Jurnal Ilmiah Psikologi Insani

PENDEKATAN BIMBINGAN DAN KONSELING TERHADAP ANAK DENGAN KESULITAN PENYESUAIAN SOSIAL

Muh. Fajar H — 2026-05-30

Penyesuaian sosial merupakan kemampuan fundamental yang dibutuhkan anak dalam berinteraksi secara harmonis di lingkungan sekolah dan masyarakat. Anak yang mengalami kesulitan penyesuaian sosial berisiko mengalami hambatan perkembangan akademik, emosional, dan sosial yang berkelanjutan. Penelitian ini bertujuan mengkaji secara komprehensif pendekatan bimbingan dan konseling (BK) yang efektif dalam menangani anak dengan kesulitan penyesuaian sosial, mengidentifikasi faktor-faktor penyebab, peran konselor sekolah, serta strategi intervensi yang relevan dan berbasis bukti. Metode yang digunakan adalah studi literatur sistematis (systematic literature review) terhadap berbagai sumber ilmiah primer, mencakup jurnal nasional dan internasional yang diterbitkan dalam kurun waktu 2015–2025. Hasil kajian menunjukkan bahwa kesulitan penyesuaian sosial pada anak dipengaruhi oleh faktor internal seperti temperamen, kemampuan regulasi emosi, dan defisit kompetensi sosial, serta faktor eksternal meliputi pola asuh orang tua, dinamika kelompok teman sebaya, dan iklim sekolah. Pendekatan BK yang terbukti efektif meliputi konseling individual berbasis Cognitive Behavioral Therapy (CBT), konseling kelompok, pendekatan person-centered, serta social skills training. Peran konselor sekolah sangat krusial dalam identifikasi dini, perancangan program intervensi, serta kolaborasi dengan guru dan orang tua. Layanan BK yang terstruktur dan komprehensif terbukti berkontribusi positif terhadap peningkatan kompetensi sosial, kepercayaan diri, dan adaptasi anak di lingkungan sekolah. Temuan ini mengimplikasikan perlunya penguatan kapasitas konselor sekolah serta integrasi pendekatan BK berbasis bukti dalam sistem layanan pendidikan di Indonesia.

Social adjustment is a fundamental ability required by children to interact harmoniously within school and community environments. Children experiencing social adjustment difficulties are at risk of persistent obstacles in academic, emotional, and social development. This study aims to comprehensively examine effective guidance and counseling (BK) approaches in addressing children with social adjustment difficulties, identify contributing factors, the role of school counselors, and relevant evidence-based intervention strategies. The method employed is a systematic literature review of primary scientific sources, including national and international journals published between 2015 and 2025. The findings indicate that children's social adjustment difficulties are influenced by internal factors such as temperament, emotional regulation ability, and social competence deficits, as well as external factors including parenting styles, peer group dynamics, and school climate. Guidance and counseling approaches proven effective include individual counseling based on Cognitive Behavioral Therapy (CBT), group counseling, person-centered approach, and social skills training. The role of school counselors is crucial in early identification, designing intervention programs, and collaborating with teachers and parents. Structured and comprehensive counseling services have been shown to positively contribute to enhancing social competence, self-confidence, and children's adaptation in the school environment. These findings imply the need for strengthening school counselors' capacity and integrating evidence-based counseling approaches in educational service systems in Indonesia.

ANALISIS MOTIVASI BELAJAR SISWA DALAM MENGURANGI KEJENUHAN BELAJAR DI SDN CANDI BURUNG 2 PAMEKASAN

Fitrah Awaailah — 2026-05-30

Penelitian ini menganalisis dinamika motivasi belajar siswa serta keterkaitannya dengan kejenuhan belajar di SDN Candi Burung 2 Kabupaten Pamekasan. Fenomena penurunan konsentrasi siswa yang ditandai dengan perilaku mengobrol, tidak fokus, mengantuk, dan tidak menyelesaikan tugas teramati khususnya pada sesi kedua setelah jam istirahat. Dengan menggunakan pendekatan kualitatif deskriptif, data dikumpulkan melalui observasi langsung nonpartisipatif dan wawancara semi terstruktur terhadap satu guru kelas dan delapan siswa terpilih yang merepresentasikan variasi tingkat keterlibatan belajar. Temuan penelitian mengungkapkan tiga hal utama: pertama, motivasi belajar siswa menunjukkan perkembangan yang signifikan, ditandai oleh tumbuhnya kesadaran diri, kemampuan berpikir kritis, dan keberanian berpartisipasi secara spontan; kedua, kejenuhan belajar terutama dipicu oleh metode ceramah yang berkepanjangan dan gangguan pola tidur akibat kebiasaan bermain gawai hingga larut malam; ketiga, motivasi belajar yang kuat didukung strategi mengajar yang responsif dan adaptif mencakup kuis, permainan edukatif, dan program Kapal Religi terbukti efektif sebagai penahan terhadap eskalasi kejenuhan belajar. Kolaborasi antara sekolah dan orang tua dalam memastikan pola tidur yang sehat direkomendasikan sebagai fondasi biologis kemampuan belajar yang optimal.

This study analyzes the dynamics of student learning motivation and its relationship with learning burnout at SDN Candi Burung 2 Pamekasan Regency. The phenomenon of declining student concentration marked by chatting, inattentiveness, drowsiness, and incomplete tasks was observed particularly in the second session after break time. Using a qualitative descriptive approach, data were collected through non-participatory observation and semi-structured interviews with one class teacher and eight selected students representing varying levels of learning engagement. The findings reveal three key outcomes: first, student motivation showed significant development, evidenced by growing self-awareness, critical thinking, and spontaneous participation in learning; second, burnout was primarily caused by prolonged lecture methods and disrupted sleep patterns due to late-night gaming habits; third, strong learning motivation supported by responsive and adaptive teaching strategies including quizzes, educational games, and the Kapal Religi program effectively served as a buffer against burnout escalation. Collaboration between school and parents in ensuring healthy sleep patterns is recommended as a biological foundation for optimal learning capacity.

THE RELATIONSHIP BETWEEN SELF-CONTROL AND ACADEMIC PROCRASTINATION IN HIGH SCHOOL STUDENTS: A STUDY ON ELEVENTH GRADE STUDENTS

Ester Emelia Clara Pakpahan — 2026-05-30

Studi ini bermaksud guna mengetahui hubungan antara kontrol diri dengan prokrastinasi akademik pada siswa kelas XI SMA Negeri 14 Medan. Dengan jumlah sampel sebanyak 70 orang yang dipilih secara acak dari seluruh siswa kelas 11, populasi riset ini mencakup 350 siswa. Dalam menghimpun datanya, penulis memanfaatkan skala Likert yang berasal dari karya McCloskey mengenai penundaan akademis dan Averill mengenai kontrol diri (khususnya, behavioral, cognitive, serta decisional control). Reliabilitas instrumenya diuji dengan Cronbach's Alpha, dan validitasnya dengan metode Corrected Item-Total Correlation. Data dianalisa dengan memakai pengujian normalitas serta linearitas serta korelasi product moment. Temuan studi membuktikan bahwasanya prokrastinasi akademik berkorelasi negatif secara signifikan dengan kontrol dirinya (r = -0.257, p = 0.031 < 0.05). Hal ini mengindikasikan bahwasanya tingkat prokrastinasi akademik siswa berbanding terbalik dengan tingkat kontrol dirinya. Berbagai variabel, termasuk motivasi belajar, efikasi dirinya, lingkungan rumahnya, lingkungan teman sebaya, serta keadaan fisiknya, memengaruhi prokrastinasi akademik senilai 93,4%, dengan kontrol diri menyumbang 6,6%. Temuan ini menegaskan bahwa penguatan kontrol diri perlu dilakukan, namun bukan satu-satunya solusi dalam mengurangi prokrastinasi akademik siswa.

The purpose of this study is to determine the relationship between self-control and academic procrastination among 11th-grade students at State High School 14 in Medan. With a sample size of 70 students selected at random from all 11th-grade students, the study population comprised 350 students. To collect the data, the author utilized a Likert scale derived from McCloskey’s work on academic procrastination and Averill’s work on self-control (specifically, behavioral, cognitive, and decisional control). The instrument’s reliability was tested using Cronbach’s Alpha, and its validity using the Corrected Item-Total Correlation method. The data were analyzed using normality and linearity tests as well as product-moment correlation. The study’s findings demonstrate that academic procrastination is significantly negatively correlated with self-control (r = -0.257, p = 0.031 < 0.05). This indicates that students’ levels of academic procrastination are inversely proportional to their levels of self-control. Various variables, including learning motivation, self-efficacy, home environment, peer environment, and physical condition, account for 93.4% of the variance in academic procrastination, with self-control contributing 6.6%. These results highlight the importance of developing self-control as part of a broader, multi-faceted approach to reducing academic procrastination among high school students.