The Effect of Group Guidance Method using Sociodrama Technique to Improve Students' Self-Confidence
DOI:
https://doi.org/10.64420/ijgcs.v2i2.320Keywords:
Group Guidance Method, Sociodrama Technique, Students' Self-ConfidenceAbstract
Background: Self-confidence is an essential factor that significantly impacts students' personal development and academic performance. Many students struggle with low self-confidence, which can hinder their growth and social interactions. Objective: The aim of this study was to determine whether there was an increase in students' self-confidence through the use of sociodrama in group guidance services. Method: This research was conducted at SMA Plus Merdeka Soreang in 2024, with 30 third-grade students as the subjects. A questionnaire was used to gather data on the students' self-confidence levels both before and after the intervention. The data were then analyzed statistically using the t-test formula to assess the significance of the changes in self-confidence. Results: The results from the data analysis indicated a significant increase in students' self-confidence following the group guidance sessions using sociodrama. Students demonstrated higher levels of engagement and improved self-perception, as reflected in the pre- and post-intervention questionnaire scores. Conclusion: The study concludes that group guidance services using the sociodrama method effectively increased students' self-confidence. This intervention proves to be a valuable tool for promoting personal growth and enhancing self-esteem in students. Originality/Value: This study provides empirical contribution to the field of educational guidance and counseling by demonstrating the significant effectiveness of group guidance using sociodrama techniques in enhancing self confidence, active engagement, and positive self perception among learners regarding adolescent psychosocial development within the specific context of twelfth grade students at SMA Plus Merdeka Soreang, which has remained underexplored. These findings enrich empirical evidence and serve as a strategic benchmark in designing school group guidance curricula, implementing action-oriented counseling interventions, and providing actionable protocols for school counselors to support students’ personal growth and self esteem in educational settings.
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