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All Journal Jurnal Pendidikan Indonesia (Japendi) Assessment: Journal Of Counseling Guidance Islamic Counseling and Parenting Journal
Betsi Siti Nurhidayah
Sekolah Tinggi Agama Islam Kuningan, Indonesia
Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Physics Social Sciences

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BK Teachers' Strategies in Dealing with the Mental Health of Students Victims of Cyberbullying through Islamic Individual Counseling Services Betsi Siti Nurhidayah; Alifa S Rahmadhina
Asesment : Journal Of Counseling Guidance Vol. 4 No. 1 (2026): Asesment: Journal of Counseling Guidance
Publisher : P3M STAI Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/asesmentjournalofcounselingguidance.v4i1.139

Abstract

Background: Cyberbullying is one of the serious problems that affect students' mental health in the digital era. Victims of cyberbullying tend to experience psychological disorders such as anxiety, stress, low self-esteem, and depression.Objectives: This study aims to analyze the strategies of Guidance and Counseling (BK) teachers in dealing with the mental health of students who are victims of cyberbullying through Islamic individual counseling services.Method: The research uses a qualitative approach with a case study method. The data collection technique was carried out through interviews, observations, and documentation of BK teachers and students in one of the secondary schools. The research subjects consisted of one BK teacher and three students who were victims of cyberbullying, with a duration of three months of research. The results of the study show that the strategy of BK teachers is carried out through the identification of students' psychological conditions, the provision of intensive individual counseling services, Islamic spiritual approaches, the provision of religious motivation, and the strengthening of social support from families and schools.  Finding and Implication: The Islamic approach is applied through strengthening the value of patience, tawakal, muhasabah, and the reading of Qur'anic verses that are relevant to the emotional condition of students. These strategies can help students reduce anxiety, increase confidence, and improve mental health conditions gradually.Conclusion: This research shows that Islamic individual counseling services can be an effective alternative in handling victims of cyberbullying in the school environment.  
Integrating Islamic Values into School Counseling Programs: Preventive Interventions for Adolescent Mental Health in Muslim-Majority Contexts Betsi Siti Nurhidayah
Islamic Counseling and Parenting Journal Vol. 2 No. 2 (2025): Islamic Counseling and Parenting Journal
Publisher : Sekolah Tinggi Agama Islam Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/x0e48y07

Abstract

Adolescent mental health challenges continue to rise globally, requiring culturally grounded preventive interventions, especially in Muslim-majority educational contexts. Islamic values are deeply embedded in students’ daily lives, yet school counseling programs often lack structured religious integration. This study aims to identify Islamic psychological constructs relevant to preventive counseling, examine their implementation in school settings, and analyze their impact on students’ emotional and behavioral adjustment. Using a qualitative descriptive design, data were collected through semi-structured interviews, non-participant observations of counseling sessions, and document analysis involving school counselors, Islamic education teachers, and administrators selected through purposive sampling. Thematic analysis revealed that core Islamic constructs—such as sabr, shukr, tawakkul, muhasabah, and akhlaq—were consistently integrated into counseling practices through value-based psychoeducation, spiritually guided emotional regulation training, family–school collaboration, and peer-support circles rooted in Islamic ethics. These interventions significantly improved students’ emotional regulation, reduced behavioral conflicts, and increased help-seeking behavior. Stakeholders expressed strong support for the culturally aligned model but emphasized the need for structured guidelines and counselor training. The study concludes that integrating Islamic values strengthens the preventive function of school counseling and enhances its cultural relevance, offering practical implications for policy development, counselor preparation, and holistic student well-being.
Developing PIAUD Students' Competence as Prospective Teachers in Designing Arabic Learning for Young Children: A Conceptual Framework for STAI Kuningan Mubarok Fatahillah; Husnul Hafidhoh; Betsi Siti Nurhidayah
Jurnal Pendidikan Indonesia Vol. 7 No. 6 (2026): Jurnal Pendidikan Indonesia (Japendi)
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v7i6.10599

Abstract

Prospective teachers in Islamic Early Childhood Education (PIAUD) require integrated competencies to design Arabic learning that is linguistically accurate, developmentally appropriate, engaging, inclusive, and pedagogically meaningful. However, existing teacher preparation frequently separates Arabic language knowledge, early childhood pedagogy, learning media, and assessment, resulting in fragmented professional competence. This study aims to develop an evidence-informed competency framework to guide the preparation of PIAUD students at STAI Kuningan in designing Arabic learning for young children. The study employed a structured narrative review with an integrative conceptual synthesis by examining 18 selected scholarly and policy sources related to pedagogical content knowledge, early childhood education, Arabic language teaching, digital competence, learning media, and preservice teacher education. Thematic coding and conceptual comparison were used to identify recurring competency components and integrate them into a coherent framework. The findings generated six interrelated competency domains: child-development alignment, Arabic linguistic and content accuracy, coherence among objectives, activities, and assessment, play-based interaction and scaffolding, purposeful and safe media integration, and assessment, differentiation, and reflective improvement. The review also identified a recurring preparation gap in which confidence in using digital tools does not necessarily reflect integrated teaching competence. The proposed framework provides a practical foundation for curriculum redesign, authentic assessment, portfolio development, and future empirical validation to strengthen the preparation of prospective PIAUD teachers.
Co-Authors Alifa S Rahmadhina Hafidhoh, Husnul Mubarok Fatahillah