Character education and personal social guidance ...

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Character education and personal social guidance counseling and its effectson personal social competences

Diana Septi Purnama & Abdul Malek RahmanYogyakarta State University

email: [email protected]

Abstract: This study was aimed at fi nding a concept model of appropriate guidancefor developing adolescent personal social competences. More specifi cally, the studyattempted to fi nd the correlation between personal social guidance counseling andcharacter education in schools and the private social competence of students. Thesubjects were 1,500 high school students in Yogyakarta who have received charactereducation programs in their school. The primary data were collected by questionnaires.The secondary data were collected by observation and documentation. Data wereanalysed qualitatively for cross-check purposes and quantitatively for statisticalhypothesis testing. Findings showed that there was evidence for the fact that personalsocial guidance counseling helps develop personal social competence of teenagers.

Keywords: character education, personal social guidance counseling, personal social competence

1. Introduction

Adolescence is often associated withstereotypes about irregularities and impro-prieties. They have personal and socialproblems that continue to occur without theproper solution to date. The results of researchby Kristiyanti (2008), using the test Woodworthprevalence of personality disorders in youngadults in Pacitan Indonesia with an age range of18-25 years in both men and women, show eightaspects of obsessive compulsive personalitydisorder (21.05 %), schizoid personality dis-order (17.10 %), paranoid personality disorder(17.76%), threshold personality disorder(14.4%), antisocial personality disorder (19.07%), and other disorders such as emotion (23.34

%), depression (23 %), and impulsiveness(18.42%).

Besides, many theories have discussed thedevelopment of the unconformity, emotionaldisturbances, and behavioral disorders asa result of the pressures experienced byadolescents because of the changes thathappened to them as well as due to changes inthe environment.

In the changes, adolescents are also facedwith different tasks of the childhood activities.In every phase of the development, including inadolescence, the individual has a developmentaltasks that must be met. When these tasks arewell done, it will give satisfaction, happinessand acceptance from the environment. Thesuccess of individuals fulfi lling these duties

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will determine the success of individuals infulfi lling developmental tasks in the next phase.

Hurlock (2003) provides limits toadolescence based on chronological agesbetween 13 and 18 years. The age limit is atraditional limit of contemporary fl ow whilelimiting their teens between 11 and 22 years.Deviant behaviors committed by juvenilesunder the age of 17 years are diverse rangingfrom immoral acts to anti-social behaviors.Forms of delinquency are such as running awayfrom home, carrying weapons, wild racing onthe road. Some of the deeds are already leadingto crimes or unlawful acts such as murder,robbery, rape, illegal sex, drug use, and otheracts of violences that are often reported by themedia (Masngudin, 2004).

Head of Yogyakarta District PoliceCommissioner Widodo said that it hadpicked up about 16 points prone to juvenile

delinquency. While they did not give details,Widodo mentioned these points as being spreadover a number of high schools and townshipareas. Within Yogyakarta, eight criticalpoints are identifi ed. All these points are inthe neighborhood high schools, both privateand public. Student Section Chief EducationOffi ce of Yogyakarta Sujarwo added thatthey were ready to cooperate with the DistrictPolice Offi ce and to perform the mapping.However, Sujarwo expected the maps could beimmediately acted upon, for example, by usingpatroling and policing operations (Kompas, 28February 2013).

Adolescence is an age most potentiallyrelated to crime and deviant behaviors becauseat this age teenage characters have not beenfully formed (Nurdibyanandaru, 2007). Manyfactors that cause these especially are relatedto poor communication with the parents

Diana S.P. dan Abdul M.R.: Character education and personal …(page 72-83)

Figure 1. Chart of Adolescent Delinquency in Yogyakarta (Source: Police Data)

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causing the lack of good modeling. Externalfactors that cause juvenile delinquency arerelated to malfunction of the parents as fi guremodels for children (Yusuf, 2004). In thiscase, family atmosphere creates a feelingof unsafe, unpleasant, and poor familyrelationships causing psychological harms toany age, especially adolescence. Accordingto Immanuel Kant, parents of naughty teenstend to have minimal aspirations about theirchildren, avoiding the involvement of familiesand the lack of parental guidance to adolescents.On the reverse, a family atmosphere thatcreates a feeling of safety and fun personalitywill foster well and vice versa. Many studiesconducted by experts found that teenagers whocome from families who are attentive, warm,and harmonious have the ability to adapt andhave good socialization with the surroundingenvironment (Hurlock, 2003) .

Furthermore, Hurlock (1997) added thatchildren who have good adjustment in schoolusually have a harmonious family background,free opinions, and warmth. A child who comesfrom a close knit family will perceive theirhome as a place of joy because of the fewerproblems between the parents. On the contrary,if a child perceives his family falling apart orless harmonious, the child will be burdenedwith the problems being faced by the parents.

While internal factors infl uence thebehaviors of juvenile delinquencies, theself-concept or self-belief is a view of thewhole self, both concerning the advantagesand disadvantages of self, so as to havea considerable infl uence on the overallbehavior displayed. Shavelson & Roger(1997) stated that the concept of self-forms isbased on experience and intepretation of theenvironment, judgment of others, attributes,and the behavior itself.

Therefore, responses and judgments ofothers about the individual will be able toinfl uence how individuals assess themselves.

Conger (1997) stated that naughty teensusually have a rebellious nature, ambivalenttoward authority, resentfulness, suspicions,implusiveness, and little mental control.Gunarsa (2003) said that adolescents whoare defi ned as brats usually have morenegative self-concepts than children whoare not performing. Thus, adolescents whogrow up in a less harmonious family andhaving the possibility of a negative self-concept have a greater tendency to becomedelinquents than adolescents who grow up ina harmonious family and have a positive self-concept. According to Drawati (2005), factorstriggering the child committing a crime is amatter of moral education, parental attention,and developmental age. So it is not surprisingthat the characters are loud or wild children,because they are not given the knowledgeabout ethics and morals, rights and wrongs,nor what is good and what is not good. Thereis tendency for them to do crimes or violencesto sustain their lives.

Based on the above description, itseems clear that globalization brings a widerange of negative impacts. Such problemscan be anticipated through counseling andthe implementation of character educationin schools. Therefore, it is necessary to doresearch related to character education andsocial personal counseling on the personalsocial competences of students in Indonesianschools, in terms of both external and internalfactors that infl uence the children.

Character education is the concept ofthe development of the moral consciousnessof students (Lickona, 2011), emerging frompsychology, social learning, and cognitivedevelopment framework. A literature reviewfound the most effi cacious approach todeveloping the character of students. Studiesin character education have been conductedin the fi eld of cognitive development (Gibbs,2006; Mischel & Mischel, 1976; Narvaez,

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2001; Rest, Narvaez, Thomas, & Bebeau,2000), virtues of characters (Bulach, 2002;Lickona, 1999), and social learning (Anderson2000; Simons & Cleary, 2006; Wynne, 1997).

The development approach theorizedthat children develop moral gradually. Thistheory is developed by Lawrence Kohlbergand similar to the model developed by JeanPiaget (Power, Higgins, & Kohlberg, 1989).Kohlberg argued that there are six stages ofmoral judgment with three levels; each levelcontaining two stages (Power et al., 1989).In contrast to the cognitive developmentapproach that associates with the characterdevelopment of moral judgment and moraldevelopment of the child in the developmentalstage, the psychological-association approachto character development is associated withvirtues. The psychological perspective issupported by Lickona (2011) demonstratingthat children can be taught by teachingcharacter virtues such as honesty and respect.

Literature in psychology theories arguesthat virtues such as respect, responsibility,and honesty are the main elements for thedevelopment of a character (CharacterEducation Partnership, 2006). However,another theory suggests that social learningenvironment, in this case an external factor,plays an important role in shaping the characterof children (Wynne, 1997). According toWynne, the environment includes activitiesand opportunities intended to develop andfoster character education. At a certain pointin discourse, cognitive learning theories,psychological and social, embraces virtues insome aspects.

In this study, not only the cognitive learningtheory is used, but also social psychologyas a framework for developing characters.Besides exploring, this study describes howcharacter education is implemented in schoolsin Yogyakarta by looking at the curriculumrelated to the character from the perspectiveof the learner.

Theorists believe that characters can bedeveloped through education and teachingvirtues, coming from a psychological theory(Hansen, 1995; Lickona, 1991; Stengel &Tom, 2006) that defi nes characters by usinga term that describes the properties necessaryto embed the value of values. For example, aleading expert character development throughvirtue, Lickona (1997), defi nes charactereducation as “a deliberate effort, proactiveto develop good character”. He furtherexplained that the virtues that make up goodcharacters are good for individuals and thesociety. Berkowitz defi nes it as “deliberateinterventions to promote the formation ofany or all aspects of the individual’s moralfunction (page 2, 1998). Character EducationPartnership (CEP), a leading organizationin the development of character educationdeveloped by Lickona et al. defi nes charactereducation as “... effort, a deliberate proactivewith schools, districts, and states to inculcatestudents primarily ethical values such as care,honesty, fairness, responsibility, and respectfor self and others” (2008).

Meanwhile, another opinion, Wynne(1997), defi nes character education assupporting social-learning of characterdevelopment, arguing that character educationis necessary to establish an environment thatencourages students to practice good habits.Wynne also calls them virtues as nature (p.63). Argument to approach caring communityled by Noddings (1997) defi nes charactereducation as “the delivery of communityvalues effectively to adolescents”. Kohlberg,an advocate of cognitive development,used “moral education” instead of the termmoral “character education”, referring tothe moral judgment or decision based onmoral judgment. Moral is a judgment, not abehavior or infl uence” (Kohlberg, 1980) . Italso defi nes the purpose of moral educationas “the stimulation of development of naturalindividual moral judgment and the capacity of

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the child, allowing him to use his own moralassessment to control his behavior. Ryanand Bohlin (1999), the proponents of virtue,defi nes character education as a developmentalprocess of carving themselves a moral essenceof a person often with the help of others,requiring effort, support, knowledge, andencouragement examples (good or bad).

Ki Hajar Dewantara has much thought onthe issue of character education. Sharpenedintelligence and mind can build a good andsolid character. In this case, people willalways be able to beat the passion and pathosof the original character such as violent, angry,grumpy, stingy, hard, etc. (Ki HajarDewantara,the Noble Assembly of the Union Tamansiswa,1977: 24). Furthermore, Ki Hajar Dewantarasaid that the so-called “budi pekerti” or acharacter is a “spherical human soul” as thesoul “law of faith”. Budipekerti, or characters,is meaningful unifi cation of the movement ofthoughts, feelings, and the wills which raisepower. Knowing that the “mind” meansthoughts, feelings, and wills, then “character”means “power”. So, “budi pekerti” has thenature of the human soul, from wishfulthinking to incarnate power. With “budipekerti”, every human being stands as afree man (impersonal), which may governor control oneself. This is a civilized humanbeing and that is the intent and purpose ofeducation. Ki Hajar Dewantara further saidthat education is a business culture that isintended to give guidance in the soul growthof children’s lives. In the order and in thenature of personal and environment infl uence,they make progress toward a physically andmentally civilized humanity (Ki Suratman,1987: 12). This means that in order to achieveone’s personality or character of a person, thecivilized humanity is the highest level.

The meaning of life in the nation’s cultureincludes creativity, taste, and wills. When usedin psychological terms, there is compliancewith the aspects or the cognitive domain;

the domain of emotions, and psychomotordomains or the conatives. It can be concludedthat Ki Hajar Dewantara wants to: a) placethe students as an educational center, b) seeeducation as a process thus is dynamic, and c)give priority to the balance between creativity,taste, and intentions. Thus, education ismeant by Ki Hajar Dewantara as a balanceof creativity, taste, and intentions. It is notjust a process over the course of science orthe transfer of knowledge, but at the sametime it is also as a process transformation(transformation of value). In other words,education is the process of formation of thehuman character to be truly human. Ki HajarDewantara’s outlook on education shows usthat he has a strong commitment to shape thecharacter of the nation through education.

According to Winkel and Hastuti (2004),personal social guidance counseling servicesmeans counseling services provided to assiststudents in dealing with the state of their ownmind and to overcome many struggles in theirown mind. Furthermore, it is explained thatpersonal social counseling is an assistancein organizing themselves in various fi elds oflife and human relationships with others in avariety of environments (social interaction).

Not much different opinion is deliveredby Yusuf and Nurihsan (2006) who statethat personal social guidance is guidanceto assist individuals in solving personalsocial problems. Social problems includerelationship problems with their peers, withfaculty, and staff, understanding the natureand capability of self, and adjustment to theeducational environment and the communitiesin which they live.

It is further explained that personalsocial counseling is a program to helpstudents understand and respect themselvesand others, acquire effective interpersonalskills, understand safety and survival skills,and be able to contribute in the community(Public Schools of North Carolina, 2001).


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Diana S.P. dan Abdul M.R.: Character education and personal…(page 72-83)

From the opinions of personal social guidancecounseling above, it is understood that personalsocial counseling services are counselingservices programs that help students developawareness and acceptance of self and others,help improve personal competence in survivaland responsible for their decisions, anddevelop and maintain good relationships withothers.

Based on the notion of personal socialguidance counseling, it is generally known thatthe purpose of the personal social guidancecounseling services is to help students developawareness and acceptance of self and others,improve personal skills in survivals, beresponsible for their decisions, and developand retain good relationships with others. Indetails, the Department of National Education(2008:198) describes the purposes of guidanceand counseling related to social aspects ofpersonal social guidance as: a) Having a strongcommitment to practice the values of faithand devotion to God the Almighty, either inpersonal life, family, relationships with peers,school/Madrasah, workplace, and society ingeneral, b) Having an attitude of tolerancetoward other religions, with mutual respectand preserve the rights and obligations ofeach respective, c) Having an understandingof the rhythm of life fl uctuated between fun(grace) and unpleasant (disaster), and beingable to positively respond in accordance withthe teachings of the religious affi liation, d)Having an understanding and self acceptanceobjectively and constructively, both relatedto excellence and weakness; both physicallyand psychologically, e) Having a positiveattitude or respect for themselves and others,f) Having the ability to make a healthy choice,g) Having the attitudes of respect for others,not harassing the dignity or self-esteem, h)Having a sense of responsibility, which ismanifested in the form of commitment toduties and obligation and a sense of abilityto interact socially (human relasionship),

which is manifested in the form of friendship,kinship, or friendship with a fellow humanbeing, i) Having the ability to resolve confl icts(problems) both internal (within oneself)and external (with others), and j) Having theability to make decisions effectively.

The purpose of guidance and counseling inthe areas of personal social high school is moreclearly stated by Cobia & Henderson (2007)which has been detailed based on school levels.Cobia & Henderson stated that the purpose ofthe personal social counseling provided forstudents in high schools is to assist studentsin developing self development in the form ofa) increased ability to respond to pressure, b)increased capacity in reception capability thatis different from others and improve the poorself-acceptance and interfere in relationshipswith others, c) increased ability to developstrategies in the face of unfavorable outlookand less clear, d) increased ability to choosealternatives and to assess the consequencesof the actions to be performed, e) increasedability to steer and control emotions; and f)increased understanding of all the things thathappen in making choices.

Referring to the Connecticut Comprehen-sive School Counseling Programs developedby the Connecticut School CounselorAssociation (CSCA), a personal socialdomain is a set of activities that assiststudents in developing interpersonal skillsboth personally and collectively. Personalsocial domains have three aspects, namely:(1) respect themselves and others, (2) skillattainment goals, and (3) skills for safetyand survival. It shows that the skills incompetencies are expected to meet the masteryof a competency. Besides, Daniel Goleman(Bantam, 1998) divides the intrapersonaland interpersonal competencies in researchstudies as follows: personal competenciesincluding self-awareness, self-control andself-motivation, and social competence.Meanwhile, a social consciousness includes

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empathy, altruism, ability to understand theneeds of others the ability to understanddifferences, persuasiveness, communicationskills, leadership, confl ict management,building relationships, collaboration andcooperation, and the ability to generatesynergy groups.

Malikail & Stewart (2003) argued aboutthe defi nition of personal social skills asfollows: Personal and social skills refer to thatcomplex of knowledge, values, attitudes andabilities contributing to the development of asound moral character, a sense of community,and competence in responding to the personal,social and cultural aspects of life. Personalsocial skills include extensive knowledgeand insight, values, attitudes and abilitiesthat contribute to the development of moralcharacter, and awareness of the environmentand the ability to respond to the personal,social and cultural aspects in real life.

Based on various references mentionedabove, personal social competence withrespect to this study, students who havepersonal social competence characterized ascompetence with respect to the acquisitionand collective self-awareness, self-esteem,have value consciousness so that they canlive independently and usefully for others andthe environment, interpersonal relationshipskills, communication, respect differences andwork together, and confl ict resolution skills.Goleman (2005) divides emotional intelligenceinto fi ve basic skills or personal and socialabilities, namely: personal skills. These skillsdetermine how we manage ourselves. Theseskills include a) self awareness, knowingwhat is perceived by oneself at a time, andusing it to guide decision-making yourself,have a realistic measure of the ability of self-confi dence and strong Self-awareness includesawareness of emotions, self-assessment, andself-confi dence; b) personal emotions so thata positive impact to the performance of duties,

sensitive to the heart and could delay theenjoyment before reaching a target , able torecover from emotional stress. Self-regulationis composed of self-control, trustworthiness,vigilance, adaptabilias, and innovation, andc) motivation that is using a personal desirefor the ultimate in self-moving and guidedtoward the target, helping themselves to takethe initiative and act very effectively, and towithstand failure and frustration.

Yusuf (2004) argues that guidance andcounseling is the process of signifi cationin social meaningfulness, or personaldevelopment process is characterized byindividual spiritual and social piety. Basedon the meaning of the above, the guidanceand counseling services are intended to assistindividuals in order to: (1) have the nature ofconsciousness itself as a creature or a servantof God (2) have a sense of life in the worldfunction as vicegerent of Allah (3) understandand accept the state itself in health (4) havehealthy habits in how to eat, sleep, and use thespare time (5) create a functional family life(6) do the teachings of the religion (worship)as well as possible, both hablumminallahand hablumminannas, (7) have the positiveattitudes and work study habits, (8) understandthe problem and deal with it appropriately,(9) understand the factors that contribute tothe problem or stress, (10) able to change theperception or interest, (11) do not regret theincident (disaster) that has occurred, and (12)do not dramatize the situation, not emotionalin interpreting the events that happened, tryingto muffl e a self introspection.

The explanation above covers two things:intrapersonal and interpersonal relationshipsas two variables that cannot be separated inindividual behavior, even with a position that isvery important for the success of the individuallife. Today these two variables are representedby a concept that is very popular, namelyEmotional Intelligence (Goleman, 1996). This


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concept states that emotional intelligence isthe single most important factor for personaladjustment, success in relationships, and injob performance. Thus, emotional intelligentis not only about issues related to intrapersonalaspects (personal social) aspects, but also theinterpersonal (social). Both are functionallyoverlapping in the form of individual behavioreveryday. Conceptually and actually, the twoconstructs are not entirely the same.

The duties of the personal socialdevelopment to be achieved through the helpof guidance and counseling are: (1) developself-awareness, (2) develop a positive attitude,(3) make a healthy choice, (4) respect others,(5) have a sense of responsibility, (6) developcompetence interpersonal relationships, (7)resolve confl ict, and (8) make good decisions(Kemendiknas,1994). There are four key wordscontained in the above explanation, namely:(1) self-awareness, (2) awareness of the value,(3) skills to communicate effectively, and (4)confl ict resolution skills.

2. Method

The study involved 1500 students fromseven high schools, four state high schools(SMA 1, 3, 6, and 7 Negeri Yogyakarta)and three private high schools (SMA IslamTerpadu Abu Bakar, SMA BOPKRI 2, andSMA Muhammadiyah 1), in a provincial city inIndonesia. The students were in the second yearof high school, receiving character educationprogram and guidance and counseling servicesin their school. The sample were chosen bypurposive sampling. The schools were selectedto be representative schools that implementedcharacter education program from thegovernment via the Ministry of Educationand Culture Department. In the course of thisstudy, the researcher constructed and adaptedthree instuments for measuring effects ofcharacter education programs, internal andexternal factors that cause formation behaviorand measuring students’ personal socialcompetence. Another instrument was adapted

Figure 2. Variables and Their Relationships

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for measuring personal social guidance andcounseling services taking into considerationthe validity of the instrument. Respondentswere required to indicate on a four-point Likertscale, their agreement with the statementsgiven. The scales were 1= strongly agree, 2=agree, 3= disagree, 4= strongly disagree. Thescore obtained was used to analyze correlationof the four variables in this study usingStructural Equation Modelling (SEM).

For the purposes of SEM, mediationrefers to a situation that includes three or morevariables, such that there is a causal processamong all variables. There are three separateelements in the model that cause a change inpersonal social competence: personal socialguidance and counseling, character education,and the combined effect of internal and externalfactors. Mediation describes a much differentrelationship that is generally more complex.In a mediation relationship, there is a directeffect between an independent variable anda dependent variable. There are also indirecteffects between an independent variable anda mediator variable, and between a mediatorvariable and a dependent variable.

3. Findings and Discussion

Analysis is used to test the suitabilityof the whole model using the four criteria ofgoodness of fi t. The results of the goodnessof fi t statistics GFI (0.82), RMSEA (0086),NNFI (0.87) and CFI (0.89) are included in thecategory of marginal fi t (Hair, 2006). Based onthe four criteria of goodness of fi t, in general,it can be concluded that there is a fairly goodfi t between the empirical data and the modelestimates.

This result means that the causalrelationship model is built based on thetheoretical study supported by empirical data.The next evaluation is concerned with the causalrelationship with a view to determine the level

of signifi cance of the relationship that existsbetween the two latent variables. Evaluationof causal relationships between the latentvariables is done by using the path coeffi cientvalues and the t-value. the relationship betweenthe two latent variables declared signifi cant ifthe t-value load factor greater than or equalto 1.96. Structural equation model analysisshows a causal relationship between the studyvariables presents diagram basic trajectoryestimation models with standardized solutionas shown in Figure 3.

Based on the results of hypothesis testing,the fi fth research hypotheses provide evidencefor the existence of a signifi cant relationshipat the 95% confi dence level with a t-value>1.96. In general, Table 1 shows the conclusionof hypothesis testing and estimation withno standardized regression coeffi cients(unstandardized coeffi cients). Results indicatethe relationship of independent variables onthe dependent variables related to outcomepath diagram in a fi gure as a result of structuralmeasurements SecondOrder CFA (2ndCFA).

The results of the acceptance test ofthe hypothesis show the existence of highlysignifi cant association of the variable CharacterEducation (CE) and personal social counseling(GC) to the Social Personal Competence (SPC).This shows that the effect of GC and CE has avery large character with respect to achievinga more student competency. The variablesCE and SPC show the estimated value of thet-value of 0.30 and 9.67. For GC to SPC, theestimated values of the t-value are 0.21 and16.04. The values are evident enough of theinfl uence of the two latent variables CharacterEducation and Social Personal Counseling.With the acceptance of the hyputheses, it isexpected to approach the character of learningmodel explored and developed to achievepersonal social competence of students whoare expected to move towards a much moremature and better condition.


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Figure 3. Confi rmatory Factor Analysis: Basic Model t-values

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4. Conclusion

Some research fi ndings indicatethat juvenile delinquency that occurs isvery alarming. Students’ personal socialcompetences can be improved due to effectivepersonal social guidance and counseling andcharacter education program in schools, so asto reduce the number of juvenile delinquency.There is a mutual learning partnership in whichteachers assist students with personal andsocial development through role modeling,counseling, knowledge sharing, coaching, andproviding emotional support in guidance andcounseling services and character educationprograms. Counseling is a relationship,not just a procedure or activity, where oneperson professionally as a school counselorassists the development of students’ personalsocial competences. Besides, the approach ofcharacter education programs focusing on theprogram being an experienced indicates theability of personal growth to take place.

References

Dewantara, K.H. (1977). Bagian pertama:Pendidikan. Yogyakarta: Majelis LuhurPersatuan Taman Siswa.

Drawati. (2005). Pencurian sominasi kriminalanak. http://www.indomedia.com/bspot.kalsel diunduh tanggal 2 Januari 2011.

Garson, G. (2008). Structural equationmodeling. http://faculty.chass.ncsu.edu/garson/PA765/structur.htm. October 15,2012.

Goleman, D. 2000. Kecerdasan emosi untukmencapai puncak prestasi. Jakarta: PTGramedia.

Gunarsa, S. (2003). Psikologi Remaja. Jakarta:BPK Gunung Mulya.

Tabel 1.The Result of Hypothesis

Hyphotesis Path t-value Estimate ResultH1 Character building → Internal factor 15,91 0,56 Accepted

Internal factor→ Personal Social competence 16,04 0,21H2 Character building → External factor 15,77 0,58 Accepted

External factor → Personal Social competence 10,97 0,18H3 Personal social counseling → Internal factor 9,67 0,30 Accepted

Internal factor → Personal social competence 16,04 0,21H4 Personal social counseling → External factor 12,14 0,35 Accepted

External factor → Personal social competence 10,97 0,18H5 Character building → Personal social competence 12,09 0,25 Accepted

Personal social counseling → Personal social compe-tence

22,82 0,37


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Hurlock, B.E. (2003). Developmental psycho-logy. Jakarta: Erlangga.

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