Indah Permatasari, Budi Astuti Guidance and Counseling, State University of Yogyakarta Colombo No 1, Sleman, Yogyakarta, Indonesia

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1 THE EFFECTIVENESS OF REALITY GROUP COUNSELING TO IMPROVE THE LEARNING DISCIPLINE AND MOTIVATION OF THE STUDENTS OF MTS ASY-SYAFI IYYAH JATIBARANG, BREBES. Indah Permatasari, Budi Astuti Guidance and Counseling, State University of Yogyakarta Colombo No 1, Sleman, Yogyakarta, Indonesia Abstract : This study aimed to find out: (1) the effectiveness of reality group counseling to improve the learning discipline of the students of MTs Asy-syafi iyyah Jatibarang, Brebes; and (2) the effectiveness of reality group counseling to improve their learning motivation. This was a quasi-experimental study using the nonequivalent control group design. The research subjects were selected by means of the purposive sampling technique based on their low scores of learning discipline and motivation; 12 students were selected and divided into two groups with six students in the experimental group and six students in the control group. The data were collected by a learning discipline scale, a learning motivation scale, an observation guide, and an interview guide. The data analysis technique was the non-parametric Wilcoxon test. The results of the study were as follows. (1) Reality group counseling was effective to improve the learning discipline of the students of MTs Asy-syafi iyyah Jatibarang, Brebes (Sig. = 0.027, p < 0.05, and Z = b ). (2) Reality group counseling was effective to improve their learning motivation (Sig. = 0.027, p < 0.05, and Z = b ). Regarding the scores of the learning discipline and motivation, the control group attained the same result (Sig. = 0.068, p > 0.05, and Z = b ). Based on the results, it can be concluded that reality group counseling is effective to improve the learning discipline and motivation of the students of MTs Asy-syafi iyyah Jatibarang, Brebes. Keywords: reality group counseling, learning discipline, learning motivation I. INTRODUCTION Success in learning with high learning result is a goal of students in their learning. High learning result may be achieved by learning discipline. Learning discipline is fidelity of students in their learning. Students must be disciplined in their learning in schools, homes, and libraries in order that they can develop and become more advanced individuals (Slameto, 2010: 67). Learning discipline is very important to implant in students so that students will try to learn regularly complying with applicable rules as to achieve success in learning. Guided learning discipline will eliminate laziness as to generate spirit to learn. Students who have learning discipline in classrooms make learning process work effectively. Learning discipline level of students can be measured by indicators of learning discipline. According to Moenir (2010: 96), indicators used to measure learning discipline level of students are based on requirements of time and action disciplines. Time discipline includes learning on time, not postponing time to learn, and, when learning process runs, students do not leave classrooms and they do not leave early when learning in time, and they immediately do jobs given by their teachers. Action discipline includes: students always comply with applicable rules, they must be obedient, not opposing, not lazy to learn, they do not have others done their home-works, they must be honest, they must have good behaviors, such as, they do not cheat their friends work, they do not make disturbance and 2018, All Rights Reserved 1

2 and they do not disturb others who are learning. Based on interview with Classroom Advisor and observation for students of MTs Asy-Syafi iyyah Jatibarang Brebes, there were students of VII Degree having low learning discipline. The low learning discipline of students was seen from students behavior not complying with indicators of learning discipline showing behavior by breaking rule associated with learning activities, such as: there were still students who did not submit their results of jobs on time; they were late to enter classrooms; they did not bring school tools, and they did not wear uniforms complying with rule. Low learning discipline of students was also seen from distribution of learning discipline scales, namely, 17.84%. learning discipline of students also has impact on their learning motivation. Given learning motivation, students will be actually involved in learning process. According to Hamzah B Uno (2016: 23), learning motivation may appear because internal factors called as intrinsic factors; and external factors called as extrinsic factors. Intrinsic factors are desires propensities to succeed and motivation need to learn, as well as expectations in achieving ambitions. Extrinsic factors are awards given to students, conductive learning places, and learning desire growing interest. The factors are caused by stimulation, so that students are led to be more active and enthusiastic in their learning activities. Learning motivation plays vital role in process and results of learning. According to Hamzah B Uno (2016: 23), indicators of learning motivation are as follows: (1) propensities and desires of students to succeed in their learning process; (2) motivation and need in learning; (3) students have future expectations and ambitions; (4) awards given to students in learning; (5) attractive activities in learning; (6) conductive places, as to enable students to learn more actively and better. Asrori (2008: ) suggested that students having high learning motivation are generally able to achieve success in learning process and results. On the other hand, if students have low learning motivation, they will gain low learning results. Indicators of students having low learning motivation are: (1) they have less attention at learning; (2) they do something forcedly; (3) they are not standing alone in doing jobs; (4) they depend on others; (5) they work because there is a coercion; (6) they have low concentration on learning and they make uproar; (7) they like complaint and they are pessimistic when facing difficulties. Similar condition on low learning motivation faced students of VIII degree of MTs Asy- Syafi iyyah Jatibarang Brebes. Based on available data, there were still students with less enthusiasm in taking lesson and doing tasks given by their teachers, they were bored of lesson immediately and they could not concentrate well when their learning process ran and they had less support from their close classmates in learning. Low learning motivation of students was seen from results of learning motivation scale distribution, namely, 14.08%. Seeing the phenomenon, it is necessary to make other efforts which may be able and successful in increasing learning discipline and learning motivation. Helpful efforts use adaptation based on causes of problem facing the students; thus, the students can be helped to increase their learning discipline and learning motivation. Seeing the similar problems facing the students about learning discipline and learning motivation, group counseling can be used to emphasize awareness of students and current responsibility of learning discipline and learning motivation applying reality approach. According to Corey (2011: 335), Reality approach emphasizes aspects of awareness, focus to obtain counseling awareness and change counseling behavior not leading to fulfillment of need. 2018, All Rights Reserved 2

3 approach also emphasizes on responsibility, explains how and why takes action. Counselor asked counselees to make satisfactory relationship and teach counselees using effective methods to behave. Counselor handled counselees by learning how counselees made better and effective choice and controlled it well. Model by William Glasser (2012: 117) has focus to increase responsibility and socialize students in self-controlling as to improve intrinsic motivation deriving from them. Strategy used in reality group counseling is WDEP with confrontation technique, verbal shock and humor. According to Gladding (2012: ), 8 basic steps of reality counseling are: Making meaningful relationship, emphasizing behavior or question what should be done now?, emphasizing question is counseling action consistent with what is desired, making positive plan to act better, commitment to follow positive plan, there is no reason and there is no punishment and there is no surrendering. Use of WDEP strategy in reality group counseling is to make students have control in their life and ability to make their own choice and to make them responsible for what is chosen based on reality and what students do. II. METHODS 1. Type of study This study used quantitative approach. According to Creswell (2012: 13), quantitative study obligates researcher to explain how variables affect other variables. This type of study is experiment. Design used in this study used Quasi Experimental Deign. Form of deign used in this study is The nonequivalent Control Group Design. Both control and experimental groups were compared. The groups were chosen without using randomization. Pretest, treatment (such as reality group counseling) and posttest were given to experimental group. Whereas control group used pretest and posttest. According to Sugiyono (2017: 116), The nonequivalent Control Group Design has the following patterns: Table 1 Quasi Experimental Design-The Nonequivalent Control Group Design Class Pretest Treatment Posttest Experiment Q 1 X Q 2 Control Q3 Q4 Source: Sugiyono, 2017: 116) Where: Q1 : Pretest of experimental group Q2 : Posttest of Experimental Group Q3 : Pretest of control group Q4 : Posttest of control group X : Treatment or implementation (reality group counseling) 2. Subjects Subjects used in this study are students of VIII degree of MTs Asy-Syafi iyyah Jatibarang Brebes, having low learning motivation and learning discipline, namely, 12 students. 6 students as experimental group and 6 students as control group. Samples of subjects were taken by using purposive sampling. According to Sugiyono (2013: 124), Purposive sampling is technique of sampling based on specific consideration. The sampling of subjects based on results of learning discipline learning motivation scales was in low 2018, All Rights Reserved 3

4 3. Variables To understand definition of available variables in order to not result in confusion of understanding, the writer explains that Independent Variable (X) is reality group counseling; whereas, dependent variables are learning discipline (Y1) and learning motivation (Y2). 4. Technique of Data Collection In a study, method of data collection is a factor which is sufficiently important and affects results of study. It is caused by appropriate method selection, so that appropriate, relevant and accurate data will be collected. Data were collected by some methods: first, interview. It aimed at gaining information on what were learning motivation and learning discipline of students of MTs Asy-Syafi iyyah Jatibarang Brebes in academic year of 2016/2017. Second, observation. According to Sugiyono (2014: 197), Observation is an important way to collect certain information on people, because what is said by individual may not as same as what is done. The researcher used observation of participation aiming at collecting data or information on progress of research subjects. Third, scale. Scale is a tool to collect data, in this study, learning discipline and learning motivation scales were used to measure learning discipline and learning motivation of students. Arrangement of scales was based on theory. Scales were used to measure learning discipline and learning motivation before and after treatment. 5. Technique of Data Analysis Analysis of data used was statistic non-parametric Wilcoxon Match Pairs Test using SPSS 21 for Windows software. According to Sugiyono (2012: 134), decision making used guidance with significance level of 5% with requirement if probability > 0.05, Ho is supported; and, if probability < 0.05, Ho is rejected. III. RESULTS Results of pretest and posttest indicate that there are significant differences between learning discipline and learning motivation in experiment and control groups. Score analysis of experiment and control groups are as follows: Table 2 Results of Wilcoxon s Signed Ranks Test Analysis of Experiment Group Test Statistics Variable Pretest-Posttest Asmyp.Sig.(2-tailed) Learning discipline b Learning motivation b The Table 2 above indicates that probability of Asmyp.Sig (2-tailed) of learning discipline of pretest and posttest is or probability is under alpha of 0.05 (0.027 < 0.05). Whereas probability of Asmyp. Signifikan. (2-tailed) of learning motivation of pretest and posttest is or probability is under alpha of 0.05 (0.027 < 0.05). Achievement of students score shows increase of learning discipline and learning motivation after treatment. Of the results, this study can be supported, namely, there are significant differences of learning discipline and learning motivation of students before and after gaining service of reality group 2018, All Rights Reserved 4

5 Table 3 Results of Wilcoxon s Signed Ranks Test Analysis of Control Group Test Statistics Variable Pretest-Posttest Asmyp. Sig.(2-tailed) Learning discipline b Learning motivation b The table 3 above indicates that probability of Asmyp. Sig.(2-tailed) of learning discipline and learning motivation of pretest and posttest is or probability is above alpha of 0.05 (> 0.05). Thus, there is no significant score difference between pretest and posttest in control group. IV. CONCLUSIONS The results of study indicate that reality group counseling affects increasing of learning discipline and learning motivation of students. The results of data processing indicate that results of Wilcoxon hypothesis test in pretest and posttest are significant values of (p) = < 0.05 and Z = b and results of Wilcoxon hypothesis test in pretest and posttest of learning discipline indicate that significant values are (p) = < 0.05 and Z = b. The results can be used to conclude that reality group counseling affects increasing of learning discipline and learning motivation of 2018, All Rights Reserved 5