Group Guidance Based on Gestalt Theory to Develop Creativity in Learning

Authors

  • Rizki Diana Putri Pascasarjana Universitas Negeri Semarang Program Studi BK

DOI:

https://doi.org/10.24042/kons.v6i2.5152

Keywords:

Creativity, Gestalt, Group Guidance

Abstract

Creativity in learning is a character that is the power of individuals to be able to complete their competence in learning. In learning, creativity makes students sensitive or aware of problems, shortages, understanding in knowledge, by gathering existing information, limiting information, or connecting (looking for) nothing, finding answers, making hypotheses, changing, and testing them.  It is accepted and finally communicates the results. The purpose of this study is to get a complete picture of the learning process and group guidance using Gestalt in developing learning creativity. The research method uses literature studies. In operational terms, creativity in learning requires students to be able to reflect the abilities that are responsible for the burden, burden, and the learning process. The understanding resulting from the reflection process becomes a reference in the formulation of the problem. The results of the literature study show that group guidance with Gestalt theory can help students develop their creativity in learning. Give advice about assistance when interacting and interpersonal problems, as well as creativity assistance, implemented to support/bring up productive solutions in efforts to improve Gestalt. Gestalt-based group tutoring to develop learning creativity gathers students to find opinions about the challenges of learning, to finally find the discovery of actions that are appropriate for yourself. Group techniques that can be used are lap exercises, fantasy exercises, and homework

References

Ashbolt, K. (2018). Re-evaluating creativity and play: A literature review. Gestalt Journal of Australia and New Zealand, 15(1), 54.

Corey, G. (2011). Theory and practice of group counseling. Nelson Education.

Fakhriyani, D. V. (2016). Pengembangan kreativitas anak usia dini. Wacana Didaktika, 4(2), 193–200.

Gleadding & Samuel, T. (2012). Konseling Profesi Yag Menyeluruh. Jakarta: PT. Indeks.

IRAWAN, H. (2018). Hubungan Antara Kreativitas Dengan Kebijaksanaan Pada Mahasiswa (Studi Pada Mahasiswa Fakultas Psikologi UIN Sultan Syarif Kasim Riau). Universitas Islam Negeri Sultan Syarif Kasim Riau.

Jawandi, A., Sugiharto, D. Y. P., & Tadjri, I. (2016). Efektivitas Bimbingan Kelompok Teknik Gamestorming dan Teknik Token Economy untuk Meningkatkan Kreativitas Siswa SMP Islam Diponegoro Surakarta. Jurnal Bimbingan Konseling, 5(2), 78–85.

Kolb, A. Y., & Kolb, D. A. (2009). Experiential learning theory: A dynamic, holistic approach to management learning, education and development. The SAGE Handbook of Management Learning, Education and Development, 42–68.

Lisa Hirsh, M. E. D., & CAS, G. C. C. (2014). Sparking Creative Confidence and Action: A Coach’s (Gestalt) Journey. Gestalt Review, 18(2), 172–182.

Mardhiyana, D., & Sejati, E. O. W. (2016). Mengembangkan Kemampuan Berpikir Kreatif dan Rasa Ingin Tahu Melalui Model Pembelajaran Berbasis Masalah. PRISMA, Prosiding Seminar Nasional Matematika, 672–688.

Marliani, N. (2015). Peningkatan Kemampuan Berpikir Kreatif Matematis Siswa melalui Model Pembelajaran Missouri Mathematics Project (MMP). Formatif: Jurnal Ilmiah Pendidikan MIPA, 5(1), 14–25. https://doi.org/10.30998/formatif.v5i1.166

Mayangsari, E. (2019). Efektivitas Pendekatan Gestalt Dengan Teknik Paradoxical Intervention Untuk Meningkatkan Rasa Percaya Diri Siswa. JIMBK: Jurnal Ilmiah Mahasiswa Bimbingan & Konseling, 4(2).

Munandar, U. (2009). Kreatifitas Pengembangan Anak Berbakat. Jakarta: Rineka Cipta.

Nasution, S. W. R. (2016). Pengaruh Model Pembelajaran Inquiri Terbimbing Dan Kreativitas Terhadap Hasil Belajar Kognitif Tinggi Fisika Siswa. UNIMED.

Nęcka, E. (2017). Perception and Creativity ☆. Reference Module in Neuroscience and Biobehavioral Psychology, 1–5. https://doi.org/10.1016/b978-0-12-809324-5.06252-0

Nurfaizal, Y. (2016). Modal psikologis kreatif creative psychological capital (CrePsyCap). Probisnis, 9(2).

Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification (Vol. 1). Oxford University Press.

Polster, E., & Polster, M. (2013). From the radical center: The heart of Gestalt therapy. Gestalt Press.

Rumli, R. (2018). Pembentukan Karakter Kreatif Peserta Didik. I’TIBAR, 6(11), 119–132.

Semiawan, C. R. (2009). Memupuk Bakat dan Kreativitas Siswa Sekolah Menegah. Jakarta: PT Gramedia.

Setyaningrum, E. (2015). Pengaruh Layanan Penguasaan Konten Terhadap Kreativitas Belajar Siswa Kelas VIII SMP Negeri 2 Karangrayung Purwodadi Tahun Ajaran 2015/2016. Universitas Negeri Semarang.

Supriadi, D. (2001). Kreativitas, kebudayaan, dan perkembangan iptek. Alfabeta.

Zinker, J. C. (2009). Gestalt therapy is permission to be creative: A sermon in praise of the use of experiment in Gestalt therapy. Gestalt Review, 13(2), 123.

Downloads

Published

14-12-2019

Issue

Vol. 6 No. 2 (2019): KONSELI: Jurnal Bimbingan dan Konseling (E-Journal)

Section

Articles

License

The author gives the right to publish the first work to KONSELI: Jurnal Bimbingan dan Konseling. The copyright of any article published by KONSELI: Jurnal Bimbingan dan Konseling  is owned by the author without restrictions. For papers with more than one author, the authors agree and are permitted by the co-authors to make decisions regarding the release of pre-publication information in the paper to the media, government agencies, or both.
When an author sends a manuscript with an Authorization Declaration Form (cover letter) to the Editorial office electronically, the manuscript is registered online through the Editorial Copyright Section and that means that the manuscript is placed under a copyright agreement with the editor and the author's copyright is officially assigned by the publisher. This process protects the author, as well as the editor, and allows coordinating permissions for reprint, post-print, or other use.
Under these rules, the authors retain copyright and other rights. Authors may make separate additional contractual arrangements for the non-exclusive distribution of the published journal version of the work (for example, posting it to institutional repository or publishing it in a book), with acknowledgment of its initial publication in this journal, but reference to KONSELI: Jurnal Bimbingan dan Konseling  must be provided.Unavoidable disagreements must be communicated in writing. The author realizes that disagreement with KONSELI: Jurnal Bimbingan dan Konseling can result in rejection of the manuscript.
As a result of this Copyright Notice (taking into account the License Terms), authors and readers act under the terms of the Creative Commons Attribution-ShareAlike CC BY-SA 4.0 International License, while KONSELI: Jurnal Bimbingan dan Konseling Editorial offices and publishers of Guidance and Counseling Journal obtain the right to complete the agreement. with libraries, repositories and databases for the dissemination of scientific information.