International Journal of Research in Counseling and Education

Volume 03 Number 02 2019

ISSN: 2620-5750
5750 (Print) – 2620-5769 (Electronic)
DOI: 10.24036/00103za0002

IJRiCE Received 16th March 2019; Revised 30th July 2019;

2019 Accepted 13th August 2019
http://ppsfip.ppj.unp.ac.id

The Effectiveness of Group Rational Emotive Behavior Therapy

to Reduce Student Learning Burnout
Cony Anggreini1, Daharnis1, Yeni Karneli1
1
Universitas Negeri Padang, Padang
Padang-Indonesia
*Corresponding author, e-mail:
mail: cony.anggi@yahoo.com

Abstract
This study aims to examine the effectiveness of the Group Rational Emotive Behavior Therapy
approach in reducing learning burnout experienced by students due to irrational thoughts. This
research
h is a quantitative analysis that uses the method of Quasi
Quasi-Experiment
Experiment through the design of
The Non-Equivalent
Equivalent Control Group. The subjects in this study were class VIII VIII-1 students as the
experimental group and class VIII
VIII-8 students as the control group. The
e instrument used is a learning
burnout scale with the validity of 0.273 (Pearson Product Moment) and reliability of 0.936 (Alpha
Cronbach). Data analysis was conducted using nonparametric statistics with the Wilcoxon Signed
Ranks Test and Kolmogorov
Kolmogorov-Smirnov ov 2 Independent Samples. The results of this study show that the
REBT approach in a group setting is effective for reducing student learning burnout. This can be seen
from the score of student learning burnout in the experimental group, which experienced a greater
and more significant decline than the control group.

Keywords: Rational Emotive Behaviour Therapy (REBT), Learning Burnout

How to Cite: Anggreini

Anggreini, C., Daharnis, D., & Karneli, Y., (2019). The Effectiveness of Group Rational
Burnout. International Journal of Research in
Emotive Behavior Therapy to Reduce Student Learning Burnout
Counseling and Education, 3(2), 109-114.

This is an open access article distributed under the Creative Commons 4.0 Attribution License, which permits unrestricted use, distribution, and
reproduction in any medium, provided the original work is properly cited
cited. ©2019 by Author.

Introduction
Learning activities are the most important elements of education. They help students develop the
potential in them, gain knowledge, and transform their attitudes and behavior positively (Hasgimianti,
Nirwana, & Daharnis, 2017).. Teachers have an important role to p play
lay in creating a conducive and dynamic
learning atmosphere for an effective learning process. Students and teachers need to interact in a conducive
learning atmosphere to achieve specified educational goals that will produce motivated and intelligent
students (Prayitno, Wibowo, Marjohan, Mugiy
Mugiyarso, & Ifdil, 2015).
In most cases, the learning process is not conducive, as students face a lot of pressure while learning (Lin
& Huang, 2014).. Factors like changes in socio
socio-cultural
cultural conditions could create psychological problems
pr like
poor adjustment and behavioral disorders that cause undue pressure for students (Netrawati, Khairani, &
Karneli, 2018).. The pressure students face during the learning processes affects learning outcomes negatively.
Learning
arning burnout is one of the outcomes of a disruptive and unconducive learning environment.
A lot of students experience learning burnout at one point or the other during their schooling days.
(Charkhabi, Abarghuei, & Hayati, 2013; Jatmiko, 2016)
2016).. Learning burnout is a phenomenon that needs to be
given more attention as it causes a lot of problems for students, tutors, parents and othe
other parties. Students
who experience learning burnout perform poorly in their academics (Aypay, 2011). 2011) Several studies have
shown that, if learning burnout is unchecked, it can lead to depression and academic stress (Aypay, 2011;
Salmela-Aro,
Aro, Savolainen, & Holopainen, 2009; Yang & Chen, 2016)
2016).. For this reason and others, there is
i a need
for more research on how students can overcome learning burnout caused by irrational thoughts.
Learning burnout is a psychological or mental condition in which a student experiences excessive
boredom and fatigue, which eventually results in feelifeelings
ngs of laziness, lethargy, and lack of enthusiasm for
learning activities (Hakim, 2005)
2005). Schaufeli, Martínez, Pinto, Salanova, & Bakker (2002) explain that learning
burnout refers to situations where students feel tired due to rigorous learning demands. This leads to
cynicism, a dislike for learning, and feelings of incompetence. Irrational learning beliefs are one of the major
causes of learning burnout. Irrational learning beliefs inhibit the learning process and result in negative

109
International Journal of Research in Counseling and Education, Vol 3 No 2 2019 110

learning behavior. Irrational thoughts like loss of confidence, inferiority complex, illogical thinking, anxiety,
negative thinking towards teachers, friends, and academic lessons lead to misbehavior. These elements must
be rationalized to repair negative behaviors. According to Aypay (2011), learning burnout in schools is caused
by the pressure on students to obtain good grades, which leads to psychological stress. This psychological
stress furthermore causes emotional fatigue, which is a tendency to withdraw from physical and emotional
activities, inferiority complex, reluctance to attend lectures, low learning motivation, and high dropout rates.
The research by Lin & Huang (2014) reported that 58% of 2640 students experienced learning burnout
with indicators of low achievement, depersonalization, tiredness, and negative learning emotions. The
research by Muna (2013) furthermore showed that 41.17% of 34 students experienced learning burnout in
the high category, 26.47% were in the moderate category, while the remaining students experienced learning
burnout in the low category. Research by Ratuloli, Kasih, & Nita (2013) showed that 49.12% of students in
SMP N 33 Padang, experienced learning burnout. Based on the observations made and the information
obtained from BK teachers in SMP N 13 Padang, the associated symptoms of learning burnout in students,
include lack of enthusiasm for participating in teaching and learning activities, inability to concentrate in
class, chatting with friends during lectures, inactivity in class, truancy and refusal to attempt assignments.
One of the counseling strategies that help students overcome learning burnout is the use of a cognitive
behavioral counseling approach. REBT is a cognitive behavioral counseling approach that aims to understand
and overcome negative emotional and behavioral problems caused by irrational beliefs (Komalasari,
Wahyuni, & Karsih, 2011). The REBT approach helps students to rationalize their thinking, and it can be
applied as a group therapy. The group therapy is a method where by group members are taught to apply
REBT to colleagues in their groups (Corey, 2012; Ogbuanya et al., 2018).
REBT uses the ABCDE format (Activating event, Belief, Consequences, Disputing, Effective new philosophy)
to help students understand why they experience learning burnout. With the ABCDE format, students are
taught how to change irrational beliefs and manage damaging emotions. This helps them to overcome
learning burnout and leads to positive behavior that will improve their quality of learning. This study aims to
determine the Effectiveness of Group Rational Emotive Behavior Therapy to Reduce Student Learning
Burnout.

Method
This research uses the Quasi-Experiment method, with the design of The Non-Equivalent Control Group,
to examine the superiority of the REBT approach in the experimental group compared to the control group.
This is accomplished by examining the difference in scores between the two groups. The subjects of this
research are16 students of SMP N 13 Padang. The 16 students were divided into two groups of eight. Class
VIII-1 with 8 students was the experimental group,while class VIII-8 with 8 students was the control
group.The students of both groups exhibited learning burnout in the high, medium, low, and very low
categories. The instrument used is the learning burnout scale, which has been tested for validity and
reliability through statistical analysis. The instrument validity is 0.273 (Pearson product moment), and its
reliability is 0.936 (alpha cronbach). The Wilcoxon Signed Ranks Test and the Kolmogorov Smirnov 2
Independent Samples were used to analyze the data.

Results
Based on the data obtained, the results before and after treatment using the group REBT approach is
detailed in Table 1. The following is the score of the student learning burnout in the experimental and the
control group.
Table 1. Results of pretest and posttest
Experiment Group and Control Group
Number. Experiment group Control group
Pretest Posttest Pretest Posttest
Scores Category Scores Category Scores Category Scores Category
1. 154 H 88 L 152 H 130 H
2. 152 H 91 L 151 H 128 H
3. 124 M 67 VL 124 M 105 M
4. 121 M 67 VL 120 M 101 M
5. 121 M 69 L 119 M 99 M
6. 97 L 57 VL 97 L 79 L
7. 96 L 60 VL 96 L 93 L
8. 67 VL 51 VL 67 VL 60 VL
Total 932 550 926 795
Average 116,50 M 68,75 L 115,75 M 99,38 M

The Effectiveness of Group Rational Emotive Behavior Therapy to Reduce Student Learning Burnout
 Cony Anggreini, Daharnis, Yeni Karneli 111

From Table 1 above, there is a decrease in the average score of learning burnout in the experimental
group. The score pretest is 116.50 in the medium category, down to 68.75 in the low category. The test results
Wilcoxon showed a significance value of 0.012. This means that there is a significant difference between
pretest and posttest values in the experimental group. In the control group, there was a decrease in the
average score of learning burnout with the score pretest of 115.75 in the medium category, dropping to
99.38, but remaining in the same medium category. The learning burnout score of the experimental group
was greater than the control group.

The changes in student learning burnout can be seen in the following diagram

200

150

100 Pretest

50 Posttest

0
1 2 3 4 5 6 7 8

Diagram 1. The Difference in Results of the Pretest and Posttest Experiment Group

Based on Diagram 1, there are visible differences in students' learning burnout before counseling using
the REBT group format compared to after they were counseled using the REBT group format. The diagram
shows a significant decrease in posttest scores for the experimental group.

200

150

100 Pretest

50 Posttest

0
1 2 3 4 5 6 7 8

Diagram 2. Differences Results of Pretest and Posttest Control Group

Based on Diagram 2 above, there are differences in student learning burnout without the REBT approach
compared to after the REBT approach was applied. In the diagram, the score of posttest student learning
burnout has reduced, but the decrease in the experimental group is greater than that of the control group.

Table 2. Trial Kolmogorov Smirnov 2 Independent

Experiment Group and Control Group
Learning Burnout
Most Extreme Differences Absolute .750
Positive .750
Negative .000
Kolmogorov-Smirnov Z 1.500
Asymp. Sig. (2-tailed) .022

From Table 2, the results of the posttest experimental group and the control group using the Kolmogorov
Smirnov 2 Independent can be seen. The learning burnout values in the Asymp. Sig. (2-tailed) row is 0.022.

International Journal of Research in Counseling and Education , Open Access Journal: http://ppsfip.ppj.unp.ac.id
International Journal of Research in Counseling and Education, Vol 3 No 2 2019 112

The significance value of 0.022 is smaller than 0.05 (0.022 < 0.05). This means that the REBT approach group
format is effective for reducing learning burnout in schools.

Discussion
The results of this research prove that the REBT format approach is effective for reducing student learning
burnout. The average score after treatment is lower than the average score before treatment, which proves
this. The REBT approach is an effective strategy that can help students overcome learning burnout which
arises from irrational, negative and illogical thoughts. This will make students more rational, logical,
productive and optimistic. The REBT approach helps students to enjoy learning and accomplish educational
tasks faster.
The REBT approach uses a relatively simple concept to understand how negative thinking can create
disturbing, uncomfortable feelings that hinder students’ education. The REBT approach helps students
overcome these feelings with the aid of the ABCDE (Activating, Belief, Consequences, Disputing, Effective new
philosophy) format (Jones, 2011; Palmer, 2011).
The effectiveness of the REBT approach for overcoming learning burnout can be seen from the results of
the research by Widari, Dharsana, & Suranata (2014) titled ’Penerapan Teori Konseling Rational Emotif
Behavioral dengan Teknik Relaksasi untuk Menurunkan Kejenuhan Belajar Siswa’.
Also, the results of the research by Ogbuanya et al., (2018) titled ’Effect of Rational Emotive Behavior
Therapy Program on the Symptoms of Burnout Syndrome among Undergraduate Electronics Work Students
in Nigeria’ also proves that the REBT approach is effective for overcoming learning burnout.
The results of the research by Popov, Jeli’, Rakovi’, & Matanovi’ (2018) titled ’Emotions and Work
Burnout from the REBT Perspective: A Short-Term Prospective Study’, showed that emotional experiences
have a greater effect on burnout and this burnout leads to anxiety, anger, worry, depression, sadness and
other negative feelings.
Irrational thinking could come in different ways. Students could think negatively about their teachers,
friends and school subjects. They might feel unloved by teachers and parents. They might think that
education does not affect their success in life. They feel inadequate and lack confidence. They become afraid
to communicate and share ideas in class for fear of colleagues laughing at their opinions. They feel stupid and
incompetent. The REBT approach can help to rationalize these irrational thoughts.
Students who experience learning burnout often start with irrational thoughts like lack of confidence,
inferiority complex, and negative thoughts. Rigorous learning demands also make students think irrationally.
Students start to feel incompetent and blame themselves for their poor performance in class (Palmer, 2011).
These beliefs make students irresponsible and give them an irrational fear of tackling challenges.
The success of the REBT approach is also supported by the results of researchers like Dryden (2012),
whose results show that counseling sessions are effective at making students increase their commitment to
homework. The REBT approach is suitable for solving problems arising from emotional disorders. The
research conducted by Tyas (2015) show that the REBT theory applies to various settings, including
elementary, secondary, individual and group counseling.
Teenagers and students have always exhibited irrational beliefs when something bad happens to them.
The psychological problems experienced by adolescents are complexsince adolescence is a period of
transition. During this period, there are physical changes that affect bodily hormones. This causes a
fluctuation of emotions among teenagers.
The REBT approach teaches people to solve life's problems independently. Students are taught to
understand themselves and understand others. Students are taught how to change their basic personality
patterns and philosophies by correcting wrong thoughts responsible for these thought patterns.
The REBT approach is a guidance and counseling technique that can effectively deal with problems
relating to irrational attitudes and behavior. It teaches group members how to manage negative and wrong
emotions that arise as a result of irrational thinking. The REBT approach help students to realize that they can
be more rational and productive. It helps students react appropriately to events (Gladding, 2012).The
research by Collard & O’Kelly (2011) entitled ’Rational Emotive Behaviour Therapy: A Positive
Perspective’, makes it clear that every individual has negative and positive emotions. Individuals are taught
how to recognize their emotions and manage them to be more rational.
The effectiveness of the REBT approach for counseling groups was supported by Najafi (2012), whose
subjects included young women aged 12-14 and 18-20 years. The study indicated that the REBT approach

The Effectiveness of Group Rational Emotive Behavior Therapy to Reduce Student Learning Burnout
 Cony Anggreini, Daharnis, Yeni Karneli 113

was a very effective means of reducing irrational beliefs in Iranian teenage girls who were living in Kuala
Lumpur.
The effectiveness of the REBT group in overcoming boredom was also supported by Popov et al (2018) in
their research entitled ’Emotions and Work Burnout from the REBT Perspective: A Short-Term Prospective
Study’. The results of their study showed that emotion is the most obvious manifestation of fatigue or
saturation.The instrument used in their study is the WB Scale (Work Burnout Scale).
The REBT format is very useful for overcoming learning burnout because it focuses on changing irrational
thinking among students using cognitive, emotive, and behavioral techniques. It is expected that the results
of this study will be used as a reference for future research. This research can be developed in different
contexts and backgrounds, so the findings from the results can be compared.

Conclusion
Based on the research data, it can be concluded that the REBT group format approach is effective at
reducing student learning burnout caused by irrational thoughts. This can be seen from the score of learning
burnout in the experimental group, which experienced a greater and more significant decrease than the
control group. The results of the Kolmogorov test also show that there were significant differences in the
mean score of the experimental group, which showed a greater and significant decrease in the average score
after students were counselled using the REBT approach.

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The Effectiveness of Group Rational Emotive Behavior Therapy to Reduce Student Learning Burnout