Unlocking Student Motivation: The Impact of Logoanalysis-based Group Guidance

Many students face challenges when it comes to maintaining motivation, which can hinder their academic success. Common issues include difficulties in keeping up with lectures, procrastination on assignments, limited creativity, and feelings of inferiority. This study aims to evaluate the effectiveness of logoanalysis-based group guidance in boosting student motivation. By employing techniques such as paradoxical intension and Socratic questioning, counselors helped participants discover deeper meaning and purpose in their lives, thereby enhancing their motivation. We used a mixed-method approach for this research, particularly The Exploratory Sequential Design, engaging 20 students who were purposefully selected based on low motivation scores from an achievement motivation scale. Our qualitative analysis involved a systematic process of data collection, reduction and categorization, display, and conclusion drawing. To support our findings, we also conducted a quantitative analysis using a paired sample T-test. The qualitative findings revealed varying levels of motivation improvement among participants, with most experiencing significant changes, while a few showed less noticeable progress. Overall, however, the subjects exhibited positive transformations that suggested increased motivation. Furthermore, the quantitative analysis confirmed these results, showing significant differences in motivation levels before and after these results, indicated by a p -value of 0.000. This research contributes to the development of effective guidance techniques aimed at fostering student motivation. Logoanalysis-based counseling focuses on self-improvement and heightened awareness, enabling students to find meaning in their challenges and gain a clearer understanding of their motivations. These insights will prove valuable for educators and counselors as they design and implement tailored interventions to enhance student motivation.