Effectiveness of Narrative Counseling to Improve the Academic Self-Efficacy of Broken Home Students

Arida Arida; Asroful Kadafi; Ratih Christiana

Arida Arida Magister Pendidikan Bimbingan dan Konseling, Universitas PGRI Madiun, Indonesia
Asroful Kadafi Magister Pendidikan Bimbingan dan Konseling, Universitas PGRI Madiun, Indonesia
Ratih Christiana Magister Pendidikan Bimbingan dan Konseling, Universitas PGRI Madiun, Indonesia

Keywords: academic self-efficacy, narrative counseling, students from broken homes

Abstract

This study aims to analyze the effectiveness of narrative counseling in improving the academic self-efficacy of students from broken homes at SMK Negeri 1 Gunungjati, Cirebon Regency. Low academic self-efficacy in students from broken homes is often characterized by a lack of confidence in completing academic tasks, low resilience in facing learning difficulties, and doubts about one's ability to achieve academic success. This study used a quantitative approach with an experimental method using a One Group Pretest–Posttest Design. The study population consisted of 53 grade 10 broken home students from the DPK program, with a sample of 10 students selected using a purposive sampling technique based on low and moderate academic self-efficacy categories. Data collection was conducted using an academic self-efficacy questionnaire, observation, documentation, and supporting interviews. The results showed an increase in academic self-efficacy scores from 55.5 in the pretest to 82.4 in the posttest. The Wilcoxon Signed Rank Test obtained a significance value of 0.005 (p < 0.05), indicating a significant difference between the conditions before and after treatment. Thus, narrative counseling has proven effective in improving the academic self-efficacy of students from broken homes at SMK Negeri 1 Gunungjati, Cirebon Regency

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