Experiential learning theory (ELT)-based classical guidance model to improve responsible character

Juster Donal Sinaga(1), Kristina Betty Artati(2),
(1) Universitas Sanata Dharma
(2) Fransiskus Junior High School, Tanjung Karang

Corresponding Author
Copyright (c) 2017 Juster Donal Sinaga, Kristina Betty Artati

DOI : https://doi.org/10.23916/008621833-00-0

Full Text:    Language : en

Abstract


This research aims to: (1) determine the improvement of responsible character of students before and after experiencing character education based on classical guidance service using Experiential Learning Theory (ELT) approach; (2) determine the effectiveness of character education based on classical guidance service ELT approach. This is a quantitative study using pre-experimental One-Group Pretest-Posttest Design. The data collection used Responsible Character Questionnaire with reliability 0.788 in Alpha Cronbach. Subjects in this study were 30 students of class VII A batch 2014-2015 in Kanisius Junior High Schools, Yogyakarta. The results of the study show that: (1) there is an improvement in responsible character of students before and after experiencing seen from the score distribution in each category and from the average score; (2) based on the t-test, there is a significant improvement in the students' responsible character in the Sig. value of (2-tailed) (0.001)<(0.05). Therefore, the implementation of classical guidance service using ELT approach is effective in improving the students' responsible character.


Keywords


Experiential Learning Theory; Classical Guidance; Responsible Character.

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