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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan Jurnal Psikoedukasi dan Konseling Bisma The Journal of Counseling JURKAM: Jurnal Konseling Andi Matappa Jurnal Karinov Indonesian Psychological Research G-Couns: Jurnal Bimbingan dan Konseling Jurnal Pengabdian Masyarakat Indonesia Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Jurnal MIPA dan Pembelajarannya Flourishing Journal Journal of Community Empowerment Proceedings Series of Educational Studies Buletin Konseling Inovatif Jurnal Kajian Bimbingan dan Konseling Cakrawala Bimbingan dan Konseling
Irene Maya Simon, Irene
Universitas Negeri Malang
Religion Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Energy Engineering Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Studi Kompetensi Technological Pedagogical Content Knowledge (TPACK) Mahasiswa Calon Konselor Husnaningrum, Baiq Nyidiah R; Simon, Irene Maya; Setiyowati, Arbin Janu
Buletin Konseling Inovatif Vol. 3, No. 1
Publisher : citeus

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Abstract

Technological Pedagogical Content Knowledge (TPACK) is a capability that needs to be possessed by school counselors and prospective school counselors to be able to provide guidance services, assess learning outcomes and processes as well as guidance services, conduct guidance and training effectively with technology that occurs in a variety of situations. This study aims to describe the TPACK competencies of prospective counselor students. The approach used in this research is descriptive qualitative research. Data were obtained from interviews, observations, and documentation studies. The data analysis stages are: the data reduction stage, data presentation, and the last is drawing of conclusions. The study results show that prospective counselor students can integrate technology with pedagogy to develop guidance service methods or content in the guidance service process.
The Organization of Irrational Beliefs in Academic Burnout Rahman, Diniy Hidayatur; Hotifah, Yuliati; Simon, Irene Maya; Kuha, Ariya; Fathorrazi, A
Jurnal Kajian Bimbingan dan Konseling Vol. 9, No. 1
Publisher : citeus

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From the Rational-Emotive Behavior Therapy (REBT) perspective, irrational beliefs are posited as the primary catalysts for a myriad of problems, including academic burnout. This study aims to examine the theoretical model of irrational beliefs organization in academic burnout. The hypothesized model delineates the following pathways: (1) from demandingness (DEM) to academic burnout (BURN) via catastrophizing (CAT); (2) from demandingness (DEM) to academic burnout (BURN) via low frustration tolerance (LFT); and (3) from demandingness (DEM) to academic burnout (BURN) via self-depreciation (DEP). To achieve the aim, the study employed a causal relationship design. 424 subjects obtained by stratified random sampling participated in the study. The Indonesian version of the Attitude Belief Scale II and the School Burnout Inventory were used to collect data. Data analysis was carried out using path analysis with SPSS 16. The results show that the hypothesized model has received adequate empirical support after eliminating a path from LFT to BURN. In conclusion, two alternative paths of irrational beliefs contribute to academic burnout: (1) the path from DEM to BURN via CAT; and (2) the path from DEM to BURN via DEP. These results underscore demandingness as a primary irrational belief that affects academic burnout via two other secondary irrational beliefs: catastrophizing and self-depreciation. Conversely, low frustration tolerance does not emerge as a significant contributor to academic burnout within this framework.
Psychological Dynamics among Adolescents with Self-Harm Behavior Based on Rational Emotive Behavior Therapy Hidayatullah, Hengki Tri; Setiyowati, Arbin Janu; Simon, Irene Maya; Indriyati, Riyani; Mattingly, Maria Teresa
Jurnal Kajian Bimbingan dan Konseling Vol. 9, No. 2
Publisher : citeus

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Abstract

The objective of this study was to ascertain the psychological underpinnings of self-harm behaviors among adolescents, with a particular emphasis on the tenets of rational emotive behavior therapy (REBT). Additionally, this study aimed to elucidate the various forms of self-harm behaviors and the underlying factors that contribute to these behaviors in adolescents. This research employed a qualitative approach with a phenomenological research design. The research subjects were students at State Senior High School 1 Batu, Indonesia, selected based on certain criteria in accordance with the research needs (purposive sampling). The results demonstrate three key aspects of the psychological dynamics of adolescents with self-harm behavior, namely cognitive, affective, and conative. These were mapped into the ABC model, which comprises three elements, namely activating events, irrational beliefs, and impacts. Forms of self-harm in adolescents include physical (slashing the hand) and non-physical (ignoring health, smoking, taking drugs, and staying up late). The background of adolescents committing self-harm behavior is influenced by both internal factors (dissatisfaction and loneliness) and external factors (family problems and modeling).
Struktur Keyakinan Irasional Siswa dengan Kecanduan Game Online Faizal Alief Rachmawan; Irene Maya Simon; Ainur Rifqi
Cakrawala Bimbingan dan Konseling Vol. 1 No. 1 (2026): Maret
Publisher : PT Guide Academic Hub

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66683/cbk.v1i1.7

Abstract

Meningkatnya prevalensi kecanduan game online pada siswa banyak dikaitkan dengan pola kognitif yang disfungsional. Namun demikian, pengujian empiris mengenai organisasi struktural keyakinan irasional dalam kerangka REBT masih sangat terbatas. Penelitian ini bertujuan untuk menguji model struktural keyakinan irasional dalam memprediksi kecanduan game online pada siswa. Penelitian ini menggunakan desain korelasional. Sampel penelitian adalah 113 siswa kelas X dan XI SMKN 1 Batu yang dipilih melalui teknik stratified random sampling. Data dikumpulkan menggunakan Attitudes and Beliefs Scale-II (ABS-II) dan Game Addiction Scale (GAS) versi Bahasa Indonesia. Analisis data dilakukan menggunakan teknik analisis jalur dengan bantuan SPSS versi 25. Hasil penelitian menunjukkan bahwa demandingness berpengaruh signifikan terhadap low-frustration tolerance (β = 0,349; p = 0,000), dan low-frustration tolerance berpengaruh signifikan terhadap kecanduan game online (β = 0,389; p = 0,000). Sebaliknya, demandingness tidak berpengaruh signifikan terhadap catastrophising (β = −0,128; p = 0,177) maupun self-depreciation (β = 0,059; p = 0,537), serta catastrophising (β = 0,113; p = 0,221) dan self-depreciation (β = 0,038; p = 0,666) tidak berpengaruh signifikan terhadap kecanduan game online. Temuan ini menegaskan peran mediasi low-frustration tolerance dalam model REBT serta implikasinya terhadap intervensi konseling.
Contribution of Religious Motivation and Learning Behavior to Academic Achievement of Eleventh Grade Students Nur Izzatul Islamiyah; Adi Atmoko; Irene Maya Simon; Augusto Da Costa; Nur Izzatul Islamiyah; Adi Atmoko; Irene Maya Simon; Augusto Da Costa
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 5 No. 4 (2025)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v5.i4.2025.10

Abstract

The purpose of this research is to determine the contribution of religious motivation and learning behavior to student achievement. The approach used was non-experimental quantitative with a correlational design on 120 students selected using cluster random sampling. The research instruments used have been tested for validity and reliability. The religious motivation scale has a Cronbach Alpha value of 0.833 in the very high category and the learning behavior scale has a Cronbach Alpha value of 0.680 in the high category. Learning achievement uses the average Even Semester Final Exam report card score for the 2022/2023 academic year. Data analysis used multiple regression techniques which showed an R Square value of 0.144, meaning that the two variables contributed 14.4% to the student achievement variable. The research results show; (1) religious motivation contributes to the achievement of eleventh-grade students, (2) learning behavior contributes to the achievement of eleventh-grade students, (3) religious motivation and learning behavior contribute to the achievement of eleventh-grade students. Teachers need to guide students to increase religious motivation and learning behavior to achieve the desired learning achievements.
Contribution of Religious Motivation and Learning Behavior to Academic Achievement of Eleventh Grade Students Nur Izzatul Islamiyah; Adi Atmoko; Irene Maya Simon; Augusto Da Costa; Nur Izzatul Islamiyah; Adi Atmoko; Irene Maya Simon; Augusto Da Costa
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 5 No. 4 (2025)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v5.i4.2025.10

Abstract

The purpose of this research is to determine the contribution of religious motivation and learning behavior to student achievement. The approach used was non-experimental quantitative with a correlational design on 120 students selected using cluster random sampling. The research instruments used have been tested for validity and reliability. The religious motivation scale has a Cronbach Alpha value of 0.833 in the very high category and the learning behavior scale has a Cronbach Alpha value of 0.680 in the high category. Learning achievement uses the average Even Semester Final Exam report card score for the 2022/2023 academic year. Data analysis used multiple regression techniques which showed an R Square value of 0.144, meaning that the two variables contributed 14.4% to the student achievement variable. The research results show; (1) religious motivation contributes to the achievement of eleventh-grade students, (2) learning behavior contributes to the achievement of eleventh-grade students, (3) religious motivation and learning behavior contribute to the achievement of eleventh-grade students. Teachers need to guide students to increase religious motivation and learning behavior to achieve the desired learning achievements.
Co-Authors A. Fathorrazi Adi Atmoko Afifah, Rohmatul Aidatul Fikriyah ainur rifqi Arbin Janu Setiyowati, Arbin Arbin Janu Setyowati Ariya Kuha Augusto da Costa Augusto Da Costa Augusto Da Costa Aulia Fiki Aprina Awalya Siska Pratiwi Baiq Nyidiah R. Husnaningrum Bilkist, Inacio Imelda Dewi Blasius Boli Lasan Carolina Ligya Radjah, Carolina Ligya Dany Moenindyah Handarini, Dany Moenindyah Devy Probowati Diniy Hidayatur Rahman Dio Lingga Purwodani Djoko Budi Santoso Eklys Cheseda Makaria Eko P. Laksana Ella Faridati Zen, Ella Faridati Evanty, Ersyalina Fadhil, Rizqi Faizal Alief Rachmawan Fathorrazi, A Fawwazi, Annora Farrel Fikriyah, Aidatul Fitriah, Alifia Aizah Galih, Muhammad Lutfi Hasanah, Laili Uswatun Henny Indreswari Hidayatullah, Hengki Tri Husnaningrum, Baiq Nyidiah R Indriyana Rachmawati Indriyati, Riyani Joice Zhenrike Memmase Kasa Fiorentika Kasa Fiorentika, Kasa kheren carollina pamintarso Kuha, Ariya M. Ramli Makaria, Eklys Cheseda Mattingly, Maria Teresa Miftakhul Ahmad Fauzi Muyassaroh, Zahrotul Nathania, Lintang Nina Permatasari Nugraheni Warih Utami Nur Izzatul Islamiyah Nur Izzatul Islamiyah Panuluh, Wika Ajeng Damar Permatasari, Nina Pertiwi, Renita Eka Prihatiningsih, Riskiyana Putri, Nabila Dwi Azhari Rahmadiena Maulany, Shafa Rahmafridaya, Salsa Rahmatillah, Aushaf Iklil Ratnawati, Ika Anggi Rian Rokhmad Hidayat Riskiyana Prihatiningsih Rita Raditia Rizka Apriani Setiawan, Muhammad Andri Simarmata, Devi Yustina B.R. Triyono Triyono Vesti Dwi Cahyaningrum Widya Multisari Yuliati Holifah Zahro, Zulfianti Rosyida Zulfianti Rosyida Zahro