Talking Chips Technique to Improve Student Self-Control

Abstract

This study aims to test the effectiveness of group guidance using the talking chips technique in improving self-control of eighth-grade students at SMPN 1 Kedawung, motivated by the high rate of deviant behavior due to low self-control (such as truancy, bullying, and fighting with teachers). Using a quantitative approach with a One Group Pretest and Posttest design, this study involved 10 respondents from all eighth-grade students. Data were collected through a self-control questionnaire that had been tested for validity and reliability. The research procedure included administering a pretest, followed by seven group guidance service meetings using the talking chips technique, and ending with a posttest. The results of the hypothesis test with the Paired Sample T Test showed a significance value (2-tailed) of 0.000, which means less than 0.05. The calculated t value (8.557) was also significantly greater than the t table. The conclusion of this finding is that the Alternative Hypothesis (Ha) is accepted, indicating a significant difference in student self-control before and after the intervention. Thus, group guidance with the talking chips technique is proven to be effective in improving self-control of eighth-grade students at SMPN 1 Kedawung. This research is expected to be a reference for sustainable group guidance services in schools.