IMPLEMENTASI LAYANAN BIMBINGAN BELAJAR BERBASIS TEORI KOGNITIF SOSIAL ALBERT BANDURA DALAM MENINGKATKAN DISIPLIN BELAJAR PESERTA DIDIK DI MTs MUHAMMADIYAH SUKARAME BANDAR LAMPUNG

Wahyu, Setianingrum (2026) IMPLEMENTASI LAYANAN BIMBINGAN BELAJAR BERBASIS TEORI KOGNITIF SOSIAL ALBERT BANDURA DALAM MENINGKATKAN DISIPLIN BELAJAR PESERTA DIDIK DI MTs MUHAMMADIYAH SUKARAME BANDAR LAMPUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini bertujuan untuk mengkaji secara mendalam implementasi layanan bimbingan belajar berbasis teori kognitif sosial Albert Bandura dalam meningkatkan disiplin belajar peserta didik. Penelitian ini dilatarbelakangi oleh kondisi faktual di lapangan yang menunjukkan masih rendahnya kualitas disiplin belajar peserta didik. Permasalahan tersebut tercermin pada rendahnya kemampuan peserta didik dalam mengatur waktu belajar di rumah, kurangnya ketertiban diri saat mengikuti kegiatan belajar, rendahnya tingkat kerajinan serta keteraturan dalam belajar, serta rendahnya perhatian peserta didik ketika mengikuti pembelajaran di kelas. Kondisi ini berdampak pada kurang optimalnya proses dan hasil belajar sehingga diperlukan layanan bimbingan yang terarah dan berlandaskan teori. Teori kognitif sosial Albert Bandura dipilih karena menekankan peran faktor pribadi, lingkungan, dan perilaku dengan konsep utama self-regulation, self efficacy, dan observational learning/modelling. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian lapangan (field research) untuk memperoleh gambaran mendalam mengenai implementasi layanan bimbingan belajar berbasis teori kognitif sosial Albert Bandura dalam meningkatkan disiplin belajar peserta didik. Peneliti melakukan pengumpulan data secara langsung di lingkungan sekolah melalui observasi, wawancara, dan dokumentasi. Data yang diperoleh dianalisis melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Untuk memperkuat proses analisis, peneliti menggunakan NVivo 12 Pro dalam pengelolaan data, proses coding, pengelompokan tema, serta penyajian hasil secara visual. Hasil penelitian menunjukkan bahwa implementasi layanan bimbingan belajar berbasis teori kognitif sosial Albert Bandura dilaksanakan melalui tiga tahap, yaitu perencanaan, pelaksanaan, dan evaluasi. Tahap perencanaan meliputi analisis kebutuhan dan permasalahan peserta didik, penentuan tujuan layanan, analisis situasi sekolah, penentuan jenis kegiatan, metode dan teknik layanan, penetapan personel, persiapan fasilitas dan biaya, serta identifikasi hambatan beserta upaya penanganannya. Tahap pelaksanaan dilakukan melalui tiga langkah, yaitu pembukaan, kegiatan inti, dan penutup. Tahap evaluasi meliputi evaluasi proses dan evaluasi hasil untuk menilai ketercapaian tujuan layanan. Hasil pelaksanaan layanan menunjukkan bahwa layanan bimbingan belajar berbasis teori kognitif sosial Albert Bandura telah dilaksanakan melalui tahapan perencanaan, pelaksanaan, dan evaluasi sebagai salah satu upaya pendukung dalam meningkatkan disiplin belajar peserta didik. Kata Kunci: Layanan Bimbingan Belajar, Teori Kognitif Sosial, Albert Bandura, Disiplin Belajar ii ABSTRACT This study aims to examine in depth the implementation of tutoring services based on Albert Bandura's social cognitive theory in improving student learning discipline. This research was motivated by the factual conditions in the field, which show that the quality of student learning discipline is still low. This problem is reflected in students' low ability to manage their study time at home, lack of self-discipline when participating in learning activities, low levels of diligence and regularity in learning, and low levels of attention when participating in classroom learning. This condition has an impact on the suboptimal learning process and outcomes, thus requiring targeted and theory-based tutoring services. Albert Bandura's social cognitive theory was chosen because it emphasizes the role of personal factors, environment, and behavior with the main concepts of self-regulation, self-efficacy, and observational learning/modeling. This study uses a qualitative approach with field research to obtain an in-depth description of the implementation of Albert Bandura's social cognitive theory-based tutoring services in improving student learning discipline. The researcher collected data directly in the school environment through observation, interviews, and documentation. The data obtained was analyzed through the stages of data reduction, data presentation, and conclusion drawing. To strengthen the analysis process, the researcher used NVivo 12 Pro in data management, coding, theme grouping, and visual presentation of results. The results of the study show that the implementation of Albert Bandura's social cognitive theory-based tutoring services was carried out in three stages, namely planning, implementation, and evaluation. The planning stage included analyzing the needs and problems of students, determining service objectives, analyzing the school situation, determining the types of activities, methods and techniques of service, assigning personnel, preparing facilities and costs, and identifying obstacles and efforts to overcome them. The implementation stage was carried out in three steps, namely opening, core activities, and closing. The evaluation stage included process evaluation and outcome evaluation to assess the achievement of service objectives. The results of the service implementation showed that the Albert Bandura social cognitive theory based tutoring service had been implemented through the stages of planning, implementation, and evaluation as one of the supporting efforts in improving student learning discipline. Keywords: Learning Guidance, Social Cognitive Theory, Albert Bandura, Learning Discipline.

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