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All Journal International Journal of Public Health Science (IJPHS) Jurnal Penelitian dan Evaluasi Pendidikan Journal of Education and Learning (EduLearn) Psikopedagogia Edukasi: Jurnal Pendidikan JMM (Jurnal Masyarakat Mandiri) Psychology, Evaluation, and Technology in Educational Research International Journal of Applied Guidance and Counseling ProGCouns: Journal of Professionals in Guidance and Counseling Epistema International Journal of Community Service Buletin Konseling Inovatif
Natri Sutanti
Universitas Negeri Yogyakarta
Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Public Health Social Sciences Other

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Symptoms of post-traumatic stress among victims of school bullying Luky Kurniawan; Natri Sutanti; Zalik Nuryana
International Journal of Public Health Science (IJPHS) Vol 11, No 1: March 2022
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijphs.v11i1.20997

Abstract

School bullying is a critical issue among students that can promote some mental health issues. Some studies had found that severe or frequent bullying can lead to the development of post-traumatic stress symptoms such as avoidance behaviours and anxious feelings. However, school bullying is difficult to observe due to the complexity factors such as cultural background, peer pressure and academic problems. The study aimed to investigate the symptoms of post-traumatic stress among victims of school bullying. The study employed a descriptive qualitative research design. The data was collected by using a questionnaire to 42 students from two vocational high schools in Yogyakarta who had severe or frequent experience of school bullying. The results revealed that 40 per cent of participants showed one or more symptoms of post-traumatic stress such as feeling persistently avoiding to the perpetrators and feeling extremely anxious about the potential being bullied again. Meanwhile, 60 per cent participants experienced some other difficult emotions such as anger, revenge, disappointment, and sadness. The results also showed that the two biggest changes experienced by students after bullying were becoming more silent and being frequently anxious compared to before being bullied. The study suggests the need for further research to investigate the level of post-traumatic stress experienced by the students and the urge for anti-bullying curriculum in both schools to prevent the serious consequences of bullying.
Multicultural counseling: The strategy of social fasilitator of post-conflict education and psychosocial guidance in multicultural society Adoniati Meyria Widaningtyas; Natri Sutanti
ProGCouns: Journal of Professionals in Guidance and Counseling Vol 3, No 1 (2022): ProGCouns: Journal of Professionals in Guidance and Counseling
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/progcouns.v3i1.49182

Abstract

Unfortunately, multicultural problems manifested in patterns of thought, attitude, and behavior of intolerance are still seen in many societies over the past decade. It started to become common that certain groups attacked other ethnic and racial groups thereby causing conflict. This might be due to the handling of cases that are not ideal and appropriate, situations of intolerance, and social conflicts that have a wide impact, including causing psychological problems such as anxiety, hatred, violence, or depression. This study aimed to critically examine psychological coping strategies carried out in various countries to assist post-conflict victims with trauma, especially in multicultural societies. This study used an integrative review approach to analyze nine selected articles about psychological strategy and social education for post-conflict settings from 2010 to 2021 by reputable journals or publications. The results showed that the post-conflict victim handling strategy in various countries is carried out using psychosocial approaches and counseling/narrative therapy which are considered the most effective to help victims with trauma.  Multicultural skills are an important part of post-conflict psychological handling, and hence is recommended multicultural counseling as a post-conflict psychological treatment and social education model is widely applied by societies with a high level of diversity.
Understanding congruence in person-centred counselling practice: A trainee counsellor’s perspective Natri Sutanti
ProGCouns: Journal of Professionals in Guidance and Counseling Vol 1, No 2 (2020): ProGCouns: Journal of Professionals in Guidance and Counseling
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (236.467 KB) | DOI: 10.21831/progcouns.v1i2.34615

Abstract

Congruence is a condition in therapeutic relationship that refers to accurate matching of a person’s experience with awareness. In person-centred counselling, counsellor’s congruence is believed as one of helpful and significant aspects that facilitates clients’ growth in counselling. However, this term is quite difficult to understand as a single condition as it interrelated to the other conditions such as empathy and unconditional positive regard. Understanding congruence theoretically and practically is intriguing as well as challenging especially for a trainee counsellor that is still learning to apply theory on practice. This paper aims to critically explore congruence from person-centred counselling theory and to demonstrate some evidences of the development of congruence in practice based on the author’s counselling practice as a trainee counsellor. There are three main discussions in this paper that is to explain congruence from the theoretical point of view, to understand the relation between congruence and acceptance and to explore congruence in person-centred practice. The exploration found that trainee counsellor’s cultural background including condition of worth and language barrier is one of challenges in experiencing congruence within person-centred counselling practice. 
PELATIHAN PSIKOEDUKASI UNTUK MEREDUKSI STRES AKADEMIK PESERTA DIDIK Palasara Brahmani Laras; Eka Aryani; Luky Kurniawan; Natri Sutanti; Salleh Amat
JMM (Jurnal Masyarakat Mandiri) Vol 6, No 1 (2022): Februari
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (597.791 KB) | DOI: 10.31764/jmm.v6i1.6138

Abstract

Abstrak Perubahan kegiatan pembelajaran tatap muka menjadi pembelajaran online selama masa pandemic menyebabkan berbagai permasalahan penyesuaian baik bagi guru maupun peserta didik. Stres akademik pada peserta didik tidak dapat dihindarkan sehingga guru bimbingan dan konseling (BK) dituntut untuk bisa memberikan dukungan yang tepat agar peserta didik dapat belajar secara optimal. Perlu adanya pelatihan untuk guru dan praktisi BK untuk mengatasi masalah tersebut, salah satunya dengan pelatihan psikoedukasi untuk mereduksi stres akademik. Pelatihan ini bertujuan untuk meningkatkan pemahaman guru BK khususnya tentang konsep, gejala, faktor penyebab dan dampak stres akademik serta bagaimana cara menerapkan self-instruction untuk mereduksi stres akademik. Pelatihan ini dilakukan selama dua hari yang terdiri dari sesi pemaparan materi, praktik, penugasan dan diskusi. Peserta terdiri dari guru, mahasiswa dan praktisi BK yang berasal dari Indonesia dan Malaysia sebanyak 122 peserta. Peserta menunjukan peningkatan sebesar 27% pada kemampuan analisis gejala stress akademik dan peningkatan sebesar31% pada kompetensi merancang program psikoedukasi untuk peserta didik. Abstract: The change in face-to-face learning activities to online learning during the pandemic caused various adjustment problems for both teachers and students. Academic stress on students cannot be avoided so that guidance and counseling (GC) teachers are required to be able to provide appropriate support to their students. There is a need for training for GC teachers to overcome these problems, one of which is psychoeducational training to reduce academic stress. This training aims to improve the understanding of GC teachers, especially about the concepts, symptoms, causes and effects of academic stress and how to apply self-instruction to reduce academic stress. This training was carried out for two days consisting of presentation sessions, practice, assignments and discussions. Participants consisted of teachers, students and counseling practitioners from Indonesia and Malaysia (N=122 participants). Participants showed an increase of 27% in the ability to analyze symptoms of academic stress and a 31% increase in the competence to design psychoeducational programs for students.
Client Artwork to Understand Anxiety Difficulties: A Case Study Natri Sutanti; Yang Peng; Luky Kurniawan
Epistema Vol 4, No 1 (2023)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ep.v4i1.61802

Abstract

The case study aims to demonstrate a systematic reflective narration of a practice from a trainee person-centred therapist working with a client experiencing some anxiety difficulties through exploring the client’s artwork. The client, named ‘Jack’ for the purposes of this case study, was a white male aged 25 years old living with his parents. The therapist was the author of this case study and worked with Jack in 35 sessions. The researchers of this case study were Jack’s therapist, a fellow therapist and one of the outside counsellors. There were some important findings in this study 1) understanding the artwork could open the experience of client about his anxiety; 2) acknowledging the genuine intention when working with him was considerably effective to limit the expectation of making a perfect therapy and only focused on understanding his frame of reference; 3) unconditional positive regard took the most important part when working with Jack who experienced several anxiety difficulties; 4) acknowledging the different of the cultural background was also important to avoid the unintentional transfer of value which can interfere with the client process; and 5) the last is that being honest with the therapist in the reflective process in supervision and personal therapy was the best way to deal with practical issues in the placement.
Contemporary Educational Perspective of Indonesian and German Students Natri Sutanti; Marc Alexander Dreßler; Luky Kurniawan
Buletin Konseling Inovatif Vol. 3 No. 2 (2023)
Publisher : Universitas Negeri Malang & Asosiasi Bimbingan dan Konseling Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um059v3i22023p122-132

Abstract

Each country and even the region has its own policies in the implementation of education, starting from primary education to higher education. Each individual also has a different learning experience, even though they pursue the same education. In this article, two former students of a person-centred experiential counselling and psychotherapy course in the UK reflect on their personal experiences in education in Germany and Indonesia, as well as how their previous experiences varied from the experiential education. Common themes in both accounts of traditional education were a pressure to be the best, a loss of interest in the studies due to the pressure, a wish to be invisible as a student, and a learned low failure tolerance. The person-centred experiential learning experience is in both accounts described as liberating and encouraging independent learning. The authors argue that freedom and autonomy are important in an educational setting especially in the industrial era 4.0. Currently, the extent of freedom in education or independent learning is greatly influenced by the policies that exist in each country
Differential responses to academic stress during the COVID-19 pandemic, transition, and the new normal period Luky Kurniawan; Natri Sutanti; Eka Aryani; Palasara Brahmani Laras; Zalik Nuryana; Muhamad Nastain
Journal of Education and Learning (EduLearn) Vol 18, No 2: May 2024
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v18i2.21058

Abstract

This study aimed to investigate decreasing student academic stress in distance learning during the COVID-19 pandemic, transition period, and new normal era by giving a self-help module to students. This research employed an experimental approach with a group pre-test post-test design with quantitative analytics. The perceived academic stress scale (PASS) and module evaluation scale were utilized to assess students' academic stress levels and their understanding of the module. The subjects consisted of one male student and thirty-seven female students, as the school was dominated by female students. This study indicated that students' academic stress levels during the pandemic and the new normal were in the medium range (18.82 - 19.97). The results showed that there was no significant difference in academic stress between the pandemic and the transition period (t = 1.322, p 0.05) and the data between the pandemic and the new normal (t = -1.426, p 0.05), while between the transition period and the new normal, it showed a significant difference (t = -4.189, p 0.05). The study recommends that schools develop future guidance and counseling programs to help students cope with stress and build resilience. This study's findings can inform policy decisions and academic interventions to support students' mental health and academic success during challenging times.
PENGARUH GROWTH MINDSET TERHADAP STRES AKADEMIK MAHASISWA Supriyadi, Agatha Junita Kartika; Frisca Kirana Maharani Indira; Yuli Sulistiyono; Dina Amalia; Natri Sutanti
Edukasi: Jurnal Pendidikan Vol 21 No 2 (2023): Edukasi: Jurnal Pendidikan
Publisher : LPPM IKIP PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/edukasi.v21i2.6072

Abstract

Students who have a growth mindset tend to be able to face academic challenges and demands. This study aims to determine the effect of a growth mindset on students' academic stress levels. This research method uses a quantitative paradigm with a correlational approach to determine the relationship between a growth mindset and students' academic stress levels. The data collection technique uses two types of scales, namely the growth mindset scale and perceived academic stress (PAS). The subjects in this study were active students of the class of 2020 and 2021 at the Faculty of Education and Psychology, Yogyakarta State University. The results of this study indicate a relationship between a growth mindset and academic stress where the higher the level of a growth mindset of students, the lower the predicted stress level. The regression test results show a coefficient of 0.066, which means that 6.6% of the factors that influence a growth mindset are academic stress, and the rest is influenced by other factors.
Rasch model for the need assessment instrument of academic guidance and counseling program in junior high school Farozin, Muh; Astuti, Budi; Sanyata, Sigit; Titi, Dwitias; Nurmalasari, Ela; Sutanti, Natri
Jurnal Penelitian dan Evaluasi Pendidikan Vol 26, No 2 (2022)
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v26i2.51816

Abstract

Developing an instrument for the need for academic guidance and counseling topics is a strategic step to support the needs assessment carried out by guidance and counseling teachers and counselors in schools. The development of this instrument had been carried out by Arfalah using exploratory factor analysis. This study aims to analyze the instrument using the Rasch model. The research procedure began with collecting data from two integrated online needs assessments of academic guidance and counseling instruments. The content validity test involved six experts, and the field test involved 111 students from three junior high schools in Yogyakarta. Data were analyzed using Winsteps version 3.73 according to Fisher’s five criteria for a good instrument. The content validity test showed Aiken’s coefficient of 0.71, considered in the high category. Meanwhile, the results of the Rasch test showed the item response model. The analysis also indicated high reliability on both instruments above 0.90 and Cronbach’s alpha value of 0.98. Five items were decided to be maintained based on the misfit test explored. The accuracy and focus of the instruments in revealing the need for academic guidance and counseling topics for high school students indicated a number above 40% and a fairly good level of instrument contamination, which was below 10%.
Mentoring the Development of Mental Health Systems in Schools Sanyata, Sigit; Sutanti, Natri; Erma Gunawan, Nanang; Suwarjo, Suwarjo; Munika Bastia Ramadani, Cut
International Journal Of Community Service Vol. 4 No. 4 (2024): November 2024
Publisher : CV. Inara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijcs.v4i4.826

Abstract

This community service program aims to provide assistance to guidance and counseling teachers who are expected to become pioneers of the school mental health system. The emergence of increasingly complex mental health problems in schools cannot only be handled in responsive and curative ways but also need to be accompanied by preventive efforts from the school. By using the paradigm of positive psychology and positive education through the PROSPER model, guidance and counseling teachers and schools in general are able to collect resources to build a mental health system in schools. The PROSPER model consists of seven components, namely positivity, relationships, outcomes, strength, purpose, engagement, and resilience. The partners selected for this community service are guidance and counseling teachers at junior high schools in the Karanganyar area under the auspices of the Karanganyar Regency Education and Culture Office. The number of participants who attended was 30 guidance and counseling teachers from both private and public schools in this area. The assistance carried out was carried out over a period of 3 months starting with initial coordination, provision of materials, workshops and assistance and monitoring. Initial coordination was carried out through the WhatsApp group media, then the provision of materials was carried out offline. This material provision activity was then continued with a workshop on preparing SOPs for implementing the PROSPER model. It is hoped that after participating in this program, target partners will have the capacity to develop mental health systems and implement them independently and sustainably. The outputs in this PkM include mandatory outputs, namely partner cooperation letters, IA scripts, print and social media publications, and PkM activity posters.
Co-Authors Adoniati Meyria Widaningtyas Aryani, Eka Budi Astuti Diana Septi Purnama Dina Amalia Febriana, Arini Frisca Kirana Maharani Indira Kanaya Serril Vania Dewi Kurniawati, Anggie Lestari, Rizqi Luky Kurniawan luky kurniawan, luky Marc Alexander Dreßler Melinda, Cindy Okta Mitta Kurniasari Muh Farozin Muhamad Nastain Munika Bastia Ramadani, Cut Nanang Erma Gunawan Ningsih, Ruly Nurmalasari, Ela Nuryana, Zalik Omar, Mariani Binti Palasara Brahmani Laras Rahmatullah, Ainurizan Ridho Salleh Amat Saputri, Nur Sholehah Dian Sholikah, Fitria Akbar Sigit Sanyata Supriyadi, Agatha Junita Kartika Suwarjo Suwarjo Suwarjo, Suwarjo Titi, Dwitias Tristianti, Ika Yang Peng Yuli Sulistiyono