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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Ilmiah Bimbingan Konseling Undiksha Konselor Journal of Education and Learning (EduLearn) Psikopedagogia Jurnal Counsellia Indonesian Journal of Educational Counseling International Journal of Research in Counseling and Education Bisma The Journal of Counseling G-Couns: Jurnal Bimbingan dan Konseling Journal of Pedagogy and Education Science Jurnal Bimbingan dan Konseling Indonesia Kelimutu Journal of Community Service Jurnal Bimbingan Konseling Flobamora
Apriliana, I Putu Agus
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Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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Peningkatan Kompetensi Guru Bimbingan dan Konseling Merancang Program Layanan Inovatif melalui Pendampingan dan Workshop Abel, Rizky Mayesita Aryance; Apriliana, I Putu Agus; Halim, Fransiska Atrik; Siagian, Fera Ratna Dewi
Jurnal Kelimutu Pengabdian Masyarakat Vol 5 No 2 (2025): Kelimutu Journal of Community Service (KJCS)
Publisher : Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/kjcs.v5i2.23424

Abstract

Kegiatan pengabdian ini bertujuan untuk meningkatkan pengetahuan dan keterampilan guru Bimbingan dan Konseling dalam merancang dan mengelola program layanan bimbingan dan konseling yang kontekstual, aplikatif, dan sesuai dengan karakteristik siswa, serta mengintegrasikan nilai-nilai tujuh kebiasaan anak Indonesia hebat. Metode pelaksanaan mencakup sosialisasi, pelatihan, pendampingan, dan evaluasi terhadap Guru BK SMP se-Kabupaten Kupang. Hasil pre-test dan post-test menunjukkan peningkatan signifikan dalam aspek pemahaman dan keterampilan peserta. Evaluasi diri juga menunjukkan peningkatan skor dari rata-rata <4 menjadi >6. Program BK yang disusun peserta dinilai baik (mean = 8,4) dan telah memenuhi seluruh indikator sesuai Permendikbud No. 111 Tahun 2014. Hasil observasi di lapangan menunjukkan bahwa peserta mampu mengimplementasikan program secara sistematis dan sesuai konteks sekolah masing-masing. Kegiatan ini terbukti efektif dalam memperkuat kapasitas profesional guru BK dan mendorong pengembangan program layanan bimbingan dan konseling yang berkualitas dan berbasis karakter.
Pengaruh Keterbatasan Fasilitas Belajar terhadap Academic Persistence pada Mahasiswa ditinjau dari Dukungan Sosial Orangtua Imut, Maria Goreti; Nalle, Andriani Paulin; Apriliana, I Putu Agus
JURNAL BIMBINGAN KONSELING FLOBAMORA Vol 3 No 3: Desember 2025
Publisher : Prodi Bimbingan Konseling FKIP UNDANA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/jbkf.v3i3.23553

Abstract

Persistence is a trait that all individuals who want to succeed must possess, refusing to give up in pursuit of their goals despite difficulties. This study aims to determine: (1) the impact of limited learning facilities on academic persistence in terms of parental social support; and (2) investigate the differences in limited learning facilities and academic persistence in terms of parental social support. This study employs a quantitative, descriptive research design. The sample comprised 72 college students. Data collection used an independent instrument based on a theoretical framework of variables, with Likert-scale responses. Data analysis included simple linear regression and independent t-tests. This study finds that the first hypothesis is confirmed: that limited learning facilities have an insignificant influence on the academic persistence of students with high parental social support. For the second hypothesis, the data show that limited learning facilities do not influence academic persistence among students with low parental social support. In the third hypothesis, there are no significant differences in limited learning facilities and academic persistence between students with high and low parental social support. Based on the findings, it can be concluded that limited learning facilities have little impact on academic persistence among college students, regardless of parental social support, and that there are no differences in academic persistence between students with and without limited learning facilities when parental social support is taken into account.
The Effect of Group Counseling with Game Techniques to Improve Academic Resilience among Vocational Students Febriana Febriana; Andriani Paulin Nalle; Lolang Maria Masi; I Putu Agus Apriliana
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.v10i03.7189

Abstract

Academic resilience is an essential component in helping vocational students overcome academic setbacks, challenges, difficulties, and pressure. However, many vocational students exhibit low levels of academic resilience, particularly in maritime and technical fields. This study aims to assess the effectiveness of game-based techniques in group counseling for improving academic resilience among vocational high school students. A quantitative method with a pseudo-experimental one-group pretest-posttest design was employed. The sample consisted of 10 vocational students identified with moderate and low academic resilience based on the pre-test using the Academic Resilience Scale (11 valid and reliable items, scoring 1-4). The intervention comprised group counseling sessions integrating cooperative movement cup games across two stages. Data were analyzed using a paired sample t-test. The results showed a significant increase in the mean academic resilience score from 2.81 (pre-test) to 3.05 (post-test). The paired-samples t-test revealed t = -2.390 (p < 0.05), and Cohen's d was 0.96 (large effect). The Shapiro-Wilk test confirmed normal data distribution (p > 0.05). The findings indicate that group counseling using game-based techniques significantly improves academic resilience by enabling students to face challenges, adapt to rules, and collaborate in a supportive environment. In conclusion, game-based group counseling is an effective strategy for school counselors to enhance academic resilience among vocational students. Further research across different educational levels is recommended. Keywords: academic resilience, group counselling, game techniques, vocational high school
Latent Profile of Academic Resilience and Friendship Satisfaction in Relation to Achievement Emotions among School-Aged Adolescents Apriliana, I Putu Agus
Journal of Pedagogy and Education Science Vol 5 No 02 (2026): Article in Press - Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.001986

Abstract

Adolescence represents a critical developmental phase characterized by escalating academic demands and increasingly salient peer relationships, both of which play a central role in shaping students’ achievement-related emotional experiences. Although academic resilience and friendship satisfaction are well-established protective resources, prior research has predominantly examined these constructs in isolation, leaving their joint configurations and emotional consequences underexplored, particularly within resource-constrained and culturally contextualized educational settings. Adopting a person-centered approach, this study identified latent profiles of school-aged adolescents based on combined patterns of academic resilience and friendship satisfaction and examined profile differences in positive and negative achievement emotions. Data were collected from 582 randomly selected adolescents in Kupang City, Indonesia, using validated measures of academic resilience, friendship satisfaction, and achievement emotions. Latent profile analysis followed by multivariate analysis of variance revealed four distinct profiles with meaningful emotional differentiation. Adolescents in the buffered resilience profile exhibited the most adaptive emotional patterns, characterized by high positive emotions (enjoyment, hope & pride) and low negative emotions (anger, anxiety, shame, hopeless & boredom) in learning and classroom contexts. In contrast, adolescents in the relationally constrained profile reported low positive emotions alongside elevated negative emotions in both contexts. Notably, high friendship satisfaction alone, as observed in the relationally compensated profile, was insufficient to offset low academic resilience. These findings extend the Theoretical Resilience and Relational Load Linkage framework by highlighting the synergistic role of individual adaptive capacities and relational resources in shaping adolescents’ achievement emotions, offering actionable implications for school-based interventions and educational policy.
Unpacking global research on academic resilience in school education: a bibliometric mapping and systematic review Apriliana, I Putu Agus; Samo, Damianus Dao; Novirson, Rizki
Psikopedagogia Vol. 15 No. 2 (2025): December 2025
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Academic resilience has emerged as a critical construct for understanding how students adapt to challenges across diverse educational contexts. Despite its growing prominence, the conceptual structure and developmental trajectory of resilience among school-aged learners remain insufficiently mapped. This study aims to (1) map global publication and authorship trends, (2) identify dominant theme patterns, (3) examine target populations and methodological approaches, and (4) synthesize reported outcomes and research outputs. Screening 1,226 reputable-index documents yielded 993 articles for bibliometric analysis, from which a subset of 48 peer-reviewed journal articles published between January 2015 and October 2025 was systematically reviewed. Bibliometric findings indicate sharp growth after 2018, with dominant contributions from the United States and China, alongside widening participation from Europe and the Asia-Pacific region (e.g., Indonesia). These findings also identify highly cited works that have shaped the field, as well as five dominant thematic clusters spanning socio-demographic, educational, psychosocial, health-related, and methodological dimensions. Content analysis reveals a focus on adolescents, a predominance of quantitative methods, and outcomes across academic, psychological, motivational, and relational domains. In contrast, experimental, intervention, and qualitative studies point to gaps in early education, systemic equity, and context-sensitive applications. In conclusion, this review demonstrates the field's maturation and diversification while underscoring the need for more intervention-based, longitudinal, and context-sensitive studies, particularly in underrepresented primary education settings. These findings also highlight the importance of school counseling in implementing evidence-based, context-sensitive resilience interventions, alongside systematic evaluation to promote sustainable student outcomes.
Co-Authors Abel, Rizky Mayesita Aryance Andriani Paulin Nalle Asit, Vanensia Eufamia Assan, Maria Cahyani Samantha Damianus Dao Samo Febriana Febriana Fransiska Atrik Halim Geradus, Uda I Kadek Suranata Imut, Maria Goreti Indrawan, Putu Agus Keraf, M.K.P Abdi Korohama, Katharina E. P. Korohama, Katharina E.P. Lay, Andriyani Emilia Lohmay, Imanuel Lolang Maria Masi Madu, Krispinus Nahak, Maria Sariani Nalle, Andriani P. Nalle, Andriani Paulin Ni Ketut Suarni Noviatri, Elisabeth Agnesia Novirson, Rizki Nubatonis, Nonci Prof. Dr. I Ketut Dharsana,M.Pd . Puspitasari, Weni S.Pd. Luh Putu Sri Lestari . Siagian, Fera Ratna Dewi Tarong, Ursula Salome Tiwi, Lorensia Persiana Uda, Paulinus A. S. Upa, Muhamad Dae Pua Upa, Muhammad D. P.