Efektivitas Konseling Kelompok Mindfulness Based Cognitive Therapy terhadap Regulasi Belajar Siswa Berpengendalian Diri Rendah
DOI:
https://doi.org/10.67686/didaktika.v10i3.2151Abstract
Rendahnya self-regulated learning atau regulasi belajar pada siswa SMP masih menjadi permasalahan yang berdampak pada ketidakmampuan siswa dalam merencanakan, memantau, dan mengevaluasi proses belajar secara efektif. Penelitian ini bertujuan menguji efektivitas konseling kelompok dengan pendekatan mindfulness based cognitive therapy (MBCT) dalam meningkatkan self-regulated learning siswa SMP dengan pengendalian diri rendah. Penelitian ini menggunakan desain quasi eksperimen pretest-posttest control group. Subjek penelitian berjumlah 10 siswa yang diseleksi dari total 162 siswa menggunakan skala self-regulated learning dan skala self control. Analisis data pada penelitian ini meliputi uji normalitas, homogenitas, pairedsample t-test untuk menguji perubahan intra kelompok, dan uji ANCOVA untuk melihat tingkat peningkatan. Hasil menunjukkan bahwa kelompok eksperimen mengalami peningkatan self-regulated learning yang signifikan secara statistik dan lebih tinggi dibandingkan kelompok kontrol. Temuan ini menunjukkan bahwa konseling kelompok dengan pendekatan mindfulness based cognitive therapy (MBCT) efektif dalam meningkatkan self-regulated learningsiswa berpengendalian diri rendah dalam proses belajar.
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