The Effectiveness of Group Guidance with Psychodrama Techniques in Overcoming Student Learning Saturation
Main Article Content
Abstract
The purpose of this study was to examine the effectiveness of group guidance with psychodrama techniques in overcoming learning saturation among university students. This mixed-method study employed an embedded design with a pre-experimental one-group pretest-posttest approach as the dominant quantitative component. The sample consisted of nine university students from the Guidance and Counseling Study Program at FKIP UNCEN, selected through purposive sampling based on high learning saturation scores from a 30-item questionnaire measured on a 5-point Likert scale. The results demonstrated a significant reduction in learning saturation levels following the psychodrama intervention, with paired t-test analysis showing a significant difference between pre-test and post-test scores (t = -4.739, df = 8, p = 0.001). Qualitative findings further revealed that students experienced improved self-control, increased relaxation, and enhanced learning motivation after participating in the psychodrama sessions. These findings indicate that group guidance with psychodrama techniques is an effective approach for reducing learning saturation among university students.
Downloads
Article Details
Issue
Section
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
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
How to Cite
References
Affandi, G., Hadi, C., & Nawangsari, N. A. (2024). Academic Boredom in School Context: A Systematic Scoping Review. Proceedings of the 6th International Seminar on Psychology, ISPsy 2023, 18-19 July 2023, Purwokerto, Central Java, Indonesia. https://doi.org/10.4108/eai.18-7-2023.2343413
Afifah, A. N., Ilmiyati, N., & Toto, T. (2019). Model project based learning (PjBL) berbasis STEM untuk meningkatkan penguasaan konsep dan keterampilan berpikir kritis siswa. Quagga: Jurnal Pendidikan Dan Biologi, 11(2), 73–78. https://doi.org/10.25134/quagga.v11i2.1910
Akanpaadgi, E., Binpimbu, F., & Kuuyelleh, E. N. (2023). The impact of stress on students’ academic performance. Eureka: Journal of Educational Research, 2(1), 60-67. https://doi.org/10.56773/ejer.v2i1.17
Arini, M. D. (2019). Analysis pattern of student communication skills in science process in inquiry learning: study of case study learning in regional schools Jember coffee plantation. Journal of Physics: Conference Series, 1211(1), 12104. https://doi.org/10.1088/1742-6596/1211/1/012104
Asmaryadi, A. (2019). Efektivitas Layanan Bimbingan Kelompok Metode Psikodrama Untuk Mengatasi Kepribadian Introvert Di Man Siabu. Ristekdik: Jurnal Bimbingan Dan Konseling, 4(2), 118–121. https://doi.org/10.31604/ristekdik.2019.v4i2.118-121
Craven, A., & Frick, L. (2024). Boredom as a basis for fostering creativity in higher education: A call for pedagogical bravery. Innovations in Education and Teaching International, 61(1), 168–180. https://doi.org/10.1080/14703297.2022.2134171
Dogan, T. (2018). The effects of the psychodrama in instilling empathy and self‐awareness: A pilot study. PsyCh Journal, 7(4), 227–238. https://doi.org/10.1002/pchj.228
Karataş, Z., & Gökçakan, D. Z. (2009). The effect of group-based psychodrama therapy on decreasing the level of aggression in adolescents. Turk Psikiyatri Derg, 20(4), 357–366. PMID: 20013427.
Katmer, A. N., Demir, R., Çekiç, A., & Hamamci, Z. (2020). The Effect of Psychodrama on Subjective Well-Being and Trait Anxiety. Journal of Educational Issues, 6(2), 269–286. https://doi.org/10.5296/jei.v6i2.17600
Khalili, F. N., & Swilem, S. (2021). The efficiency of a group counseling program based on psychodrama in enhancing self-awareness and reducing tension among tenth grade students in Qalqilia city. Education in the Knowledge Society (EKS), 22, e23921–e23921. https://doi.org/10.14201/eks.23921
Kipper, D. A., & Ritchie, T. D. (2003). The effectiveness of psychodramatic techniques: A meta-analysis. Group Dynamics: Theory, Research, and Practice, 7(1), 13. https://doi.org/10.1037/1089-2699.7.1.13
López-González, M. A., Morales-Landazábal, P., & Topa, G. (2021). Psychodrama group therapy for social issues: A systematic review of controlled clinical trials. International Journal of Environmental Research and Public Health, 18(9), 4442. https://doi.org/10.3390/ijerph18094442
Maya, J., & Maraver, J. (2020). Teaching-learning processes: application of educational psychodrama in the university setting. International Journal of Environmental Research and Public Health, 17(11), 3922. https://doi.org/10.3390/ijerph17113922
ÖRNEK, B. Y., & Şimşek, B. K. (2023). The effects of group psychodrama on the ruminative thinking style, dysfunctional attitudes, anxiety and depressive symptoms: a quasi-experimental study. Archives of Psychiatry and Psychotherapy, 25(3), 84–93. https://doi.org/10.12740/app/166563
Owens, D. C., Sadler, T. D., Barlow, A. T., & Smith-Walters, C. (2020). Student motivation from and resistance to active learning rooted in essential science practices. Research in Science Education, 50, 253–277. https://doi.org/10.1007/s11165-017-9688-1
Phan, A. L. T., Van Vo, V., & Nguyen, H. L. (2024). Fa ctors Contributing to Academic Boredom among English-Major Students at Nong Lam University Ho Chi Minh City, Vietnam. Vietnam Journal of Education, 38–50. https://doi.org/10.52296/vje.2024.350
Polat, S., & Ceylan, B. (2023). Impact of Psychodrama on Emotional Awareness and Psychological Well-being in University Students. Kırıkkale Üniversitesi Tıp Fakültesi Dergisi, 25(3), 463–471. https://doi.org/10.24938/kutfd.1356005
Raes, H. E., Weiss, E. R., Todman, M., & Tellalian, E. (2024). When Inequity Leads to Boredom: An Experimental Study With University Students. Psychological Reports, 00332941241242405. https://doi.org/10.1177/00332941241242405
Ryba, T. V., Wiltshire, G., North, J., & Ronkainen, N. J. (2022). Developing mixed methods research in sport and exercise psychology: potential contributions of a critical realist perspective. International Journal of Sport and Exercise Psychology, 20(1), 147–167. https://doi.org/10.1080/1612197X.2020.1827002
Saba, S. A. (2022). The effectiveness of psychodrama strategy in developing academic skills and reducing behavioral and emotional disorders among students with learning difficulties in Hebron city. Journal of Palestine Ahliya University for Research and Studies, 1(1), 37–58. https://doi.org/10.59994/pau.2022.1.37
Sharp, J. G., Sharp, J. C., & Young, E. (2020). Academic boredom, engagement and the achievement of undergraduate students at university: A review and synthesis of relevant literature. Research Papers in Education, 35(2), 144–184. https://doi.org/10.1080/02671522.2018.1536891
Simsek, C., Ardiç, E., & Yildirim, E. A. (2022). The Effect of Psychodrama on The Burnout Level of School Counselors. Türk Psikolojik Danışma ve Rehberlik Dergisi. https://doi.org/10.17066/tpdrd.1225068
Şimşek, Ç., Yalçınkaya, E. Y., Ardıç, E., & Yıldırım, E. A. (2020). The Effect of Psychodrama on the Empathy and Social Anxiety Level in Adolescents. Turkish Journal of Child & Adolescent Mental Health/Çocuk ve Gençlik Ruh Sagligi Dergisi, 27(2). https://doi.org/10.4274/tjcamh.galenos.2020.69885
Ulusoy, Y., Sumbas, E., & Sertkaya, B. (2023). Psychodrama as an intervention management instrument for internal/external adolescent problems: A systematic literature review. The Arts in Psychotherapy, 83, 102000. https://doi.org/10.1016/j.aip.2023.102000
Villarroel, V., Benavente, M., Chuecas, M. J., & Bruna, D. (2020). Experiential learning in higher education. A student-centered teaching method that improves perceived learning. Journal of University Teaching & Learning Practice, 17(5), 8. https://doi.org/10.53761/1.17.5.8
Wang, Q., Ding, F., Chen, D., Zhang, X., Shen, K., Fan, Y., & Li, L. (2020). Intervention effect of psychodrama on depression and anxiety: A meta-analysis based on Chinese samples. The Arts in Psychotherapy, 69, 101661. https://doi.org/10.1016/j.aip.2020.101661
Yani, F. F., & Basuki, A. (2023). The Effectiveness of Psychodrama Technique Group Guidance to Increase High School Student’s Confidence. https://doi.org/10.35445/alishlah.v15i3.2381