EFEKTIVITAS BIMBINGAN FLOW AKADEMIK UNTUK MENINGKATKAN KEINGINTAHUAN DALAM BELAJAR - Hartini, - (2020)
Penelitian ini bertujuan menguji efektivitas bimbingan flow akademik untuk meningkatkan keingintahuan mahasiswa dalam belajar. Bimbingan flow akademik merupakan pengembangan bimbingan belajar dengan mengunakan pendekatan flow dan teori belajar humanistik agar mahasiswa mampu memahami diri dan lingkunganya, melalui pengalaman yang dialami sehingga mampu mengaktualisasi diri secara optimal. Bimbingan flow akademik akan mengembangkan absorption, enjoyment dan intrinsic motivation agar mahasiswa memiliki pengetahuan, pemahaman, sikap dan perilaku belajar yang dapat mendukung capaian aktualisasi diri yang optimal. Penelitian ini mengunakan pendekatan mixed methods research model Explanatory Sequential Desain. Penelitian kuantitatif mengunakan Quasi-Eksperiment The Non Equivalent Control Group dan penelitian kualitatif mengunakan metode phenomenology. Subjek penelitian berjumlah 52 yakni mahasiswa Bimbingan Konseling Islam sebagai kelompok eksperimen dan mahasiswa Manajemen Pendidikan Islam sebagai kelompok kontrol. Pelaksanaan program bimbingan flow akademik dilaksanakan dalam 10 sesi. Evaluasi proses dan hasil mengunakan angket observasi dan dokumentasi dalam mengungkap pengetahuan, keterampilan, sikap dan perilaku belajar melalui kolaborasi dengan konselor dan dosen dalam kegiatan bimbingan dan pengajaran. Hasil penelitian ditemukan keingintahuan mahasiswa fakultas Tarbiyah dalam klasifikasi sedang dan pencapaian cenderung pada aspek kognitif sedangkan ranah afektif dan psikomotor belum berkembang secara optimal. Kebutuhan dan permasalahan mahasiswa menjadi landasan dalam pengembangan program dan pelaksanaan bimbingan. Hasil pelaksanaan bimbingan ditemukan bahwa pelaksanaan bimbingan flow akademik efektif dalam meningkatkan keingintahuan mahasiswa dalam belajar. This study aims to examine the effectiveness of "flow" academic guidance to increase students' curiosity in learning. The "flow" academic guidance is developed by adopting the flow approach and humanistic learning theory to enable students to understand themselves and their environment through their lived experiences so that they will be able to actualize themselves optimally. The "flow" academic guidance will develop absorption, enjoyment, and intrinsic motivation in students, allowing them to gain knowledge, understanding, attitudes, and learning behaviors that can support optimal self-actualization. This study employed an explanatory sequential mixed methods design. The quantitative research used the quasi-experimental the non equivalent control group and the qualitative research deployed the phenomenology method. In total, there were 52 research subjects who were students of the Islamic Counseling Guidance (experimental group) and students of Islamic Education Management (control group). The "flow" academic guidance program was carried out in 10 sessions. The evaluation of the program and its outcomes was done through observation and documentation, aimed to reveal students' knowledge, skills, attitudes and learning behaviors through collaboration with counselors and lecturers in guidance and teaching activities. The results of the study show that the curiosity in learning of Tarbiyah faculty students was in the "medium" category, and their achievements tended to be in the cognitive domain, while the affective and psychomotor domains were not optimally developed. Students' needs and problems become the foundation in developing and implementing guidance programs. Based on the results, the implementation of the "flow" academic guidance program was effective in increasing students' curiosity in learning.