The Effectiveness of Behavioral Group Guidance with Modeling Techniques to Improve Students' Self-Adjustment to Learning in the New Normal Era

Abstract

Today students show symptoms of poor self-adjustment behavior in learning, such as coming to school not on time/late, utilizing information and communication technology to play games, chatting on social media, when the camera zoom is turned off, students find it difficult to understand material explanations. learning from the teacher, confused about how to use the application for online learning and also difficulty in doing the assignments given by the teacher. Various crushes experienced by students in the new normal era have not been effective by being given group guidance for overcoming them. Therefore, this study aims to reveal the differences between students' adjustment to study in the experimental group and the control group after participating in group guidance services using a behavioral approach with modeling and conventional techniques. The research method used is quantitative research. This type of research is a Quasi Experiment Design with a pretest posttest control group design. The population in this study was 218 students, with a sample of 22 students divided into 11 students for the experimental group and 11 students for the control group. Sampling used purposive sampling. The research instrument used a Likert Scale model,. The results showed that there were differences in students' self-adjustment in learning the experimental group who followed group guidance using a behavioral approach with modeling techniques with the control group being given group guidance services without special treatment.