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p-Index From 2021 - 2026
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All Journal G-Couns: Jurnal Bimbingan dan Konseling Journal of Education and Counseling (JECO)
Yuli Nurmalasari
Universiti Malaya
Humanities Education Languange, Linguistic, Communication & Media Physics Public Health Other

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Developing Multicultural Competence through Deep Learning: A Quasi-Experimental Study of Indonesian School Counselors Nandang Budiman; Aam Imaddudin; Ibrahim Al Hakim; Yuli Nurmalasari; Eem Munawaroh; Yasinta Putri Khairunnisa; Christine Grace Yane Juwita
G-Couns: Jurnal Bimbingan dan Konseling Vol. 10 No. 03 (2026): July 2026, G-Couns: Jurnal Bimbingan dan Konseling
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/g-couns.v10i03.8618

Abstract

This study examines the effectiveness of deep learning-based training in strengthening multicultural competence and awareness of radicalism among Indonesian school counselors. Employing a quasi-experimental mixed-method design, the study involved 17 guidance and counseling teachers from secondary schools in Garut Regency, West Java. The three-week intervention integrated Socratic dialogue, experiential simulation, and structured cultural reflection. Quantitative data were collected using a pretest-posttest Radicalism Attitude Inventory, while qualitative data were obtained from reflective portfolios, interviews, focus group discussions, and observations. The paired-sample t-test revealed statistically significant improvement in counselors' radicalism awareness (p = 0.015, Cohen's d = 0.657), driven primarily by substantial gains in detecting overt radicalism indicators (Revolutionary dimension: p = 0.001, d = 1.03). Qualitative findings demonstrated transformative professional development, including increased cultural self-awareness, enhanced empathetic and dialogic counseling skills, greater sensitivity to subtle forms of intolerance, and improved readiness to implement preventive strategies in school contexts. Overall, the findings indicate that deep learning-based training facilitates professional transformation through iterative reflection and experiential learning, supporting its integration into counselor professional development programs focused on multicultural practice and radicalism prevention. Keywords: deep learning, mixed-method research, multicultural competence, radicalism prevention, school counselors
Development of an NLP-Based Communication Manual for Classroom Guidance Services in Junior High School Rizki Erdiantoro; Yuli Nurmalasari
Journal of Education and Counseling (JECO) Vol. 6 No. 1 (2025)
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jeco.v6i1.1428

Abstract

Effective communication is a key element in the success of school counseling services, particularly in classroom guidance, which is delivered in group settings to students in the classroom. Unfortunately, many school counselors still apply one-way communication patterns that limit active student participation. This study aims to develop an effective Neuro-Linguistic Programming (NLP)-based communication guide for junior high school counselors to implement classroom guidance services. The research method used is Research and Development (R&D), adapted from the Borg & Gall model (1983) and modified to include only the expert and user validation stages. Data were collected through literature reviews, interviews, and the distribution of validation instruments to experts and prospective users, including school counselors. The result of the development is a guidance manual that includes the basic concepts of NLP, communication strategies, and their application in classroom-based counseling services. Validation results indicate that the developed guide is feasible, useful, and well-targeted. This study offers practical contributions by providing pedagogical tools that support school counselors’ communication skills through a systematic, applicable approach. The findings recommend NLP as an innovative approach to foster a more interactive communication climate within classroom guidance sessions.
Co-Authors Aam Imaddudin Al Hakim, Ibrahim Christine Grace Yane Juwita Eem Munawaroh Nandang Budiman Rizki Erdiantoro Yasinta Putri Khairunnisa