (2020). PENGEMBANGAN BUKU PANDUAN PELAKSANAAN BIMBINGAN KELOMPOK DENGAN METODE DISKUSI UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA. Nathiqiyyah, 3(2), 41–52.
Saputra, A. T. (2016). Peningkatan Kemampuan Berpikir Kritis Menggunakan Model Problem Based Learning (PBL) pada Pembelajaran Tematik Terpadu di Sekolah Dasar. E-Journal Pembelajaran Inovasi, Jurnal Ilmiah Pendidikan Dasar, 1(1).
Sartika, M., & Yandri, H. (2019). Pengaruh layanan bimbingan kelompok terhadap konformitas teman sebaya. Indonesian Journal of Counseling and Development, 1(1), 9–17.
Shofiyah, N., & Wulandari, F. E. (2018). Model problem based learning (PBL) dalam melatih scientific reasoning siswa. Jurnal Penelitian Pendidikan IPA, 3(1), 33–38.
Supriyanto, A., & Wahyudi, A. (2018). Group Guidance Services Based on Folklore for Students Junior High School. International Journal of Indonesian Education and Teaching (IJIET), 2(1), 37–46.
Wulandari, A. P., Firman, F., & Solfema, S. (2020). Pengembangan Panduan Bimbingan Kelompok dalam Peningkatan Determinasi Diri (Self Determination) Untuk Pencegahan Agresivitas Siswa. Jurnal Imiah Pendidikan Dan Pembelajaran, 4(1), 175–184.
Wulansari, M. A. (2018). Pengembangan Buku Panduan Pencegahan Bahaya Narkoba Bagi Siswa Sekolah Menengah Pertama. Jurnal Bk UNESA, 8(1).