Improving Students’ Self-Confidence in Ethnic Diversity through Group Guidance: A Guidance and Counseling Action Research
DOI:
https://doi.org/10.66851/ijcp.v1i3.210Keywords:
Self-confidence, Ethnic diversity, Group guidance, Guidance and counseling action research, Vocational high school studentsAbstract
This study was motivated by low self-confidence among some Grade 11 students at SMK Negeri 1 Biru-Biru when interacting with peers from different ethnic backgrounds. The study aimed to improve students’ self-confidence in ethnic diversity through group guidance. A Guidance and Counseling Action Research design based on the Kemmis and McTaggart model was implemented in two cycles, each consisting of two sessions. The participants were 13 Grade 11 students purposively selected on the basis of low baseline self-confidence scores. Data were collected using a self-confidence questionnaire, observations, and interviews. Data were analyzed using quantitative descriptive analysis, qualitative descriptive analysis, and paired-samples t-tests to compare scores across cycles. The mean score increased from 46.69 (43.2%) at baseline to 79.46 (73.6%) in Cycle I and 91.77 (85.0%) in Cycle II. By the end of Cycle II, all 13 students (100%) had reached the high category. Paired-samples t-tests showed significant differences between baseline and Cycle I, t(12) = -12.50, p < .001, and between Cycle I and Cycle II, t(12) = -6.72, p < .001. Observational data indicated increased willingness to speak, participation in discussions, initiation of cross-ethnic communication, and positive support for peers. The findings suggest that group guidance that provides a safe interpersonal space, discussion, reflection, and role-playing/sociodrama can be a relevant school counseling strategy for strengthening students’ self-confidence in ethnically diverse settings.
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