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All Journal Jendela Olahraga EMPATI MALIH PEDDAS Taman Cendekia : Jurnal Pendidikan Ke-SD-an Jurnal Psikoedukasi dan Konseling JURNAL SINEKTIK Jurnal PAJAR (Pendidikan dan Pengajaran) RISTEKDIK : Jurnal Bimbingan dan Konseling Jurnal Ilmiah Sekolah Dasar Mimbar Ilmu Jurnal Ilmiah Pendidikan Profesi Guru Journal on Education DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar Bulletin of Counseling and Psychotherapy FOKUS : Kajian Bimbingan dan Konseling dalam Pendidikan Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Pedagogi dan Pembelajaran DWIJALOKA Jurnal Pendidikan Dasar dan Menengah Guiding World : Jurnal Bimbingan dan Konseling Al-Isyrof: Jurnal Bimbingan Konseling Islam Jurnal Wawasan Pendidikan Journal for Lesson and Learning Studies Wasana Nyata Praniti Jurnal Pendidikan, Bahasa, dan Sastra Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan JS (Jurnal Sekolah) JANACITTA: Journal of Primary and Children's Education Jurnal Yudistira WASANA NYATA Indonesian Journal of Elementary School EDUCATIONE: Journal of Education Research and Review EDUJAVARE: International Journal of Educational Research Journal of Counseling, Education and Society Open Access DRIVERset
Eka Sari Setianingsih
Fakultas Ilmu Pendidikan, Universitas PGRI Semarang
Humanities Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Veterinary Other

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Hubungan self-regulation dengan prokrastinasi akademik pada mahasiswa bimbingan dan konseling Onisia Enggal Nur Fadillah; Agus Setiawan; Eka Sari Setianingsih
Journal of Counseling, Education and Society Vol. 7 No. 1 (2026): Journal of Counseling, Education and Society
Publisher : Indonesian Institute for Counseling, Education and Theraphy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/08jces687300

Abstract

Prokrastinasi akademik merupakan masalah umum di kalangan mahasiswa yang dapat menghambat penyelesaian tugas-tugas akademik. Self-regulation dianggap sebagai faktor penting yang berkaitan dengan prokrastinasi akademik. Penelitian ini bertujuan untuk mengkaji hubungan antara self-regulation dan prokrastinasi akademik di kalangan mahasiswa Program Studi Bimbingan dan Konseling Universitas PGRI Semarang. Desain penelitian korelasi kuantitatif digunakan, dengan melibatkan 221 mahasiswa yang dipilih melalui metode pengambilan sampel proportionate stratified random sampling. Data dikumpulkan menggunakan skala yang dikembangkan oleh peneliti untuk self-regulation dan prokrastinasi akademik, dengan nilai Cronbach’s Alpha masing-masing sebesar 0,840 dan 0,885. Analisis data dilakukan menggunakan korelasi Pearson Product Moment dan regresi linier sederhana. Hasil penelitian menunjukkan adanya hubungan negatif yang signifikan antara self-regulation dan prokrastinasi akademik (r = -0,808, p < 0,001). Self-regulation berkontribusi sebesar 65,3% terhadap varians prokrastinasi akademik. Temuan ini menyoroti pentingnya mengembangkan self-regulation dalam layanan Bimbingan dan Konseling untuk mengurangi prokrastinasi akademik.
Hubungan regulasi emosi dengan komunikasi intrapersonal pada siswa SMA Wahyu Nur Maharani; Agus Setiawan; Eka Sari Setianingsih
Journal of Counseling, Education and Society Vol. 7 No. 1 (2026): Journal of Counseling, Education and Society
Publisher : Indonesian Institute for Counseling, Education and Theraphy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/08jces687400

Abstract

Penelitian ini bertujuan untuk mengetahui hubungan antara Regulasi Emosi dengan Komunikasi Intrapersonal pada siswa SMA. Latar belakang penelitian didasarkan pada temuan siswa mengalami kesulitan dalam mengelola emosi, seperti cemas, marah dan kesulitan menenangkan diri, yang dapat memengaruhi komunikasi intrapersonal. Penelitian ini menggunakan pendekatan kuantitatif dengan desain korelasional. Populasi berjumlah 423 siswa, dengan sampel 206 yang ditentukan menggunakan rumus Slovin dan teknik Simple Random Sampling. Data penelitian dikumpulkan menggunakan skala regulasi emosi dan skala komunikasi intrapersonal. Analisis data menggunakan uji korelasi Pearson Product Moment setelah memenuhi uji prasyarat normalitas dan regresi linearitas. Hasil menunjukkan adanya hubungan positif yang signifikan antara regulasi emosi dan komunikasi intrapersonal dengan nilai r = .737, p < .001, R² = .543. Semakin tinggi regulasi emosi siswa, semakin baik komunikasi intrapersonalnya, sehingga mendukung perkembangan psikologis yang lebih sehat dan adaptif.
ANALISIS PENGGUNAAN GADGET TERHADAP PERILAKU PROSOSIAL MAHASISWA Siti Nur Azizah; Suhendri Suhendri; Eka Sari Setianingsih
Ristekdik : Jurnal Bimbingan dan Konseling Vol 10, No 11 (2025): RISTEKDIK: JURNAL BIMBINGAN DAN KONSELING - NOVEMBER 2025
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/ristekdik.2025.v10i11.1174-1182

Abstract

Penelitian ini bertujuan untuk menganalisis penggunaan gadget terhadap perilaku prososial mahasiswa Universitas PGRI Semarang. Dalam konteks era digital, gadget menjadi sarana utama dalam komunikasi, pembelajaran, dan hiburan, namun juga berpotensi memengaruhi pola interaksi sosial mahasiswa. Penelitian ini menggunakan pendekatan kualitatif fenomenologis, dengan teknik observasi terstruktur dan wawancara mendalam kepada tiga mahasiswa yang dipilih secara purposive. Data dianalisis menggunakan model Miles dan Huberman, meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa mahasiswa menggunakan gadget rata-rata 4–10 jam per hari. Gadget memberikan dampak positif berupa kemudahan memperoleh informasi, meningkatkan komunikasi akademik, dan memperluas jaringan sosial. Namun, penggunaan berlebihan menurunkan empati, mengurangi intensitas interaksi tatap muka, dan memicu kecanduan digital. Meskipun demikian, sebagian besar mahasiswa masih menunjukkan perilaku prososial seperti membantu teman, berbagi, dan bekerja sama, terutama saat membatasi penggunaan gadget. Penelitian ini menyimpulkan bahwa gadget memiliki dua sisi pengaruh, yaitu mendukung perilaku prososial bila digunakan secara bijak, tetapi dapat melemahkannya jika digunakan secara berlebihan. Rekomendasi penelitian ini menekankan pentingnya pengendalian digital self-regulation dan pendidikan karakter sosial dalam lingkungan kampus untuk menjaga keseimbangan antara dunia virtual dan sosial nyata. 
SELF DISCLOSURE ANAK REMAJA BROKEN HOME DALAM BERKOMUNIKASI DENGAN ORANG TUA Winda Mei Lestari; Eka Sari Setianingsih; Farikha Wahyu Lestari
FOKUS : Kajian Bimbingan dan Konseling dalam Pendidikan Vol. 9 No. 2 (2026): Vol 9, No 2 Maret 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/fokus.v9i2.31094

Abstract

This study analyzes self-disclosure as an important aspect of interpersonal communication between broken-hearted children and their parents, which plays a role in helping individuals express their thoughts, feelings, and personal experiences. However, not all clients are able to express themselves optimally, especially when influenced by unsupportive family relationships. Therefore, this study aims to describe clients' self-disclosure based on aspects of self-disclosure. This study uses a qualitative approach with a case study design. Data were obtained from four students of Senior High School X through in-depth interviews. Data analysis was conducted using MAXQDA software based on the five aspects of self-disclosure: amount, valence, accuracy and honesty, intention, and intimacy. The results of this study indicate that the level of self-disclosure among clients varies and is influenced by the quality of interpersonal relationships with parents. Clients who have secure emotional relationships tend to show higher levels of self-disclosure, while those with a background of family conflict show lower levels of self-disclosure. Self-disclosure is mostly characterized by negative emotions, situational honesty, and a tendency to avoid sensitive topics. These findings emphasize the importance of a safe and empathetic communication environment in fostering optimal self-disclosure.
Peran Layanan Bimbingan Kelompok dengan Teknik Problem Solving untuk Meningkatkan Pemahaman Kesehatan Mental Siswa Rara Sari'ah Natasya Nurjanah; Eka Sari Setianingsih; Desi Maulia
Jurnal Psikoedukasi dan Konseling Vol 8, No 2 (2024): Jurnal Psikoedukasi dan Konseling
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jpk.v8i2.95436

Abstract

Abstract: Understanding mental health is a very important aspect for students. The results of the analysis show that students' understanding of mental health is still lacking. This research aims to determine the role of group guidance services using problem solving techniques on the understanding of mental health represented by students. The method used in this research is quantitative research with a true experimental type with a pretest posttest control group design model, using a questionnaire with a Likert scale. The initial condition regarding understanding of students' mental health was found to be 10% in the very low category, 80% of students in the low category, and 20% in the high category for the experimental group. The control group received the low category with a presentation of 90% and the high category with a percentage of 10%. After being provided with group guidance services using problem solving techniques. Students' mental health understanding increased to 20% in the very high category and in the high category with a percentage of 80%. Meanwhile, the control class received the low category with a presentation of 90% and the high category with a percentage of 10%.  The research results show that group guidance services using problem solving techniques can influence and improve students' understanding of mental health. It can be concluded that there is a significant influence on the understanding of mental health of students before and after group guidance services using problem solving techniques.
SELF-CONTROL GROUP COUNSELING REDUCES SOCIAL MEDIA ADDICTION IN EARLY ADOLESCENTS Bennedicta Cahya; Wiwik Kusdaryani; Eka Sari Setianingsih
EDUCATIONE Volume 4, Issue 2, July 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i2.225

Abstract

Problematic social media use can disrupt adolescents’ learning, direct social interaction, and emotional regulation, yet evidence concerning brief school-based counseling responses remains limited. This study examined whether group counseling incorporating self-control techniques reduced social media addiction among eighth-grade students. A quantitative pre-experimental one-group pretest-posttest design was used. From a population of 256 students, 10 students with high pretest scores were selected purposively. Participants completed a four-response Likert-style social media addiction scale before and after six counseling sessions. Descriptive statistics, Shapiro-Wilk tests, and a paired-samples t-test were applied. The mean score decreased from 107.5 to 85.0, representing a 22.5-point or 20.9% reduction. The paired comparison was statistically significant, t(9) = 6.945, p < .001; a supplementary effect-size calculation based on the reported test statistic indicated a very large within-participant effect (Cohen’s dz = 2.20). These findings suggest that structured group counseling may strengthen adolescents’ capacity to monitor urges, regulate access, schedule alternative activities, and use social media more adaptively. School counselors may use the intervention as a targeted early-response strategy, while avoiding the assumption that all intensive use is pathological. Future research should employ randomized or controlled designs, larger multisite samples, follow-up measurement, objective usage indicators, and fully reported instrument validity, reliability, and ethical approval information.
CHANGES IN LOW FLOURISHING AFTER COGNITIVE BEHAVIORAL INDIVIDUAL COUNSELING AMONG ADOLESCENTS Arif Taufiq Dani Abdillah; Eka Sari Setianingsih
EDUCATIONE Volume 4, Issue 2, July 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i2.266

Abstract

Adolescent flourishing is an important indicator of positive mental health, yet school counseling research has more often focused on reducing symptoms than on strengthening positive functioning. This pre-experimental study examined changes in low-flourishing severity after Cognitive Behavior Therapy-based individual counseling using cognitive restructuring. Sixty-six grade XI students were screened, and seven students identified as having low flourishing participated in a one-group pretest-posttest intervention consisting of four individual counseling meetings. Questionnaire and structured observation data were summarized descriptively, and paired pretest-posttest scores were evaluated with the Wilcoxon signed-rank test. The mean low-flourishing severity score declined from 123.1 at pretest to 85.4 at posttest, representing a descriptive reduction of approximately 30.6%. All participants moved from high or very high severity categories at pretest to medium or low categories at posttest. The retained statistical output reported Z = -2.731 with an asymptotic significance displayed as 0.000 (conventionally reported as p < .001), although an exact p value could not be verified from the available paired data. These findings provide preliminary evidence that cognitive restructuring delivered through individual counseling was associated with improved flourishing-related functioning. Because the study involved only seven participants and no control group, the results should not be interpreted as definitive causal evidence.
Developing a Rational–Reflective Counseling Model Integrating Peace Values to Enhance School Counselors' Professional Competence in Promoting Digital-Friendly Schools Yunita Dwi Setyoningsih; Eka Sari Setianingsih; Yunita Dwi Setyoningsih; Eka Sari Setianingsih; Husni Wakhyudin
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 2 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i2.2027.3

Abstract

The increasing prevalence of cyberbullying in digital learning environments requires school counselors to adopt counseling approaches that are both evidence-based and culturally responsive. However, integrating psychological interventions with local wisdom remains a challenge in school counseling practice. This study aimed to develop and evaluate a Rational–Reflective Counseling Model Integrating Peace Values to enhance school counselors' professional competence in promoting digitally friendly schools. A Research and Development (R&D) design adapted from Borg and Gall was employed through three phases: pre-development, development, and post-development. Sixteen senior high school counselors in Central Java, Indonesia, were selected through purposive sampling. Data were collected using needs assessment and professional competence questionnaires, expert validation sheets, observation checklists, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, Aiken's V, Cronbach's alpha, paired-samples t-test, and normalized gain (N-gain) in Jamovi, while qualitative data were analyzed using thematic analysis. The developed model demonstrated excellent content validity (Aiken's V = 0.94), satisfactory reliability, and significantly improved counselors' professional competence (p < .05) with a moderate N-gain (0.65). The novelty of the model lies in integrating Rational Emotive Behavior Therapy, reflective learning, and peace values derived from Serat Wulangreh into a culturally responsive counseling framework. The findings suggest that the model is valid, practical, and promising for strengthening counselors' professional competence and fostering safe, inclusive, and digitally friendly school environments.  
Developing a Rational–Reflective Counseling Model Integrating Peace Values to Enhance School Counselors' Professional Competence in Promoting Digital-Friendly Schools Yunita Dwi Setyoningsih; Eka Sari Setianingsih; Yunita Dwi Setyoningsih; Eka Sari Setianingsih; Husni Wakhyudin
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 2 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i2.2027.3

Abstract

The increasing prevalence of cyberbullying in digital learning environments requires school counselors to adopt counseling approaches that are both evidence-based and culturally responsive. However, integrating psychological interventions with local wisdom remains a challenge in school counseling practice. This study aimed to develop and evaluate a Rational–Reflective Counseling Model Integrating Peace Values to enhance school counselors' professional competence in promoting digitally friendly schools. A Research and Development (R&D) design adapted from Borg and Gall was employed through three phases: pre-development, development, and post-development. Sixteen senior high school counselors in Central Java, Indonesia, were selected through purposive sampling. Data were collected using needs assessment and professional competence questionnaires, expert validation sheets, observation checklists, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, Aiken's V, Cronbach's alpha, paired-samples t-test, and normalized gain (N-gain) in Jamovi, while qualitative data were analyzed using thematic analysis. The developed model demonstrated excellent content validity (Aiken's V = 0.94), satisfactory reliability, and significantly improved counselors' professional competence (p < .05) with a moderate N-gain (0.65). The novelty of the model lies in integrating Rational Emotive Behavior Therapy, reflective learning, and peace values derived from Serat Wulangreh into a culturally responsive counseling framework. The findings suggest that the model is valid, practical, and promising for strengthening counselors' professional competence and fostering safe, inclusive, and digitally friendly school environments.  
Co-Authors Agata Dwi Marshella AGNES SATYA RAMADHAN Alfirda Nur Hanifa Ananda Cahyanie Nugraheni Arfilia Wijayanti Arfilia Wijayanti Ari Widyaningrum Arief Budiman Arif Taufiq Dani Abdillah Ary Susatyo Nugroho Asep Ardiyanto Belia Ayu Saputri Bennedicta Cahya Candra Gunawan Desi Maulia Desi Maulia Dewi Lestari Dhiya Alya Yunizar Diah Mirawati Diyah Zulfa Jauhara Eka Sari Setianingsih Elsa Mega Putri Elsa Vanny Sukmawardani Erica Nurhidayah Astriani Ervina Eka Subekti Farikha Wahyu Lestari Febriana Cicilia Fenny Roshayanti Fine Reffiane Fitri Damayanti Happy Oktaviani Harfiani Julia Astutik Hesti Ayu Lestari Himmatul Ulya Husni Wakhyudin Iin Injzah Murtina Iin Purnamasari Ikha Listyarini Ikhwanudin Ismah Ismah Joko Sulianto . . Khusnul Fajriyah Layyinatus Syifa Lucky Adelia Apriani Lucky Atminias Mei Fita Asri Untari Mila Karmila Moh. Aniq Khairul Basyar Muhammad Arief Budiman Mujiono Mujiono Ndaru Hario Sutaji Nely Athiyah NILAM CAHAYA SAVITRI Nur Afidah Nurma Dwi Lestari Oka Harmas Theana Onisia Enggal Nur Fadillah Partono Partono Primaningrum Dian Putri Syafa Laelatus Siam Qoriati Mushafanah Rachel Veronik Rahmat Rais Rahmat Rais Rakhma Diah Salekha Rara Sari'ah Natasya Nurjanah Roni Bagus Setiyawan Setiawan, Agus Sevira Resiyanti Shely Permatasari Sindy Deni Febnasari Siti Nur Azizah Suhendri Suhendri Sukamto Sunan Baedowi Suyitno Suyitno Venty Venty Veryliana Purnamasari Viery David Sandika Wahyu Adiningsih Wahyu Nur Maharani Wawan Priyanto Winda Mei Lestari Wiwik Kusdaryani Yayuk Setyaningrum Yolanda Tasya Putri Jasmine Yunita Dwi Setyoningsih Yunita Dwi Setyoningsih Zainal Arifin