The Effectiveness of Group Counseling Using Self-Talk Techniques to Reduce Procrastination in Students Experiencing Post-Earthquake Trauma
DOI:
https://doi.org/10.64420/ijgcs.v1i2.227Keywords:
Group counseling, Self-talk techniques, Procrastination, Post-Earthquake, TraumaticAbstract
Background: Post-disaster trauma, such as that experienced after the earthquake in Cianjur, can lead to psychological issues among students, including academic procrastination. Interventions are needed to help students regain focus and motivation in their learning. Objective: This study aimed to determine the effectiveness of group counseling using self-talk therapy techniques in reducing academic procrastination among students during the post-earthquake traumatic period at SMPN 03 Cianjur, West Java. Method: The research was conducted in 2022 using a pre-experimental design with a one-group pretest-posttest approach. Data were collected using a procrastination scale administered before and after the intervention. The Wilcoxon Signed Ranks Test was used to analyze the data. Result: The analysis showed a significant reduction in students' procrastination scores after the implementation of group counseling with self-talk therapy techniques, indicating a positive effect of the intervention. Conclusion: Group counseling using self-talk therapy techniques is effective in reducing academic procrastination among students affected by earthquake trauma. Contribution: This study contributes to the development of trauma-informed counseling practices by providing evidence of the effectiveness of self-talk techniques in group settings, offering a valuable approach for school counselors in post-disaster recovery programs.
References
Aini, A. N., Dona, S., & Mahdiyah, D. (2023). Self Talk dan Guided Imagery dalam Penanganan Stress Pasca Trauma Kekerasan dalam Rumah Tangga. Health Research Journal of Indonesia, 1(4), 172-178. https://wpcpublisher.com/jurnal/index.php/HRJI/article/view/128
Ananda, S. S. D., & Apsari, N. C. (2020). Mengatasi Stress pada Remaja Saat Pandemi Covid-19 dengan Teknik Self Talk. Prosiding penelitian dan pengabdian kepada masyarakat, 7(2), 248-256. https://doi.org/10.24198/jppm.v7i2.29050
Atmoko, A., Indreswari, H., Simon, I. M., Utami, N. W., & Widyatno, A. (2018). Counselor Self-Talk in Counseling Services. In International Conference on Education and Technology (ICET 2018) (pp. 52-57). Atlantis Press. https://www.atlantis-press.com/proceedings/icet-18/125926619
Afzal, S., & Jami, H. (2018). Prevalence of academic procrastination and reasons for academic procrastination in university students. Journal of Behavioural Sciences, 28(1), 51-69. https://api.semanticscholar.org/CorpusID:155747505
Bashir, J., & Goswami, Y. P. (2020). Stress and Guided Imagery Technique. Galore International Journal of Health Sciences and Research, 5(1). https://www.gijhsr.com/GIJHSR_Vol.5_Issue.1_Jan2020/21.pdf
Cindy, S. (2022). Implementasi Layanan Konseling Kelompok dengan Teknik Self-Management dalam Mengurangi Prokrastinasi Peserta Didik di SMP Negeri 8 Bandar Lampung Tahun Ajaran 2021/2022 (Doctoral Dissertation, Uin Raden Intan Lampung). http://repository.radenintan.ac.id/id/eprint/22236
Dairo, L., & Dewi, M. (2019). Efektivitas Senam Otak dalam Meningkatkan Konsentrasi Belajar Siswa Jurnal Penelitian dan Pengembangan Pendidikan. 2(2), 68–78. https://ejournal.upg45ntt.ac.id/ciencias/article/view/38
Diyah, I. (2021). Implementasi Konseling Kelompok Teknik Self Talk untuk Mengurangi Perilaku Prokrastinasi Peserta Didik Kelas XI SMA Negeri 1 Way Serdang Mesuji, Lampung (Doctoral dissertation, UIN Raden Intan Lampung). http://repository.radenintan.ac.id/id/eprint/15968
Erford, B. T. (2016). 40 Teknik yang Harus di Ketahui Setiap Konselor, Edisi Kedua. Yogyakarta: Pustaka Pelajar.
Febriani, R. O., Ramli, M., & Hidayah, N. (2020). Cognitive Behavior Modification untuk Menurunkan Prokrastinasi Akademik Siswa Sekolah Menengah Atas. Jurnal Kajian Bimbingan dan Konseling, 5(3), 132–141. https://doi.org/10.17977/um001v5i32020p132
Flanagan, R. M., & Symonds, J. E. (2022). Children's self-talk in naturalistic classroom settings in middle childhood: A systematic literature review. Educational Research Review, 35, 100432. https://doi.org/10.1016/j.edurev.2022.100432
Fuaida, C. A. S., Sumarsih, T., & Asti, A. D. (2023). Pengaruh Self-Talk terhadap Peningkatan Harga Diri pada Remaja Panti Asuhan Yatim dan Dhuafa Muhammadiyah di Kecamatan Gombong. In Prosiding University Research Colloquium (pp. 245-255). http://repository.urecol.org/index.php/proceeding/article/view/2440
Galanis, E., Hatzigeorgiadis, A., Zourbanos, N., & Theodorakis, Y. (2016). Why self-talk is effective? Perspectives on self-talk mechanisms in sport. In Sport and exercise psychology research (pp. 181-200). Academic Press. https://doi.org/10.1016/B978-0-12-803634-1.00008-X
Ganji, F., Khani, F., Karimi, Z., & Rabiei, L. (2022). Effect of assertiveness program on the drug use tendency, mental health, and quality of life in clinical students of Shahrekord University of Medical Sciences. Journal of Education and Health Promotion, 11. https://doi.org/10.4103/jehp.jehp_107_21
Hilda, A. (2022). Implementasi Layanan Konseling Kelompok Menggunakan Teknik Self Talk untuk Mengurangi Prokrastinasi Akademik pada Peserta Didik Kelas IX Di SMP Negeri 1 Kota Agung (Doctoral Dissertation, UIN Raden Intan Lampung). http://repository.radenintan.ac.id/id/eprint/19895
Horcajo, J., Paredes, B., Higuero, G., Brinol, P., & Petty, R. E. (2019). The effects of overt head movements on physical performance after positive versus negative self-talk. Journal of Sport and Exercise Psychology, 41(1), 36-45. https://doi.org/10.1123/jsep.2018-0208
Kim, S., & Gal, D. (2014). From compensatory consumption to adaptive consumption: The role of self-acceptance in resolving self-deficits. Journal of Consumer Research, 41(2), 526-542. https://doi.org/10.1086/676681
Kusuma, A. (2018). Kecenderungan perilaku prokrastinasi akademik pada mahasiswa Fakultas Psikologi Universitas Sanata Dharma Yogyakarta. Skripsi thesis, Sanata Dharma University. http://repository.usd.ac.id/id/eprint/28413
Lukiastuti, F & Hamdani, M. (2012). Statistika Non Parametric. Yogyakarta: CAPS.
Novia, A. P. (2020). Upaya Guru Bimbingan Konseling dalam Mengurangi Perilaku Prokrastinasi Akademik Menggunakan Konseling Kelompok dengan Teknik Self Talk Peserta Didik Kelas XI IPS 2 SMA Negeri 2 Tumijajar Kabupaten Tulang Bawang Barat Tahun Ajaran 2019/2020 (Doctoral dissertation, UIN Raden Intan Lampung). http://repository.radenintan.ac.id/id/eprint/12130
Niu, Y., Jiang, N., & Jiang, X. (2021). Factors related to the resilience of Tibetan adolescent survivors ten years after the Yushu earthquake. International Journal of Disaster Risk Reduction, 65, 102554. https://doi.org/10.1016/j.ijdrr.2021.102554
Park, S. H., Lim, B. S., & Lim, S. T. (2020). The effects of self-talk on shooting athletes’ motivation. Journal of sports science & medicine, 19(3), 517. https://pubmed.ncbi.nlm.nih.gov/32874104/
Prayogi, F., & Utomo, P. (2021). Cognitive-Behaviour Modification: Kemanjuran Teknik Self-Instruction Sebagai Media Untuk Meningkatkan Motivasi Berprestasi Peserta Didik. Lentera: Jurnal Ilmiah Kependidikan, 14 (1), 209-218. https://jurnal.stkippgribl.ac.id/index.php/lentera/article/view/307
Rahman, I. K., Indra, H., & Kasman, R. (2018). Perilaku Prokrastinasi Akademik dan Layanan Bimbingan dan Konseling. Jurnal Tadbir Muwahhid, 2(2), 111. https://doi.org/10.30997/jtm.v2i2.1330
Rahmayanti, D. (2022). Efektivitas Self Talk dan Brain Gym Terhadap Perilaku Prokratinasi Akademik pada Mahasiswa Keperawatan di Stikes Kuningan Tahun 2022 (Doctoral dissertation, STIKes Kuningan). http://eprints.stikku.ac.id/id/eprint/121
Ramadhani, S. E. N., Susyanie, D., & Muhid, A. (2022). Efektivitas Konseling Cognitive Behavior Therapy dengan Teknik Cognitive Restructuring untuk Mengatasi Prokrastinasi Akademik pada Siswa. Educouns Journal: Jurnal Pendidikan dan Bimbingan Konseling, 3(1), 147-154. https://doi.org/10.15294/JUBK.V5I2.14029
Regel, S., & Joseph, S. (2017). Post-traumatic stress. Oxford University Press.
Rizky, M. (2022). Gempa Dahsyat Cianjur, Jawa Barat Terbanyak Bencana 2022. Online. Di akses 05 Maret 2023. (Online). https://www.cnbcindonesia.com/news/20221229091536-4-401071/gempa-dahsyat-cianjur-jawa-barat-terbanyak-bencana-2022
Rimonda, R., Wibowo, M. E., & Jafar, M. (2018). The effectiveness of group counseling by using cognitive behavioral therapy approach with cinematherapy and self-talk techniques to reduce social anxiety at SMK N 2 Semarang. Jurnal Bimbingan Konseling, 7(2), 145-152. https://journal.unnes.ac.id/sju/index.php/jubk/article/view/25773
Saman, A. (2017). Analisis Prokrastinasi Akademik Mahasiswa (Studi pada Mahasiswa Jurusan Psikologi Pendidikan dan Bimbingan Fakultas Ilmu Pendidikan). Jurnal Psikologi Pendidikan & Konseling: Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling, 3(2), 55-62. https://doi.org/10.26858/jpkk.v0i0.3070
Santyasa, I. W., Agustini, K., & Pratiwi, N. W. E. (2021). Project Based E-Learning and Academic Procrastination of Students in Learning Chemistry. International Journal of Instruction, 14(3), 909-928. https://eric.ed.gov/?id=EJ1304700
Saplavska, J., & Jerkunkova, A. (2018). Academic procrastination and anxiety among students. In 17th International Scientific Conference Engineering for Rural Development (pp. 23-25). https://doi.org/10.22616/ERDev2018.17.N357
Schnyder, U., Ehlers, A., Elbert, T., Foa, E. B., Gersons, B. P., Resick, P. A., ... & Cloitre, M. (2015). Psychotherapies for PTSD: what do they have in common?. European journal of psychotraumatology, 6(1), 28186. https://doi.org/10.3402/ejpt.v6.28186
Sugiyono, S. (2018). Metode Penelitian Kuantitatif. Bandung: Alfabeta.
Tasdih, T., Japar, M., & Awalya, A. (2020). The Effectiveness of Group Counseling with Self-Talk technique to Improve Students’ Self-Confidence. Jurnal Bimbingan Konseling, 9(3), 132-137. https://doi.org/10.15294/JUBK.V9I3.39345
Thomaes, S., Tjaarda, I. C., Brummelman, E., & Sedikides, C. (2020). Effort self‐talk benefits the mathematics performance of children with negative competence beliefs. Child Development, 91(6), 2211-2220. https://doi.org/10.1111/cdev.13347
Ulum, M. I. (2016). Strategi Self-Regulated Learning untuk Menurunkan Tingkat Prokrastinasi Akademik Siswa. Psympathic: Jurnal Ilmiah Psikologi, 3(2), 153-170. https://doi.org/10.15575/psy.v3i2.1107
Utomo, P., Atmoko, A., & Hitipeuw, I. (2018). Peningkatan motivasi berprestasi siswa SMA melalui cognitive behavior counseling teknik self-instruction dan self-monitoring. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 3(4), 416-423. https://doi.org/10.17977/jptpp.v3i4.10725
Yilmaz, M. B. (2017). The Relation between Academic Procrastination of University Students and Their Assignment and Exam Performances: The Situation in Distance and Face-to-Face Learning Environments. Journal of Education and Training Studies, 5(9), 146-157. https://doi.org/10.11114/jets.v5i9.2545
You, J. W. (2015). Examining the effect of academic procrastination on achievement using LMS data in e-learning. Journal of educational technology & society, 18(3), 64-74. https://www.jstor.org/stable/jeductechsoci.18.3.64
Yusuf, A & Haslinda. (2019). Implementasi Teknik Self-talk untuk Meningatkan Aktivitas Belajar Siswa di SMP Negeri 1 Pangkep. Jurnal Ilmu Pendidikan Dasar, 2(1), 161. http://dx.doi.org/10.31100/dikdas.v2i1.330
Zacks, S., & Hen, M. (2018). Academic interventions for academic procrastination: A review of the literature. Journal of prevention & intervention in the community, 46(2), 117-130. http://dx.doi.org/10.1080/10852352.2016.1198154
Zarrin, S. A., Gracia, E., & Paixão, M. P. (2020). Prediction of academic procrastination by fear of failure and self-regulation. Educational Sciences: Theory & Practice, 20(3), 34-43. https://eric.ed.gov/?id=EJ1261814
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Dona Fitri Annisa, Lira Erwinda, Yuda Syahputra
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: (1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International. that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal; (2) 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 acknowledgement of its initial publication in this journal; (3) 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.
IJGCS Visitors Statistic
