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All Journal Journal of Society Counseling
Widya Ayu Marliana
Universitas Negeri Semarang, Indonesia
Humanities Other

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Model Supervisi Berbasis CIPP untuk Penguatan Layanan Bimbingan dan Konseling di Sekolah: Sebuah Systematic Literature Review Widya Ayu Marliana; Awaliya Awaliya; Ernest Ceti Septyanti; Binti Isrofin
Journal of Society Counseling Vol. 4 No. 1 (2026): Journal of Society Counseling
Publisher : Scidacplus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59388/josc.v4i1.833

Abstract

Effective supervision of guidance and counseling (BK) is a key factor in ensuring accountability and improving the quality of BK services in schools. However, administrative and non-comprehensive supervisory practices often fail to drive substantive improvement. Stufflebeam's CIPP (Context, Input, Process, Product) model offers a systemic evaluation framework, yet its application as a supervision model oriented toward sustainable service development remains underexplored. This study aims to synthesize empirical evidence on the CIPP model's application in evaluating school BK programs and analyze its potential to be developed into a supervision model that strengthens BK services. A systematic literature review (SLR) following the PRISMA protocol was conducted. Article searches were performed in SINTA, Google Scholar, Scopus, and DOAJ databases for the period 2015–2025, yielding nine relevant articles after final selection. Thematic analysis indicates that the CIPP model effectively evaluates BK programs comprehensively, identifying gaps in context (alignment of vision-mission with student needs), input (counselor qualifications, facilities), process (service implementation), and product (impact on student development). Key findings reveal that weaknesses in BK services often originate in the input aspect (resource limitations and non-standard counselor qualifications) and the process aspect (inadequate service time allocation). This study concludes that the CIPP model is not only useful as a summative evaluation tool but also holds strong potential as a formative supervision framework. Consequently, developing a CIPP-based supervision model can promote targeted, sustainable, and student-centered improvement of BK service quality in schools.
Family Relational Factors and Problematic Social Media Use Among Adolescents: A Systematic Literature Review and Implications for Family Counseling Widya Ayu Marliana; Cristin Mutiara Damanik; Muhamad Faqih Irsyad; Waliyadin Waliyadin
Journal of Society Counseling Vol. 4 No. 3 (2026): Journal of Society Counseling
Publisher : Scidacplus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59388/josc.v4i3.1075

Abstract

Background: Family factors associated with problematic social media use (PSMU) need to be distinguished from evidence regarding counseling effectiveness. Objective: To map relational factors, the roles of psychological variables, and counseling implications. Methods: A focused systematic search of Scopus and ERIC was conducted on September 18, 2026, following PRISMA 2020 reporting. Of 74 records, 17 full texts were sought after title/abstract screening, 15 available reports were assessed, and 13 studies were synthesized. The initial JBI critical appraisal was not independently duplicated. Results: The corpus comprised 10 cross-sectional studies, one mixed-methods study with a single-time-point survey, and two longitudinal studies. Psychological control and parental rejection were each associated with higher PSMU in one cross-sectional study. Parental support was associated with lower subsequent PSMU in one longitudinal study. Positive parenting and proactive rules were associated with lower odds of PSMU in one cross-sectional study; parental digital-distraction reduction was examined in one mixed-methods study with unclear statistical reporting. Active mediation was examined in relation to appearance consciousness, not PSMU reduction. General attachment and family outcomes were distinguished from parent-specific relationships. No included study tested family counseling. Conclusion: Findings represent associations and potential counseling targets proposed by the authors. The two-database search, two unavailable reports, and initial quality appraisal limit confidence in the conclusions.
Psychological Outcomes and Academic Resilience in University Students’ Generative AI Use. A Critical Review of Retrieved Evidence Muhamad Faqih Irsyad; Cristin Mutiara Damanik; Widya Ayu Marliana; Waliyadin Waliyadin
Journal of Society Counseling Vol. 4 No. 3 (2026): Journal of Society Counseling
Publisher : Scidacplus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59388/josc.v4i3.1079

Abstract

Generative artificial intelligence (GenAI) is associated with diverse psychological experiences in university learning, but routine use and designed interventions require different interpretations. This critical review examines psychological outcomes, correlates, and direct resilience-related evidence in reports identified through searches of Scopus, ERIC, and the SpringerLink publisher platform on 18 September 2026. The recorded search yielded 1,013 records; 50 duplicates were removed, 963 records were screened, and 45 candidate reports were sought. A revision-stage retrieval audit increased assessed reports from 12 to 44. One report remained unavailable, and one was excluded because GenAI-specific exposure could not be separated from broader AI use. The synthesis therefore includes 43 reports: 37 observational or task-context reports, four educational intervention reports, and two psychological-support trials. Dependence, anxiety, efficacy beliefs, literacy, and regulation showed heterogeneous associations; neither frequent use nor anxiety uniformly indicated harm. A classroom comparison measured academic resilience, a survey measured academic buoyancy, and a single-group study examined buoyancy qualitatively. These findings correct the earlier inference that direct resilience-related evidence was absent. Intervention benefits were specific to programs, outcomes, and assessment periods. Non-probability sampling, self-report, confounding, heterogeneous measures, incomplete retrieval, and limitations in the original screening documentation preclude a comprehensive causal account. The authors propose counseling and teaching applications for evaluation rather than presenting established prevention or treatment effects.
Co-Authors Awaliya Awaliya Binti Isrofin Cristin Mutiara Damanik Ernest Ceti Septyanti Muhamad Faqih Irsyad Muhamad Faqih Irsyad Waliyadin Waliyadin