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All Journal Irfani Jurnal Kajian Bimbingan dan Konseling
Nurrofifah, Hani
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Education Social Sciences Other

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Evaluation of Classical Guidance Programs During the Covid-19 Pandemic at Junior High School: Discrepancy Model Nurrofifah, Hani; Farozin, Muh.; Mutiara, Asfarina
Jurnal Kajian Bimbingan dan Konseling Vol. 7, No. 2
Publisher : citeus

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Abstract

Guidance and counseling programs are designed to improve education. These programs continue to evolve, especially the classical guidance programs that require adaptation to the current Covid-19 pandemic education system. However, due to a lack of planning, the development and implementation of the classical guidance program in state junior high schools during the Covid-19 pandemic have not been optimal. Thus, this study identifies the performance of the classical guidance program at state junior high schools during the Covid-19 pandemic, using predetermined standards. This study used program evaluation standards and criteria from the Guidelines for Performance-Based Professional School Counselor Evaluation. The guidelines highlight that professional school counselors should carry out classical guidance services using effective learning strategies and classroom management techniques for all counselees based on their needs. These standards and criteria were then formulated into three components to determine the success of the classical guidance program, namely planning, implementing, and evaluating the classical guidance program. The analysis of the evaluation results showed that the classical guidance program during the Covid-19 had not met the standard.
OPTIMALISASI PERAN GURU TK DALAM INTERVENSI GANGGUAN EMOSI DAN PERILAKU ANAK USIA DINI Nurrofifah, Hani; Shoofii Syammari; Nina Permata Sari; Noor Ainah; Asih Nor Zahidah
Irfani Vol. 21 No. 3 (2025): Irfani
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v21i3.6943

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ABSTRACT This study aims to analyze the optimization of kindergarten teachers’ roles in intervening with emotional and behavioral disorders in early childhood. The research focuses on four indicators, namely teachers’ understanding and knowledge of children’s emotional-behavioral development, their skills in implementing interventions, attitudes of concern toward children’s conditions, and collaboration with parents as well as intervention evaluation. The study employed a quantitative approach with a survey design. The sample consisted of 30 kindergarten teachers from the Sa’adah Foundation in Martapura, selected using purposive sampling. Data were collected through a rating-scale questionnaire and analyzed using descriptive statistics, categorized into low, medium, high, and very high levels. The findings indicate that the role of kindergarten teachers has not been optimized in most indicators. Teachers’ understanding and knowledge (mean score 8.65), intervention skills (12.94), and collaboration with parents and evaluation (10.2) were categorized as low. Meanwhile, teachers’ attitudes and concern for children (21.28) were categorized as high. This reveals a gap between teachers’ emotional concern and their conceptual as well as technical competence in carrying out interventions. Therefore, optimizing the role of kindergarten teachers requires capacity strengthening through training, mentoring, and continuous collaboration with parents and professionals. This study is expected to contribute to the development of socio-emotional intervention studies in young children and deliver practical benefits for teachers, schools, parents, and decision-makers in designing effective, responsive, and inclusive educational strategies.
p PENGARUH DARK HUMOR TERHADAP PERILAKU CYBERBULLYING REMAJA Syammari, Shoofii; Sari, Nina Permata; Setiawan, Muhammad Andri; Nurrofifah, Hani; Zahidah, Asih Nor
Irfani Vol. 22 No. 1 (2026): Irfani
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/irfani.v22i1.7651

Abstract

This study examines the influence of dark humor on cyberbullying behavior among vocational high school (SMK) students. Using a quantitative approach with a simple linear regression design, it involved 88 SMK students selected via total purposive sampling. Data were gathered using the dark humor scale (Cronbach's α = 0.943) and cyberbullying scale (Cronbach's α = 0.867), both tested for validity and reliability. The hypothesis that dark humor positively affects cyberbullying behavior was confirmed, evidenced by the regression equation Y = 27.121 + 0.520X, correlation coefficient R = 0.661, coefficient of determination R² = 0.473 (47.3% contribution), F-value = 66.691 (Sig. = 0.000), and t-value = 8.166 (p < 0,001). Classical assumptions of normality (Kolmogorov-Smirnov Sig. = 0.119) and homoscedasticity were fulfilled. Dark humor significantly and positively influences cyberbullying among SMK students. This research enriches the psychological literature on cyberbullying by highlighting dark humor as a key predictor. The findings support developing school counseling programs to reduce dark humor tendencies and prevent cyberbullying
Co-Authors Asih Nor Zahidah Muh. Farozin, Muh. Mutiara, Asfarina Nina Permata Sari Nina Permata Sari Noor Ainah Setiawan, Muhammad Andri Shoofii Syammari Syammari, Shoofii Zahidah, Asih Nor