Perbedaan Komitmen Tugas Siswa dalam Penerapan Teknik Reframing dan Self Instruction

Authors

• Rosalia Dewi Nawantara, Universitas Nusantara PGRI KediriFollow
• Andi Mappiare-AT, Bimbingan dan Konseling-Universitas MalangFollow
• Carolina Ligya Radjah, Bimbingan dan Konseling-Universitas MalangFollow

Abstract

This study aimed at knowing (1) the differences of student’s task commitment at SMPN 4 Malang in application of reframing and self-instruction techniques; (2) the differences of student’s task commitment at SMPN 4 Malang based on sex in application of reframing and self-instruction techniques; (3) the interaction effect of sex with reframing and self-instruction techniques in increasing student’s task commitment at SMPN 4 Malang. This study used factorial experiment with a 2x2 factorial design. Subjects were 20 students. Data were analyzed with statistical procedures Two Ways Anova. The results showed that there was a difference in students’ task commitment at SMPN 4 Malang in the application of reframing and techniques of self-instruction, and there is no significant difference in students’ task commitment at SMPN 4 Malang based on sex in the application of reframing and self-instruction techniques, and also there is no interaction between sex and techniques (reframing and self-instruction) in increasing students’ task commitment at SMPN 4 Malang.

Recommended Citation

Nawantara, Rosalia Dewi; Mappiare-AT, Andi; and Radjah, Carolina Ligya (2026) "Perbedaan Komitmen Tugas Siswa dalam Penerapan Teknik Reframing dan Self Instruction," Jurnal Pendidikan Humaniora: Vol. 4: No. 4, Article 3.
DOI: https://doi.org/10.17977/2442-3890.1219
Available at: https://citeus.um.ac.id/jph/vol4/iss4/3