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All Journal Jurnal Konseling dan Pendidikan EMPATI DIMENSI PENDIDIKAN JUANG: Jurnal Wahana Konseling Bisma The Journal of Counseling Pedagogik: Jurnal Pendidikan Journal on Education Faktor Jurnal Ilmiah Kependidikan Jurnal Pendidikan dan Konseling JCOSE Jurnal Bimbingan dan Konseling FOKUS : Kajian Bimbingan dan Konseling dalam Pendidikan Al-Ittizaan : Jurnal Bimbingan Konseling Islam Altruis: Journal of Community Services G-Couns: Jurnal Bimbingan dan Konseling Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Jurnal Counseling Care Indonesian Journal of Guidance and Counseling Studies
Farikha Wahyu Lestari
Universitas PGRI Semarang
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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Pengaruh Media Canva dalam Pengambilan Keputusan Karir Siswa Khairunissa Nabilla Rahmadhianti; Agus Setiawan; Farikha Wahyu Lestari
Jurnal Wahana Konseling Vol. 7 No. 1 (2024): JUANG: Jurnal Wahana Konseling
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/juang.v7i1.14991

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh implementasi media interaktif Canva dalam miembantu siswa untuk miembantu piengambilan kieputusan karir nya sietielah lulus dari siekolah mieniengah piertama di SMP AL-Huda Siemarang. Pienielitian ini mienggunakan piendiekatan kuantitatif diengan mietodie prie-iekspierimien diesign onie grup prie tiest post tiest. Alat piengumpulan data yang digunakan dalam pienielitian ini bierupa skala piengambilan kieputusan karir bierbasis skala likiert. Hasil Pienielitian mienunjukan bahwa tierdapat piengaruh yang signifikan, bierdasarkan hasil uji pairied samplie t-tiest diatas dikietahui nilai signifikasi 0, 000 < 0.05 mienunjukan adanya pierbiedaan yang signifikan antara variabiel awal diengan variabiel akhir.
The Effectiveness of Problem-Based Learning in Classroom Guidance to Reduce Bullying at Jepon State Junior High School 1 Lela Candra Ayu Agustina; Siti Fitriana; Farikha Wahyu Lestari
Jurnal Counseling Care Vol 9, No 1 (2025): Jurnal Counseling Care, [Terakreditasi Sinta 3] No: 156/C/C3/KPT/2026
Publisher : Universitas PGRI SUMATERA BARAT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/jcc.2025.v9i1.9992

Abstract

AbstractThis study examines the effectiveness of ProblemBased Learning (PBL) method in classroom guidance services to reduce bullying behavior at SMP Negeri 1 Jepon. The background of this research is the high number of verbal bullying cases among eighth-grade students. This research used a quantitative approach with a pre-experimental design (one group pretest-posttest). The research sample consisted of 20 students who showed a high tendency of bullying behavior. Data were collected through bullying behavior questionnaires, observation, and interviews. The results of the analysis showed a significant decrease in the average bullying score after the PBL service was provided. This proves that the application of the PBL method in classroom guidance is effective in reducing bullying behavior. This study recommends the structured implementation of PBL-based classroom guidance services as an innovative alternative in bullying prevention at school. Keywords: Problem Based Learning, classroom guidance, bullying
The Effect of Classical Guidance Using the Jigsaw Method on Elementary School Students’ Self Control over Mobile Phone Use Alvin Himawan; Siti Fitriana; Farikha Wahyu Lestari
Indonesian Journal of Guidance and Counseling Studies Vol. 3 No. 1 (2026): Indonesian Journal of Guidance and Counseling Studies, 3(1), 2026
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/ijgcs.v3i1.385

Abstract

Background: Uncontrolled mobile phone use among adolescents can lead to behavioral problems and reduced learning quality by disrupting concentration, academic engagement, and social interaction. Therefore, structured guidance interventions are needed to strengthen students’ self-control in managing digital technology use at school. Objective: This study aimed to examine the effect of classical guidance using the jigsaw method on students’ self-control in mobile phone use. Method: A quantitative approach was employed, using a quasi-experimental nonequivalent control group design. The participants were ninth-grade students of SMP Negeri 7 Pemalang. Data were collected using a self-control scale regarding mobile phone use. Statistical analysis was conducted using an independent samples t-test to determine differences between the experimental and control groups. Result: The findings revealed a significant difference in self-control between students who received classical guidance using the jigsaw method and those who did not. The experimental group showed greater improvement in self-control after the intervention than the control group. Conclusion: Classical guidance implemented through the jigsaw method is practical in enhancing students’ self-control in mobile phone use. Originality/Value: This study expands pedagogical intervention modalities in the field of school guidance counseling and digital literacy education by uncovering the superior efficacy of classical guidance integrated with the jigsaw cooperative learning technique in significantly elevating student self regulation relative to conventional approaches, regarding adolescent smartphone usage behavior management in the context of junior high school group based classroom interventions, an area that has remained underexamined through quasi experimental cooperative paradigms. These findings enrich empirical evidence and serve as a strategic benchmark for designing peer collaborative classical guidance modules, standardizing preventive counseling protocols for digital device dependency, and formulating school wide digital technology governance policies within formal educational institutions.
Technology Utilization, Work Experience, and Gender as Predictors of School Counselors’ Ability in Conducting Needs Assessment Farikha Wahyu Lestari; Arri Handayani; Farikha Wahyu Lestari; Arri Handayani; Latif Anshori Kurniawan
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 12 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i12.2026.2

Abstract

Needs assessment is a fundamental component of guidance and counseling services because it provides the basis for developing data-driven programs that are responsive to students’ actual needs. However, guidance and counseling (GC) teachers’ competence in conducting needs assessments may vary according to individual and professional characteristics, particularly technology utilization. This study aimed to analyze GC teachers’ competence in conducting needs assessments and examine differences in competence based on gender, years of professional experience, and technology utilization. A quantitative approach with a descriptive-analytical survey design was employed. The participants consisted of 90 GC teachers selected through simple random sampling. Data were collected using a structured questionnaire and analyzed through descriptive statistics, independent-samples t-tests, and one-way analysis of variance (ANOVA). The findings revealed that GC teachers’ needs assessment competence was generally at a moderate-to-good level (M = 47.11, SD = 17.04). The results further indicated that there were no statistically significant differences in needs assessment competence based on gender (p = .995) or years of professional experience (p = .857). In contrast, technology utilization showed a statistically significant relationship with needs assessment competence (F = 18.178, p &lt; .001), with teachers demonstrating higher levels of technology utilization exhibiting substantially greater competence in conducting needs assessments. These findings suggest that technological competence plays a more important role in enhancing needs assessment competence than demographic characteristics. Therefore, strengthening digital literacy and technology-based assessment skills should be prioritized within professional development programs, counseling supervision, and educational quality improvement initiatives to support the implementation of effective data-driven guidance and counseling services in the digital era.
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.
Kontribusi penggunaan media sosial dan kualitas tidur terhadap regulasi emosi siswa Nabela Kurniasih; Farikha Wahyu Lestari; Ismah Ismah
Jurnal Konseling dan Pendidikan Vol. 14 No. 2 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1224900

Abstract

Penelitian ini dilakukan untuk mengidentifikasi penggunaan media sosial dan kualitas tidur terhadap regulasi emosi siswa kelas XI di SMAN 6 Semarang. Masalah penelitian ini dilatarbelakangi oleh tingginya permasalahan penggunaan media sosial dan kualitas tidur terhadap regulasi emosi pada siswa kelas XI SMAN 6 Semarang. Metode penelitian yang digunakan adalah pendekatan kuantitatif dengan desain korelasional. Populasi dalam penelitian ini mencakup seluruh siswa kelas XI SMAN 6 Semarang tahun ajaran 2025/2026 yang berjumlah 432 siswa. Dengan pengambilan sampel dilakukan menggunakan teknik Cluster Random Sampling, teknik ini dipilih karena memudahkan riset dengan populasi besar yang akhirnya dibagi dalam sebuah kelompok secara random sehingga diperoleh sampel sebanyak 201 siswa. Data yang diperoleh kemudian dianalisis menggunakan uji regresi linier berganda dan uji korelasional setelah melakukan uji validitas, uji normalitas dan uji linieritas. Pada uji linieritas pengaruh antara X1 terhadap Y diperoleh nilai (Sig.) 0,085>0,05 yang artinya tidak linier. Selanjutnya pengaruh X2 dan Y diperoleh nilai (Sig.) 0,000<0,05 yang artinya linier. Pada uji regresi linier berganda terdapat nilai Adjusted R Square sebesar 0,035 atau 35%, nilai ini diambil untuk menganalisis kelemahan R biasa ketika ditambahkan variable bebas. Sehingga disimpulkan bahwa hipotesis dapat diterima, karena adanya pengaruh signifikan antara variabel independent (X2) terhadap variabel dependent (Y). Penelitian ini diharapkan dapat memberikan dasar pertimbangan bagi Guru Bimbingan dan Konseling (BK) dalam menyusun program intervensi layanan yang efektif serta membantu siswa dalam mengontrol penggunaan media sosial dan mengelola kualitas tidur sehingga akan berpengaruh pada regulasi emosi siswa.
Hubungan tanggung jawab dengan kemandirian belajar siswa Muhammad Akbar Al Hafizh; Heri Saptadi Ismanto; Farikha Wahyu Lestari
Al-Ittizaan: Jurnal Bimbingan Konseling Islam Vol. 9 No. 2 (2026): Al-Ittizaan: Jurnal Bimbingan Konseling Islam
Publisher : Fakultas Dakwah dan Komunikasi Universitas Islam Negeri Sultan Syarif Kasim Riau

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

Abstract

Kemandirian belajar merupakan kompetensi yang penting dikembangkan pada siswa sekolah menengah kejuruan agar mampu mengelola proses belajarnya secara mandiri. Salah satu karakter yang diduga berkaitan dengan kemandirian belajar adalah tanggung jawab belajar. Penelitian ini bertujuan menganalisis hubungan antara tanggung jawab belajar dengan kemandirian belajar siswa kelas XI SMK Negeri 1 Kersana Kabupaten Brebes. Penelitian menggunakan pendekatan kuantitatif dengan desain korelasional. Sampel berjumlah 113 siswa yang diperoleh dari populasi 148 siswa yang terdistribusi dalam tiga kelas menggunakan teknik cluster random sampling dengan kelas sebagai unit klaster. Data dikumpulkan melalui angket tanggung jawab belajar (19 butir valid; Cronbach's Alpha = 0,850) dan angket kemandirian belajar (21 butir valid; Cronbach's Alpha = 0,864). Karena data tidak berdistribusi normal, hubungan antarvariabel diuji menggunakan korelasi Spearman Rank. Hasil menunjukkan hubungan yang positif dan signifikan, tetapi dengan kekuatan yang tergolong rendah (rs = 0,267; p = 0,004). Temuan ini mengindikasikan bahwa tanggung jawab belajar berkaitan dengan kemandirian belajar, namun hanya menjelaskan sebagian kecil keragamannya sehingga bukan merupakan satu-satunya faktor yang berperan. Mengingat desain penelitian bersifat korelasional, temuan ini tidak dapat dimaknai sebagai hubungan sebab-akibat. Penelitian lanjutan yang bersifat eksperimen atau melibatkan variabel lain diperlukan untuk menguji efektivitas penguatan tanggung jawab belajar terhadap kemandirian belajar siswa
Co-Authors Afina Samhana Alvin Himawan Arri Handayani Arri Handayani Aulia Isna Farida Chr Argo Widiharto Dea Maulita Putri Rico Dini Rakhmawati Eka Sari Setianingsih farikha wahyu lestari Heri Saptadi Ismanto Ismah -, Ismah Isna Nurillah Puspita Sari Khairunissa Nabilla Rahmadhianti Latif Anshori Kurniawan Lela Candra Ayu Agustina Mayangsari Pujiastuti Muhammad Akbar Al Hafizh Muhammad Eka Bhayu Firmansyach Nabela Kurniasih Nikrotul Ummah Nita Wulan Sari Nuri Shofiah Pijar Hudan Muhammad Safitri Febriana Setiawan, Agus Siti Fitriana Siti Hasmah Fazira Siti Nabilla Ramadhani Siti Nur Rahmawati Suhendri Suhendri Tanti Widianti Tri Suyati Via Apriliana Winda Mei Lestari Wiwik Kusdaryani Yovitha Juliejantiningsih Yovitha Yuliejantiningsih