Peningkatan konsentrasi belajar melalui regulasi perhatian terstruktur: studi pra-eksperimental bimbingan kelompok teknik talking chip pada siswa sekolah menengah atas

  • Fajar Rahmat Jaelani 
    Universitas PGRI Semarang
    Indonesia
  • Suhendri
    Program Studi Bimbingan dan Konseling, Fakultas Ilmu Pendidikan, Universitas PGRI Semarang, Semarang, Indonesia
    Indonesia
  • MA Primaningrum Dian Marthaningtyas
    Program Studi Bimbingan dan Konseling, Fakultas Ilmu Pendidikan, Universitas PGRI Semarang, Semarang, Indonesia
    Indonesia

Abstract

Konsentrasi belajar melibatkan kemampuan memusatkan dan mempertahankan perhatian, mengendalikan distraksi, mengatur strategi belajar, memahami instruksi, serta terlibat aktif dalam pembelajaran. Penelitian ini bertujuan menganalisis perubahan konsentrasi belajar setelah siswa mengikuti bimbingan kelompok dengan teknik Talking Chip. Penelitian menggunakan pendekatan kuantitatif pra-eksperimental dengan desain satu kelompok tes awal-tes akhir. Uji coba instrumen melibatkan 32 siswa; sebanyak 34 dari 48 butir memenuhi kriteria validitas dan skala akhir memiliki reliabilitas Cronbach's alpha sebesar 0,872. Dari 119 siswa yang mengikuti penyaringan awal, 10 siswa dipilih secara purposif untuk mengikuti enam sesi intervensi. Rata-rata skor meningkat dari 82,80 (SD = 16,56) menjadi 108,00 (SD = 8,77), dengan rata-rata peningkatan 25,20 poin. Seluruh peserta menunjukkan skor tes akhir yang lebih tinggi. Karena skor selisih tidak berdistribusi normal (Shapiro-Wilk p = 0,045), pengujian dilakukan menggunakan uji peringkat bertanda Wilcoxon. Hasil menunjukkan perbedaan yang signifikan (W = 0; p eksak dua sisi = 0,002) dengan ukuran perubahan berpasangan r = 0,887. Temuan ini memberikan bukti awal bahwa struktur giliran bicara, pemantauan diri, dan refleksi dalam teknik Talking Chip berpotensi mendukung regulasi perhatian akademik. Namun, hasil hanya berlaku pada kelompok yang diteliti dan belum dapat diperlakukan sebagai bukti kausal karena tidak adanya kelompok kontrol, ukuran sampel kecil, dan kemungkinan pengaruh pengukuran berulang.

Keywords
  • Konsentrasi belajar
  • Kontrol perhatian
  • Regulasi diri dalam belajar
  • Bimbingan kelompok
  • Talking chip
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