PENGARUH LAYANAN BK KLASIKAL DAN SMALL GROUP DISCUSSION TERHADAP KEPERCAYAAN DIRI SISWA

Abstract

Students' self-confidence at SMP Negeri 2 Sogaeadu is relatively low, as indicated by their reluctance to ask questions, hesitation to express opinions during discussions, and tendency to give up easily when facing academic challenges, presumably due to the lack of variation in guidance and counseling services implemented at the school. This study aims to determine the effect of Classical Guidance and Counseling Services and the Small Group Discussion learning model, both simultaneously and partially, on the improvement of students' self-confidence. The study employed a quantitative approach with a pre-experimental one-group pretest-posttest design, analyzed using multiple linear regression. The sample was determined through purposive sampling, comprising 31 students from class VIII-A (19 males, 12 females). The instruments were confirmed valid and reliable (Cronbach's Alpha: self-confidence 0.797; classical guidance and counseling 0.814; Small Group Discussion 0.737), and met the requirements for normality and linearity. The regression results showed an R² of 0.761, indicating that the two variables jointly contributed 76.1% to the improvement of students' self-confidence. The F-test showed a significant simultaneous effect (F-calculated 44.576 > F-table 3.34; sig. 0.000). Partially, Classical Guidance and Counseling Services (t-calculated 3.290 > t-table 2.045; sig. 0.003) and Small Group Discussion (t-calculated 2.607 > t-table 2.045; sig. 0.014) had a positive and significant effect. The self-confidence score increased from 46.26 (46%, moderate) to 86.90 (87%, very high), an increase of 40.64 points. These findings reject Ho and accept Ha, proving that the combination of both services has a significant effect, and is therefore recommended as a structured intervention program for guidance and counseling teachers.

ABSTRAK

Kepercayaan diri peserta didik di SMP Negeri 2 Sogaeadu tergolong rendah, ditandai keengganan bertanya, keraguan menyampaikan pendapat dalam diskusi, dan mudah menyerah menghadapi tantangan akademik, diduga akibat belum optimalnya variasi layanan bimbingan dan konseling di sekolah tersebut. Penelitian ini bertujuan mengetahui pengaruh Layanan BK Klasikal dan Model Pembelajaran Small Group Discussion, baik simultan maupun parsial, terhadap peningkatan kepercayaan diri peserta didik. Penelitian menggunakan pendekatan kuantitatif pre-eksperimental one group pretest-posttest dengan analisis regresi linear berganda. Sampel ditentukan secara purposive sampling sebanyak 31 peserta didik kelas VIII-A (19 laki-laki, 12 perempuan). Instrumen angket dinyatakan valid dan reliabel (Cronbach's Alpha: kepercayaan diri 0,797; BK klasikal 0,814; Small Group Discussion 0,737), serta memenuhi syarat normalitas dan linearitas. Hasil regresi menunjukkan R² sebesar 0,761, berarti kedua variabel menyumbang 76,1% terhadap peningkatan kepercayaan diri. Uji F menunjukkan pengaruh simultan signifikan (Fhitung 44,576 > Ftabel 3,34; sig. 0,000). Secara parsial, BK Klasikal (thitung 3,290 > ttabel 2,045; sig. 0,003) dan Small Group Discussion (thitung 2,607 > ttabel 2,045; sig. 0,014) berpengaruh positif dan signifikan. Skor kepercayaan diri meningkat dari 46,26 (46%, sedang) menjadi 86,90 (87%, sangat tinggi), naik 40,64 poin. Temuan menolak Ho dan menerima Ha, membuktikan perpaduan kedua layanan berpengaruh signifikan sehingga direkomendasikan sebagai program intervensi terprogram bagi guru bimbingan dan konseling.