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JURNAL

SOSAINS

JURNAL SOSIAL DAN SAINS

VOLUME 4 NOMOR 2 2024

P-ISSN 2774-7018, E-ISSN 2774-700X

THE EFFECTIVENESS OF GROUP GUIDANCE SERVICES USING

SIMULATION TECHNIQUES TO IMPROVE STUDENT

INTERPERSONAL COMMUNICATION

Ahmad Ustomi

, Muhammad Nur Wangid

, Setyoningsih Dyah Winarsih

1,2

Universitas Negeri Yogyakarta, Indonesia

Universitas PGRI Yogyakarta, Indonesia

Email: ahmadustomi.2022@student.uny.ac.id

Keywords:

Group Guidance,

Simulation

Technique,

Interpersonal

Communication

ABSTRACT

Background: Communication requires a reciprocal relationship between the delivery of

the message and the recipient. In the family, school and social environment, individuals

really need communication to support their daily activities.

Purpose: This study aims to test the effectiveness of simulation technique group

guidance to improve interpersonal communication of grade VII students of Mataram

Kasihan Bantul Junior High School for the 2021/2022 Academic Year.

Method: This research use a pre-experimental type quantitative experiment method

with a one group pretest-posttest design. The data collection method used a

questionnaire with a population of 99 students in class VII B, VII C and VII E. While

the sample in this study took 12 students from the population using purposive sampling

techniques, and the data analysis technique of this study used paired simple t-test

analysis.

Results: Based on the results of the paired simple t-test analysis, the average pretest

result = 72.00 and the average posttest result = 89.83, which means that there is an

average increase of 17.83. While the value of t = 24.908 with a sig value. (2 tailed) =

0.000 which means < 0.05. Thus Ha is accepted, meaning that there is a positive and

significant influence so that the provision of group guidance services for effective

discussion techniques to improve interpersonal communication of grade VII students at

Mataram Kasihan Bantul Junior High School for the 2021/2022 Academic Year.

Conclusion: The results of this study indicate that the provision of group guidance

services using simulation techniques is effective for improving interpersonal

communication for class VII students of Mataram Kasihan Middle School, Bantul,

2021/2022 Academic Year. Based on the results of the t-test analysis, the alternative

hypothesis (Ha) is accepted, meaning that there is a positive and significant influence

regarding the provision of group guidance services using simulation techniques to

improve interpersonal communication for class VII students of SMP Mataram Kasihan

Bantul Academic Year 2021/2022.

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INTRODUCTION

Communication is one of the basic human activities. With human communication

can exchange information, convey messages, and solve problems. Latifah, Ngalimun,

Setiawan, & Harun, (2020) argues that "communication is an attempt to convey messages,

information, thoughts, ideas, and opinions carried out by a person or group of other people

both verbally and indirectly. Communication requires a reciprocal relationship between the

delivery of the message and the recipient. In the family, school and social environment,

individuals really need communication to support their daily activities. For example, at

school, interaction between school members definitely requires communication such as

during teaching and learning activities, flag ceremonies, buying food in the canteen, and so

on. Nofrion, (2018) states that the indicators most often used to classify communication

based on context are the number of participants involved and the level of communication.

When viewed from the level of communication, it consists of interpersonal communication,

group communication, organizational communication and mass communication.

Meanwhile, Edi Suyanto, (2016) suggests that "communication that is often carried out

within organizations or outside organizations is mostly interpersonal (interpersonal

communication) or in groups (group communication).

Miller in Edi Suyanto, (2016) distinguishes between interpersonal communication

and other communications in that participants in interpersonal communication base their

perceptions and reactions on the unique psychological characteristics of each individual.

Whereas in non-interpersonal communication the information known to the participants

involved is cultural or sociological (group membership). This was also expressed by Gary

Syarwani, Mahyudin, & Mahreda, (2016) who argues that "interpersonal communication

is centered on the quality of information exchange between participants who have unique

personalities, feel, are useful, are able to choose and self-reflect". Therefore, based on the

forms of communication, their effectiveness, and the character of communication,

interpersonal communication or interpersonal communication is the most appropriate to

study and integrate in the field of education, especially in the school environment.

(Latifah et al., 2020) "interpersonal communication is the process of conveying

messages between two people or small groups directly, both verbal and nonverbal messages

so as to get direct feedback". Meanwhile, according to Mulyana states that Doni, Breuing,

& Pieper, (2020) interpersonal communication is "communication between people face to

face, which allows each participant to capture the reactions of other people directly, either

verbally or nonverbally, interpersonal communication has two actors or in groupsmall scale

involving several people, in the process the message of communication is conveyed by the

communicator with specific aims and objectives.

Communication indicators are said to be effective if there is a careful understanding

of the message as intended by the communicator. Communication can also create a happy

atmosphere, the communication process is not only successful in conveying information, it

can also take place in a pleasant atmosphere for both parties Jalaluddin in (Bahri, 2018). In

fact, the purpose of communication is not just a message transaction, but also intended for

pleasant interactions with each other to foster good relationships between individuals.

The Effectiveness of Group Guidance Services Using

Simulation Techniques to Improve Student

Interpersonal Communication

2024

Ahmad Ustomi, Muhammad Nur Wangid, Setyoningsih Dyah Winarsih

126

The existence of the covid-19 pandemic requires students to adapt to the online

learning system so that new habits emerge such as using the mediaWhatsapp, Zoom,

Google Classroom or other media. Based on observations at the Mataram Kasihan Middle

School, not a few students complained when adapting to online learning. Students feel they

do not understand the subject matter because indirectly they have to study independently,

some students are constrained by facilities such as cellphones that have to take turns with

their parents, signal difficulties, no internet quota and so on. The complexity of the impact

of online learning affects interpersonal communication and interaction between students,

many of them do not know their classmates because they have never met face to face, are

passive during discussions, feel inferior with classmates and others. One solution to this

problem, especially in the field of guidance and counseling, is to optimize group guidance

services. According to Romlah, (2006) defines that "group guidance is a process of

providing assistance to individuals through a group atmosphere that allows each member

to actively participate and share experiences in efforts to develop insights, attitudes and or

skills needed in efforts to personal development".

The purpose of group guidance in general aims to help individuals who experience

problems through group procedures and develop the personality of each member of the

group. While specifically aimed at training individuals to dare to express opinions in front

of other individuals, training individuals to be open-minded in groups, fostering familiarity

with other individuals, training individuals to have tolerance for others, training individuals

to acquire social skills, and assisting individuals in recognizing Andunderstand oneself in

relation to others Prayitno in (Fadilah, 2019). Another opinion was expressed by Folastri

& Rangka, (2016) that the goals to be achieved by group members through group guidance

services include learning to understand themselves and others, finding various possible

ways to deal with developmental problems and efforts to resolve certain conflicts,

increasing the ability to control self, independence, and responsibility to oneself and others.

The implementation of group guidance must pay attention to the stages so that it is

structured and directed. Each stage does not stand alone but is a unified whole with the

other stages. According to Ikhwan, (2017) the first stages of implementing group guidance

are the formation stage, the aspects that will be achieved at this stage are the introduction

and disclosure of goals, building togetherness of group members and developing an open

and comfortable group atmosphere so that members want to open up and express their ideas

. Second, the transitional stage where after the group atmosphere is formed, the group has

started to grow. However, before entering the core activities, a transitional stage is needed

to bridge them. The goal is that group members are free from feelings and attitudes of

reluctance, doubt, embarrassment or distrust of each other to enter the next stage, establish

a group atmosphere and togetherness, and ensure interest in participating in group

activities. The third is the activity stage, the purpose of this stage is to reveal freely the

problems or topics that members feel, think and experience. Discussed issues and topics

raised. And members who are actively dynamic in discussions both concerning elements

of behavior, thoughts, and feelings. The fourth stage of termination, the essence of this

stage is assessment and follow-up.

Researchers chose the simulation technique in this study because it is more effective

and has a large impact on students so that it can be optimal in developing interpersonal

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communication skills. According to Wahab Bruzzone et al., (2014) suggests that

"simulation play is a teaching technique in which students assume a special role as decision

makers, act as if they are involved in certain situations and compete to achieve certain goals

according to specific rules that have been set”

Meanwhile, according to Adams Lia, (2023) states that "a simulation game is a game

that reflects situations that exist in real life and these situations are always modified". In

this case the game in the situation is modified with the aim that it is not too complex and

not too simple. During implementation, if it is too complex, the players will be less daring

to play it, conversely, if it is too easy, the players will get bored quickly.

The objective of the simulation game is divided into direct and indirect objectives.

According to Abimanyu and Purwanto Rahayu, (2017) "direct objectives aim to train

certain skills both professional and for everyday life, to gain an understanding of a concept

or principle, and to practice problem-solving exercises". The indirect goals are to increase

learning activities by involving students in studying situations that are almost similar to

actual events, providing motivation to learn, training students to work in groups more

effectively, cultivating students' creative power, and training students to understand and

appreciate opinions and roles. others. The objective is indirectly the effect or influence of

the implementation of the simulation that accompanies and arises from students.

According to Romlah, (2006) the steps in forming a simulation game begin with

examining the dominant problems experienced by students, especially those concerning the

personal, social, learning and career fields. Then formulate the goals to be achieved with

the game. Next, make a list of the sources used to help complete the topic to be

implemented. After that choose a situation in real life related to student life. Then create a

model or scenario from the selected situation. Then identify the people who will be

involved in the game and make simulation game tools.

The advantages of simulation techniques were stated by Ikhwan, (2017) that with

simulation techniques students can carry out social interaction and communication in their

groups, student activity is quite high in learning so that they are directly involved in

learning, can familiarize students with understanding social problems (an implementation

of learning contextual based). Besides that, it can also foster positive personal relationships

and awaken imagination, foster communicative relationships and work together in groups.

Meanwhile, Taniredja, Faridli, & Harmianto, (2015) points out the advantages of the

simulation method including being fun so that students are naturally encouraged to

participate, encouraging teachers to develop simulation activities, allowing experiments to

take place without the need for an actual environment, visualizing abstract things, not

requiring skills. complex communication, allows interaction between students, generates

positive responses from students who are slow, less competent, and less motivated, and

trains critical thinking because students are involved in process analysis, simulation

progress

Although there are many advantages of the simulation game technique, this method

also has weaknesses that should not be ignored. The weaknesses of the simulation game

technique according to Ricardianto, Nasution, Naiborhu, & Triantoro, (2020) include

requiring quite a lot of time, relying heavily on student activities, tending to require the use

of learning resources, experience gained through simulations is not always appropriate and

The Effectiveness of Group Guidance Services Using

Simulation Techniques to Improve Student

Interpersonal Communication

2024

Ahmad Ustomi, Muhammad Nur Wangid, Setyoningsih Dyah Winarsih

128

in accordance with reality, poor management can only be used as a tool. entertainment only

so that learning objectives become neglected, psychological factors often affect students in

conducting simulations.

These advantages and disadvantages need to be understood if you are going to apply

simulation game techniques so that educators can consider and plan the implementation of

simulation techniques in an appropriate manner and purpose. By knowing the weaknesses

of this technique, educators can minimize distractions or obstacles in implementing

simulation game techniques. Weaknesses can be overcome by understanding the conditions

that will be created, knowing the characteristics of each student, and the suitability of

selecting the issues to be raised.

RESEARCH METHODS

This study uses a quantitative method of experimental type with the design used is

one group pretest-posttest (Ball, 2021). So the experimental group was given treatment

with a simulation technique group guidance service. First measurement (pretest) conducted

to determine the condition of the sample before being given treatment, namely the low

interpersonal communication of students. Then the second measurement (post- tes) given

group guidance services with simulation techniques to determine the increase in students'

interpersonal communication after being given treatment. Edi Suryadi 2019 describes the

designone grup pretest-posttest as follows:

Table 1. Research Design One Grup Pretest-Posttest

Pre-test

Treatment

Post-test

The population in this study were all grade VII students of SMP Mataram Kasihan

Bantul for the 2021/2022 academic year, totaling 99 students consisting of students in

grades VII B, VII C, and VII E. The sample used in this study was selected based on certain

criteria included in the In the category of low and medium interpersonal communication,

there were 12 students from VII B, VII C, and VII E classes.

The sampling technique used is purposive sampling. Ma'ruf Abdullah 2015 stated

that "sampling with techniques purposive sampling The aim is quite good because it is in

accordance with the researchers' own considerations so that the data is collected and meets

the minimum number requirements in the sampling technique. This is in accordance with

the reality at the research site where sampling as a research subject is based not only on the

analysis of the research instrument (questionnaire) but also on consideration of student

behavior at school and recommendations from the guidance counselor.

Data collection techniques and research instruments used interpersonal

communication questionnaires. The questionnaire consists of 5 aspects of effective

interpersonal communication. While the data analysis technique used is the normality test

using the test Shapiro Wilk, homogeneity test using test Levene, and test the hypothesis

used in this study using the paired sample test.

RESULTS AND DISCUSSION

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Implementationtreatment in this study as many as 3 stages using the simulation

technique group guidance service. implementationtreatment using RPL guidelines (Service

Implementation Plan) at each stage. As for the execution timetreatment as follows:

Table 2. Implementation Time Treatment

No.

Time

Information

Thursday, May/12/2022

Try out angket

Wednesday, May/18/2022

Pre-test

Wednesday, May/25/2022

Treatment 1

Thursday, June/02/2022

Treatment 2

Tuesday, June/14/2022

Treatment 3 dan Post-test

Frequency distribution on the use of group guidance services simulation game

techniques to improve students' interpersonal communication before and aftertreatment

will be described through categories classified into low, medium and high. Categorization

is done to place individuals into separate groups in stages based on the attributes being

measured. The score categories and assessments of students' interpersonal communication

levels are as follows:

Tabel 3. Score Categori

Intervals

Categori

21 ≤ x < 49

Low

49 ≤ x < 77

Currently

77 ≤ x < 105

High

Ability Communication Interpersonal Before Of Give Simulation

Technique Group Guidance Treatment

Preliminary research data obtained based on the resultspre test where the research

subject has not been giventreatment. Resultspre test research on class VII B, VII C, and

VII E with the number of respondents who filled out a questionnaire as many as 83 students,

there were 24 students with a low level of interpersonal communication category, and 59

students with a high level of interpersonal communication. Of the 24 students in the

moderate category, 12 students were selected using the techniquepurposive sampling. As

for the resultspre test The 12 students who were the subject of the study were as follows:

Table 4. Results Pre Test Interpersonal Communication Questionnaire

No.

Initial

Class

Pre test

Result

Category

A.R.E.

VII B

High

A.F.A.

VII B

High

D.R.

VII B

High

I.A.T.

VII B

High

R.I.P.

VII C

High

W.S.

VII C

High

A.N.A.

VII C

High

I.K.M

VII C

High

A.T.E.

VII E

High

A.S.R.

VII E

High

J.N.A.

VII E

High

S.A.F.

VII E

High

As for the results posttest the subjects were ARE with a score of 90, AFA with a

score of 89, DR with a score of 91, IAT with a score of 87, RIP with a score of 93, WS

with a score of 91, ANA with a score of 88, IKM with a score of 96, ATE with a score of

89, ASR with score of 89, JNA with a score of 88, and SAF with a score of 87. Based on

the table, out of 12 students who gottreatment all experienced an increase in the level of

interpersonal communication which was initially in the moderate category, after being

giventreatment Student simulation technique group guidance services fall into the high

category.

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Differences in Interpersonal Communication Skills Before and After Being Given the

Simulation Technique Group Guidance Treatment

Comparison of score resultspretest and the posttest below aims to find out whether

there is a difference or not between the resultspretest andposttest. In the graph below it can

be seen that the resultsposttest increased from the previous results. The following is an

overview of the results of the score on the student interpersonal communication scale

pretest and posttest.

Figure 1. Scale Score Results Pretest and Posttest

Based on the graphic image above, it can be seen that the students' interpersonal

communication before treatment fall into the category of being and aftertreatment in the

form of group guidance services with simulation techniques, the level of student

interpersonal communication increases. This statement can be interpreted that the

simulation technique group guidance service is effective for improving interpersonal

communication in class VII students of Mataram Kasihan Middle School, Bantul,

2021/2022 Academic Year.

T Test Results

Test paired sampel t-test used to compare the difference between the two means of

two paired samples assuming the data is normally distributed. Paired samples come from

the same subject where each variable is taken in different situations and circumstances.

Decision making if the significance value (2-tailed) <0.05 then indicates a difference

between the initial variable and the final variable so that there is a significant effect on the

difference in the treatment given to each variable. The summary of the data from the paired

t-test results can be seen in the following table:

Tabel 6. Mean Pre Test dan Post Test

Paired Samples Statistics

Mean

Std.

Deviation

Std. Error

Mean

Pair 1

Pre test

72.00

1.651

.477

Post test

89.83

2.623

.757

Based on the table above shows that there is an average difference between pre test

and post test. Rate-ratepre test before given treatment of 72.00 while the average post test

once given treatment of 89.83. The average difference between students' interpersonal

communication questionnaire data before and aftertreatment of 17.83. Further more paired

T test Result the following results are obtained:

The Effectiveness of Group Guidance Services Using

Simulation Techniques to Improve Student

Interpersonal Communication

2024

Ahmad Ustomi, Muhammad Nur Wangid, Setyoningsih Dyah Winarsih

132

Tabel 7. Paired T-Test Result

Paired Samples Test

Paired Differences

Sig. (2

tailed

)

Mean

Std. Devia tion

Std. Error Mean

95% Confidence

Interval of the Difference

Lower

Upper

Pair

Pre test

2.480

.716

.000

- Post

17.833

19.409

16.257

24.908

test

Based on the results of the t test analysis, the t value is 24.908 with a sign value. (2

tailed) of 0.000. T test with sign criteria. (2 tailed) <0.05, the proposed hypothesis is proven

and significant. Thus the alternative hypothesis (Ha) in this study which reads "Group

guidance of an effective simulation technique to improve interpersonal communication for

class VII SMP Mataram Kasihan Bantul Academic Year 2021/2022" is accepted.

CONCLUSION

The results of this study indicate that the provision of group guidance services using

simulation techniques is effective for improving interpersonal communication for class VII

students of Mataram Kasihan Middle School, Bantul, 2021/2022 Academic Year. Based

on the results of the t-test analysis, the alternative hypothesis (Ha) is accepted, meaning

that there is a positive and significant influence regarding the provision of group guidance

services using simulation techniques to improve interpersonal communication for class VII

students of SMP Mataram Kasihan Bantul Academic Year 2021/2022.

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