Improvement Efforts III through Content Control Services with Role Playing Techniques in FKIP Products and Counseling Christian University of Indonesia
Melda Rumia Rosmery Simorangkir
Melda Rumia Rosmery Simorangkir, Bachelor’s Degree Lecturer, Guidance and Counseling Study Program, Teaching and Education Faculty, Christian University of Indonesia.
Manuscript received on 15 October 2019 | Revised Manuscript received on 21 October 2019 | Manuscript Published on 02 November 2019 | PP: 128-131 | Volume-8 Issue-2S9 September 2019 | Retrieval Number: B10280982S919/2019©BEIESP | DOI: 10.35940/ijrte.B1028.0982S919
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© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: Low self-confidence is still a problem that is quite alarming among early adult Indonesian women. There are still many early adults who make beauty the root of their anxiety, not a source of self-confidence. Dove Girl Beauty Confidence Report in kompas.com shows that 54 percent of early adult women in the world do not have high self-confidence. In fact, 7 out of 10 of them in Indonesia withdraw from important activities not confident. The Assistant Deputy for the Fulfillment of the Rights of the Child for Education, Creativity and Culture of the Ministry of Women’s Empowerment and Child Protection, Elvi Hendrani, improper parenting from parents also has a major influence in reducing children’s self-confidence. for early adults. However, more important recognition from parents and teachers. The results of the research on the provision of content mastery services with the role playing technique for early adult students can be concluded: (1) the confidence of early adult students before joining the content mastery service with role playing techniques is in the low category. This is indicated by the indicators of student self-confidence on average in the low category; (2) self-confidence of early adult students after participating in content mastery services with role playing techniques in the high category. This is indicated by the indicators of student self-confidence on average in the high category; (3) student self-confidence has increased after getting treatment in the form of content mastery services with role playing techniques. A significant increase was seen from the Wilcoxon test results. The Wilcoxon test results show that Z count is smaller than Z table, so the hypothesis is accepted. The indicator that experienced the highest increase was an indicator of optimism during the period of body changes.
Keywords: Self-confidence, Content Mastery Service, Role Play Technique.
Scope of the Article: Social Sciences