Efektivitas Website Social Emotional Learning SelfBoost dalam Meningkatkan Self-Confidence Siswa SMA melalui Layanan Bimbingan Klasikal
DOI:
https://doi.org/10.58230/48cm1t25Keywords:
self-confidence, Social and Emotional Learning, SelfBoost, classical counselling, digital interventionsAbstract
Self-confidence merupakan sumber daya personal penting yang mendukung keterlibatan siswa dalam pembelajaran, interaksi sosial, dan pengembangan diri. Social and Emotional Learning (SEL) menyediakan kerangka kerja yang relevan untuk memperkuat self-awareness dan self-management. Penelitian ini menganalisis efektivitas website Social Emotional Learning SelfBoost dalam meningkatkan self-confidence siswa melalui layanan bimbingan klasikal. Penelitian menggunakan desain kuasi-eksperimental kuantitatif dengan pretest-posttest control-group yang melibatkan 128 siswa kelas X, terbagi seimbang antara kelompok SelfBoost dan kelompok kontrol aktif (n = 64 pada masing-masing kelompok). Kelompok SelfBoost memperoleh layanan bimbingan klasikal berbantuan website dalam tiga pertemuan, sedangkan kelompok kontrol aktif memperoleh layanan bimbingan klasikal berbantuan PowerPoint dan diskusi dalam dua pertemuan. Rerata skor self-confidence meningkat dari 56.44 (SD = 4.48) menjadi 69.95 (SD = 2.86) pada kelompok SelfBoost dan dari 55.91 (SD = 3.94) menjadi 68.80 (SD = 2.66) pada kelompok kontrol aktif. Pada posttest, kelompok SelfBoost memperoleh skor 1.172 poin lebih tinggi daripada kelompok kontrol aktif, t(126) = 2.399, p = 0.018, Hedges' g = 0.42, 95% CI [0.07, 0.77]. Temuan ini menunjukkan manfaat tambahan berskala kecil hingga moderat dari SelfBoost ketika diintegrasikan ke dalam layanan bimbingan klasikal yang aktif.
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