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All Journal KONSELI: Jurnal Bimbingan dan Konseling (E-Journal) Pendas : Jurnah Ilmiah Pendidikan Dasar
Nurul Amin, Zakki
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Education Social Sciences Other

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The role of cultural humility and multicultural competence in school counselors’ social justice advocacy practice: A systematic literature review Kismawati, Nurul; Nurul Amin, Zakki
KONSELI: Jurnal Bimbingan dan Konseling (E-Journal) Vol 13 No 1 (2026): KONSELI : Jurnal Bimbingan dan Konseling (E-journal)
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ynk09z66

Abstract

This study aims to examine the role of cultural humility (CH) and multicultural competence (MC) in shaping school counselors’ social justice advocacy (SJA) practice in Indonesia. This review is motivated by the high potential for intolerance, discrimination, and ideological bias in school settings (Setara Institute, 2023). The study employed a Systematic Literature Review (SLR) method through searches in PubMed, Scopus, Web of Science, ERIC, and PsycINFO, yielding 302 articles. After screening based on the inclusion and exclusion criteria for the years 2015–2025 by two independent reviewers (Cohen’s Kappa = 0.85 and 0.82), 25 articles were selected for analysis. Quality assessment was conducted using the JBI and CASP Checklists (threshold ≥70%), while data synthesis was carried out through open coding, axial coding, and selective coding. The search did not identify any review that simultaneously integrated CH, MC, and SJA within the context of school counselors. The findings indicate that MC serves as the foundation of multicultural knowledge and skills. However, without cultural humility, competence tends to be procedural, whereas CH functions as a reflective dimension that strengthens its implementation. The literature also indicates a relationship between MC–CH integration and SJA practice, although the direction of causality cannot yet be determined. Nineteen of the 25 studies showed that the integration of these two aspects was associated with higher advocacy engagement. These findings may serve as a basis for counselor curriculum development through reflective learning, advocacy simulations, and field practice while considering the Indonesian context. The proposed integrative model remains conceptual and requires further testing through SEM, mediation analysis, or meta-analysis
EFEKTIVITAS BIMBINGAN KELOMPOK TEKNIK PROBLEM SOLVING UNTUK MENINGKATKAN KECERDASAN SOSIAL SISWA Desiree Deffia Murti, Nisrina; Yuwono Puji Sugiharto, Dwi; Nurul Amin, Zakki
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Completed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.64071

Abstract

Adolescents during their development are required to have good social intelligence to be able to establish relationships and adapt to their social environment, however, this low social intelligence is reflected in the high rate of violence and bullying in schools as a manifestation of individual failure to understand, empathize, and manage relationships with others. The study was conducted to determine the effect of group guidance services with problem-solving techniques to improve social intelligence. This study applied a quantitative approach using an experimental research method of one-group pre-test post-test design. The intervention was given to a group of 7 students with low social intelligence, which was measured using a Likert scale instrument that had been tested for validity and reliability. The intervention was carried out in 5 sessions with a duration of 70-90 minutes per session using problem-solving stages, which included identifying and formulating the problems faced, analyzing the problems, formulating temporary assumptions or hypotheses, collecting relevant data or information, and compiling recommendations as the most appropriate alternative solutions to the problem. Data analysis used a paired sample t-test, with the results showing an increase in social intelligence scores after the intervention with a significance value of p < 0.05. The hypothesis of this study was that there would be a difference in students' social intelligence levels before and after receiving problem-solving group guidance services. However, the small sample size limits the generalizability of the results. This study suggests that problem-solving group guidance services can be an alternative intervention to help students improve their social intelligence.
Co-Authors Desiree Deffia Murti, Nisrina Dwi Yuwono Puji Sugiharto, Dwi Yuwono Puji Kismawati, Nurul