Cognitive modeling effect: Enhancing student self discipline through self instructional training

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This research used quasi-experiment design with Nonrandomized Pre-Test Post-Test Control Group Design Experiment.

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International Journal of Mechanical Engineering and Technology (IJMET) Volume 10, Issue 03, March 2019, pp. 818–827, Article ID: IJMET_10_03_085 Available online at http://www.iaeme.com/ijmet/issues.asp?JType=IJMET&VType=10&IType=3 ISSN Print: 0976-6340 and ISSN Online: 0976-6359 © IAEME Publication Scopus Indexed COGNITIVE MODELING EFFECT: ENHANCING STUDENT SELF DISCIPLINE THROUGH SELF INSTRUCTIONAL TRAINING Agung Kesna Mahatmaharti STKIP PGRI Jombang Diah Puji Nali Brata STKIP PGRI Jombang Muh. Barid Nizarudin Wajdi STAI Miftahul Ula Nganjuk ABSTRACT Self-discipline as one of the non-academic factors that contribute to determining academic’s achievement. One of efforts to establish the student's self-discipline is through group counselling. Counselling groups that are used Cognitive Modelling Self-Instructional Training towards self-discipline students. This research used quasi- experiment design with Nonrandomized Pre-Test Post-Test Control Group Design Experiment. The subjects of this study were 16 students of Grade VIII of State Junior High School Ploso Jombang with low self-discipline then divided into two groups of experimental group and control group. The experimental group was given Cognitive Modelling with Self-Instructional Training, whereas for the control group was given conventional method. The collected data used the Self Discipline Scale which has been tested using the construct validity as well as the reliability test. Data were analyzed through the Analysis of Covariance (ANCOVA). The results of study that there was an effect of cognitive Modelling Self-Instructional Training towards student’s self- discipline at the experimental group was higher than in the control group. It was indicated by an increase of self-discipline scale score before and after treatment. So that the giving of the treatment used Cognitive Modelling Self-Instructional Training effects on the increasing student’s self-discipline at junior high school. Key words: Cognitive Modeling, Self Instructional Training, Self-Discipline. Cite this Article: Agung Kesna Mahatmaharti, Diah Puji Nali Brata, Muh. Barid Nizarudin Wajdi, Cognitive Modeling Effect: Enhancing Student Self Discipline Through Self Instructional Training, International Journal of Mechanical Engineering and Technology 10(3), 2019, pp. 818–827. http://www.iaeme.com/IJMET/issues.asp?JType=IJMET&VType=10&IType=3 http://www.iaeme.com/IJMET/index.asp 818 editor@iaeme.com
Agung Kesna Mahatmaharti, Diah Puji Nali Brata, Muh. Barid Nizarudin Wajdi 1. INTRODUCTION Mental revolution era brought many consequences for the people of Indonesia. Building a qualified person requires effort, one of which is self-discipline. Self-discipline is one aspect of personality that is seen as a positive and constructive force within the individual from an attitude of obedience to the prevailing rules and devises a determination in order to realize the desired and important thing for one's self [1]–[5]. Self-discipline is very substantial on the achievement of academic achievement through the rejection of the delay and is a self-control that forms the spiritual, emotional, and outward discipline [4], [6], [7]. Self-discipline is formed by acknowledgement, willpower, hard work, perseverance, and tenacity and possesses the characteristics of realistic traits, can design goals and be motivated and have more detailed goals [4], [8], [9]. The dimension of self-discipline through the ability to delay gratification, self-control and self-regulation shows the parts that can be used to measure self-discipline. Delaying gratification is one's ability to delay temporary satisfaction that leads to goal attainment and never surrenders shown to predict desired outcomes in the future through a process of self- control and self-regulation[10], [11]. To function effectively, individuals must voluntarily delay satisfaction and keep the direction of goal behaviour in order to obtain results later.. Self-regulating ability is needed in improving self-discipline. [12]. Self-regulation ability is shown in the process of generating thought and active involvement in goal setting, self- monitoring, self-governance and self-oriented self-assessment or positive motivation and self- consistency through dynamic interaction.[13]–[15]. Efforts to help learners to develop optimally carried potential through guidance and counselling services in schools through its programs. One component of guidance and counselling program is responsive service. In accordance Permendikbud No. 111 of 2014, the school counselor on duty and the duty to enforce the service that leads to basic services; individualizing services and planning, responsive services, and system support services that stimulate learners to actively discover information and change complex or elusive information becomes understandable for later self-improvement through the guidance of task groups and psychoeducation groups [16][17], [18] . The provision of appropriate and popular counselling and counselling services in schools is a group. Counsellors can provide such assistance with a counselling group or more familiarly called group counselling is a special form of counselling service that is counselling interviews between professional counsellors with multiple counsellors at once in a small group[19]. Group counselling is especially appropriate for teenagers because in the counselling process it can provide space for the counselee to express his feelings, as well as solve the problem and share it with fellow group members[20]. The advantages of group counselling lie in the dynamics of social interaction that can develop intensively in a group atmosphere [21]. [22] defines cognitive modelling as a procedure in which a counsellor shows his client what to do to himself when performing a task/job. Cognitive modelling is followed by Self Instructional Training, which gives commands or advice to yourself that there are cognitive strategies that can be used, such as self-verbalization or self-talk that has the purpose to provide assistance so that learners are able to overcome the problems being faced. Learners will get used to solve problems, find something useful for themselves and wrestle with ideas, by constructing their own knowledge in their minds [16]. This is the basic view of Constructivism. The view of constructivism suggests that reality is in one's mind. Man constructs and interprets based on his experience. [23] explains that constructivism is an approach that emphasizes that individuals will learn well if they actively construct knowledge and understanding. http://www.iaeme.com/IJMET/index.asp 819 editor@iaeme.com
Cognitive Modeling Effect: Enhancing Student Self Discipline Through Self Instructional Training Meichenbaum & Goodman [24] , states that one of the purposes of use of cognitive modelling is to develop self-control in adolescent children, especially impulsive children. With cognitive modelling exercises, children can see a set model of speech and behaviour that can assist them in performing a task. In other words, cognitive modelling is very effective for developing self-control and assertive ability in children or adolescents or it is said that this strategy will be effectively done on children/adolescents 2. METHOD The research is a quantitative research using quasi experimental design. The research design used was Nonrandomized Pre-test Post-test Control and Experimental Group Design [25]. This study basically wanted to test the effect of treatment on the research subjects by comparing the pre-test post-test results between groups. The tests were carried out in one experimental group treated and compared with the control group, where both groups were in the same condition. The following is an experimental design study drawing with the Pre-test Pos-test Control and Experimental Group Design, as shown in table 1. Figure 1 Research Design Experimental Y1 X Y2 Control Y3 Y4 Source : (Ary & Jacobs, n.d. ) Information: Experiment : Group with Cognitive Modeling Self-Instructional Training Controls : Groups with conventional methods Y1 : Pre test in the experimental group and control group Y2 : Post test in the experimental group and control group X : Cognitive Modeling Treatment Self Instructional Training Note : To address other aspects of the ethical aspect, the control group is given an effective group discussion outside of treatment. The subjects of this study were students with low self-discipline. For that done through The subjects of this study were students with low self-discipline. For that done through filling the Self Discipline Scale (SDS) learners. Based on these results obtained the subject of research with low self-discipline as the study population. Furthermore, to determine the experimental group and the control group is done randomly through the lottery. The next activity is the provision of treatment Cognitive Modeling Self Instructional Training in the experimental group. The last activity of the treatment was post-test measurement using Self- Discipline Scale (SDS) for both groups, both experimental and control groups. The main characteristics of this research are: (1) research subjects include experimental group and control group; (2) Research subjects were given Pre-test and Post-test, (3) subjects were chosen based on the results of Self-Discipline Scale (SDD) score, which was low, then each group determined by draw (4) Research subjects in the experimental group were given treatment with Cognitive Self-Instructional Training Modeling, while the control group is not given the same treatment but using conventional method that is effective group discussion which usually done by counseling teacher/counselor in school. By filling the Self Discipline Scale (SDS), there were 16 students with low self-discipline of 303 students, as shown in Table 1. http://www.iaeme.com/IJMET/index.asp 820 editor@iaeme.com
Agung Kesna Mahatmaharti, Diah Puji Nali Brata, Muh. Barid Nizarudin Wajdi Tabel 1 Results of Self-Discipline Scale Filling (SDS) No Score Self Discipline Category Total Learners 1 73 – 120 High 287 2 24 – 72 Low 16 Total 303 Table 1 shows the results of Pre-test scores of learners belonging to the category of low self-discipline who became the subject of the study. The selected subjects were then divided into two groups randomly into the experimental group and the control group by lot (Creswell, 2010: 238). 2.1. Self-Discipline Scale (SDS) The instrument of data collection in this research is Self Discipline Scale, where this instrument developed to know the level of self-discipline learners, either experiment group or control group. SDS is given before and after the intervention. SDS was developed by [4], [6]– [9], [27] and the theory of each indicator, self regulation [13], self-control[28], and delay of gratification[29]. All the theories are developed into a grid and are further interpreted in the Self-Discipline Scale (SDS). 2.2. Research Procedures This research procedure is a series of activities as a reference in completing a study. The research procedure is like in the following figure. In accordance with Figure 2, the research process is carried out in three stages: (1) the research subject selection stage, (2) the intervention stage, and (3) the final stage ie post-test to the data analysis. Here is a detailed description of the research stages. Figure 2 Implementation Procedure http://www.iaeme.com/IJMET/index.asp 821 editor@iaeme.com
Cognitive Modeling Effect: Enhancing Student Self Discipline Through Self Instructional Training 1. Research Subject Selection Stage Activities undertaken at this stage is to measure the level of self-discipline learners who then learners with low self-discipline set as research subjects. Furthermore, the process of division of learners into the experimental group and the control group by means of a lottery, each group of eight people. 2. Intervention Stage This stage is the stage of implementation of the intervention. For the experimental group, the Cognitive Modeling Self Instructional Training has conducted six meetings per 60 minutes and in one week two meetings were held. Self Cognitive Cognitive Modeling Training includes 7 core stages: (1) Treatment Rational); (2) Model of task and Self Guidance; (3) Overt External Guidance; (4) Overt Self Guidance; (5) Fade Overt Self Guidance; (6) Covert Self Guidance; (7) Homework and Follow up. Control group according to figure 2 to meet ethical aspect, then given the conventional method with effective group discussion because the method has been used by teachers of counselling guidance/counsellor in school. The meeting was held six times, each meeting was 60 minutes and held 2 meetings in one week. The execution phase of each meeting includes the opening, the core stage discussing the topic, and the cover. Topics, timing and discussion material ineffective group discussions are conditioned to have similarities with the experimental group. 3. Final Stage Both the treatment group and the control group were evaluated by post-test, followed by data analysis. 2.3. Testing Statistics This study used a covariance analysis used as an analytical tool to test the effect of Cognitive Self Instructional Training Modeling on low self-discipline of junior high school students. Covariance analysis is an analysis that combines between comparative test (anava) and correlation test (regression)[30]. This study compared and predicted simultaneously changes in self-discipline scores on pre-test and post-test between experimental groups with Cognitive Modeling Self-Instructional Training and control group interventions with conventional methods. The covariance analysis in this study was done by fulfilling the prerequisite of covariance analysis, ie no interaction between group with pre-test value or in other words pre- test score of both equal groups.[26]. 3. RESULT AND DISCUSSION 3.1. Test Result of Covariance Analysis The results of hypothesis testing presented is the result of testing the effect of Cognitive Self Instructional Training Modeling of self-discipline learners. In accordance with the research design, the hypothesis is that there is a cognitive modelling effect of self-instructional training on self-discipline learners. Hypothesis testing was performed using covariant statistical analysis (Ankova). Prior to hypothesis testing, a correlation test between covariance (pre-test) with the dependent variable (post-test) and interaction test between covariance (pre-test) and independent variable (treatment group) Covariance Correlation Test (Pre-Test) with Post-Test Variable The following results show the correlation test between covariance (pre-test) with the dependent variable (post-test). The basis of the test using the value of significance, ie if the value of correlation significance is less than alpha 0.050 means there is a significant correlation between pre-test and post-test, then the covariance analysis can proceed. http://www.iaeme.com/IJMET/index.asp 822 editor@iaeme.com
Agung Kesna Mahatmaharti, Diah Puji Nali Brata, Muh. Barid Nizarudin Wajdi Tabel 2 Correlation test N Pearson Correlation Sig (2-tailed) Pre-test 8 0.509 0.044 Post-test 8 Result of correlation test between covariance (pre-test) with dependent variable (post-test) got correlation value 0,509 with significance value equal to 0,044 less than alpha 0,050 so condition there is correlation between covariance (pre-test) with dependent variable (post- test). This means that the correlation shows that there is a causal relationship which is a strong reason to use a pre-test score as a covariate (control variable) Interaction Test between Covariance (Pre-Test) with Free Variable (Treatment Group) The following test results of interaction between covariance (pre-test) with independent variables (treatment group) Basic test using significance value, that is if the value of correlation significance more than alpha 0.050 means there is a significant interaction between pre-test and post-test, then Covariance analysis can proceed. Table 3 Interaction Test Group Df Mean F Sig Group 1 0.183 0.007 0.933 Pretest 1 158.438 6.354 0.027 Group*Pre-test 1 2.084 0.084 0.777 Dependent variable: post-test The result of interaction test between covariance (pre-test) with independent variable (treatment group) obtained F value equal to 0,084 with significance value equal to 0,777 bigger than alpha 0,050 so there is no interaction between covariance (pre-test) with independent variable (treatment group) . It shows that there is no correlation between the pre- test score and the type of treatment to be administered. 3.2. Hypothesis testing Here is presented the results of hypothesis testing using covariance analysis. The acceptance or rejection of the hypothesis is based on the p-value or significance value (sig.) Compared with the 5% alpha value (0.050). If p-value is greater than alpha, then null hypothesis (H0) is accepted, and if p-value is less than alpha, then the research hypothesis (H1) is accepted. So the results of the hypothesis can be described as follows. H0 : There is no Cognitive Modeling effect of Self Instructional Training against self- discipline learners H1 : There is a Cognitive Modeling effect of Self Instructional Training against self- discipline learners Tabel 4 Anakova Test Group df Mean F Sig % Group 1 569.155 24.557 0,000 65,4% Pretest 1 236.576 10.207 0,007 44,0% Dependent variable: post-test Table 4 shows the results of Anakova testing that there are different post-test scores between group A ie the experimental group who received the Cognitive Modeling Self Instructional Training model and group B as a significant control group. The result obtained a value of F count 24,557 and value of significance 0.000 less than alpha 0,050 so there is a http://www.iaeme.com/IJMET/index.asp 823 editor@iaeme.com
Cognitive Modeling Effect: Enhancing Student Self Discipline Through Self Instructional Training significant difference. Thus there is the effect of Cognitive Self Instructional Training Modeling on self-discipline learners. The ability of self-instructional model of Self Instructional Training Cognitive method of self-discipline improvement in this research is 65.4 percent. So it can be concluded that the hypothesis of research (H1) that there is effect Cognitive Self Instructional Training Modeling of self-discipline learners accepted. The results of the calculation of covariance analysis are presented in the attachment. The results of hypothesis testing showed that there is a Cognitive Modeling Self Instructional Training to the discipline of the counselee has been proven empirically. Appropriate it is evident that the counselee who received treatment Cognitive Modeling Self Instructional Training proved to increase. These findings are in line with theories of cognitive psychology, constructive theory, and social cognitive theory as well as prior supportive research. Kendall & Braswell [31] in his research stated that Cognitive Modeling Self Instructional Training effect effective on cognitive behaviour change in the form of self- control in children aged 8-12 years. In the same year, opinion is reinforced by research Kazdin & Mascitelli (1982), which reveals that using Cognitive Modeling Self Instructional Training openly about social skills counselees change significantly after receiving treatment. The effect of such treatment leads the client to feel skilled in social situations. The results of the Meichenbaum & Goodman [24]study tested the reliability of Cognitive Modeling Self Instructional Training method against a significant reduction in impulsive behaviour. The study amounted to 15 subjects who each group as many as 7-8 people. The reliability of Cognitive Modeling Self Instructional Training is supported by the opinion of Bryant & Budd (1982) which states that the procedures in Cognitive Modeling Self Instructional Training are designed to enhance individual self-control through verbal statements that encourage, guide and defend non-verbal actions. Self Instructional Training as a technique to change the behaviour of the use and utilize self-talk and self-verbalization to explore the ability of self-built potential leads to grow and develop the discipline itself. Counselee by way of writing negative thoughts with negative words that exist on him with poured in a self-guidance sheet. Then the counselee is asked to turn those negative thoughts into positive thought thoughts in positive sentences that begin with asking themselves. Then answer the questions with the plan to be done, guide yourself, focus on positive plans and expectations, evaluate and strengthen yourself. It is poured from the thought mind into writing (in self-guidance). Next with a composed power delivered through talking to yourself. This is the strength of the counselling process is the ability of counselees to govern themselves with self-talk and self-verbalization. The end result of the formation of self-discipline that the counselee can complete the task. In the context of this research is the formation of self-discipline counselees in directing themselves to change themselves in order to obtain the effective consequences of the environment. So, in the end, the counselee can change his mind to be positive and at the same time can direct his behaviour more effectively. The counselee is in the Formal Operation period (age 11 years to adulthood). According to [33] on cognitive psychology, this stage is characterized by abstract thinking ability, logical reasoning and drawing conclusions from existing information. That period, a counselee has been able to think abstractly, make logical reasoning and draw conclusions from various information available on the environment. So that the connection with self-discipline, then the counselee can direct, organize and control himself and make decisions regarding his attitude and behaviour based on information he received[34]. In accordance with Slavin [16]on constructivist theory, counsellors who have attended group counselling with Cognitive Modeling Self Instructional Training, individually consciously discover and freely find and transform complex information, check new http://www.iaeme.com/IJMET/index.asp 824 editor@iaeme.com
Agung Kesna Mahatmaharti, Diah Puji Nali Brata, Muh. Barid Nizarudin Wajdi information on existing rules. Similarly, Santrock [23] explains that constructivism is an approach that emphasizes study counselees well if they actively construct knowledge and understanding. It is proved by being able to construct the knowledge and understanding that poured in Homework in the form of self-reflection task at each end of core meeting in Cognitive Modeling Self Instructional Training activities[35]. Based on the description of the effectiveness of Cognitive Modeling Self Instructional Training on self-discipline mentioned above, it can be concluded that the method of Cognitive Modeling Self Instructional Training is proven to effectively improve self-discipline counselee through a cognitive approach that can construct the minds of learners through aspects of the aspect of the delay of gratification, self-control, and self-regulation. Aspects of self-discipline aspect is a potential counselee who will accompany the development of his character. It is certainly done continuously as an internalization effort. Counselee with a character who has high self-discipline appears in the manifestation of his behaviour. So that behaviour will indirectly affect the achievement of academic achievement that will lead the counselee to achieve success 4. CONCLUSIONS The conclusion of this research is the effect of Cognitive Modeling Self Instructional Training on the self-discipline of students in Junior High School. The effect is seen from the improvement of Self-Discipline Scale score (SDS) learners before and after getting treatment of Cognitive Modeling Self-Instructional Training. This is because the Cognitive Modeling Self Instructional Training aims steps to increase students' personal awareness by turning negative thoughts into positive thoughts. In addition, the Cognitive Modeling Self- Instructional Training is accompanied by the freedom to conduct self-guidance outside the session and the learners are able to make self-reflection as expected. Based on the above description, it is stated that Cognitive Modeling Self-Instructional Training is effective in improving self-discipline of learners that will impact on the increase of academic achievement REFERENCES [1] B. W. Taylor, Classroom Discipline: A System for Getting the Administration to See Discipline Problems Your Way. ERIC, 1987. [2] L. Kohlberg, “Essays on moral development: The philosophy of moral development (Vol. 1),” San Fr. Haper Row, 1981. [3] D. K. Parker, “Menumbuhkan Kemandirian dan Harga Diri Anak,” Jakarta: Prestasi Ustakarya, 2005. [4] A. K. Mahatmaharti, “Group Counseling As A Communication Strategy In Build Self- Discipline And Self-Efficacy For PLWHA,” ADRI Int. J. Couns. Educ., vol. 1, no. 1, pp. 13–17, 2017. [5] K. H. Banks, J. L. Singleton, and L. P. Kohn‐Wood, “The influence of hope on the relationship between racial discrimination and depressive symptoms,” J. Multicult. Couns. Devel., vol. 36, no. 4, pp. 231–244, 2008. [6] A. L. Duckworth and M. E. P. Seligman, “Self-discipline gives girls the edge: Gender in self-discipline, grades, and achievement test scores.,” J. Educ. Psychol., vol. 98, no. 1, p. 198, 2006. [7] R. Sasson, “Willpower and Self Discipline,” New York SC Pub, 2003. [8] A. Adini, O. Fainaru, T. Udagawa, K. M. Connor, J. Folkman, and R. J. D’Amato, “Matrigel cytometry: a novel method for quantifying angiogenesis in vivo,” J. Immunol. Methods, vol. 342, no. 1–2, pp. 78–81, 2009. http://www.iaeme.com/IJMET/index.asp 825 editor@iaeme.com
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