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Enhancing Students Psychological Well-being in Islamic Boarding Schools: The Impact of Prophetic Values-Based Group Counseling Khusumadewi, Ari; Hannurawan, Fattah; Hambali, IM; Atmoko, Adi
KONSELOR Vol. 12 No. 4 (2023): KONSELOR
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/0202312427-0-86

This study analze the impact of group counseling sessions based on prophetic values on the psychological well-being of students in Islamic boarding schools in East Java, Indonesia. Sixty students from five schools participated in an experimental design involving pre-tests and post-tests. The intervention included seven group guidance sessions led by non-professional counselors, emphasizing prophetic values. A 22-item scale assessing various aspects of psychological well-being was used, and the effectiveness of the intervention was analyzed using a one-way ANOVA test. The results showed significant improvements in the psychological well-being of the experimental group, with higher mean scores post-intervention compared to the control group. The study highlights the critical role of peer relationships in the psychological health of students in these schools. The successful incorporation of prophetic values in the intervention aligns with the students' cultural and religious background, enhancing its effectiveness. The findings suggest the importance of including such value-based guidance programs in the curriculum of Islamic boarding schools, tailored to their unique educational environment. The study also recommends training for mentors in guidance skills to better support student well-being in these settings.

A Reality Group Counselling to Reduce Cheating Habit in High School Students Pratiwi, Titin Indah; Habsy, Bakhrudin All; Arfiyani, Maulidia Putri; Khusumadewi, Ari
KONSELOR Vol. 13 No. 2 (2024): KONSELOR
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/0202312458-0-86

Cheating behavior often arises due to a lack of individual self-control, influenced by both internal and external pressures, as well as the presence of opportunities to engage in dishonest actions. To address this issue, a pre-experimental study was conducted utilizing a one-group pretest-posttest design to evaluate the effectiveness of reality group counseling in reducing cheating behavior among high school students. After administering the intervention, the students were re-assessed, and the results were analyzed using a paired T-test. The findings revealed that the calculated t-value was 6.350, which exceeded the critical value of 3.82 at a 5% significance level with 3 degrees of freedom. Additionally, the significance value (2-tailed) was 0.008, which was lower than the threshold of 0.05. Based on these results, the null hypothesis (Ho) was rejected, and the alternative hypothesis (Ha) was accepted, indicating a significant difference in students' cheating behavior before and after the counseling intervention. These findings suggest that reality group counseling was effective in reducing cheating habits among the high school students who participated in the study. In conclusion, reality group counseling can be considered a beneficial approach for mitigating cheating behavior in educational settings, contributing to the promotion of academic integrity.

Value-Based Peer Helpers in Indonesia’s Islamic Boarding Schools: Addressing Student Needs Khusumadewi, Ari; Naqiyah, Najlatun; Setiawati, Denok; Pramesti, Mayang; Ariyanti, Vivin; Dewanti, Septinda Rima
KONSELOR Vol. 13 No. 2 (2024): KONSELOR
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/0202413268-0-86

Islamic boarding schools (Pesantren) are crucial educational institutions in Indonesia, characterized by their unique learning systems, values, and diverse student demographics. However, they face challenges, such as a lack of sufficient caregivers and teachers, limiting their ability to address students' varied needs, which range across age, gender, culture, and personal concerns. This study aims to develop a peer helper model that integrates Islamic boarding school values to overcome these limitations and provide better support for students, particularly for adolescents. Using a literature review and content analysis of various reference sources, this study found that peer helpers, designed with pesantren values, offer an potential solution by addressing the students' challenges through peer relationships, which are more significant during adolescence. The peer helper model includes essential components such as selecting suitable peer helper characteristics, equipping them with necessary skills, and implementing effective support strategies. This culturally relevant model not only compensates for the limited availability and competence of caregivers and teachers but also provides a framework adaptable to other educational settings with similar issues. The integration of religious and cultural values into student support systems demonstrates the importance of culturally responsive approaches in enhancing student well-being in educational contexts.

Evaluating the Effectiveness of the Qanaah-Based Coping Intervention to Improve Psychological Well-Being in Islamic Boarding School Students: A Quasi-Experimental Study Khusumadewi, Ari; Pramesti, Mayang; Lianawati, Ayong
KONSELOR Vol. 14 No. 2 (2025): KONSELOR
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/02025142115-0-86

This study aimed to assess the success of qanaah coping as a training approach to improve the psychological well-being of students. Qanaah in Islam is a disposition of accepting and finding contentment in the results of one's endeavours, while eschewing sentiments of discontent and inadequacy. The participants in this study were eight students demonstrating diminished psychological well-being attributable to maladaptive thought habits. The study utilised a one-group pretest-posttest design, implementing cognitive restructuring via qanaah coping inside a group counselling framework. The study employed a psychological well-being scale with 26 reliable items to assess the intervention's efficacy. The instrument had substantial dependability, evidenced by a Cronbach’s alpha coefficient of 0.898. Given that the significance value exceeded 0.05, the instrument was considered acceptable. The results indicated a t-score of -5.767 and a significance level of 0.001, which is below 0.05, signifying statistical significance. The mean psychological well-being score improved from 60.685 in the pre-test to 109.105 in the post-test, resulting in the null hypothesis being rejected. The qanaah coping technique was determined to be beneficial in enhancing the psychological well-being of students in Islamic boarding schools.

A Reality Group Counselling to Reduce Cheating Habit in High School Students Pratiwi, Titin Indah; Habsy, Bakhrudin All; Arfiyani, Maulidia Putri; Khusumadewi, Ari
KONSELOR Vol. 13 No. 2 (2024): KONSELOR
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/0202312458-0-86

Cheating behavior often arises due to a lack of individual self-control, influenced by both internal and external pressures, as well as the presence of opportunities to engage in dishonest actions. To address this issue, a pre-experimental study was conducted utilizing a one-group pretest-posttest design to evaluate the effectiveness of reality group counseling in reducing cheating behavior among high school students. After administering the intervention, the students were re-assessed, and the results were analyzed using a paired T-test. The findings revealed that the calculated t-value was 6.350, which exceeded the critical value of 3.82 at a 5% significance level with 3 degrees of freedom. Additionally, the significance value (2-tailed) was 0.008, which was lower than the threshold of 0.05. Based on these results, the null hypothesis (Ho) was rejected, and the alternative hypothesis (Ha) was accepted, indicating a significant difference in students' cheating behavior before and after the counseling intervention. These findings suggest that reality group counseling was effective in reducing cheating habits among the high school students who participated in the study. In conclusion, reality group counseling can be considered a beneficial approach for mitigating cheating behavior in educational settings, contributing to the promotion of academic integrity.

Value-Based Peer Helpers in Indonesia’s Islamic Boarding Schools: Addressing Student Needs Khusumadewi, Ari; Naqiyah, Najlatun; Setiawati, Denok; Pramesti, Mayang; Ariyanti, Vivin; Dewanti, Septinda Rima
KONSELOR Vol. 13 No. 2 (2024): KONSELOR
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/0202413268-0-86

Islamic boarding schools (Pesantren) are crucial educational institutions in Indonesia, characterized by their unique learning systems, values, and diverse student demographics. However, they face challenges, such as a lack of sufficient caregivers and teachers, limiting their ability to address students' varied needs, which range across age, gender, culture, and personal concerns. This study aims to develop a peer helper model that integrates Islamic boarding school values to overcome these limitations and provide better support for students, particularly for adolescents. Using a literature review and content analysis of various reference sources, this study found that peer helpers, designed with pesantren values, offer an potential solution by addressing the students' challenges through peer relationships, which are more significant during adolescence. The peer helper model includes essential components such as selecting suitable peer helper characteristics, equipping them with necessary skills, and implementing effective support strategies. This culturally relevant model not only compensates for the limited availability and competence of caregivers and teachers but also provides a framework adaptable to other educational settings with similar issues. The integration of religious and cultural values into student support systems demonstrates the importance of culturally responsive approaches in enhancing student well-being in educational contexts.

Enhancing Students Psychological Well-being in Islamic Boarding Schools: The Impact of Prophetic Values-Based Group Counseling Khusumadewi, Ari; Hannurawan, Fattah; Hambali, IM; Atmoko, Adi
KONSELOR Vol. 12 No. 4 (2023): KONSELOR
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/0202312427-0-86

This study analze the impact of group counseling sessions based on prophetic values on the psychological well-being of students in Islamic boarding schools in East Java, Indonesia. Sixty students from five schools participated in an experimental design involving pre-tests and post-tests. The intervention included seven group guidance sessions led by non-professional counselors, emphasizing prophetic values. A 22-item scale assessing various aspects of psychological well-being was used, and the effectiveness of the intervention was analyzed using a one-way ANOVA test. The results showed significant improvements in the psychological well-being of the experimental group, with higher mean scores post-intervention compared to the control group. The study highlights the critical role of peer relationships in the psychological health of students in these schools. The successful incorporation of prophetic values in the intervention aligns with the students' cultural and religious background, enhancing its effectiveness. The findings suggest the importance of including such value-based guidance programs in the curriculum of Islamic boarding schools, tailored to their unique educational environment. The study also recommends training for mentors in guidance skills to better support student well-being in these settings.

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