Group Counseling with Pictorial Riddle Media for Incresing

Achieving Motivation in Early Childhood

Richma Hidayati, Indah Lestari, Sunardi Sunardi and Nur Mahardika

Guidance and Counseling Departement, Muria Kudus University, Indonesia

richma.hidayati@umk.ac.id

Keywords: Group Counseling, Pictorial Riddle, Achieving Motivation.

Abstract: The purpose of this research is to develop group guidance with pictorial ladder media to increase achievement

motivation of early child. The method of this research is counseling guidance action research. It is one of the

strategic ways for counseling teachers to improve education services that should be organized in the context

of classroom services and improving the quality of overall school programs. Counseling group with Pictorial

Riddle media in an effort to improve achievement motivation early child is done in 4 stages namely: stage of

formation, intermediate stage, activity stage and cover. Pictorial Riddle media entrance at the core stage of

the activity stage. Based on result of post-test 1st cycle and result of observation that have been done, obtained

result that as many as 10 student (83,3%) in enough category and 2 student (16,7%) in low category, After

the second cycle of counseling service group with Pictorial Riddle media gained significant improvement

results. Based on the data analysis, there were 5 students (41,7%) in very high category, and 7 students

(58,3%) in High category. And it can be concluded that group guidance with Pictorial Riddle media can

improve achievement motivation early childhood.

1 INTRODUCTION

Education is essentially a man in movement which

means that the movement in educational activity is

not merely part of the human body but is a

manifestation of physical psychological process of

man as a whole (totality), because somehow humans

consist of soul and body in a unique and mutual

arrangement influence. In the development of

education can be seen that the role of psychological

factors in achieving such great achievements. It

cannot be denied that a student's learning

achievement is also influenced by the personality of

the student itself. There are many aspects of

personality that indeed greatly affect the student's

attitude in dealing with a thing, such as his character,

his thoughts, his motives, his feelings, and others.

When a student has a strong personality then he or she

will have a positive mind on the outcome of learning,

not afraid of defeat, have a strong drive to do better

than before, and believe in their potential, so that

students do not experience the anxieties that can

disturb him in learning.

In early childhood, education becomes very

important and important. Education became one of

the foundations in the formation of personalities and

the character of early childhood. Early on the

potential of the child also becomes the main focus.

Education that is collaborated with the potential and

ability of children will make children develop

according to the stage of its development. In the

achievement, since early child must also have high

motivation, especially in achievement so that the

ability and potential is not in vain. With the

motivation, the child has the spirit to do the best

possible to do what he is capable and able to develop

and maximize his potential.

Every human being does something by

encouragement by a certain motivation. Motivation is

the impulse that exists within the human being that

causes it to do something and besides that motivation

is also the desire, the desire, and the driving force that

comes within the human being to do something.

Achievement motivation as a power associated with

the achievement of some standard of excellence or

intelligence, which is an impulse within a person so

that he seeks in all activities as high (Heckhausen

1967: 45). Achievement motivation as a driving

198

Hidayati, R., Lestari, I., Sunardi, S. and Mahardika, N.

Group Counseling with Pictorial Riddle Media for Incresing Achieving Motivation in Early Childhood.

In Proceedings of the 1st International Conference on Educational Sciences (ICES 2017) - Volume 1, pages 198-204

ISBN: 978-989-758-314-8

condition in an individual that plays an important role

in some situations to maintain or create high

standards of appearance or superiority (Lawrence

1978: 78).

McClelland (1986: 65) suggests that there are

three kinds of motivation that affect humans are:

motivation affiliation, motivation in power, and

achievement motivation. Affiliate motivation equals

the need to get along. If a person has a high level of

affiliate motivation, then he always tries to maintain

good relationships with others. In addition, people

usually want to have many friends, friendly, and

happy to meet new people. The power of motivation

is the desire of a person to organize a particular person

or institution. The third and most influential

motivation on human performance is achievement

motivation or need for achievement. Someone who

has a high need for achievement tend to have high

achievement. This can make the person is considered

great by the people around him because they have a

strong will to move forward and be the best. There are

two kinds of need for achievement, namely the need

for achievement that brings positive and negative

consequences. Need for achievement can be positive

if someone can make that failure as a reference for

planning in the future. Need for achievement can be

negative if one cannot adjust to the need or high desire

with his condition, especially when followed by

coping (how to cope with stress) is bad. (Setyawati,

Kompas, Friday, March 19, 2004).

Student’s achievement are always related to

achievement motivation because the motive is the

driving force and the human being act and do

something. According to some personality studies,

one of the characteristics that determine the students'

success is the high demand for achievement (Cox

1995: 44). This need is known as achievement

motivation. The orientation of this theory is based on

success based on student perception. According to

Heckhausen (1967: 58) the achievement motive

always contains two contradictory things, namely

"hope for success" and "fear of failure". If the

expectation for success is strong while the fear will

fail weakly, then the student will feel steady not

experience stress or psychological disturbances,

otherwise if the fear will fail stronger than hope for

success, then students will experience stress and

confidence will be shaky. This level of self-

confidence owned by students is another

psychological aspect that can affect student

achievement. Each time a student will be challenged

to be the best in the school from both academic and

other achievements. For it is absolute for a student to

have high confidence. Confidence or self-confidence

is the primary capital of a student to progress, for the

achievement of high achievement itself must begin by

believing that it can and can surpass the achievements

it has ever achieved (Singer, 1986: 33). Without

having full confidence, a student will not be able to

achieve high achievement. The ability to complete a

task on a student is influenced by the level of self-

confidence that is one of the personality traits of a

person. This personality trait is not a congenital

factor, but is derived from life experiences, taught and

implanted by others closest to or from the immediate

environment. Human behavior is heavily controlled

by attitudes, opinions and people living in society,

coupled with years of experience. These all shape

personal traits and influence one's thoughts and

behavior (Rini, 2002: 44). Based on the results of the

study, Davidson (2004: 65) explains that confidence

can help a person to overcome the problem or task

faced by eliminating the doubts in his heart.

Individuals who have confidence know what is

needed in their lives and can more easily take

appropriate steps to solve problems with confidence.

Confidence helped him to accomplish the task he was

facing well. According to Archer (2004: 32) in his

research mentioned that one's own confidence can

increase expectations for success including

improving the ability to complete the task and achieve

the highest achievement. With the trust high self

grows high self-esteem as well. Almost every student

has experienced a crisis of confidence throughout the

learning process. Loss of confidence becomes

something that is very disturbing, especially when

faced with new challenges or situations. Individuals

who have good self-esteem will be more appreciative

of themselves with higher when compared with

individuals who have low self-esteem (Locke, 2005:

43).

Achievement motivation in early childhood

should be adjusted to the stage and task of its

development. Supported by guidance and counseling

teachers who understand the development and

developmental tasks of early childhood physically

and psychologically will help children can grow in

accordance with their potential. Therefore, group

counseling services can be one service that can be

given to early childhood to be able to increase student

achievement motivation. Based on the age and stage

of development of children who still love the game,

then the ladder snake media serve as one of the media

in group counseling services to help improve the

achievement motivation of early childhood.

Group Counseling with Pictorial Riddle Media for Incresing Achieving Motivation in Early Childhood

199

2 METHOD

The method of this research is counseling guidance

action research. It is one of the strategic ways for

counseling teachers to improve education services

that should be organized in the context of classroom

services and improving the quality of overall school

programs (Sukiman, 2011: 84). Guidance Counseling

Action research uses two types of data to replace the

changes that occur, namely qualitative and

quantitative. Qualitative data are documentation,

observation and interview techniques to determine

the condition of students in each cycle. While the

quantitative data. Sukiman (2011: 138) describes the

procedures that must be passed in the implementation

of PTK and PTK BK, and the characteristics of PTK

/ PTK BK are cyclical.

The problems in this research are the low score of

student’s self-adjustment skill and the

implementation of content mastery service with

Pictorial Riddle media to improve the achieving

motivation of elementary school students.

2.1 Approaches

This research uses mixed sequence design methods

because the quantitative and qualitative approaches

are used in an integrated and mutually supportive

manner. Quantitative methods are used to assess self-

transient students. Meanwhile, qualitative approaches

are used to provide an overview of the application of

content mastery services to Pictorial Riddle media to

improve students' self-adaptation skills through

descriptive. Research guidance and counseling action

is done through 2 cycles, with stages:

 Planning phase (planning)

 Implementation phase of action

 Observation (Observation)

 Reflection

In the last stage of the first cycle is reflection.

Reflection is done to find out what can be done and

implemented in a way that can not be done with the

media of Pictorial Riddle, as well as a way to know

the shortcomings in the actions of services that have

been implemented. By knowing the shortcomings in

cycle I, it can choose the renewal / improvement in

the implementation of cycle II.

In the second procession that is reviewed with the

stages of activities such as cycle I i.e. action

(planning), the implementation of the action,

observation (observation) and reflection (reflection),

will join this cycle II the researchers have various

improvements from the action on cycle I in order to

improve the barriers and difficulties found in cycle I.

2.2 Research Objects

Arikunto (2006: 118) argues that a study is what

concerns a study. The object of this research is 10

early childhood (kindergarten grade B students) who

have low achievement motivation based on pretest

result and also input from classroom teacher in

interview process to teacher class.

2.3 Data Analysis

To obtain valid data in this study, the researchers

used several methods as follows:

 Observation Method

The method of observation is the data technique

in the proper way of certain behavior. Methods

of observation can be made to groups and to

individual students. The observed activities are

some self-mental indicators, student activities in

learning observed with observation sheet

instrument

 Interview Method

Interview method is done to know the condition

of beginning and end

 Documentation Method

Documentation method are used about student's

name, situation and condition of student in

learning.

2.4 Data Validity

Data validity technique commonly used in qualitative

research that is triangulation technique. (Sugiyono,

2009: 330) states there are four kinds of triangulation

techniques, namely (1) triangulation data, (2)

triangulation of researchers, (3) methodological

triangulation, and (4) theoretical triangulation.

From similar triangulation, the used triangulation

of data. Triangulation of data in this research is used

through the source (human) who vary his position and

from the records associated with the research data.

According Sutopo (2006: 93) data triangulation is a

way that directs suggestions in order to collect data, it

is required to use a variety of different data sources

available.

2.5 Data Analysis Technique

Data analysis technique is done through three stages,

namely data reduction, data presentation, and

inferences based on data description. Data reduction

is a form of analysis that sharpens, classifies, directs,

discards the unnecessary and organizes in such a way

that it can be deduced. The results of the reduction are

ICES 2017 - 1st International Conference on Educational Sciences

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then described with sentences and categorized, i.e.

separated by category obtained or presented with a

neat and systematic arrangement. Furthermore, the

categorization results are described and interpreted in

such a way as to form the presentation of research

results.

Data analysis is a way to analyze data obtained

during the researcher conducting research so that will

be known the truth of a problem (Arikunto, 2006:

136-137).

Descriptive analysis of achievement motivation

toward group guidance service with Pictorial Riddle

media by using observation sheet. Analysis related to

achievement motivation early child use formula as

follows:

The presentation classification of values is as

follows:

00% ≤ N ≤ 25.00% : Very Low

25.00% ≤ N ≤ 43.75% : Low

43.75% < N ≤ 62.50% : Enough

62.50% < N ≤ 81.25% : High

81.25% < N ≤ 100% : very high

3 RESULTS AND DISCUSSION

3.1 Results

Based on result of posttest of cycle I and result of

observation that have been done, obtained result that

as many as 10 student (83,3%) in enough category

and 2 student (16,7%) in low category (see in Figure

1).

Figure 1: Increased achievement motivation cycle.

After the second cycle of group guidance services

with Pictorial Riddle media obtained significant

improvement results. Based on the data analysis,

there were 5 students (41,7%) in very high category,

and 7 students (58,3%) in High category (SEE IN

Figure 2).

Figure 2: Improving cycle achievement motivation II.

Based on the figure above can be seen the results

of achievement motivation early child has a

significant improvement and guidance service group

with media Pictorial Riddle can improve motivation

of achievement of early child.

3.2 Discussion

Gazda (1984), Shertzer and Stone (1980) (in Mungin

Edi Wibowo, 2005) put forward the notion of group

counseling: "group counseling is an interpersonal

process centered on conscious thought and behavior.

According to prayitno (2012) The process of group

counseling contains therapeutic features such as

expression of thoughts and feelings freely, orientation

to reality, self-disclosure of deep feelings

experienced, mutual trust, mutual attention, mutual

understanding, and mutual support.

According to Prayitno (2004), the general

purpose of group counseling is to develop students'

personalities to develop social, communication,

confidence, personality, and problem-solving skills

based on science and religion. Sadiman et al. (2008:

75) states that games are every contest between

players who interact with each other by following

certain rules to achieve certain goals. According to

Sadiman (2008: 76) states that every game must have

four main components, namely: 1. The presence of

players, usually more than two people, 2. The

Group Counseling with Pictorial Riddle Media for Incresing Achieving Motivation in Early Childhood

201

existence of the environment where the pe-play

interact, 3. The existence of rules of the game, and 4.

The existence of certain goals to be achieved.

The explanation of Atkinson and Raynor (1974,

in Santrock, 2008) that achievement motivation is a

motive to accomplish something, to attain a standard

of success, and to do business with the aim of doing a

success. A person with high achievement motivation

has hope for greater success than fear of failure. And

diligent in every effort when faced with the task or the

increasingly difficult situation. Meanwhile, according

to Keith and Nastron (1989, in Rumiani, 2006),

defines achievement motivation as a motivation

owned by someone to overcome obstacles in

achieving goals, so that individuals who have high

achievement motivation show greater and tenacious

effort.

Mc Cleland (1975) explains that, achievement-

oriented people have the following characteristics,

favoring situations that demand personal

responsibility for problem solving, tend to take risks

that are or are comparable to those of low or high risk,

and always expect can feedback in the form of

suggestions and criticism of the performance that has

been done. According Hawadi (2001) achievement

motivation is the driving force in students to achieve

achievement in accordance with that set by the

individual itself. A person who has high achievement

motivation will display different behavior with

people who have low achievement motivation.

According to McClelland (1975), there are

several important elements in achievement

motivation:

 The need for achievement: shows a person's

desire to achieve a success or superiority by

setting a standard or a goal.

 Responsibility: demonstrates the ability of the

individual to be responsible for the tasks

assigned.

 Fear of failure: shows the individual's ability to

anticipate failure or frustration (despair).

 Ability to overcome obstacles: shows the efforts

made by individuals in overcoming obstacles

that come from outside and from within, in an

effort to achieve achievement.

In early childhood, education becomes very

important and important. Education becomes one of

the foundations in the formation of personalities and

character of early childhood apda. Early on, the

potential of the child also becomes the main focus.

Education that is collaborated with the potential and

ability of the child will make the child develop

according to the stage of development. In the

achievement, since early child must also have high

motivation, especially in achievement so that the

ability and potential is not in vain. With the

motivation, the child has the spirit to do the best

possible to do what he is capable and able to develop

and maximize his potential. Research that has been

done in early childhood (in grade B kindergarten

school) found findings about low student's pioneering

motivation. Achievement motivation is very

important for grade B kindergarten children because

it will enter the elementary school because it enters

the new level of education with different education

atmosphere. And psychologically, early childhood

needs to be well prepared, especially on the

motivation of prestige so that children have the

passion to learn and compete in learning with their

friends.

Table 1: Achievement motivation results early childhood.

Categories

FIRST CYCLE

SECOND CYCLE

The

Number

of Kids

The

Number

of Kids

Very High

0,0

41,7

High

0,0

58,3

Enough

83,3

0,0

Low

16,7

0,0

Very Low

0,0

Total

100

Based on the Table 1, motivation of early

childhood achievement during initial condition

before given group guidance action, observation

result based on observed aspects showed 2 students in

very low category and 10 students in low category

Based on student observation result before given

counseling service group of student have not have

desire to achievement, have not been able to fulfill

their responsibilities, are afraid to fail and can not

solve their own problems. The phenomenon is an

input for researchers in preparing the implementation

of group guidance with Pictorial Riddle media to

improve motivation of student’s achievement.

Pictorial Riddle into a medium used to help young

children in improving the motivation. Each number

listed on the landing snake media has each question

adapted to the theme that will be taught in early

childhood education. Snake media in early childhood

snakes do not use snakes for the down direction

because it will affect their psychological. The leader

are still used to give more appreciation to the child.

When children get stairs and bonuses to jump over the

numbers obtained from throwing dice, then the child

gets rewards in addition to the question according to

the theme also get a prize in the form of something

that matches the theme, for example: fruit theme, then

the child will get a reward in the form of fruit. The

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results achieved can be observed both when the action

takes place and after the implementation of the action.

After going through 2 cycles, the child is able to fulfill

his responsibilities, has a desire to excel, not afraid to

fail and able to solve problems in learning.

The researcher designs a group guidance service

in cycle one then in reflection using an observational

instrument on the achievement motivation of the

child. The implementation of group guidance services

through several stages, including planning,

preparation, implementation, evaluation, and follow-

up. The implementation of content mastery services

also through the following stages:

 Planning, including (a) assigning students to be

served, (b) assigning and preparing content to be

studied, (c) establishing service processes and

measures; (d) establishing and preparing service

facilities; (e) administration.

 Implementation, including (a) carrying out group

counseling services, (b) implementing high

touch and high tech in the group guidance

process.

 Evaluation, including (a) establishing evaluation

materials, b) establishing evaluation procedures,

applying evaluation instruments, and (e)

processing instrument results.

 Analysis of evaluation results, including (a)

setting evaluation standards, (b) conducting

analysis, (c) interpreting the evaluation results.

 Follow-up, including (a) establishing the type

and direction of follow-up, i.e. implementing the

second cycle of group guidance services with

Pictorial Riddle media (b) communicating the

follow-up plan to early childhood and other

relevant parties; and (c) implement the follow-up

plan.

After the results are known, in the second cycle,

the use of snake media put into the guidance service

group Stages in group counseling services with

pictorial riddle are as follows:

 Planning, including (a) assigning students to be

served, (b) assigning and preparing content to be

studied, (c) establishing service processes and

measures; (d) establishing and preparing service

facilities; (e) administration.

 Implementation carried out in the form of

groups with stages: a) initial stage, b) transition,

c) activities using Pictorial Riddle media, d)

cover. The core / activity stage is done in the

following way:

This stage is the actual stage of group

counseling, if at the stage of formation and

transition goes well then at this stage the group

is expected to walk by itself in achieving the

desired goals, but the role of group leader

remains important in directing the course of

activities. At the stage of activity in group

guidance, group leaders have made a pictorial

riddle media, where the boxes and numbers

containing the ladder to rise up are given ritual

questions about how to learn how to learn and

how to improve their achievement.

Cecilia (2014) said that the effect of pictorial

reading strategy on the learning of proverbs and

riddles with view to elucidating the need to

uphold making children to be well. The

questions that appear in each card in essence is

for children to improve the motivation of

achievement and what steps will be done when

experiencing barriers and problems learning

according to his age:

 At first the students discuss the topic.

 Take turns playing the Pictorial Riddle

game that has been provided by guidance

and counseling teachers.

 Draw to determine who plays first

 When meeting the stairs the child is given

the opportunity to find his own answer

from the question that appear from the card

before it can jump the number because it

has found the ladder.

This card is about what will be taken to

improve motivation.

 Evaluation, after the implementation of content

mastery services with the media of a ladder

snake with observation instrumentation

 Analysis of evaluation results

 Follow up.

 Reports, including (a) preparing reports on the

implementation of content mastery services, (b)

submitting reports to related parties, (c)

documenting service reports.

4 CONCLUSIONS

Achievement motivation in early childhood should be

adjusted with the stage and task of its development.

Supported by guidance and counseling teachers who

understand the development and developmental tasks

of early childhood physically and psychologically

will help children can grow in accordance with their

potential. Therefore, group counseling services can

be one of the services that can be given to early

childhood to be able to improve student achievement

motivation. Based on the age and stage of

development of children who still love the game, then

the pictorial riddle media serve as one of the media in

group counseling services to help improve the

achievement motivation of early childhood.

Counseling group with Pictorial Riddle media in an

Group Counseling with Pictorial Riddle Media for Incresing Achieving Motivation in Early Childhood

203

effort to improve achievement motivation early child

is done in 4 stages namely: stage of formation,

intermediate stage, activity stage and cover. Pictorial

Riddle media entrance at the core stage of the activity

stage. At the stage of group counseling activities, the

group leader has created a ladder snake media, where

the boxes and numbers containing the ladder to rise

up are given ritual questions about how to learn and

how to improve their achievements. The questions

that appear in each card at its core is for children to

improve their achievement motivation and what steps

will be done according to their age of development.

Based on result of posttest 1st cycle and result of

observation that have been done, obtained result that

as many as 10 student (83,3%) in enough category

and 2 student (16,7%) in low category, After done

second cycle of counseling service group with media

Pictorial Riddle gained significant improvement

results. Based on the data analysis, there were 5

students (41,7%) in very high category, and 7

students (58,3%) in High category. And it can be

concluded that group guidance with Pictorial Riddle

media can improve achievement motivation early

childhood.

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