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p-ISSN: 2722-399X;  e-ISSN: 2722-1857 
SiLeT, Vol. 3, No. 1, April 2021: 16-27 

©2022 Studies in Learning  
and Teaching 

 

Studies in Learning and Teaching 
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Studies in Learning and Teaching 
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Analysis of Online Community Services in Problem Solving Studying at 
Open University: A Case Study to Improving Problem-Solving Ability of 

PGSD 

*Dwikoranto1, T Setyowati2, Suparti2, Sulistiyono2, Widiasih3 
1Department of Physics, Faculty of Mathematics and Natural Science, Universitas Negeri Surabaya, Indonesia 

2Universitas Terbuka, UPBJJ-UT Surabaya, Indonesia 
3Universitas Terbuka, Indonesia 

Article Info  ABSTRACT 

Article history: 

Received December 5, 2021 
Revised March 6, 2022 
Accepted March 29, 2022 
Available Online April 30, 2022 

The purpose of this study is to analyze problems in online 
communities to help solve problems faced by Open University 
(OU) students in terms of topics discussed in online communities, 
problems that arise in online communities, the process of 
counseling guidance in online communities, improving student 
problem-solving skills after discussing in online communities. This 
research was conducted using a quantitative descriptive design. All 
Elementary School Teacher Education (PGSD) students who post 
on online community services, from January 2019 to December 2019 
as research objects. Data were collected using the documentary 
method and a problem-solving ability test for students from the 
Bojonegoro study group. Data from the online community is 
described based on the proportions while the problem-solving 
ability with N-gain, sensitivity, and completeness. The results 
showed: (1) The topics discussed in the online community service 
were introductions, registration, tutoring/study, and 
grades/exams; (2) Problems that arise in online community services 
are registration, tutorials, grades, and exams; (3) The process of 
counseling guidance in online community services for student 
problems is karstic; (4) Students' problem-solving ability after 
discussing in online community services increases and is in high 
criteria. 

Keywords: 

Case study 
Online community 
Service analysis 
Solution to problem 
Teacher candidate 
 

 
https://doi.org/10.46627/silet  

INTRODUCTION 
The Online Community at the Guidance and Counseling Forum (FBK) is a forum for providing 
assistance services for Open University (OU) students to exchange ideas freely on issues related 
to completing studies in the study program they are participating in. This forum is only a 
medium for interaction between users, not a medium for official correspondence with 
institutions (Setyowati & Widuroyekti, 2014). Every student has the same opportunity to use 
this media as a place for sharing to solve various problems faced related to learning (Fatmawati, 
2019). Thus, the online community is a form of tutoring service for OU students (Setyowati, 
2016). 

For PGSD students, the learning problems they face are expressed through every article 
posted by students on online community pages. Data posted by PGSD students about the 
problems they face, contains various problems and complaints, asking for advice, giving advice, 
asking about lectures and the like. This forum is a form of guidance which contains expressions 
of student problems in the context of completing studies. The emphasis of this forum is more on 

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https://doi.org/10.46627/silet


Analysis of Online Community Services in Problem Solving Studying at Open University: A Case Study to 

Improving Problem-Solving Ability of PGSD 

https://doi.org/10.46627/silet.v3i1.90 

 

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the cathartic technique, namely what students' problems are expressed, expressed in this forum, 
so that they feel relieved to be able to convey emotional stress freely, in the hope of completing 
his studies without pressure (Alzahrani, 2017; Omede, 2013). 

Various expressions that appear in the online community in the form of greetings, 
complaints, statements, or questions expressed by students in the hope that there will be a 
settlement, both from the supervisor and from their colleagues (Zuhara, 2015). Students are 
satisfied if the problems they face are responded to by various authorities in their fields, but if 
that doesn't happen, then they inevitably have to accept it sincerely and sincerely, because there 
is no need for a supervisor to guide students (Azizah et al., 2018). 

Facing unresolved student problems, this forum places more emphasis on cathartic 
techniques, students can express their emotional stress or worries freely, so that they can 
complete their studies to the fullest without mental burden (Walgito, 2014). Problems that are 
group in nature can be solved with group guidance and counseling as a dynamic interpersonal 
process which is an effort to help students (Winkel & Hastuti, 2013; Mandala et al., 2013). The 
topics discussed ranged from registration issues, tutorials and grades issues. This program is in 
line with the academic services provided by OU, namely helping students complete their study 
programs at OU. 

Based on data on the OU website page with an online tutorial menu, in the online 
community of PGSD program students, it is known that the problems discussed are various, 
some of which contain expressions of feelings, questions, statements or responses from 
students, such as registration problems, online tutorial problems and learning outcomes, and 
exam problems. It is a challenge to identify the various problems that arise so as to describe the 
effectiveness of the counseling guidance services implemented at the Open University higher 
education institutions. As the results of previous research, online community services at the 
PGSD program counseling guidance forum are effectively implemented at OU through peer 
guidance and counseling (Setyowati, 2016; Khlaif et al., 2017). 

In connection with the various topics that appear in the online community in the FBK for 
PGSD students, the following problems will be analyzed: (1) What topics are discussed in the 
FBK service in the online community? (2) What problems arise in the FBK service in the online 
community? (3) How is the counseling process in the FBK service in the online community 
regarding student problems? (4) How is the improvement of students' problem-solving skills 
towards the TAP subject of the PGSD S1 Program at Pokjar Bojonegoro after discussing the FBK 
service in the online community? 

This research focuses on the problem of handling difficulties related to PGSD student 
tutorials in solving learning cases that have an impact on administrative activities, student 
grades and smooth graduation. Then seen the increase in learning outcomes in PGSD Pokjar 
Bojonegoro students who programmed the Program Final Project (TAP) course. 

Guidance as an aid to overcome difficulties in life, so that they can face their welfare 
(Walgito, 2014). Guidance can be given to an individual or a group of individuals. Therefore, 
guidance can be given to anyone in need regardless of age so that children or adults can become 
objects of guidance (Sam, 2013). Counseling is assistance given to individuals to solve their life 
problems independently by means of interviews and in a way that is in accordance with the 
circumstances faced by individuals to achieve their welfare (Walgito, 2014; Mappiare-AT, 2014). 
Counseling as a technique of guidance. Therefore, counseling is guidance, but not all forms of 
guidance are counseling (Yusuf, 2014). Guidance is more preventive or preventive, maintenance 
and counseling is more curative or healing. Guidance services can be in the form of orientation 
and information services, data collection services, placement services, counseling services and 
follow-up services. 

In line with the development of communication and information technology that has an 
impact on the world of education, counseling guidance is one part of overall educational 
activities, also experiencing development (Chai et al., 2020). Basically, counseling techniques are 

https://doi.org/10.46627/silet.v3i1.90
https://scie-journal.com/index.php/SiLeT


Analysis of Online Community Services in Problem Solving Studying at Open University: A Case Study to 

Improving Problem-Solving Ability of PGSD 

https://doi.org/10.46627/silet.v3i1.90 

 

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carried out face-to-face relations, with the development of increasingly advanced technology 
and information, counseling techniques are carried out not only face-to-face between clients 
with problems and counselors, but can also be done through print or non-print media such as 
electronic, internet or online. telephone / cell phone. As stated by Yusuf (2014), counseling is 
the process of helping or assisting the counselor to the counselee, either through face-to-face or 
media, internet or telephone), so that clients can develop their potential or solve their problems, 
so that they develop into a meaningful person, both for himself, and for others, in order to 
achieve mutual happiness (Breivik, 2020). 

The use of counseling skills by counselors can be divided into five different goals, namely 
(1) supportive listening, (2) managing problematic situations, (3) problem management, (4) 
changing bad skills (5) realizing changes in life philosophy (Nelson-Jones, 2012). Counselors use 
an integrated approach by: (1) being sincere; (2) empathizing, being warm, and showing 
sensitivity in a harmonious relationship based on mutual understanding; and (3) non-
judgmental. An active, methodical, and pragmatic approach is needed to deal with personal 
problems (Astuti et al., 2013; Winkel & Sri Hastuti, 2013). 

Counselors in general should encourage clients to explore the feelings of clients, including 
letting them be sad, cry, angry, touched, happy, afraid, and so on. By doing this, the counselor 
can help release the client's emotional baggage and move forward. The healing process in 
releasing emotional baggage is called catharsis (Geldard, 2014). 

There are three categories of problems commonly faced by students in the Distance Higher 
Education system, namely (1) administrative problems, which affect student interactions with 
institutions; (2) learning problems, which are related to learning activities and task completion; 
(3) personal problems, namely circumstances or personal problems that can affect the learning 
process. The success of counseling, broadly speaking, is influenced by three factors, namely the 
client factor, the counselor factor, and the accuracy of the technique/method used (Saam, 2013). 
However, the counselor factor, the supervising teacher plays an important role in achieving the 
success of guidance. Therefore, the counselor or supervising teacher must understand the 
client's internal factors such as (mental-emotional conditions, thought patterns, and other 
behaviors). 

RESEARCH METHOD 
The object of this research is all posts that appear in online communities. In other words, all the 
problems that arise from PGSD students from January 2019 to December 2019 who access and 
post on the Online community. The total number of topics discussed on the online community 
page. Topics written by students in the form of greetings, expressions of feelings, questions or 
statements posted by students in online community services as material to be analyzed. 

The data collection instrument used the documentary method. The document materials 
used are official and external, meaning that the data is official from the OU institution, and is 
prepared for the benefit of students. The instrument for obtaining data on students' problem-
solving abilities in the TAP course is in the form of a p-test for solving learning cases. 

The data that has been collected in the form of student writings is analyzed descriptively. 
The analysis includes data reduction, data display, conclusion verification (Bungin, 2014; 
Pramonoadi et al., 2020). Data reduction sharpens, selects, focuses, discards, and organizes data 
in a way where final conclusions can be drawn and verified (Emzir, 2014). To see students' 
problem-solving abilities, the data were analyzed by calculating the normalized N-gain value, 
sensitivity and completeness of 30 Pokjar Bojonegoro students who took the Program Final 
Project (TAP) course. 

 
 
 

https://doi.org/10.46627/silet.v3i1.90
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Analysis of Online Community Services in Problem Solving Studying at Open University: A Case Study to 

Improving Problem-Solving Ability of PGSD 

https://doi.org/10.46627/silet.v3i1.90 

 

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RESULTS AND DISCUSSION 
In connection with the various topics that emerged in the online community in the FBK for 
PGSD students during the period January 2019 to December 2019, the results and discussions 
can be described as follows. 

1. Topics discussed in FBK services in online communities 
Table 1. Variety of discussion statements in online communities 

No Aspect Various Forms of Student Statements 

1 Introductory 
Greetings 

Greetings to all, hello friends in arms, Assalamualaikum, greetings to meet me, 
Syafrizal from Batam. 

2 Statements Among friends who took BI PGSD (3 semesters), SDH can be accessed on the 
OU digital teaching materials application. How to activate the login with the 
username nim@ecampus.ut.ac.id with the password on the date of birth, the 
online module already exists, you can download the app on the playstore, there 
is no physical module. Let's make a WhatsApp group, if there is a WA group, 
please add it, 

3 Question Among friends who took BI PGSD (3 semesters), SDH can be accessed on the 
OU digital teaching materials application. How to activate the login with the 
username nim@ecampus.ut.ac.id with the password on the date of birth, the 
online module already exists, you can download the app on the playstore, there 
is no physical module. Let's make a WA group, if there is a WA group, please 
add it, 

4 Academic 
Complaint 

In the previous 2 semesters, the tutoring time for each module could be done 
with a period of 1 week. If the hours are counted as Monday. After 12 pm, Tuton 
and physical modules are ready for UPBJJ Purwokerto?, I want to ask How do I 
register for courses for the PGSD major, Has anyone entered Tuton yet? why 
can't I enter the course, even though I have clicked, I want to register for tutoring 
but after I click the registration form, register at SIA first, after I check at SIA, my 
registration still hasn't paid off the tuition fee, 

5 Expression of 
Feelings 
(Confession) 

Please help, my friends. Want to make a WA discussion group, me too, let's all 
create a WA PGSD semester 1 group, thank you OU. The value of PKP already 
exists. 

Various student statements use free language. Students who access the Guidance and 
Counseling Forum on the portal provided by the Open University can raise various kinds of 
problems related to various activities or topics or problems they face (Geldart, 2014). Based on 
the data mapping on the OU portal, there are four topics to be discussed, namely topic A: 
introduction, topic B: registration, topic C: tutoring/study, topic D: grades/exams. The 
complete results can be seen in Table 2 below. 
  

https://doi.org/10.46627/silet.v3i1.90
https://scie-journal.com/index.php/SiLeT


Analysis of Online Community Services in Problem Solving Studying at Open University: A Case Study to 

Improving Problem-Solving Ability of PGSD 

https://doi.org/10.46627/silet.v3i1.90 

 

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Table 2. Recapitulation per topic in terms of the number of respondents 

No Topic Amount 
Respondent 

% Information 
(There is Guidance) 

Number of Topics that 
received solutions/Guidance 
(from students/supervisors) 

1 A 
Introduction 

165 59.56 A-Mhs (sequence 
number 34) 

1 (from student) 
 

2 B 
Registration 

10 3.61  A-Mhs (sequence 
number 35, 36) 

2 (from student) 

3 C 
Tuton/Learn 

96 34.65 A-Pemb (sequence no. 
243, 252); A-Mhs 
(sequence numbers 189, 
210, 231, 266, 269) 

2 (from the Supervisor); 5 (from 
students) 

    A-Pemb.(sequence 
number 255); A-Mhs 
(sequence numbers 13, 
21, 179); A-Pokjar Pokjar 
(sequence number 75) 

1 (from the Advisor); 3 (from 
students); 1 (from Pokjar 
Management) 

    A-Mhs (sequence 
number 28) 

1 (from student) 

4 D 
Test scores 

6 2.16 A-Mhs (sequence 
number 3) 

1 (from student) 

Amount 277 100   

The topic that was discussed the most by OU students in the FBK forum was the 
introduction (A) of 165 respondents. This is in line with human nature as social beings who will 
need, complement and depend on each other (Geldard, 2014). The topic of registration (B) is 10 
respondents, the topic of tutoring/learning (C) is 96 respondents and the topic of grades/exams 
(D) is 6 respondents. 

Each topic A: introduction, topic B: registration, topic C: tutoring/learning, topic D: 
grades/exams is divided into several sub-topics with the number of respondents and 
mentoring as shown in Table 3 below. 

Table 3. Recapitulation per sub-topic in terms of the number of respondents 

No Topic Amount 
Respondent 

% Information 
(There is Guidance) 

Number of Topics that 
received solutions/Guidance 
(from students/supervisors) 

1 A1-(1) 1 0.3610108    
 A1-(2) 4 1.4440433    
 A2-(1) 25 9.0252708 A-Mhs (sequence 

number 34) 
1 (from student) 

 A2-(2) 135 48.736462    
2 B1-(1) 2 0.7220217    
 B2-(1) 8 2.8880866 A-Mhs (sequence 

number 35, 36) 
2 (from student) 
 

3 C1-(1) 40 14.440433 A-Pemb (sequence 
no. 243, 252); A-Mhs 
(sequence numbers 
189, 210, 231, 266, 
269) 

2 (from the Supervisor); 5 (from 
students) 

 C1-(2) 2 0.7220217    
 C2-(1) 38 13.718412 A-Pemb. (sequence 

number 255); A-Mhs 
(sequence numbers 
13, 21, 179); A-Pokjar 
Pokjar (sequence 
number 75) 

1 (from the Advisor); 3 (from 
students); 1 (from Pokjar 
Management) 

https://doi.org/10.46627/silet.v3i1.90
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Analysis of Online Community Services in Problem Solving Studying at Open University: A Case Study to 

Improving Problem-Solving Ability of PGSD 

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 C2-(2) 3 1.0830325    
 C3-(1) 13 4.6931408 A-Mhs (sequence 

numbers 28) 
1 (from students) 
 

4 D1-(1) 3 1.0830325 A-Mhs (sequence 
numbers 3) 

1 (from students) 
 

 D3-(1) 2 0.7220217    
 D3-(2) 1 0.3610108    

Amount 277 100   

A1-A2=introductory subtopic 
B1-B2 = registration subtopic 
C1-C3 = Tuton/study subtopic 
D1-D3 = value/exam subtopic 

 
2. Problems that arise in the FBK service in the online community 
The large number of students, educational backgrounds, economic backgrounds, regional 
origins, and the various available means of contact lead to a large variety of problems. The 
problems recorded and the responses obtained can be observed in Table 4 below. 

Table 4. Statement of Problems and Responses to FBK 

No Student  Complaints  Feedback 

1 Witri Fitria 
Nuraini 
837668941 

Why is my tutorial folder not 
showing up? 

Dear. Mr. Witri Fitria N Please check at 
the address sia.ut.ac.id menu update 
reg. tuton Thank you 
(by Drs. Didi Permana, M.Pd. - 
Monday, 8 April 2019, 10:55 AM) 

2 by Agustia 
Wulandari 
826053917 - 
Tuesday, 9 April 
2019, 10:09 AM 

Sorry sir in advance. I have a reg 
update but it has been closed, sir, 
what is the solution?? 

Dear. All PGSD students who follow 
the online tutorial, try now to open 
and login, because previously there 
was an improvement on the server, 
hopefully now it's smooth 
(by Drs. Didi Permana, M.Pd. - 
Thursday, 18 April 2019, 9:10 AM) 

3 Adinda Tria 
Sutrisna 
835664537 

My tuton schedule is not out yet. 
Have friends already? 

Dear. Mr. Adinda Tria S Makud Br. 
what hasn't been released yet, if the 
schedule starts on April 1 2019, for 
courses, please check at the address 
sia.ut.ac.id menu update reg. tuton 

4 Siti Zulaikoh 
836691078 

Why hasn't the tuton come out yet 
even though I have agreed to the 
willingness to join the tuton form? 

Tuton's assignment isn't out yet. 
(by Drs. Didi Permana, M.Pd. - 
Monday, 8 April 2019, 10:49 AM) 

5 Zulkipli. B 
838066733 

Does anyone have the same fate as 
me...there is no material appearing 

Re: No, the lesson appears. 
Dear. Mr. Zilkipli Please check at the 
address sia.ut.ac.id, menu update reg. 
Tuton. (by Drs. Didi Permana, M.Pd. - 
Monday, 8 April 2019, 10:44 AM) 

6 by Sepri Yetni 
835492882 - 
Thursday, 7 
March 2019, 
12:11 PM 

Peace be upon you, and Allah 
mercy and blessings. Obstacles in 
filling out the form following 
TUTON, I chose the wrong menu 
on the TUTON Approval Form, 
what is the solution, I really hope 
to be able to fill out the "Tuton 
Approval Form". I have also sent a 
complaint to the OU contact center 
email, and it has been responded 
to, after I tried again for the 

According to the explanation, if there 
are problems in filling out the form, 
check the registration status at SIA OU 
by asking you to log in to the 
https://sia.ut.ac.id/ account >> 
Registration >> Course registration >> 
Update reg tuton >> click search >> 
view courses >> then check whether it 
is checked or not. If not, then check it 
and save it and wait some time to click 
on the willingness form for your e-

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Analysis of Online Community Services in Problem Solving Studying at Open University: A Case Study to 

Improving Problem-Solving Ability of PGSD 

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command that was responded to 
by the OU contact center, my e 
learning still can't fill out the 
Consent Form to Follow TUTON 
because there is no such order yet. 

learning account. Thank you. (by M. 
WIDODO 030097762 - Tuesday, 5 
March 2019, 11:40 PM) 

7 Suryaning 
Agustina. 
858799609 
Thu, 3 Oct 2019, 
2:59 PM 
Prodi: S1 PGSD. 
UPBJJ-OU: 
Malang - Pokjar 
Gondangwetan 
Kabupaten 
Pasuruan 

Introduce my name is Suryaning 
Agustina. 
My target is to take this college 
education, hopefully I can get a 
bachelor's degree on time by 
getting a satisfactory IP, in carrying 
out tasks that will be given by the 
tutor without any delays, and 
getting a predicate value for each 
course at least B. 
Hopefully you will get a wider and 
deeper knowledge about 
Elementary School Teacher 
Education. 

May we all be successful people, 
friends... 
Spirit... ? 

8 Agusman Lafau 
826147166 
Fri, 4 Oct 2019, 
12:02 AM 

Good evening to all ladies and 
gentlemen?. I hope the solution is 
very helpful, yesterday I clicked 
wrongly on the attendance list. so 
no longer allowed to follow the 
course tuton. what is the solution 
so that I can return to follow the 
tuton courses? 

 

9 Mugiyanti 
857797333 

I am mugiyanti OU Salatiga, I am a 
newcomer to the world of 
education with minimal 
knowledge of rules etc. Hopefully 
here I can get new knowledge that 
supports my profession, maybe 
there are colleagues who can share 
knowledge about elementary 
school management. Thank you 

 

3. The process of counseling guidance in FBK services in the online community for student 
problems. 

Guidance and counseling services provided by OU are more focused on cathartic services, 
because they only provide a place to share all the problems faced by students. With the hope 
that there will be a response from other students or supervisors, so that they can find a solution. 
The following are the results of the mentoring process by fellow students, supervisors and 
Pokjar administrators. 

Table 5. Grouping of problems in FBK 

No Description Number 
/topic 

% / 
topic 

Conclusion (guidance 
process both by fellow 
students, supervisors and 
Pokjar administrators) in % 

1 A1-(1) 165 59.57  
 A1-(2) 0 0.00  
 A2-(1) 

Problems related to introductions, from 25 
topics, one topic got a solution from 
students. 

0 0.00 0.61 
 

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Improving Problem-Solving Ability of PGSD 

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 A2-(2) 0 0.00  
2 B1-(1) 10 3.61  
 B2_(1) 

Problems related to early registration, from 
8 topics, two topics received solutions from 
students. 

0 0.00 20.00 
 

3 C1-(1) 
Problems related to early registration, from 
8 topics, two topics received solutions from 
students.. 

96 13.54 3.13 
 

 C1-(2) 0 0.00  
 C2-(1) 

Problems related to the implementation of 
following online tutorials/studying at OU, 
from 38 topics, one topic received a solution 
from the Pokjar Management, one solution 
topic from the Supervisor and three topics 
from students. 

0 0.00  

 C2-(2) 0 0.00  
 C3-(1) 

Problems related to the value of tutors, from 
13 topics, one topic got solutions from 
students. 

0 0.00  

4 D1-(1) 
Problems related to the Final Semester Exam 
(UAS), from 3 topics, one topic gets a 
solution from students. 

6 2.17 16.67 
 

 D3-(1) 0 0.00  
 D3-(2) 0 0.00  

Amount 277 78.88  

There are 4 categories of problems commonly faced by students in the Distance Higher 
Education system, namely (1) administrative problems, which affect student interactions with 
institutions; (2) learning problems, which are related to learning activities and task completion; 
(3) personal problems, namely circumstances or personal problems that can affect the learning 
process. (4) grades/exam issues. 

The following is the guidance that occurs with the problems that exist in students and what 
should be done by a tutor who has the ability to solve problems of students complaining in the 
Guidance and Counseling Forum in the OU Online forum. 

Table 6. Counseling skills 

No Counseling Skills Problems/complaints 
Appearance 

Yes  No 
1 Supportive listening 

(Ability to Hear 
Complaints) 

Problems related to introductions, from 25 
topics, one topic received a solution from 
students. 

  

2 Managing problematic 
situations 

Problems related to the Final Semester Exam 
(UAS), from 3 topics, one topic gets a solution 
from students. 

√  

3 Management problems Problems related to the value of tutors, from 
13 topics, one topic got solutions from 
students. 

  

4 Skill change My target is to take this college education, 
hopefully I can get a bachelor's degree on 
time by getting a satisfactory IP, in carrying 
out tasks that will be given by the tutor 

  

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without any delays, and getting a predicate 
value for each course at least B. Hopefully I 
get more knowledge broad and deep about 
Elementary School Teacher Education. 

5 Change of philosophy of 
life 

If Cumlade's GPA is the determinant of 
success, then all students whose grades are 
Comload are successful. 
My name is UUD SUBERANI, I was born in 
Cirebon, June 1, 1964. I now live on Jln Raya 
Sunan Gunung Jati Blok 1 Rt.02/Rw. 01 
Suranenggala Lor Village, Cirebon Regency. I 
teach at SDN 1 Lemahtamba Ds. Lemahtamba 
Kec. Panguragan District. Cirebon. I have 
been a civil servant for 31 years with 6 
mutations from one elementary school to 
another from one sub-district to another. My 
education is only D2 OU and I have studied 
several times at FKIP OU and 
Muhammadiyah but always run aground due 
to economic factors and other factors that 
make me not think ahead, especially 
regarding my work status. With a unanimous 
intention, now I am attending FKIP OU PGSD 
Study Program semesters 7, 8 and 9 and I 
hope it goes well until I can graduate, amen. 
Please, those who want to know can send 
letters, e-mails, SMS or phone calls to this 
community. Thank you. 

  

(Nelson-Jones, 2012) 

Respondents hope that a mentor should show a sincere (congruent) feeling in guiding the 
problems they face. Empathize (warm, sensitive) to existing problems. Don't judge what 
happened and judge them. This kind of ability is certainly not always owned by a mentor. But it 
is very necessary and required to become a mentor. 

Ability to Listen to Complaints, give Minimal Positive Response will encourage them to 
rise up to overcome their problems. Troubled students feel cared for, if the counselor responds 
to what is expressed by using minimal responses that we usually spontaneously do in 
conversation when we listen more than talk. 

Counselors must encourage clients to explore the feelings of clients, including letting them 
be sad, cry, angry, touched, happy, afraid, and so on. By doing this, the counselor can help 
release the client's emotional baggage and move forward. The healing process in releasing 
emotional burdens is called catharsis (Sutoyo, 2012). The process of expressing pent-up feelings, 
listening, observing and responding empathetically can help relieve the client's burden 
(Geldard, 2014). They also tend to be satisfied with the results even though they do not receive 
any input or advice (Wood, 2010). 

4. Improved Problem-Solving Ability 
The OU Guidance and Counseling Forum is attended by students throughout Indonesia and 
even abroad can also access it. PGSD students from Bojonegoro and surrounding areas who are 
registered as OU students at UPBJJ OU Surabaya also have the same right to access and use 
them. 

The karstic nature of OU online mentoring can reduce the stress burden of PGSD students. 
The shortcomings that exist in students can be treated and raised with this kartasis mode. For 

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example, in terms of solving contextual problems that exist in the Program Final Project (TAP) 
course. The educational problem-solving abilities narrated in the TAP questions of S1 PGSD 
students as teachers need to be improved. They as teachers in elementary schools still need to 
be honed in their problem-solving skills. Competencies taken to be observed in contextual 
problem solving, namely: formulating problems, problem identification, problem solving 
strategies, strategy execution, and reorienting problem-solving activities. 

Results of competency value analysis before and after students attend the lecture process 
by accessing the Guidance Forum and Counseling is presented in Table 7 below. 

Table 7. Results of problem-solving competency analysis 

Competency Description 

Initial test Final test 

Student 
Completene
ss Indicator 

x̅ Students 
Completene
ss Indicator 

x̅ 

Formulate the 
problem 

Complete 6 18.75 40.20 28 87.50 86.00 
Not Complete 26 4 

Identification of 
problems 

Complete 8 25.00 35.00 26 81.32 86.80 
Not Complete 24 6 

Solution strategy Complete 6 18.75 20.40 27 84.38 82.20 
Not Complete 26 5 

Strategy execution Complete 8 25.00 40.00 26 81.32 80.10 
Not Complete 24 6 

Reorientation of 
problem-solving 
activities 

Complete 6 18.75 30.40 24 75.00 76.60 
Not Complete 26 8 

Students asking 
questions 

Complete 10 31.25 24.00 27 84,38 82.00 
Not Complete 22 5 

x̅ = Average score 

Based on Table 7, the competence of students before participating in the FBK process is 
generally still lacking. Most of the students have difficulty applying their skills in solving case 
study problems of learning in TAP courses. Participation in the FBK can improve competency 
completeness, although some students still have difficulties in certain aspects. 

The value of N-gain (increasing problem-solving competence) and sensitivity in the Final 
Project Program (TAP) tutorial can be seen in Table 8 below. 

Table 8. N-Gain and sensitivity values in the TAP tutorial 

No Competence 
N-Gain Sensitivity 

Coefficient  Description Coefficient  Description 

1 Formulate the problem 0.92 high 0.56 Sensitive 
2 Identification of 

problems 
0.81 high 0.64 Sensitive 

3 Solution strategy 0.75 high 0.64 Sensitive 
4 Students asking 

questions 
0.78 high 0.54 Sensitive 

5 Strategy execution 0.84 high 0.48 Sensitive 
6 Reorientation of 

problem-solving 
activities 

0.80 high 0.52 Sensitive 

Average 0.82 high 0.56 Sensitive 

Table 8 shows that the increase in competence in formulating problems, identifying 
problems, exploring problem solving strategies, asking questions in high criteria, executing 
strategies, reorienting problem solving activities, also in high criteria. The student competencies 
used are generally good and sensitive to the learning process, as well as reviewing and 
evaluating the effect of sensitive problem solving activities on the lecture process. Thus, this 

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FBK forum contributes to S1 PGSD OU Pokjar Bojonegoro students in problem-solving 
competencies. 

CONCLUSION 
The topics discussed in the FBK service in the online community are the topics of introduction, 
registration, tutoring/study, and grades/exams.  Problems that arise in the FBK service in the 
online community are the folders shown do not appear, the tutorial schedule, the forms are 
filled out but the tutorials do not appear, the books, test scores that do not appear, graduation, 
attendance lists, have received information.  The process of counseling guidance in FBK services 
in the online community for student problems. Guidance and counseling services held by Open 
University are more focused on cathartic services, because they only provide a place to share all 
the problems faced by students. Hopefully there will be a response from other students or 
supervisors, so they can find a solution. Improving students' problem-solving abilities for the 
TAP subject of the PGSD S1 Program at Pokjar Bojonegoro after discussing the FBK service in 
the online community with high criteria. 

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Author (s): 

* Dwikoranto (Corresponding Author) 
Department of Physics, Faculty of Mathematics and Natural Science, 
Universitas Negeri Surabaya, 
Jl. Ketintang, Surabaya 60231, Indonesia 
Email: dwikoranto@unesa.ac.id 

 

Titik Setyowati 
Universitas Terbuka, UPBJJ-UT Surabaya 
Kampus C Mulyorejo, Indonesia 
Email: titiktyowati@ecampus.ut.ac.id 

 

Suparti 
Universitas Terbuka, UPBJJ-UT Surabaya 
Kampus C Mulyorejo, Indonesia 
Email: suparti@ecampus.ut.ac.id 

 

Sulistyono 
Universitas Terbuka, UPBJJ-UT Surabaya 
Kampus C Mulyorejo, Indonesia 
Email: sulistyono@ecampus.ut.ac.id 

 

Widiasih 
Universitas Terbuka 
Jl. Cabe Raya Pondok Cabe Pamulang, Tangerang Selatan 15437, Banten, Indonesia  
Email: widiasih@ecampus.ut.ac.id 

 

https://doi.org/10.46627/silet.v3i1.90
https://scie-journal.com/index.php/SiLeT
https://doi.org/10.10520/EJC137548
https://doi.org/10.46627/silet.v1i2.35
https://doi.org/10.22373/je.v1i1.319
mailto:dwikoranto@unesa.ac.id
mailto:titiktyowati@ecampus.ut.ac.id
mailto:suparti@ecampus.ut.ac.id
mailto:sulistyono@ecampus.ut.ac.id
mailto:widiasih@ecampus.ut.ac.id

