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All Journal Jurnal Akuntabilitas Manajemen Pendidikan JOMSIGN: Journal of Multicultural Studies in Guidance and Counseling
Yulizar Yulizar
SMA Laboratorium Universitas Syiah Kuala
Education

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STUDENTS’ TRANSFERABLE SKILLS COMPARISON BASED ON SPECIAL NEEDS, AGE, AND GRADE LEVEL Fajriani Fajriani; Andre Julius; Rischa Pramudia Trisnani; Syaiful Bahri; Yulizar Yulizar
JOMSIGN: Journal of Multicultural Studies in Guidance and Counseling Vol 6, No 2 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jomsign.v6i2.46571

Abstract

Students with special needs deserve equal opportunities in terms of careers and jobs. Therefore, they need to prepare well, including having a skill called transferable skill. Transferable skills are considered an essential factor in achieving a career. Transferable skills are life skills that are the basis and need to face a future career. This study describes the transferable skills of students with special needs in terms of the type of special needs, age, and grade level. The study employed a quantitative approach with a survey method. This study was conducted at Special Education Schools (Public and Private) in Lhokseumawe City, Aceh Province. Respondents of the study were students of classes X and XI. Transferable skills are measured using a scale developed with three aspects: cognitive, affective, and psychomotor—a test of the validity and reliability of the instrument was also carried out. Descriptive statistics and Kruskal-Wallis Test analyzed data. The results of descriptive and comparative data analysis are presented in the findings section of the study. The Kruskal-Wallis test showed a significant difference in the average transferable skill score based on the type of special needs and grade level. At the same time, the age factor did not provide a significant difference. The results of this study have implications for the design of transferable skills development programs for students with special needs to enter the workplace or the social environment after graduating from Special Education School.Future research is expected to examine a broader range of respondents covering all categories of special needs, not only students with hearing impairment, intellectual disability, and autistic, as in this study. 
School counselor leadership: A theoretical and empirical review Fajriani Fajriani; Yulizar Yulizar; Uman Suherman; Yusi Riksa Yustiana
Jurnal Akuntabilitas Manajemen Pendidikan Vol 11, No 1 (2023): April
Publisher : Faculty of Education, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jamp.v11i1.57572

Abstract

Entering the 21st century, the leadership role of teachers is in the spotlight in primary to secondary education. Similarly, the leadership of school counselors began to be voiced. Changes in the orientation of guidance and counseling resulted in a shift in the role of the school counselor as one of the implementers in guidance and counseling management. School counselors exercise a leadership role in developing and organizing guidance and counseling programs. This study aims to describe and how the leadership of school counselors theoretically and empirically. The analysis method uses a literature review with four stages: identification, screening, suitability, and inclusion. The primary data sources are obtained from academic reference books and previous research on teacher leadership, guidance and counseling over the past five years that have been published in reputable journals in the Scopus database. The results showed that school counselor leadership in the last five years carried several themes, such as testing the effectiveness of leadership training interventions, the relationship of leadership with personality attributes, the design of leadership training frameworks, the relationship of counseling leadership with professional counselor identity, and school counselor leadership in the context of ethnicity. The results of this study are expected to provide a broader picture of future research opportunities on the topic of school counselor leadership.
Co-Authors Fajriani Fajriani Julius, Andre Rischa Pramudia Trisnani, Rischa Pramudia Syaiful Bahri Uman Suherman Yusi Riksa Yustiana, Yusi Riksa