Interpersonal Communication Of Students Research Articles

Interpersonal Communication Skills of Nursing Students: A Cross-Sectional Study During the COVID-19 Pandemic

Background: Assessing the interpersonal communication skills of nursing students during the COVID-19 pandemic enables us to understand their communication challenges and needs in crises and devise appropriate solutions to address them effectively. Objectives: This study aimed to determine the interpersonal communication skills of nursing students at Islamic Azad University, Karaj Branch, amidst the COVID-19 pandemic. Methods: This descriptive cross-sectional study was conducted on 167 nursing students in the seventh and 8th semesters of the School of Nursing and Midwifery at Islamic Azad University, Karaj Branch, during the academic year 2020 - 2021. Sampling was performed using a purposeful sampling method. Data were collected through a demographic information form and the Interpersonal Communication Skills Test, which was completed via self-report. Data were analyzed using SPSS software version 26, employing descriptive statistics (mean, standard deviation, frequency, percentage) and inferential tests such as the Pearson correlation coefficient and t-test. Results: The majority (53.3%) of nursing students exhibited moderate interpersonal communication skills. The lowest mean score was related to assertiveness (13.72 ± 3.24), while the highest mean score was associated with the ability to receive and send messages (28.53 ± 4.62). A weak, significant inverse correlation was observed between the total score of interpersonal communication skills and age (r = -0.182, P = 0.019). Conclusions: The results indicate that most nursing students during the COVID-19 pandemic possessed moderate interpersonal communication skills. The area of greatest weakness was assertiveness. These findings underscore the necessity of attention and training to enhance assertiveness skills among nursing students. Additionally, teaching nursing students interpersonal communication skills, particularly in critical conditions, is essential.

The Effectiveness of Group Guidance Services Using Simulation Techniques to Improve Student Interpersonal Communication

Background: Communication requires a reciprocal relationship between the delivery of the message and the recipient. In the family, school and social environment, individuals really need communication to support their daily activities.
 Purpose: This study aims to test the effectiveness of simulation technique group guidance to improve interpersonal communication of grade VII students of Mataram Kasihan Bantul Junior High School for the 2021/2022 Academic Year.
 Method: This research use a pre-experimental type quantitative experiment method with a one group pretest-posttest design. The data collection method used a questionnaire with a population of 99 students in class VII B, VII C and VII E. While the sample in this study took 12 students from the population using purposive sampling techniques, and the data analysis technique of this study used paired simple t-test analysis.
 Results: Based on the results of the paired simple t-test analysis, the average pretest result = 72.00 and the average posttest result = 89.83, which means that there is an average increase of 17.83. While the value of t = 24.908 with a sig value. (2 tailed) = 0.000 which means < 0.05. Thus Ha is accepted, meaning that there is a positive and significant influence so that the provision of group guidance services for effective discussion techniques to improve interpersonal communication of grade VII students at Mataram Kasihan Bantul Junior High School for the 2021/2022   Academic Year.
 Conclusion: The results of this study indicate that the provision of group guidance services using simulation techniques is effective for improving interpersonal communication for class VII students of Mataram Kasihan Middle School, Bantul, 2021/2022 Academic Year. Based on the results of the t-test analysis, the alternative hypothesis (Ha) is accepted, meaning that there is a positive and significant influence regarding the provision of group guidance services using simulation techniques to improve interpersonal communication for class VII students of SMP Mataram Kasihan Bantul Academic Year 2021/2022.

Clustering the K-means Algorithm with the Approach to Student Interpersonal Communication Patterns in Selecting Secondary Schools

Clustering the K-means Algorithm with the Approach to Student Interpersonal Communication Patterns in Selecting Secondary Schools

Hubungan Komunikasi Interpersonal Guru dan Siswa terhadap Motivasi Belajar Siswa SMA PGRI 4 Kota Padang

Every child has the right and obligation to receive education. Teachers and students are two important elements in realizing quality education. Education is important to improve human quality in accordance with the changes and developments of the times. Education is a window to the world that opens people's thoughts and thought patterns in a more advanced direction and will later compete in the world of work. Quality education is very important to support human development which is based on good learning methods and depends on the learning process at school, so that every student is able to achieve learning goals. One of the important things to achieve this learning is motivation. Learning motivation is an urge that arises from within the student to learn in order to achieve the goals that have been set. Besides that, the teacher's efforts in learning are an important factor in learning success, especially regarding interpersonal communication that teachers have between students. Therefore, this is very important for further research. This research aims to determine the relationship between teacher and student interpersonal communication on student learning motivation. The independent variable in this research is interpersonal communication and the dependent variable is learning motivation. The subjects in this research were students of SMA PGRI 4 Padang City. Validity and reliability testing in this research used the Cronbach's Alpha technique. The hypothesis of this research is that there is a relationship between teacher and student interpersonal communication and student learning motivation.

The Effect of Self-Concept and Self-Confidence on Students' Interpersonal Communication of Buddhist College

The research is driven by communication phenomena in order to define the goals to be achieved related to the students’ interpersonal communication improvement skills of STIAB Jinarakkhita, which are influenced by self-concept and self-confidence. Self-concept and self-confidence play an important role in fostering communication skills between individuals and groups. The approach used is quantitative-descriptive, with a population of 148 students and a sample of 108. The analysis was carried out to see the effect of self-concept and self-confidence on student interpersonal communication. The data is obtained randomly to ensure the accuracy of the test. The results obtained are based on statistical testing of the coefficient of determination (R Square) of self-concept on interpersonal communication, which has a value of 90.9%; for the variable confidence in interpersonal communication, it has an effect of 23.4%; and for the variables self-concept and confidence in interpersonal communication, the value of the determination coefficient (R square) is 91.2%. The conclusions obtained based on the test show that students' interpersonal communication skills are influenced by self-concept and self-confidence. The results of testing the data obtained support the hypothesis of the two independent variables that affect interpersonal communication in STIAB Jinarakkhita Lampung students.

Improving Self-Concept through Effective Interpersonal Communication

This research is influenced by a phenomenon that has occurred at State of Junior High School 27 Padang, namely low student interpersonal communication. Self-concept is one of the factors that influence students' interpersonal communication. This study aims to analyse the relationship between self-concept and interpersonal communication, the research method used is quantitative. This type of research is descriptive correlative. The population in this study was 364 student and the sample of this study was 190 student. The research instrument was a questionnaire raised with Likert scale measurement, the data analysed with descriptive correlation statistics with the help of SPSS version 25.00. The results show that students' self-concept is in the high category, which means that students already have a good self-image of themselves. Interpersonal communication is in the high category, indicating that students already have the ability to communicate effectively with others. There is a positive and significant increase between students' self-concept and interpersonal communication. This means that high and low interpersonal communication can be explained from self-concept, then interpersonal communication will be higher. The results of research data analysis obtained R = 0.213 with the degree of p = 0.003 (p < 0.005), R2 = 0.18.3%. This study proves that there is a positive and significant increase in self-concept and interpersonal communication of junior high school student. Keywords: Self-Concept, Interpersonal Communication, Improving Self-Concept

Improving Interpersonal Communication Quality of Students Through Social Guidance: Evaluation of Effectiveness and Implications

Social guidance is guidance given to individuals to get to know their environment so that they can socialize well and become responsible individuals which is carried out at SMP N 2 Rejang Lebong. The social problems that are often faced by students within the scope of school are related to relationships between individuals or relationships between individuals and the social environment such as difficulty in making friends, alienation from group work, and others.  Research to know the interpersonal communication of students at school. This type of research is quantitative. The population in this study was students of SMP Negeri 01 and the sample population of class VII A amounted to 30 people and the sample used sampling techniques.  Data collection is observation, interviews, and questionnaires. The data analysis technique with product moment correlation statistics. The results of the study The relationship between the effectiveness of student social guidance in interpersonal communication at SMP N 2 Rejang Lebong in grade VII is mostly 29.06% which is included in the influential category, which means that there is a significant influence between peers. The way of interpersonal communication between grade VIII students at SMP N 2 Rejang Lebong is mostly 37.20% who fall into the high category. High here means that most teenagers or students can already communicate with their peers.
  

Exploring the Effects of Social Media and Cyberbullying on Senior High Schools Student Interpersonal Communication

Objective: This study aims to analyze the relationship between Social Media on Students Interpersonal Communication and Cyberbullying on Students Interpersonal Communication in Senior High School   Method: The method used in this study is quantitative to test the hypothesis taken from the research variables in numbers and then the data is analyzed using statistical procedures. Identification of Research Variables In order to test the research hypothesis, it is necessary to first state the identification of the research variables. The variables in this study are as follows: 1. Dependent variable: Interpersonal Communication 2. Independent variable: Influence of social media, cyberbullying. This study explains the causal relationship between variables through hypothesis testing. The population in this study were 560 parents of Senior High School Student.  Data collection techniques in research were carried out by distributing questionnaires containing statements related to the variables studied. The measurement scale used for this research is a 7-point Likert scale. Data analysis uses the Partial Least Square (PLS) method.   Result: Based on the results of the analysis, the P value <0.050 was obtained, so it was concluded that social media has a positive and significant relationship to Students interpersonal communication. Social media has an impact on interpersonal communication. Based on the results of the analysis, the P value <0.050 was obtained, so it was concluded that cyberbullying had a positive and significant relationship to Students interpersonal communication.   Conclusion: Social media has a positive and significant relationship to Students Interpersonal Communication and cyberbullying has a positive and significant relationship to Students Interpersonal Communication. Based on the results of research and data analysis conducted by researchers regarding the process of interpersonal communication between victims and their friends in building a tendency to change cyberbullying towards negative emotions positive, it can be concluded that friends have influence in building tendencies to have positive emotional concepts.   Research Implication: Social media presence requires further attention. Not to stop its development, but to maximize its use. It is important to increase the self-awareness of each user, considering that what is uploaded can affect self-image, and what is uploaded can affect the relationships that exist with other parties. Cyberbullying can occur in groups who know each other and groups of people who do not know each other. Cyberbullying can cause perpetrators to use false identities which cause perpetrators to feel free from existing social and normative rules. Cyberbullying can occur on social media such as Facebook, Myspace, and Twitter   Originality/Value: The novelty of this research is the creation of a new model of the relationship Social Mediaon Senior High Schools Student Interpersonal Communication and CyberBullying on Senior High Schools Student Interpersonal Communication which has not been found in previous research.

Hubungan antara Kepercayaan Diri dengan Komunikasi Interpersonal Siswa

<p>The aims of this research are: Describe the level of self-confidence, interpersonal communication skills and analyze the relationship of self- confidence with the interpersonal communication of second grade students of SMA Negeri 1 Karanganyar. This research is quantitative research with  correlational methods. The population is second grade students of SMA Negeri 1 Karanganyar with a total population of 431 people. The sampling technique is simple random sampling. Sampling was carried out using the Slovin formula which was then obtained from a research sample of 207 people with details of 17-18 people per class. The research instruments are self-confidence scale and interpersonal communication skills scale. The answer choices use the likert scale with 4 answer choices and analyzed using Product Moment Correlation in SPSS. The results of study obtained that students with low communication skills were 17%, medium at 63%, and high at 20%. While the coefficient value of 0.397 with a sig value of 0.000, which means if it is 0.000 < 0.05 then the confidence variable and the interpersonal communication variable have a relationship. The two have a positive relationship, it means when the level of self-confidence is high, the student's interpersonal communication are also high.</p>

The Influence Of Self-Efficacy On Students' Interpersonal Communication In Higher Education

The objectives of this study explored two main cases, (1) what is the influence of self-efficacy on students' interpersonal communication in higher education and (2) What was the level of self-efficacy on interpersonal communication in higher education. This study applied mixed method which is explanatory sequential design or well-known as QUAN-QUAL as the one of the types of mixed method research. There was one class of the third semester students participated as the participant and this study conducted in Universitas Muslim Indonesia. The result of this research leads to the evidence that self-efficacy influence on interpersonal communication. There were three the influence of self-efficacy on interpersonal communication they are confident, motivation and self-control. Students who have high self-efficacy toward interpersonal communication tend easier to speak up than the students who have low self-efficacy. And there are three levels of selfefficacy on interpersonal communication which were experienced by the students. Those three levels covered such categorization such as low self-efficaci obtained 6.1% (two students), moderate self-efficacy obtained 39.4% (thirteen students), and high self-efficacy obtained 54.5% (eighteen students). From these results, the researcher concludes that the level of self-efficacy on interpersonal communication of students is dominantly high with the percent of 54.5%.

Hubungan Komunikasi Interpersonal Mahasiswa dan Dosen Pembimbing dengan Motivasi Menyusun Skripsi pada Mahasiswa Komunikasi dan Penyiaran Islam

Interpersonal communication is a basic activity and naturally, every human being must do this activity as a form of mutual understanding and understanding of the activities of exchanging ideas, ideas, and thoughts of two humans who carry out communication activities. In the world of education, of course, communication is the main tool in determining the success of delivering knowledge from teachers to students. As a student who is part of the world of education, the thesis is a responsibility and one of the requirements for graduation. This research was carried out to know the relationship between student interpersonal communication and thesis lecturer with the motivation to compose a thesis. The research method used is a correlational method with a quantitative approach. The population used is the 2016, 2017, and 2018, Islamic Communication and Broadcasting study program at the Faculty of Islamic Religion, Ibn Khaldun University, Bogor with a total of 59 students as respondents. Data processing using SPSS 20 with Pearson product-moment correlation analysis technique. The results obtained are significant values ​​that have been obtained on the X variable (interpersonal communication) with the Y variable (the motivation to compose the thesis) of 0.000 < 0.05. In the calculation of the value of rcount > rtable, it is obtained that 0.687 > 0.252, which can be concluded that the interpersonal communication between students and thesis lecturer with the motivation to write a thesis has a strong relationship. The interpretation that the higher the interpersonal communication relationship between students and thesis lecturer, the motivation also increases students in writing thesis.
 Keywords: Interpersonal Communication, Motivation, Thesis

Hubungan Komunikasi Interpersonal Mahasiswa dan Dosen Pembimbing dengan Motivasi Menyusun Skripsi pada Mahasiswa Komunikasi dan Penyiaran Islam

Interpersonal communication is a basic activity and naturally, every human being must do this activity as a form of mutual understanding and understanding of the activities of exchanging ideas, ideas, and thoughts of two humans who carry out communication activities. In the world of education, of course, communication is the main tool in determining the success of delivering knowledge from teachers to students. As a student who is part of the world of education, the thesis is a responsibility and one of the requirements for graduation. This research was carried out to know the relationship between student interpersonal communication and thesis lecturer with the motivation to compose a thesis. The research method used is a correlational method with a quantitative approach. The population used is the 2016, 2017, and 2018, Islamic Communication and Broadcasting study program at the Faculty of Islamic Religion, Ibn Khaldun University, Bogor with a total of 59 students as respondents. Data processing using SPSS 20 with Pearson product-moment correlation analysis technique. The results obtained are significant values ​​that have been obtained on the X variable (interpersonal communication) with the Y variable (the motivation to compose the thesis) of 0.000 < 0.05. In the calculation of the value of rcount > rtable, it is obtained that 0.687 > 0.252, which can be concluded that the interpersonal communication between students and thesis lecturer with the motivation to write a thesis has a strong relationship. The interpretation that the higher the interpersonal communication relationship between students and thesis lecturer, the motivation also increases students in writing thesis.
 Keywords: Interpersonal Communication, Motivation, Thesis

Hubungan Komunikasi Interpersonal Mahasiswa dan Dosen Pembimbing dengan Motivasi Menyusun Skripsi pada Mahasiswa Komunikasi dan Penyiaran Islam

nterpersonal communication is a basic activity and naturally, every human being must do this activity as a form of mutual understanding and understanding of the activities of exchanging ideas, ideas, and thoughts of two humans who carry out communication activities. In the world of education, of course, communication is the main tool in determining the success of delivering knowledge from teachers to students. As a student who is part of the world of education, the thesis is a responsibility and one of the requirements for graduation. This research was carried out to know the relationship between student interpersonal communication and thesis lecturer with the motivation to compose a thesis. The research method used is a correlational method with a quantitative approach. The population used is the 2016, 2017, and 2018, Islamic Communication and Broadcasting study program at the Faculty of Islamic Religion, Ibn Khaldun University, Bogor with a total of 59 students as respondents. Data processing using SPSS 20 with Pearson product-moment correlation analysis technique. The results obtained are significant values ​​that have been obtained on the X variable (interpersonal communication) with the Y variable (the motivation to compose the thesis) of 0.000 < 0.05. In the calculation of the value of rcount > rtable, it is obtained that 0.687 > 0.252, which can be concluded that the interpersonal communication between students and thesis lecturer with the motivation to write a thesis has a strong relationship. The interpretation that the higher the interpersonal communication relationship between students and thesis lecturer, the motivation also increases students in writing thesis. Keywords: Interpersonal Communication, Motivation, Thesis

Game Techniques in Group Guidance to Improve Post-Covid-19 Interpersonal Communication in Students

The problem arising from the Covid-19 pandemic is the need for more interpersonal communication with students and lecturers. Because educational institutions conduct online learning, students need to communicate properly., Services are needed to improve student communication To overcome these problems. This study aimed to analyze the influence of Group Guidance Services Using the Games Method on the Improvement of Interpersonal Communication Post-Covid-19 Pandemic Student Guidance and Counseling. This study uses quantitative and experimental research, namely pre-experimental with a one-group pretest-posttest design. The population in this study amounted to 190 people. The sampling was a purposive sampling method with a final sample size of 12 students. The data collection technique uses a Likert scale questionnaire. The data analysis technique used is descriptive analysis and paired sample t-test further test analysis with the help of the SPSS For Windows 20 Version program. The results showed a significant difference between before and after treatment. It was concluded that group guidance services using the game method effectively improved student interpersonal communication.

Pacientes ginecológicas diferem de pacientes do pré-natal na apreciação da participação de estudantes de medicina nos atendimentos ambulatoriais

Abstract Introduction: The participation of students in clinical consultations is essential for their medical education. This experience allows for the acquisition of technical skills and the transmission of ethical and professional values. Objective: To evaluate how differences in outpatient conditions (gynecological or prenatal care), appraisal of previous experience, and sociodemographic profiles influence women’s willingness to accept student participation in their consultations. Methods: We selected 743 cases (45.1% prenatal) with previous experience in student participation of 893 women attending outpatient gynecological (52.6%) or prenatal (47.4%) clinics at Brasilia University Hospital from 2016 to 2019. Scales were adopted for women’s appraisal of student interpersonal communication, willingness to accept, and unwillingness to accept student participation. We used t tests to assess differences, chi-square statistics to compare proportions between outpatient groups, correlations between key variables, and linear regression to estimate variables predicting the willingness outcome. Results: Odds ratios over 1 (p< 0.01) emerged for age older than 35 years, not married, less than higher education, multiparity, discomfort with students, and lower acceptance of gender equality in relation to the Ob-Gyn gender for the gynecological group. Women in the gynecological group offered a better appraisal (from one to five) of interpersonal communication (4.75 vs. 4.43, effect size g= 0.605), showed more willingness (4.58 vs. 4.26, g= 0.625), and conveyed less unwillingness to accept student participation (2.35 vs. 2.47, g= 0.143) than women in the prenatal group. In the linear regression analysis (N= 743), a higher willingness to accept student participation was significantly related (in decreasing impact) to better appraisal of student interpersonal communication (p< 0.001), lower unwillingness (p< 0.001), gynecological group (p< 0.001), tolerance to pelvic examination by a student (p= 0.017), and age older than 35 years (p= 0.016). Conclusions: The experience of supportive interpersonal communication, especially regarding the gynecological group, had a predominant impact on the patient’s willingness to accept the participation of students in consultations. Overall, the willingness to accept this participation differs depending on the patient’s (reason for consultation, lower unwillingness, age) and student’s (communication, gender) factors. Hopefully, the findings can contribute to fostering student-patient partnerships from the perspective of the articulation between service and teaching in medicine.

Group Guidance Using the Halaqah Method to Improve Student Interpersonal Communication

The aim of this research was to obtain a group guidance service using the halaqah method which is effective for improving students' interpersonal communication. This study uses experiments with a quantitative approach. The population of this study was class X students at SMK Negeri 2 Tarakan in the 2022/2023 academic year, which consisted of 129 students. The subjects of this research were 18 students who were Muslim in Tarakan State Vocational School 2 Class X TAV 2. Methods of data collection using a scale and observation. The data analysis used is descriptive statistical analysis and inferential statistical analysis. Based on the results of the research, the pre-test and post-test were carried out on students of class X TAV 2 at SMK Negeri 2 Tarakan. The results showed that group counseling using the halaqah method was effective in improving students' interpersonal communication. The implications of the group guidance halaqah method can be used as a reference to improve student interpersonal communication. Halaqah method group guidance will be effective if it is carried out in a more systematic and planned manner and with more meetings.

Effectivity of Group Counseling Service with Transactional Analysis Approach to Decrease Difficulty Of Students Interpersonal Communication

This research background is based on preliminary study of SMAN 15 Padang students. the first discovery showed there were many students has difficulty in interpersonal communication; in message delivery or unclear information and inproper information receiving, the delivered information hurt other people, and there was also different mind and opinion which caused conflict, and less of attitude implementery while comunicating. this research is aimed to (1) disclose the differences of interpersonal communication difficulty in experimental group students before and after joining group counseling using transactional analysis approach, (2) disclose differences of interpersonal communication difficulties analisis transaksional control grup students before and after joining group counseling,  and (3) reveal differences in interpersonal communication difficulties of experimental group students who follow group counseling using a transactional analysis approach with group counseling without special treatment. This research used quantitative approach, with experimental method, while the chosen research design is quasi experimental design with non-equivalent control group design as the model. There were 10 groups of experiment samples and 10 people for group control. The sample used purposive sampling. The instrument that used for the research is a likert scale model, the data was analyzed by using Wilcoxon Signed Ranks Test and Kolmogorov-Smirnov Two Independent Samples with SPSS 26.00 version. The result of research showed that (1) there were significant interpersonal communication difficulties in experimental  group of students before and after group counseling treatment by using transactional analysis approach, (2) there were significant differences of interpersonal communication difficulties in experimental students group before and after group counseling treatment without special treatment, (3) there were significant differences of interpersonal communication difficulties in experimental students group which given counseling treatment by using transactional analysis approach and without special treatment. To conclude, group counseling by using transactional analysis approach is more effective to  decrease students' interpersonal communication difficulties.

Teacher and Student Interpersonal Communication through a Moodle-Based Learning Management System Application in Improving Student Learning Achievement in SMA Negeri Kota Depok

This study aims to determine the Interpersonal Communication of Teachers and Students through the Moodle-based Learning Management System Application in Improving Student Learning Achievement at Depok State High School. The theory used is the theory of SOR and symbolic interactional theory. The results of this study indicate that learning is done through the application of Moodle-based LMS can facilitate interpersonal communication between teachers and students in giving and receiving learning materials that teachers convey, but because learning is done online, it can be said to be still less effective than face-to-face teaching and learning activities in schools. Teacher equality in giving understanding to students can be shown through the material that teachers provide through the media contained in the Moodle-based LMS application students can more easily understand the learning materials provided so as to help students to still be able to improve learning achievement in school.

Analysis of Academic Interpersonal Communication Factors in the Covid-19 Pandemic Period of Buddhist College Students

This study aims to determine the factors influencing interpersonal communication of Buddhist College students, in the online learning process during the covid-19 pandemic, and (2) know the indicators that affect the student's interpersonal communication factors. This study uses a mixed-method. Qualitative methods are used to describe the data descriptively, while quantitative methods are used in factor analysis. Respectively, the most influential factor on interpersonal communication is the motivation in communicating in the academic field, with a score of 0.81, followed by self-confidence with a score of 0.67, and lastly, openness, with a score of 0.67. Each factor is composed of four indicators as follows. For example, confidence is composed of belief, a sense of responsibility, objectivity, and rationality. The strongest indicator of the self-confidence factor is the belief in one's abilities. Meanwhile, achievement motivation factors are mostly composed of such indicators as a willingness to learn, adaptability, the desire to excel, and the existence of communication efforts. The indicator of the strongest motivational factors is achievement motivation. In addition, the openness factor is composed of indicators of equality, environmental interaction, mutual trust, and values. The strongest indicator of the openness factor is the value of interpersonal communication, especially in online learning processes.
  
 Received: 31 October 2021 / Accepted: 3 December 2021 / Published: 3 January 2022

Komunikasi Interpersonal melalui Layanan Bimbingan Kelompok di STAI Ma'arif Jambi

This study aims to determine the application of group guidance services to develop colage student interpersonal communication in STAI MAARIF JAMBI study program BKPI. The research method used is descriptive qualitative. Data obtained from interviews, observations and documentation sourced from students of the BKPI Study Program STAI MAARIF JAMBI. The collected data is followed up with data reduction, data display and drawing conclusions. Group guidance service is one of the services that exist in counseling guidance services, where group guidance services aim to train students to dare to express their opinions, train to convey solutions, practice critical thinking. Group guidance services are expected to be able to improve students' skills in good communication.