Efektivitas Konseling Kelompok Mindfulness Based Cognitive Therapy terhadap Regulasi Belajar Siswa Berpengendalian Diri Rendah
DOI:
https://doi.org/10.67686/didaktika.v10i3.2151Abstrak
Low self-regulated learning among junior high school students remains a significants issue that affects their ability to effectively plan, monitor, and evaluate their learning processes. This study aimed to examine the effectiveness of group counseling using a mindfulness-based cognitive therapy (MBCT) approach in improving self-regulated learning among students identified with low self-control. A quasi-experimental pretest-posttest control group design was employed. A ten students were screened using self-control and self-regulated learning scales which has been validates and is reliable. Then the screening results form the scale be subsequently assigned to experimental and control groups based on the official national guidance and counseling guidelines. The experimental group received structured counseling sessions based on mindfulness-based cognitive therapy (MBCT) principles, while the control group did not receive the intervention. Data analysis included tests of normality and homogeneity, paired sample t-tests to assess within-group changes, and ANCOVA test for compare differences between groups. The findings demonstrated a statistically significant improvement in self-regulated learning within the experimental group, with a higher ANCOVA score compared to the control group. This finding indicates that group counseling using amindfulness based cognitive therapy (MBCT) approach is effective in improving self-regulated learning among students with low self control in the learning process.
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