The Self-Leadership Profile of High School Students and Its Implications for Personal-Social Guidance and Counseling
DOI:
https://doi.org/10.64420/ijgcs.v2i3.384Keywords:
Self-leadership, Personal and Social Guidance and Counseling Program, High School StudentsAbstract
Background: This study was motivated by the importance of developing self-leadership in students, which in turn influences their motivation, self-management, and responsibility in daily life. Self-leadership plays a crucial role in shaping students' character and influencing their academic and social success. Objective: This study aims to provide an overview of students' self-leadership and to design a personalized social guidance and counseling program to enhance students' self-leadership. Method: This study employed a quantitative descriptive research design with a random sampling technique, involving 106 second-year students at SMAN 1 Jawilan. This study used indicators of behavioral focus, natural reward strategies, and constructive thinking to measure students' self-leadership. Results: The results showed that 65% of students fell into the moderate self-leadership category, 19% into the high category, and 16% into the low category. Conclusion: Based on these results, it is essential to design a guidance program that enhances students' ability to lead themselves, manage their goals, and foster a greater sense of responsibility. Contribution: This study contributes to the development of a guidance program that can strengthen students' self-leadership, aiming to improve self-management and awareness of self-potential within the school environment.
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