Unlocking Student Motivation: The Impact of Logoanalysis-based Group Guidance

Abstract

Many students face challenges when it comes to maintaining motivation, which can hinder their academic success. Common issues include difficulties in keeping up with lectures, procrastination on assignments, limited creativity, and feelings of inferiority. This study aims to evaluate the effectiveness of logoanalysis-based group guidance in boosting student motivation. By employing techniques such as paradoxical intension and Socratic questioning, counselors helped participants discover deeper meaning and purpose in their lives, thereby enhancing their motivation. We used a mixed-method approach for this research, particularly The Exploratory Sequential Design, engaging 20 students who were purposefully selected based on low motivation scores from an achievement motivation scale. Our qualitative analysis involved a systematic process of data collection, reduction and categorization, display, and conclusion drawing. To support our findings, we also conducted a quantitative analysis using a paired sample T-test. The qualitative findings revealed varying levels of motivation improvement among participants, with most experiencing significant changes, while a few showed less noticeable progress. Overall, however, the subjects exhibited positive transformations that suggested increased motivation. Furthermore, the quantitative analysis confirmed these results, showing significant differences in motivation levels before and after these results, indicated by a p -value of 0.000. This research contributes to the development of effective guidance techniques aimed at fostering student motivation. Logoanalysis-based counseling focuses on self-improvement and heightened awareness, enabling students to find meaning in their challenges and gain a clearer understanding of their motivations. These insights will prove valuable for educators and counselors as they design and implement tailored interventions to enhance student motivation.

Keywords

• Logoanalysis
• Group Guidance
• Motivation
• Students

References

1. Abrar‐ul‐Hassan, S. (2024). Motivational Strategies. In The TESOL Encyclopedia of English Language Teaching (pp. 1–7). Wiley. https://doi.org/10.1002/9781118784235.eelt0178.pub2
2. Adigwe, P., & Okoro, E. (2016). Human Communication and Effective Interpersonal Relationships: An Analysis of Client Counseling and Emotional Stability. International Journal of Economics & Management Sciences, 05(03). https://doi.org/10.4172/2162-6359.1000336
3. Ancok, D., Suroso, F. N., &, & Ardani, M. S. (2000). Psikologi islami: Solusi islam atas problem-problem psikologi. Pustaka Pelajar.
4. Andrade, R. R., Ferreira, M. F. M. dos S., & Gomes, R. L. R. (2023). The experience of meaning at work and in companies: Subsidies of logotherapy and existential analysis. In Connecting expertise multidisciplinary development for the future. Seven Editora. https://doi.org/10.56238/Connexpemultidisdevolpfut-023
5. Aprilianti, E. (2024). The Effectiveness of Group Guidance and Counseling with the Application of the Behavior Contract Technique in Improving Learning Motivation Among Students. Scaffolding: Jurnal Pendidikan Islam Dan Multikulturalisme, 6(1), 13–32. https://doi.org/10.37680/scaffolding.v6i1.4110
6. Baroroh, N., & Imania, E. (2024). The Effectiveness of Group Counseling Using Self-Counseling Techniques to Increase Students’ Learning Motivation. QALAMUNA: Jurnal Pendidikan, Sosial, Dan Agama, 16(1), 21–30. https://doi.org/10.37680/qalamuna.v16i1.4278
7. Bastaman, H. D. (2005). Dari Kalam Sampai Ke Api: Psikologi Islami Kemarin, Kini, Esok. Jurnal Psikologi Islami, 1(1), 5–16. https://download.garuda.kemdikbud.go.id/article.php?article=2445903&val=23365&title=DARI KALAM SAMPAI KE API Psikologi Islami Kemarin Kini Esok
8. Biktina, N. (2021). Motivations for success and personal characteristics of students. Azimuth Of Scientific Research: Pedagogy and Psychology, 10(34). https://doi.org/10.26140/anip-2021-1001-0084

9. Cetrisnawati, C., Ardimen, A., Dasril, D., & Nursyamsi, N. (2023). The Influence of Group Guidance on Student Learning Attitudes. Journal of Islamic Education Students (JIES), 3(2), 72. https://doi.org/10.31958/jies.v3i2.10251
10. Chan, K. W., Wong, A. K. Y., & Lo, E. S. C. (2012). Relational analysis of intrinsic motivation, achievement goals, learning strategies and academic achievement for Hong Kong secondary students. Asia-Pacific Education Researcher, 21(2), 230–243. http://www.scopus.com/inward/record.url?scp=84864032152&partnerID=8YFLogxK
11. Chan, W. C. H. (2024). Applying Logotherapy in Teaching Meaning in Life in Professional Training and Social Work Education. The British Journal of Social Work, 54(1), 77–94. https://doi.org/10.1093/bjsw/bcad181
12. Chang-Tik, C. (2022). Student Collaboration Through Assessment, Feedback and Peer Instruction. In Collaborative Active Learning (pp. 53–79). Springer Nature Singapore. https://doi.org/10.1007/978-981-19-4383-6_3
13. Chitrakar, N., & P.M., D. N. (2023). Frustration and its influences on Student Motivation and Academic Performance. International Journal of Scientific Research in Modern Science and Technology, 2(11), 01–09. https://doi.org/10.59828/ijsrmst.v2i11.158
14. Chusnatayaini, A. (2022). Student motivation to learn English using online system during pandemic. Jurnal Cakrawala Ilmiah, 1(5), 1029–1036. https://doi.org/10.53625/jcijurnalcakrawalailmiah.v1i5.1186
15. Córdoba, L. F. V. (2009). Goterapia Con Personas Que Experimentan Dolor, Sufrimiento Y Pérdida Del Sentido De La Vida. (Logotherapy with people who experience pain, suffering and loss of meaning in life). LO CES Psicología, 2(2), 95–105. https://revistas.ces.edu.co/index.php/psicologia/article/view/898%0A
16. Damanik, R. (2020a). Faktor-Faktor Yang Mempengaruhi Motivasi Berprestasi Mahasiswa. Jurnal Serunai Administrasi Pendidikan, 9(1), 51–55. https://doi.org/10.37755/jsap.v9i1.252
17. Damanik, R. (2020b). FAKTOR-FAKTOR YANG MEMPENGARUHI MOTIVASI BERPRESTASI MAHASISWA. Jurnal Serunai Administrasi Pendidikan, 9(1), 51–55. https://doi.org/10.37755/jsap.v9i1.252
18. Daulay, N., Harahap, A. C. P., & Sinaga, M. H. P. (2022). The role of guidance and counseling service in helping students with academic stress. ProGCouns: Journal of Professionals in Guidance and Counseling, 3(2), 78–86. https://doi.org/10.21831/progcouns.v3i2.53821
19. Diadiningrum, J. R., & Yudiarso, A. (2022). Logotherapy is effective in increasing self-esteem, but caution is needed: A meta-analytic study. MEDIAPSI, 8(2), 95–102. https://doi.org/10.21776/ub.mps.2022.008.02.796
20. Fany Rifqoh. (2024). Teacher’s Efforts to Increase the Learning Motivation of Class Ix Students of Mts Sunan Pandanaran through Group Guidance Services in Guidance and Counseling. Britain International of Linguistics Arts and Education (BIoLAE) Journal, 6(1), 33–40. https://doi.org/10.33258/biolae.v6i1.1093
21. Fitri, N., & Astuti, R. (2024). The Power of Peers Unleashed in Motivating Elementary Learning Around the World. Indonesian Journal of Innovation Studies, 25(2). https://doi.org/10.21070/ijins.v25i2.1099
22. Harbers, M., Mazerant-Dubois, K., Ruiter, J. E., & Kampers, R. (2019). Socratic dialogue as a method for moral inquiry in HCI.
23. Harland, J. M., Adams, E. A., Boobis, S., Cheetham, M., Wiseman, A., & Ramsay, S. E. (2022). Understanding the life experiences of people with multiple complex needs: peer research in a health needs assessment. European Journal of Public Health, 32(2), 176–190. https://doi.org/10.1093/eurpub/ckab142
24. Haru, E. (2023). Upaya Meningkatkan Motivasi Berprestasi Pada Mahasiswa. Jurnal Alternatif Wacana Ilmiah Interkultural, 12(01). https://doi.org/10.60130/ja.v12i01.117
25. Hasanah, M. (2024). Effectiveness Group Counseling to Increase Learning Motivation Students. Al-Ihath: Jurnal Bimbingan Dan Konseling Islam, 4(2), 103–109. https://doi.org/10.53915/jbki.v4i2.535
26. Hu, Z. (2023). Promoting Critical Thinking through Socratic Questions in Health Sciences Work-Integrated Learning. International Journal of Learning, Teaching and Educational Research, 22(6), 137–151. https://doi.org/https://doi.org/10.26803/ijlter.22.6.8
27. Ignatius Javier, & Tuerah, C. (2021). “Story Time!”: Coping with Low-Motivated Students using Big Book. Script Journal: Journal of Linguistics and English Teaching, 6(1), 81–91. https://doi.org/10.24903/sj.v6i1.578
28. Jumriana. (2022). Penerapan Teknik Logoterapi Dalam Konseling Kelompok Untuk Meningkatkan Motivasi Belajar Siswa Di Sma Negeri 1 Sinjai Selatan. Universitas Negeri Makassar.
29. Klein, H. A. (1974). Behavior modification as therapeutic paradox. American Journal of Orthopsychiatry, 44(3), 353–361.
30. Knab, N., & Steffens, M. C. (2022). “Why do you think Christmas will never ever be celebrated again?” A paradoxical thinking intervention’s potential to affect conflict-related concerns, willingness to compromise, and openness towards refugees. European Journal of Social Psychology, 52(3), 500–514. https://doi.org/https://doi.org/10.1002/ejsp.2833
31. Kunicina, N., Caiko, J., & Grants, R. (2023). Enhancing Student Motivation and Academic Success. Effective Strategies for Promoting Study Programs in Education. 2023 IEEE 64th International Scientific Conference on Power and Electrical Engineering of Riga Technical University (RTUCON), 1–6. https://doi.org/10.1109/RTUCON60080.2023.10413029
32. Lai, C. H., Sung, C. Y., Jong, B. S., & Lee, P. F. (2011). The Impact of Peer Interaction on Group Strategy in Cooperative Learning Environment. Advanced Materials Research, 271–273, 1213–1218. https://doi.org/10.4028/www.scientific.net/AMR.271-273.1213
33. Lin, T.-J., Jadallah, M., Anderson, R. C., Baker, A. R., Nguyen-Jahiel, K., Kim, I.-H., Kuo, L.-J., Miller, B. W., Dong, T., & Wu, X. (2015). Less is more: Teachers’ influence during peer collaboration. Journal of Educational Psychology, 107(2), 609–629. https://doi.org/10.1037/a0037758
34. Mahoney, B. B., Oostdam, R. R., Nieuwelink, H. H., & Schuitema, J. J. (2023). Learning to think critically through Socratic dialogue: Evaluating a series of lessons designed for secondary vocational education. Thinking Skills and Creativity, 50, 101422. https://doi.org/https://doi.org/10.1016/j.tsc.2023.101422
35. Maurits, R. H., Hatta, M. I., & Suhana, S. (2023). The application of logotherapy to improve the meaning of life in emerging adults with self-injury. Jurnal Ilmiah Psikologi Terapan, 11(2), 91–104. https://doi.org/10.22219/jipt.v11i2.22875
36. Mayangsari, M. D. (2016). Motivasi Berprestasi Mahasiswa Ditinjau Dari Penerimaan Orangtua. Jurnal Ecopsy, 1(1), 21–27. https://doi.org/10.20527/ecopsy.v1i1.480
37. McClelland, D. C., Atkinson, J. W., Clark, R. A., & Lowell, E. L. (1953). The achievement motive. Appleton-Century-Crofts. https://doi.org/10.1037/11144-000
38. Meriyani. (2022). Pengaruh Pemberian Reward Terhadap Motivasi Belajar Peserta Didik. Metanoia, 2(2), 1. https://doi.org/10.55962/metanoia.v2i2.41
39. Michalski, K. (2019). Paradoksalna intencja i derefleksja jako metody leczenia nerwic psychogennych w logoterapii Viktora E. Frankla. Ruch Filozoficzny, 75(3), 107. https://doi.org/10.12775/RF.2019.053
40. Moreira-Morales, D. B., & García-Loor, M. I. (2024). Motivation in academic performance. International Research Journal of Management, IT and Social Sciences, 11(1), 30–38. https://doi.org/10.21744/irjmis.v11n1.2403
41. Moreira, N., & Holanda, A. (2010). Logoterapia e o sentido do sofrimento: convergências nas dimensões espiritual e religiosa. Psico-USF, 15(3), 345–356. https://doi.org/10.1590/S1413-82712010000300008
42. Mulyawan, I. N. R., & Sudewi, I. G. A. A. K. (2023). Efforts To Increase Learning Motivation Through Group Guidance Services Using Group Discussion Techniques For Students Of Smpn 9 Denpasar. Indonesian Journal of Educational Development (IJED), 4(1), 58–66. https://doi.org/10.59672/ijed.v4i1.2700
43. Myskja, B. K., & Myklebust, A. (2023). Socratic dialogue on responsible innovation – a methodological experiment in empirical ethics. Etikk i Praksis - Nordic Journal of Applied Ethics, 17(1), 29–44. https://doi.org/10.5324/eip.v17i1.4950
44. Nguyen, H.-T. T. (2021). Boosting Motivation to Help Students to Overcome Online Learning Barriers in Covid-19 Pandemic: A Case study. International Journal of Interactive Mobile Technologies (IJIM), 15(10), 4. https://doi.org/10.3991/ijim.v15i10.20319
45. Palupi, N. (2023). Efforts to Increase Student Motivation Through Group Guidance Services in Class VII B. Journal of Vocational Education and Information Technology (JVEIT), 2(1), 109–115. https://doi.org/10.56667/jveit.v2i1.231
46. Pratama, W., Ahman, E., Machmud, A., & Dahlan, D. (2023). Academic Hardiness, Learning Motivation, Student Learning Outcomes In Indonesia: The Mediation Effect. KnE Social Sciences. https://doi.org/10.18502/kss.v8i4.12982
47. Putera, A. A., & Anggrainy, F. P. N. (2024). Online reading strategies to boost the students’ motivation. Journal of English Language Teaching and Learning (JETLE), 5(2), 173–184. https://doi.org/10.18860/jetle.v5i2.26522
48. Putra, M. R. S., & Maharsi, I. (2023). INDONESIAN HIGH SCHOOL STUDENTS’ DEMOTIVATING FACTORS IN LEARNING ENGLISH. Wiralodra English Journal, 7(1), 29–39. https://doi.org/10.31943/wej.v7i1.201
49. Putra, R., Khairil, K., Huda, I., Rahmatan, H., & Artika, W. (2022). Application of Flipped Classroom on Students’ Learning Motivation on Human Excretion System Material. Jurnal Penelitian Pendidikan IPA, 8(3), 1294–1300. https://doi.org/10.29303/jppipa.v8i3.1652
50. Rahim, M., Hulukati, W., & Wantu, T. (2021). Motivasi Berprestasi Mahasiswa di Masa Pandemi Covid-19 (Penelitian pada Mahasiswa Fakultas Ilmu Pendidikan Universitas Negeri Gorontalo). Aksara: Jurnal Ilmu Pendidikan Nonformal, 7(3), 1295. https://doi.org/10.37905/aksara.7.3.1295-1302.2021
51. Rahmadhita, R. A., & Muryono, S. (2023). Pengaruh Bimbingan Kelompok dengan Media Audio Visual terhadap Motivasi Belajar Siswa di MTs Negeri 4 Jakarta. Jurnal EDUCATIO: Jurnal Pendidikan Indonesia, 9(1), 456. https://doi.org/10.29210/1202323018
52. Raysharie, P. I., Harinie, L. T., Nathaly Inglesia, Vita, V., Santi Wati, Benedikta Sianipar, Ongki, O., Rihan Pasha, Muhammad Abdurrahman, Kemas Ary Fadilla, & Febriana Putri. (2023). The Effect of Student’s Motivation on Academic Achievement. Journal Pendidikan Ilmu Pengetahuan Sosial, 15(1), 168–175. https://doi.org/10.37304/jpips.v15i1.9552
53. Retnowati, D. R., Fatchan, A., & Astina, K. (2016). Prestasi Akademik dan Motivasi Berprestasi Mahasiswa S1 Pendidikan. Jurnal Pendidikan, 1, 521–525.
54. Ribau, I. (2023, June 23). Motivation, Learning And Emotions: Engaging Students With Science Flipped Classroom. https://doi.org/10.36315/2023v2end029
55. Rohrbaugh, M., Tennen, H., Press, S., &, & White, L. (1981). Compliance, defiance, and therapeutic paradox: Guidelines for strategic use of paradoxical interventions. American Journal of Orthopsychiatry, 51(3), 454–467.
56. Sa’adah, N., Samsudin, A., & Alawiyah, T. (2022). Penerapan Teknik Diskusi Kelompok Dalam Bimbingan Kelompok Terhadap Motivasi Belajar Siswa Di Masa Pandemi COVID-19. FOKUS (Kajian Bimbingan & Konseling Dalam Pendidikan), 5(4), 327–335. https://doi.org/10.22460/fokus.v5i4.8497
57. Safithry, E. A. (2018). Asesmen Teknik Tes dan Non Tes. IRDH.
58. Salamor, J. M., & Noya, M. D. A. (2021). Hubungan Antara Dukungan Sosial Orangtua Dan Motivasi Berprestasi Mahasiswa Universitas Hein Namotemo Halmahera Utara. Jurnal Bimbingan Dan Konseling Terapan, 5(1), 57. https://doi.org/10.30598/jbkt.v5i1.1166
59. Sara Sahrazad, Maria Cleopatra, Sigit Widiyarto, Zeinora, Fadjriah Hapsari, Adhis Darussalam Pamungkas, & Hugo Aries Suprapto. (2023). Application of Guidance Counseling with Cooperative Learning Methods to Increase Middle School Students’ Learning Motivation. Formosa Journal of Multidisciplinary Research, 2(10), 1709–1716. https://doi.org/10.55927/fjmr.v2i10.6634
60. Shirvani, E., Mirsolymani, Z., Parvin, H., & Mosavi, S. (2024). Strategies for Enhancing Academic Motivation: Insights from Successful Students. KMAN Counseling and Psychology Nexus, 2(1), 42–48. https://doi.org/10.61838/kman.psychnexus.2.1.7
61. Shofiah, N., Suhendri, S., & Lestari, F. W. (2020). The Effectiveness of Group Guidance with Modeling Techniques to Improve Students Motivation Learning. Bisma The Journal of Counseling, 4(1), 82–87. https://doi.org/10.23887/bisma.v4i1.24085
62. Siahaan, D. N. A., & Zunidar, Z. (2020). Group Guidance with Gestalt Support Based on Ukhuwah Islamiyah in Madrasah Aliyah, UIN Laboratory, North Sumatra, Medan. KONSELI : Jurnal Bimbingan Dan Konseling (E-Journal), 7(1), 23–30. https://doi.org/10.24042/kons.v7i1.6304
63. Sugiharto, D. Y. P., Kholiq, A., Nusantara, B. A., Sutoyo, A., & Arum, L. N. (2023). The effect of guidance and counselling services based on an ecological approach to academic integrity. Social Work and Education, 10(1), 27–34. https://doi.org/10.25128/2520-6230.23.1.3
64. Syahri, L. M., & Firman. (2023). Existential Logotherapy in Improving the Meaningfulness of Life of Pre-Prosperous Family Students. JPI (Jurnal Pendidikan Indonesia), 12(3), 500–510. https://doi.org/10.23887/jpiundiksha.v12i3.66829
65. Taha, binti M., Haizan Hanim Abdul Jalal, F. binti J., & Mastura binti Mujaini, Madihah binti Ramli, R. (2019). The Effectiveness Peer Mentoring Module To Improve Student Motivation. Proceedings of the 8th UPI-UPSI International Conference 2018 (UPI-UPSI 2018). https://doi.org/10.2991/upiupsi-18.2019.34
66. Thahır, A., Bulantika, S. Z., Wahyuni, C., & Kamran, M. (2024). Reduction of Social Anxiety and Increase in Academic Adjustment through Motivational Enhancement Therapy in Freshmen College students in Indonesia. Turkish Psychological Counseling and Guidance Journal, 14(74), 415–425. https://doi.org/10.17066/tpdrd.1388321_9
67. Tsai, T.-I., & Chuang, C.-H. (2020). How Likely Are College Students to Be Influenced by Others in Small-Group Projects: A Study on Group Compositions and Coursework-Related Collaborative Information Seeking Behavior (pp. 297–304). https://doi.org/10.1007/978-3-030-43687-2_24
68. Usman, R., Mustofa, A., & Anam, S. (2023). Integrative and instrumental but low investment: The English learning motivation of Indonesian senior high school students. EDUKASIA: Jurnal Pendidikan Dan Pembelajaran, 4(2), 2527–2542. https://doi.org/10.62775/edukasia.v4i2.623
69. Wei, S. (2024). Is aiming high always a good thing? A behavioral model of aspiration failure with evidence from lower-secondary students in China. Rationality and Society, 36(4), 409–447. https://doi.org/10.1177/10434631241264122
70. Yıldız, M. (2024). Relations between Parenting Styles and Character Strengths in University Students. Turkish Psychological Counseling and Guidance Journal, 14(72), 100–123. https://doi.org/10.17066/tpdrd.1312211_8