Student independence in overcoming the impact of COVID-19: classical online guidance based on character values

Hera Heru Sri Suryanti, Slamet Riyadi University, Indonesia
Sri Hartini, Universitas Slamet Riyadi, Indonesia
Ferisa Prasetyaning Utami, Universitas Slamet Riyadi, Indonesia


Independence is an individual's ability to face, accept, and find solutions to solve problems without harming/incriminating other parties. The purpose of the study is to increase student independence in solving the problem of the impact of COVID-19 through online classical guidance based on character values. This research is experimental with a one-group pre-test-post-test experimental design. The research population was 190 FKIP students in Solo Raya. 48 samples were determined using purposive sampling, 20 students were selected from samples with low levels of independence. Data collection using self-reliance instrument questionnaires, observation, interviews, and documentation. Data analysis used non-parametric statistics with the Wilcoxon Signed Rank Test. The results showed that there was a significant difference in the pre-test and post-test scores of students' independence in overcoming the problem of the impact of COVID-19 obtained from the results of the Wilcoxon Signed Rank test, namely the value (p = 0.000) < 0.05, which means online classical guidance is based on character values. can increase student independence by overcoming problems with the impact of COVID-19.


student independence; the impact of COVID-19; classical online guidance; character values

Full Text:



Adams, A. (2011). the Need for Character Education. International Journal of Social Sciences and Humanity Studies, 3(2), 23–32.

Alonso-Stuyck, P., Zacarés, J. J., & Ferreres, A. (2018). Emotional Separation, Autonomy in Decision-Making, and Psychosocial Adjustment in Adolescence: A Proposed Typology. Journal of Child and Family Studies, 27(5), 1373–1383.

Andriati, N. (2015). Pengembangan Model Bimbingan Klasikal Dengan Teknik Role Playing Untuk Meningkatkan Kepercayaan Diri. Jurnal Bimbingan Konseling, 4(1), 36–42.

Arthur, J., & Carr, D. (2013). Character in learning for life: A virtue-ethical rationale for recent research on moral and values education. Journal of Beliefs and Values, 34(1), 26–35.

Becker-Weidman, E. G., Jacobs, R. H., Reinecke, M. A., Silva, S. G., & March, J. S. (2010). Social problem-solving among adolescents treated for depression. Behaviour Research and Therapy, 48(1), 11–18.

Bilqis, F., Taufiq, A., & Saripah, I. (2018). The Effectiveness Differences of Adlerian Group Play Counseling and Classroom Guidance Activity in Improving Interpersonal Attractiveness. PSIKOPEDAGOGIA Jurnal Bimbingan Dan Konseling, 6(2), 92.

Choi, N. G., Marti, C. N., Bruce, M. L., & Hegel, M. T. (2013). Depression in Homebound Older Adults: Problem-Solving Therapy and Personal and Social Resourcefulness. Behavior Therapy, 44(3), 489–500.

Cohen, L. (2007). Research Methods in Education. In Research Methods in Education.

Daddis, C. (2011). Desire for increased autonomy and adolescents’ Perceptions of peer autonomy: “everyone else can; Why can’t I?” Child Development, 82(4), 1310–1326.

Eagleton, S. G., Williams, A. L., & Merten, M. J. (2016). Perceived Behavioral Autonomy and Trajectories of Depressive Symptoms from Adolescence to Adulthood. Journal of Child and Family Studies, 25(1), 198–211.

Fajaria, D., Marjohan, M., & Sukmawati, I. (2013). Kemandirian Perilaku Peserta Didik dalam Pemilihan Jurusan dan Implikasinya terhadap Pelayanan Bimbingan dan Konseling. Konselor, 2(2), 11–14.

Farozin, M. (2012). Pengembangan Model Bimbingan Klasikal Untuk Meningkatan Motivasi Belajar Siswa Smp. Jurnal Cakrawala Pendidikan, 1, 143–156.

Fitriana, S. (2015). Pengaruh Efikasi Diri, Aktivitas, Kemandirian Belajar Dan Kemampuan Berpikir Logis Terhadap Hasil Belajar Matematika Pada Siswa Kelas Viii Smp Negeri. Journal of Educational Science and Technology (EST), 1(2), 86–101.

Fleming, M. (2005). Adolescent autonomy: Desire, achievement and disobeying parents between early and late adolescence. Australian Journal of Educational and Developmental Psychology, 5, 1–16.

Geltner, J. A., & Clark, M. A. (2005). Engaging Students in Classroom Guidance: Management Strategies for Middle School Counselors. Professional School Counseling, 9(2), 2156759X0500900.

Inguglia, C., Ingoglia, S., Liga, F., Lo Coco, A., & Lo Cricchio, M. G. (2015). Autonomy and Relatedness in Adolescence and Emerging Adulthood: Relationships with Parental Support and Psychological Distress. Journal of Adult Development, 22(1), 1–13.

Madjid, A., Sutoyo, D. A., & Shodiq, S. F. (2021). Academic procrastination among students: The influence of social support and resilience mediated by religious character. Cakrawala Pendidikan, 40(1), 56–69.

Makrifah, F. L., & Nuryono, W. (2014). Pengembangan Paket Peminatan dalam Layanan Bimbingan Klasikal untuk Siswa di SMP. Jurnal Bimbingan Dan Konseling, 4(3), 1–8.

Maunah, B. (2016). Implementasi Pendidikan Karakter Dalam Pembentukan Kepribadian Holistik Siswa. Jurnal Pendidikan Karakter, 1, 90–101.

Mulawarman, M., Susilawati, S., Syifa, L., & Rifani, E. (2020). Classroom guidance strategy with flipped method in guidance and counseling services at indonesia schools in the digital era. Islamic Guidance and Counseling Journal, 3(2), 61–74.

Pattaro, C. (2016). Character education: themes and researches. An academic literature review. Italian Journal of Sociology of Education, 8(1), 6–30.

Pristanti, N. A., & Farozin, M. (2018). Developing Needs Assessment Instrument On The Topic Of Classroom Guidance In Social Guidance And Counseling. Jurnal Psikologi Pendidikan Dan Konseling: Jurnal Kajian Psikologi Pendidikan Dan Bimbingan Konseling, 4(1), 47.

Rahmadani, A., & Mukti, Y. R. (2020). Adaptasi akademik, sosial, personal, dan institusional : studi college adjustment terhadap mahasiswa tingkat pertama. Jurnal Konseling Dan Pendidikan, 8(3), 159.

Reinecke, M. A., Dubois, D. L., & Schultz, T. M. (2001). Social problem solving, mood, and suicidality among inpatient adolescents. Cognitive Therapy and Research, 25(6), 743–756.

Rosidah, A. (2017). Layanan Bimbingan Klasikal untuk Meningkatkan Konsep Diri Siswa Underachiver. Jurnal Fokus Konseling, 3(2), 154.

Rusmana, N., Hafina, A., Siddik, R. R., & Nur, L. (2020). Self-esteem development of vocational high school students in Indonesia: Does group counseling with assertive training technique help? Cakrawala Pendidikan, 39(3), 573–582.

Silitonga, A. S., Sarjono, Y., Anif, S., Program, M., Magister, S., Pendidikan, M., Surakarta, U. M., Pengajar, S., & Muhammadiyah, U. (2014). Pengelolaan kegiatan bimbingan dan konseling untuk pembentukan karakter siswa sekolah dasar. Jurnal Manajemen Pendidikan, 9(1), 28–39.

Soenens, B., Vansteenkiste, M., Lens, W., Luyckx, K., Goossens, L., Beyers, W., & Ryan, R. M. (2007). Conceptualizing parental autonomy support: Adolescent perceptions of promotion of independence versus promotion of volitional functioning. Developmental Psychology, 43(3), 633–646.

Spear, H. J., & Kulbok, P. (2004). Autonomy and adolescence: A concept analysis. Public Health Nursing, 21(2), 144–152.

Steinberg, L. (2013). Laurence Steinberg-Adolescence-McGraw-Hill Education (2013).

Sudrajat, A. (2011). Mengapa Pendidikan Karakter. Jurnal Pendidikan Karakter, I(1), 47–58.

Syahrial, Asrial, Sabil, H., & Arsil. (2020). Attitudes, self-confidence, and independence of students in thematic learning. Universal Journal of Educational Research, 8(1), 162–168.

Syarifah, & Darmayanti, N. (2010). Pengaruh locus of control dan kecerdasan emosional terhadap kemapuan memecahkan masalah pada remaja desa percut kecamatan kercut sei tuan. Analitika: Jurnal Magister Psikologi Uma, 2(2), 89–100.

Webb, L. D., & Brigman, G. A. (2006). Student Success Skills: Tools and Strategies for Improved Academic and Social Outcomes. Professional School Counseling, 10(2), 2156759X0601000.

Widiana, I. W., Tegeh, I. M., & Artanayasa, I. W. (2021). The project-based assessment learning model that impacts learning achievement and nationalism attitudes. Cakrawala Pendidikan, 40(2), 389–401.



  • There are currently no refbacks.


Social Media:



 Creative Commons License
Jurnal Cakrawala Pendidikan by Lembaga Pengembangan dan Penjaminan Mutu Pendidikan UNY is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at

View Our Stats

Flag Counter