Background: Self-awareness is the basic and main capacity of humans to make changes or self-improvements for the better while avoiding behaviors that are detrimental to themselves and others. Therefore, efforts to enhance self-awareness, including group guidance activities, need to be undertaken. Objective: This study aimed to identify the ways in which group guidance enhances university students’ self-awareness. Group guidance activities were structured to enhance the self-awareness of university students. Method: This study used a one-group pretest-posttest research design, which involved administering a pretest, treatment, and posttest to a single group. Twelve second-year university students were selected for this study using purposive sampling. Participants were administered the Self-Awareness Scale to measure their level of self-awareness before and after the intervention. The group underwent five weeks of group guidance activities, with one session per week. Data analysis was performed using descriptive statistics of mean and standard deviation for the research questions, while the Wilcoxon signed-rank test was used to analyze the data and determine the effectiveness of group guidance in enhancing students’ self-awareness. Results: Data analysis revealed a significant difference in the mean scores of self-awareness between the pre-test and post-test (p = 0.002 < 0.05), indicating that the implementation of group guidance effectively enhanced university students' self-awareness. Conclusion: Thus, this study proved that group guidance can be an effective method for enhancing students’ self-awareness.
| Published in | Education Journal (Volume 12, Issue 2) |
| DOI | 10.11648/j.edu.20231202.15 |
| Page(s) | 77-83 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2023. Published by Science Publishing Group |
Group Guidance, University Students, Self-Awareness
| [1] | N. Craig, B. George, and S. Snook, “Develop Your Self-Awareness,” in The Discover Your True North Fieldbook: A Personal Guide to Finding Your Authentic Leadership, John Wiley & Sons, Inc., 2015, pp. 63–79. |
| [2] | B. George, “Self-Awareness,” in Discover Your True North, John Wiley & Sons, Inc, 2015, pp. 79–102. |
| [3] | A. Morin, “Self-Awareness Part 1: Definition, Measures, Effects, Functions, and Antecedents,” Soc. Personal. Psychol. Compass, vol. 5, no. 10, 2011, doi: 10.1111/j.1751-9004.2011.00387.x. |
| [4] | S. Erden, “Awareness: The effect of group counseling on awareness and acceptance of self and others,” Procedia - Soc. Behav. Sci., vol. 174, no. 2015, pp. 1465–1473, 2015, doi: 10.1016/j.sbspro.2015.01.776. |
| [5] | A. Sutton, “Measuring the Effects of Self-Awareness: Construction of the Self-Awareness Outcomes Questionnaire,” Eur. J. Psychol., vol. 12, no. 4, pp. 645–658, 2016, doi: 10.5964/ejop.v12i4.1178. |
| [6] | E. C. Dierdorff, D. M. Fisher, and R. S. Rubin, “The Power of Percipience: Consequences of Self-Awareness in Teams on Team-Level Functioning and Performance,” J. Manage., vol. XX, no. X, pp. 1–29, 2018, doi: 10.1177/0149206318774622. |
| [7] | H. Flavian, “Towards teaching and beyond: Strengthening education by understanding students’ self-awareness development,” Power Educ., vol. 8, no. 1, pp. 88–100, 2016, doi: 10.1177/1757743815624118. |
| [8] | F. Wulandari, “Kesadaran Diri dan Motivasi Belajar Mahasiswa Program Studi Pendidikan Sosiologi Fakultas Ilmu Sosial Universitas Negeri Makassar,” J. Sos. Pendidik. Sosiologi-FIS UNM, vol. 3, no. 1, pp. 1–5, 2016, [Online]. Available: https://doi.org/10.26858/sosialisasi.v3i1.2337. |
| [9] | L. Maharani and M. Mustika, “Hubungan Self Awareness dengan Kedisiplinan Peserta Didik Kelas VIII di SMP Wiyatma Bandar Lampung (Penelitian Korelasional Bidang BK Pribadi),” Konseli J. Bimbing. dan Konseling, vol. 3, no. 1, pp. 17–31, 2016, [Online]. Available: https://doi.org/10.24042/kons.v3i1.555%0A. |
| [10] | Sudarmono, Apuanor, and E. H. Kurniawati, “Pengaruh Kesadaran Diri Terhadap Kedisiplinan Belajar Siswa Kelas IX SMPN 9 Sampit,” J. Pedagog., vol. V, no. 2, pp. 79–85, 2017, [Online]. Available: https://doi.org/10.46822/paedagogie.v5i2.57. |
| [11] | T. Mumpuni, “Hubungan Self Awareness Dengan Kedisiplinan Peserta Didik Kelas Vi Di Mi An Nur Deyangan Mertoyudan Tahun Pelajaran 2017 / 2018,” in Prosiding Konferensi Nasional Ke- 7 Asosiasi Program Pascasarjana Perguruan Tinggi Muhammadiyah Aisyiyah (APPPTMA), 2018, pp. 385–395. |
| [12] | A. N. Esmiati, N. Prihartanti, and Partini, “Efektivitas Pelatihan Kesadaran Diri untuk Meningkatkan Kedisiplinan Siswa,” J. Ilm. Psikol. Terap., vol. 8, no. 1, pp. 85–95, 2020, doi: 10.22219/jipt.v8i1.11052. |
| [13] | A. R. Larasati and I. Sugiasih, “Hubungan Antara Kesadaran Diri Dan Efikasi Diri Dengan Prokrastinasi Akademik Pada Mahasiswa Angkatan 2016 Universitas Islam Sultan Agung Semarang The Correlation Between Self Awareness And Self Efficacy With The Academic Procrastination Of College Studen,” in Konferensi Ilmiah Mahasiswa UNISSULA (KIMU) 2, 2019, pp. 659–667. |
| [14] | D. Goleman, R. S. Kaplan, S. D. David, and T. Eurich, Emotional Intelligence Self Awareness. United States of America: Harvard Business School Publishing Corporation, 2019. |
| [15] | J. DeMink-Carthew, S. Netcoh, and K. Farber, “Exploring the Potential for Students to Develop Self-Awareness through Personalized Learning,” J. Educ. Res., vol. 113, no. 3, pp. 165–176, 2020, doi: 10.1080/00220671.2020.1764467. |
| [16] | M. Widiatmoko and F. M. Ardini, “Pendekatan Konseling Analisis Transaksional untuk Mengembangkan Kesadaran Diri Remaja,” J. Kaji. Pendidik. dan Pengajaran, vol. 4, no. 2, pp. 99–108, 2018, doi: 10.30653/003.201842.50. |
| [17] | I. M. Gunawan and J. Wulandari, “Pengaruh Teknik Biblioterapi Terhadap Kesadaran Diri Siswa,” J. Kependidikan, vol. 3, no. 1, pp. 192–197, 2017, [Online]. Available: http://e-journal.undikma.ac.id/index.php/jurnalkependidikan/article/view/475/441. |
| [18] | R. Anisah, Apuanor, and Sudarmono, “Analisis Kesadaran Diri Mahasiswa Akan Kebersihan Lingkungan Kampus STKIP Muhammadiyah Sampit,” J. Paedagog., vol. 6, no. 2, pp. 1–8, 2018, doi: 10.46822/paedagogie.v6i2.116. |
| [19] | “Evaluasi Diri Program Studi Seni Drama, Tari dan Musik,” Kupang, 2015. |
| [20] | Pedoman Peraturan Akademik & Kemahasiswaan Tahun 2020. Kupang: Universitas Katolik Widya Mandira, 2020. |
| [21] | G. Corey, Theory and Practice of Counseling and Psychotherapy, 10th ed. USA: Cengage Learning, 2017. |
| [22] | J. Sommers-Flanagan and R. Sommers-Flanagan, Counseling and Psychotherapy Theories in Context and Practice Skills, Strategies, and Techniques, Second Edi. Canada: John Wiley & Sons, Inc., Hoboken, New Jersey, 2015. |
| [23] | N. K. Dewi, “Pengembangan Model Bimbingan Kelompok Berbasis Nilai Karakter Lokal Jawa Untuk Meningkatkan Kesadaran Diri (Self Awareness) Siswa.,” Couns. J. Bimbing. dan Konseling, vol. 3, no. 1, pp. 1–17, 2016, doi: 10.25273/counsellia.v3i1.231. |
| [24] | F. Khalili and S. Swilem, “The efficiency of a group counseling program based on psychodrama in enhancing self-awareness and reducing tension among tenth grade students in qalqilia city,” Educ. Knowl. Soc., vol. 22, pp. 1–10, 2021, doi: 10.14201/EKS.23921. |
| [25] | W. J. Creswell and J. D. Creswell, Research Design: Qualitative, Quantitative adn Mixed Methods Approaches, vol. 53, no. 9. 2018. |
| [26] | R. L. Gibson and M. H. Mitchell, Bimbingan dan Konseling, Edisi Indo. Yogyakarta: Pustaka Pelajar, 2010. |
| [27] | R. L. Gibson and M. H. Mitchell, Bimbingan dan Konseling, 7th ed. Yogyakarta: Pustaka Pelajar, 2010. |
| [28] | L. K. Michaelsen, N. Davidson, and C. H. Major, “Team-Based Learning Practices and Principles in Comparison With Cooperative Learning and Problem-Based Learning,” J. Excell. Coll. Teach., vol. 25, pp. 57–84, 2014. |
| [29] | Y. H. M. Yusop, Z. N. Zainudin, and A. Ismail, “Effects of Group Guidance Activities On Students’ Self-Concept,” Int. J. Acad. Res. Bus. Soc. Sci., vol. 8, no. 12, pp. 1697–1707, 2018, doi: 10.6007/ijarbss/v8-i12/5316. |
| [30] | S. Esgi and N. Esgi, “The Effect of Group Guidance Activities in Inappropriate Students Behaviors,” Eur. J. Educ. Stud., vol. 4, no. 2, pp. 82–89, 2018, doi: 10.5281/zenodo.1344846. |
| [31] | B. Amalianita and F. Firman, “The effectiveness of group guidance in increasing the students assertiveness on prevent drug abuse,” J. Apl. IPTEK Indones., vol. 3, no. 1, pp. 1–8, 2019, doi: 10.24036/4.13274. |
| [32] | N. Safitri, Neviyarni, and A. Irianto, “Efektivitas Layanan Bimbingan Kelompok untuk Meningkatkan Motivasi Belajar dan Mengurangi Perilaku Membolos Siswa,” J. Konselor, vol. 3, no. 4, pp. 184–200, 2014, doi: 10.24036/02014345915-0-00. |
| [33] | L. Suryani, “Upaya Meningkatkan Sopan Santun Berbicara dengan Teman Sebaya Melalui BImbingan Kelompok,” E-Journal Mitra Pendidik., vol. 1, no. 1, pp. 112–124, 2017, [Online]. Available: http://e-jurnalmitrapendidikan.com/index.php/e-jmp/article/view/28. |
| [34] | A. Haryati, M. E. Wibowo, and M. Mulawarman, “Model Bimbingan Kelompok Teknik Sosiodrama untuk Meningkatkan Empati Siswa SMP,” J. Bimbing. Konseling, vol. 6, no. 1, pp. 28–33, 2017, [Online]. Available: http://journal.unnes.ac.id/sju/index.php/jubk%0A. |
| [35] | A. Ana and M. E. Wibowo, “Bimbingan Kelompok dengan Teknik Role Playing untuk Meningkatkan Self-Efficacy dan Harapan Hasil (Outcome Expectations) Karir Siswa,” J. Bimbing. Konseling, vol. 6, no. 1, pp. 49–53, 2017, doi: 10.15294/JUBK.V6I1.17434. |
| [36] | D. D. Nurhidayati, “Peningkatan Pemahaman Manajemen Waktu Melalui Bimbingan Kelompok Dengan Teknik Problem Solving pada Siswa,” PSIKOPEDAGOGIA J. Bimbing. dan Konseling, vol. 5, no. 1, p. 24, 2016, doi: 10.12928/psikopedagogia.v5i1.4592. |
| [37] | S. Wahyuni, U. Yusuf, and S. Qodariah, “Restrukturisasi Kognitif Terhadap Peningkatan Derajat Kesabaran Pada Pasien Diabetes Melitus Tipe 2,” SCHEMA J. Psychol. Res., pp. 34–43, 2019. |
| [38] | H. Pranoto, N. Atieka, R. Fajarwati, and R. Septora, “Layanan Bimbingan Kelompok Dengan Teknik Self-Regulation untuk Meningkatkan Motivasi Belajar Mahasiswa,” Indones. J. Educ. Couns., vol. 2, no. 1, pp. 87–112, 2018, [Online]. Available: http://ijec.ejournal.id. |
| [39] | S. T. Gladding, Counseling A Comprehensive Profession, 8th ed. Boston: Pearson Education, Inc., 2018. |
| [40] | R. S. Nair, “Self-awareness in authentic leader development in a South African state-owned company,” 2017. |
| [41] | A. Savitri, A Handbook for Self- Awareness: Finding Your True Self. Penerbit Brilliant, 2021. |
APA Style
Stefanus Lio. (2023). Enhancing University Students’ Self-Awareness Through Group Guidance. Education Journal, 12(2), 77-83. https://doi.org/10.11648/j.edu.20231202.15
ACS Style
Stefanus Lio. Enhancing University Students’ Self-Awareness Through Group Guidance. Educ. J. 2023, 12(2), 77-83. doi: 10.11648/j.edu.20231202.15
AMA Style
Stefanus Lio. Enhancing University Students’ Self-Awareness Through Group Guidance. Educ J. 2023;12(2):77-83. doi: 10.11648/j.edu.20231202.15
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.edu.20231202.15,
author = {Stefanus Lio},
title = {Enhancing University Students’ Self-Awareness Through Group Guidance},
journal = {Education Journal},
volume = {12},
number = {2},
pages = {77-83},
doi = {10.11648/j.edu.20231202.15},
url = {https://doi.org/10.11648/j.edu.20231202.15},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20231202.15},
abstract = {Background: Self-awareness is the basic and main capacity of humans to make changes or self-improvements for the better while avoiding behaviors that are detrimental to themselves and others. Therefore, efforts to enhance self-awareness, including group guidance activities, need to be undertaken. Objective: This study aimed to identify the ways in which group guidance enhances university students’ self-awareness. Group guidance activities were structured to enhance the self-awareness of university students. Method: This study used a one-group pretest-posttest research design, which involved administering a pretest, treatment, and posttest to a single group. Twelve second-year university students were selected for this study using purposive sampling. Participants were administered the Self-Awareness Scale to measure their level of self-awareness before and after the intervention. The group underwent five weeks of group guidance activities, with one session per week. Data analysis was performed using descriptive statistics of mean and standard deviation for the research questions, while the Wilcoxon signed-rank test was used to analyze the data and determine the effectiveness of group guidance in enhancing students’ self-awareness. Results: Data analysis revealed a significant difference in the mean scores of self-awareness between the pre-test and post-test (p = 0.002 < 0.05), indicating that the implementation of group guidance effectively enhanced university students' self-awareness. Conclusion: Thus, this study proved that group guidance can be an effective method for enhancing students’ self-awareness.},
year = {2023}
}
TY - JOUR T1 - Enhancing University Students’ Self-Awareness Through Group Guidance AU - Stefanus Lio Y1 - 2023/04/18 PY - 2023 N1 - https://doi.org/10.11648/j.edu.20231202.15 DO - 10.11648/j.edu.20231202.15 T2 - Education Journal JF - Education Journal JO - Education Journal SP - 77 EP - 83 PB - Science Publishing Group SN - 2327-2619 UR - https://doi.org/10.11648/j.edu.20231202.15 AB - Background: Self-awareness is the basic and main capacity of humans to make changes or self-improvements for the better while avoiding behaviors that are detrimental to themselves and others. Therefore, efforts to enhance self-awareness, including group guidance activities, need to be undertaken. Objective: This study aimed to identify the ways in which group guidance enhances university students’ self-awareness. Group guidance activities were structured to enhance the self-awareness of university students. Method: This study used a one-group pretest-posttest research design, which involved administering a pretest, treatment, and posttest to a single group. Twelve second-year university students were selected for this study using purposive sampling. Participants were administered the Self-Awareness Scale to measure their level of self-awareness before and after the intervention. The group underwent five weeks of group guidance activities, with one session per week. Data analysis was performed using descriptive statistics of mean and standard deviation for the research questions, while the Wilcoxon signed-rank test was used to analyze the data and determine the effectiveness of group guidance in enhancing students’ self-awareness. Results: Data analysis revealed a significant difference in the mean scores of self-awareness between the pre-test and post-test (p = 0.002 < 0.05), indicating that the implementation of group guidance effectively enhanced university students' self-awareness. Conclusion: Thus, this study proved that group guidance can be an effective method for enhancing students’ self-awareness. VL - 12 IS - 2 ER -
Information
Email: