Bimbingan Kelompok dengan Teknik Cognitive Restructuring sebagai Strategi Meningkatkan Motivasi Belajar Siswa

Abstract

Learning motivation is a psychological condition that determines the intensity, 
direction, and persistence of student learning behavior, yet many secondary school 
students show symptoms of low motivation, such as procrastination, low 
engagement, and negative beliefs about their learning capacity. This article 
examines how group guidance combined with cognitive restructuring can serve as 
a strategy to increase students' learning motivation. Using a conceptual review 
approach, it synthesizes theories of learning motivation, self-determination theory, 
self-efficacy theory, and cognitive-behavioral theory into an integrative framework. 
The discussion shows that low learning motivation is often rooted in distorted 
cognitions about the self and learning tasks, which can be modified through a 
structured group process in which members identify automatic thoughts, dispute 
them, and replace them with more adaptive ones while gaining social support from 
peers. The synthesis suggests that group guidance with cognitive restructuring is 
theoretically sound and practically feasible for school counselors addressing low 
learning motivation, although its effectiveness depends on group dynamics, 
facilitator competence, and students' developmental  
characteristics.