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All Journal GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Ittishal Educational Research Journal
Umi Fajar Azizah
Universitas Tiga Serangkai
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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The ROLE OF TEACHERS IN DEVELOPING SELF- CONFIDENCE OF GRADE 5th ELEMENTARY SCHOOL STUDENTS Lily Auliya; Umi Fajar Azizah
Ittishal Educational Research Journal Vol. 6 No. 1 (2025): Ittishal Educational Research Journal
Publisher : International Islamic Schools Alliance

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51425/ierj.v6i1.99

Abstract

This study examines the important role of teachers in developing self-confidence in fifth grade elementary school students. Self-confidence, defined as an individual's belief in his or her ability to complete a task or deal with a particular situation, is a fundamental component in personal development. Using a descriptive qualitative method, this research was conducted at SDN 137 Cijerokaso, Bandung, involving two grade V teachers as research subjects. Data were collected through observation, in-depth interviews, and documentation, then analyzed using an interactive model that includes data reduction, data presentation, and conclusion drawing. The results showed that teachers play an important role in creating a supportive learning environment by implementing strategies such as motivational feedback, personalized guidance, and inclusive classroom practices. These strategies have a positive impact on students' academic achievement, social interaction and self-confidence. Despite challenges such as limited teacher patience and communication barriers with students, this study provides practical recommendations to improve pedagogical strategies to effectively support students' confidence development.
Peer Counselor Training to Improve Mental Health Literacy and Basic Counseling Skills among Vocational High School Students Kusnulia Rosita; Umi Fajar Azizah; Su’ad Jauharoh
GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Vol. 16 No. 3 (2026)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/gdn.v16i3.15032

Abstract

Adolescent mental health is an important issue in school settings, particularly among vocational high school students who face academic, social, emotional, and career-related developmental demands. Peer counselor training can serve as a promotive and preventive strategy to strengthen students’ mental health literacy and basic helping skills in the school environment. This community service program aimed to empower students at SMK IT Smart Informatika Surakarta through peer counselor training focused on mental health awareness, empathetic communication, active listening, and basic counseling practice. The program was implemented through several stages, including field surveys, participant selection using open-ended questionnaires, training module preparation, material delivery, role-play practice, and evaluation. A total of 23 selected female students participated in the training facilitated by psychologists. The training was conducted on November 13–14, 2025, in the school hall. Evaluation was carried out through observation, participant responses, role-play performance, video simulation assignments, and pretest–posttest scores. The results showed that all participants were actively involved, enthusiastic, and able to complete the role-play and video simulation assignments on time. The average understanding score increased from 58.16 in the pretest to 82.40 in the posttest, indicating improved mental health literacy and understanding of peer counseling roles. Participants also demonstrated better empathetic communication, active listening, and readiness to provide initial support to peers. These findings indicate that peer counselor training is relevant for strengthening student empowerment and school-based mental health support. The program provides practical implications for schools and guidance and counseling services in developing sustainable peer support systems to promote adolescent psychological well-being.
Co-Authors Kusnulia Rosita Lily Auliya Su’ad Jauharoh