Real-Life Problems to Increase the Critical Analysis Thinking Among Novice Counselors in Humanistic Counseling Courses: Is It Effective?
Abstract
Abstract: This study aims to determine the effectiveness of using real-life problems to improve novice counsellors' critical analytical thinking in humanistic counselling courses. The research method uses an experiment with a pretest-posttest control group design. The instrument used is a critical-analytical thinking scale. The research sample used a purposive sampling technique, which consisted of 84 students of the 2018 Guidance and Counseling UNY Study Program who took the Humanistic Counseling course. The samples were separated into experimental and control groups of 42 students. The pre-test and post-test data were analyzed using an independent sample t-test using SPSS Amos 25 software. The results show that the use of real-life problems in the Humanistic Counseling course was proven effective in improving students' critical-analytical thinking as novice counsellors. As a result, students are more stimulated to practice analyzing cases in various ways and can activate their cognitive complexity processes as novice counsellors.
Abstrak: Penelitian ini bertujuan untuk mengetahui keefektifan penggunaan masalah hidup riil untuk meningkatkan pemikiran kritis-analitis calon konselor pada mata kuliah konseling humanistik. Metode penelitian yang digunakna ialah eksperimen dengan rancangan pretest-posttest control group design. Instrumen yang digunakan ialah skala berpikir kritis-analitis. Sampel penelitian menggunakan teknik purposive sampling, yakni terdiri dari 84 mahasiswa angkatan 2018 porgram studi Bimbingan dan Konseling Universitas Negeri Yogyakarta yang menempuh mata kuliah Konseling Humanistik. Sampel dipisah pada kelompok eksperimen dan kelompok kontrol yang masing-masing berjumlah 42 mahasiswa. Data pre-test dan post-test dianalisis menggunakan independent sample t-test dengan menggunakan software SPSS Amos 25. Hasil penelitian menunjukkan bahwa, penggunaan masalah hidup riil pada mata kuliah konseling humanistik terbukti efektif meningkatkan pemikiran kritis-analitis mahasiswa calon konselor. Mahasiswa lebih terstimulasi untuk berlatih menganalisis kasus secara beragam serta mampu mengaktivasi proses kompleksitas kognitifnya sebagai calon konselor.
References
Altun Yalçin, S., Yalçin, P., Said Akar, M., & Özturan Sağirli, M. (2017). The effect of teaching practices with real life content in light and sound learning areas. Universal Journal of Educational Research, 5(9), 1621–1631. doi: 10.13189/ujer.2017.050920
Bloor, C. (2019). The process of learning: Some psychological aspects of learning and discipline in school. Routledge.
Carone, S. S., & Burker, E. J. (2007). Student judgments regarding the effectiveness of a problem-based learning project in a rehabilitation counseling practicum. Rehabilitation Education, 21(1), 59–65. doi: 10.1891/088970107805059814
Coll, K. M., Doumas, D. M., Trotter, A., & Freeman, B. J. (2013). Developing the counselor as a person and as a professional: Attitudinal changes in core counseling courses. The Journal of Humanistic Counseling, 52(1), 54–66. doi: 10.1002/J.2161-1939.2013.00032.X
Collins, S., Arthur, N., & Wong-Wylie, G. (2010). Enhancing reflective practice in multicultural counseling through cultural auditing. Journal of Counseling & Development, 88(3), 340–347. doi: 10.1002/J.1556-6678.2010.TB00031.X
Delisle, R. (1997). How to use problem-based learning in the classroom. Ascd.
Ennis, R. (1996). Critical thinking. New Jersey: Prentice-Hall.
Gall, M. D., Gall, J. P., & Borg, W. R. (2006). Educational research: An introduction, 8th Edition. Educational An Introduction, 704.
Gervey, R., Drout, M. O., & Wang, C.-C. (2009). Debate in the Classroom: An evaluation of a critical thinking teaching technique within a rehabilitation counseling course. Rehabilitation Education, 23(1), 61–73. doi: 10.1891/088970109805059209
Giordano, A. L., Stare, B. G., & Clarke, P. B. (2015). Overcoming obstacles to empathy: The use of experiential learning in addictions counseling courses. http://Dx.Doi.Org/10.1080/15401383.2014.947011, 10(1), 100–113. doi: 10.1080/15401383.2014.947011
Granello, D. (2010). Cognitive complexity among practicing counselors: How thinking changes with experience. Journal of Counseling and Development, 88(1), 92–100. doi: 10.1002/J.1556-6678.2010.TB00155.X
Granello, D. H. (2001). Promoting cognitive complexity in graduate written work: Using Bloom’s Taxonomy as a pedagogical tool to improve literature reviews. Counselor Education and Supervision, 40(4), 292–307. doi: 10.1002/J.1556-6978.2001.TB01261.X
Grasha, A. F. (1996). Teaching with style : a practical guide to enhancing learning by understanding teaching and learning styles. 372.
Hall, K. R. (2003). Implementing Problem-Based Learning in the Counseling Session.
Hanafi, H., Hidayah, N., Atmoko, A., Ramli, M., & Triyono. (2022). Cognitive fusion on counselor performance : A comparative study of the experienced and novice counselor. Pegem Journal of Education and Instruction, 12(1), 48–55. doi: 10.47750/PEGEGOG.12.01.06
Hidayah, N., Ramli, M., & Hanafi, H. (2017). Urgency cognitive-behavioral counseling based on local wisdom for junior high school counselor in East Java. 923–928. doi: 10.2991/ICSET-17.2017.149
Holder, C., Whetstone, P., & Sheinker, J. (2008). When research meets practice: Using metacognitive strategies to teach social skills. The International Journal of Learning: Annual Review, 15(8), 205–212. doi: 10.18848/1447-9494/CGP/v15i08/45902
Jordan, K., & Kelly, W. E. (2004). Beginning practicum students’ worries: A qualitative investigation. Counseling and Clinical Psychology Journal, 1(2), 100–105.
Jurdak, M. (2016). Learning real-world problem solving in school mathematics: A multiple-perspective framework. Learning and Teaching Real World Problem Solving in School Mathematics, 167–180. doi: 10.1007/978-3-319-08204-2_11
MacFarland, T. W., & Yates, J. M. (2016). Introduction to nonparametric statistics for the biological sciences using R. Introduction to Nonparametric Statistics for the Biological Sciences Using R. doi: 10.1007/978-3-319-30634-6
Miller, R. M., Chan, C. D., & Farmer, L. B. (2018). Interpretative phenomenological analysis: A contemporary qualitative approach. Counselor Education and Supervision, 57(4), 240–254. doi: 10.1002/CEAS.12114
Muyan-Yılık, M., & Demir, A. (2020). A pathway towards subjective well-being for turkish university students: The roles of dispositional hope, cognitive flexibility, and coping strategies. Journal of Happiness Studies, 21(6), 1945–1963. doi: 10.1007/S10902-019-00162-2
Peers, I. (1996). Statistical analysis for education and psychology researchers. 411.
Radjah, C. L. (2012). Metakognisi konselor dalam kegiatan layanan konseling di sekolah. Universitas Negeri Malang.
Reed, J. H. (1998). Effect of a model for critical thinking on student achievement in primary source document analysis and interpretation, argumentative reasoning, critical thinking dispositions, and history content in a community college history course. University of South Florida.
Schneider, K. J. (2011). Existential-integrative psychotherapy (K. J. Schneider, Ed.). Routledge. doi: 10.4324/9780203941119
Scholl, M., & Hansen, J. (2018). Postmodern perspectives on contemporary counseling issues: Approaches across diverse settings. Oxford University Press.
Shertzer, B., & Stone, S. C. (1980). Fundamentals of counseling. 476.
Slavin, R. E. (2019). How evidence-based reform will transform research and practice in education.
Southward, M. W., Altenburger, E. M., Moss, S. A., Cregg, D. R., & Cheavens, J. S. (2018). Flexible, yet firm: A model of healthy emotion regulation. Journal of Social and Clinical Psychology, 37(4), 231–251. doi: 10.1521/JSCP.2018.37.4.231
Stiles, W. B., & Snow, J. S. (1984). Counseling session impact as viewed by novice counselors and their clients. Journal of Counseling Psychology, 31(1), 3–12. doi: 10.1037/0022-0167.31.1.3
Suwarjo, S., Irani, L. C., & Sanyata, S. (2021). The mind skills of guidance and counseling students at Yogyakarta State University. KnE Social Sciences, 56–71–56–71. doi: 10.18502/KSS.V6I2.9975
Tan, O. S. (2003). Problem-based learning innovation : Using problems to power learning in the 21st century. Cengage Learning Asia.
Turner, D. P. (2020). Sampling methods in research design. Headache: The Journal of Head and Face Pain, 60(1), 8–12. doi: 10.1111/HEAD.13707
Welfare, L. E., & Borders, L. D. (2010). Counselor cognitions: General and domain-specific complexity. Counselor Education and Supervision, 49(3), 162–178. doi: 10.1002/j.1556-6978.2010.tb00096.x
Wilkinson, R. T. (2011). Increasing counselor self-awareness: The role of cognitive complexity and metacognition in counselor training programs. Alabama Counseling Association Journal, 37(1), 24–32.
Zamroni, E., Muslihati, Lasan, B. B., & Hidayah, N. (2020). Blended learning based on problem based learning to improve critical thinking ability of prospective counselors. Journal of Physics: Conference Series, 1539(1), 012039. doi: 10.1088/1742-6596/1539/1/012039
Authors
Copyright (c) 2022 Luthfita Cahya Irani, Suwarjo Suwarjo, Le Ngoc Ai Nhung
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.