The Effectiveness of Group Counseling Using SIBOL Techniques in the Academic Context


This study examines the effectiveness of group counseling using the self-instruction technique empirically based on observational learning (SIBOL) to foster a steady and great attitude in life as a student. The study used quantitative methods of “within-group or individual design” using equivalent time series, pre-test, post-test1, and post-test2 with a self-efficacy scale. The study included six students of Madiun with low selfefficacy in the academic context. Data analysis was done using the T-test calculations. It was found that group counseling through SIBOL techniques improved students’ selfefficacy, as evidenced by an increase in the students’ scores from pre-test to post-test2.

Keywords: Group Counseling, SIBOL, Academic Contexts 1. Introduction

[1] Bandura A. Self efficacy in changing societies. Stanford University; USA; 1977.

[2] Greer RD, Dudek-Singer J, Gautreaux G. Observational learning. International Journal of Psychology. 2006;41(6):486–99.

[3] Havighurst RJ. Human development and education. New York: David Mckay Company; 1961.

[4] Bandura A. Social foundations of thought and action: A social cognitive theory. Englewood Cliffs: Prentice-Hall; 1986.

[5] Meichenbaum D. Changing conceptions of cognitive behavior modification: Retrospect and prospect. Journal of Consulting and Clinical Psychology. 2013;61(2):202–4.

[6] Borsa D, Heess N, Piot B et al. Observational learning by reinforcement learning. Proceedings of the International Joint Conference on Autonomous Agents and Multiagent Systems, AAMAS. 2019;2:1117–24.

[7] Ambarsari BT, Fadhila RN, Christiana R. Peer-group counseling untuk mengurangi intensitas munculnya perilaku cyberstalking pada remaja. Prosiding SNBK (Seminar Nasional Bimbingan dan Konseling); 2017;1(1):118–25.

[8] Bandura A, Walter RH. Social learning and personality development. Stanford: Univ. Waterloo Ontario Canada; 1963. Available from: 35030-000

[9] Hulukati W, Djibran MR. Analisis tugas perkembangan mahasiswa fakultas ilmu pendidikan Universitas Negeri gorontalo. Bikotetik (Bimbingan Dan Konseling Teori Dan Praktik). 2018;2(1):73-80.

[10] Morse B A B. The role of observational learning in developing ecotourists’ environmentally responsible behavioral intentions. Michigan – USA; 2017.

[11] TC J, Stanley S. Experimental and quasi-experimental designs for research. Contemporary Psychology: A Journal of Reviews. 1963;29(4):1–62.

[12] Bandura A, Schunk D. Cultivating competence, self efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology. 1981;41(3):586–98. 3514.41.3.586

[13] Bandura A. Social learning theory. Prentice Hall; New Jersey;USA; 1977.

[14] Christiana R. Keefektifan peer modeling untuk meningkatkan efikasi diri akademik mahasiswa dalam menguasai keterampilan berbahasa inggris. Hibualamo. 2018;2(2):61–65.

[15] Pauly L. Defining the problem of observation learning. 2018. Available from:

[16] Creswell JW. Riset pendidikan (perencanaan, pelaksanaan, dan evaluasi riset kualitatif & kuantitatif). Helly PS, Sri MS, editors. Pustaka Pelajar; Yogyakarta;Indonesia; 2015.

[17] Panah A, Boroujeni T. Merging two variables (observational learning and self-talk), is not preference one variable evermore. Research in Sport Management and Motor Behavior; 2017;9(17); 1-13

[18] Baker SB, Butler JN. Effects of preventive cognitive self-instruction training on adolescent attitudes, experiences, and state anxiety. The Journal of Primary Prevention. 1984;5(1):17–26.

[19] Manning B. Cognitive selfinstruction for classroom processes. Iran; 1991. Available from: