Empowering Students: Examining the Effectiveness of Taʻlīm Mutaʻallim Group Guidance

Abstract

The field of education is dedicated to exploring the principles and ideals of excellence in the pursuit of knowledge. These principles offer insights into the rules and standards guiding knowledge acquisition, ensuring that the knowledge obtained benefits individuals. Therefore, this study aimed to analyze the effectiveness of taʻlīm mutaʻallim module in enhancing students’ self-confidence in group guidance. Sampling was conducted using both random and purposive random sampling methods. Subsequently, a quantitative method was used to perform the exploration by applying a quasi-experimental method with 27 students from Madrasah Aliyah Muallimat NW Pancor in Lombok, Indonesia. The students were categorized into two groups, and the study design incorporated the administration of pretest, the implementation of treatment, and the administration of posttest. The treatment consisted of seven meetings where participants received a module designed to internalize taʻlīm mutaʻallim values, with the aim of improving self-confidence in group guidance. Additionally, the collected data were analyzed using descriptive data analysis, paired sample t-test, and effect size analysis. The results of hypothesis testing showed that the t-value was 9.607, with a significance level of 0.001 (<0.05), demonstrating the effectiveness of taʻlīm mutaʻallim group guidance module in increasing self-confidence. In summary, the results suggested that internalizing "taʻlīm muta'allim" was an effective method for enhancing students' self-confidence in group guidance. Furthermore, the module was considered suitable for use by school counselors in group guidance services to increase self-confidence.

Keywords

• group guidance
• self-confidence of adolescent
• school counselor
• taʻlīm muta’allim