Plagiarisme Increasing Guidance and Counseling Teacher Capacity in Disaster Preparedness through Psychosocial Training

Handaka, Irvan Budhi and Saputra, Wahyu Nanda Eka and Septikasari, Zela and Muyana, Siti and Barida, Muya and Wahyudi, Amien and Agungbudiprabowo, Agungbudiprabowo and Widyastuti, Dian Ari and Ikhsan, Amirul and Kurniawan, Ficky Adi Plagiarisme Increasing Guidance and Counseling Teacher Capacity in Disaster Preparedness through Psychosocial Training. Increasing Guidance and Counseling Teacher Capacity in Disaster Preparedness through Psychosocial Training.

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Abstract

The Psychosocial Training was held in July 2021 and involved 17 Guidance and Counseling Teachers from 12 Muhammadiyah
Junior High Schools in Yogyakarta City. The aims of this research are (1) to know the implementation of Psychosocial Support
Services training, (2) Obstacles in the implementation of Psychosocial Support Services training, and (3) Knowing the benefits of Psychosocial Support Services training. This study is a piece of qualitative research, which aims to describe and analyses the social phenomenon of psychosocial training for guidance and counseling teacher in Junior High School in Yogyakarta City. Primary subjects in this study were 20 participants of psychosocial training and facilitator of training. Data collection was done by in-depth interview, observation, and documentation. The data analysis procedure in this research is (1) data reduction, (2) data presentation, and (3) conclusion. Data validity is done by triangulation of source and method triangulation. The training is carried out in three stages: pre-training stage is conducting a preliminary survey to see conditions in the field and planning activities to be carried out, training stage is the implementation of Psychosocial training, and evaluation stage of the results that have been achieved by the training participants are carried out. Obstacles in implementing psychosocial training include: training cannot be carried out optimally because the training is carried out online, limited time for training, some teachers are not active in psychosocial training because the media at zoom meetings is very limited. The facilitator maximizes training with WhatsApp Groups and the google document application on assignment. increasing the knowledge of participants after attending the training by increasing the post-test scores. Cooperation of various parties with school residents is needed so that psychosocial preparedness can be applied to pre-disaster, emergency response, and post-disaster.

Item Type:	Artikel Umum
Subjects:	L Education > L Education (General)
Depositing User:	M.Pd. Siti Muyana
Date Deposited:	13 Feb 2022 07:00
Last Modified:	13 Feb 2022 07:00
URI:	http://eprints.uad.ac.id/id/eprint/32494

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