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All Journal Nadwa : Jurnal Pendidikan Islam Jurnal Edukasi : Jurnal Bimbingan Konseling Jurnal Didaktika Dwija Indria Psychocentrum Review G-Couns: Jurnal Bimbingan dan Konseling TERAPUTIK: Jurnal Bimbingan dan Konseling Jurnal Bimbingan Konseling Indonesian Journal of Guidance and Counseling: Theory and Application
Heru Mugiarso
Universitas Negeri Semarang
Humanities Education Health Professions Physics Other

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The influence of self-regulation, self-esteem, and peer support on digital well-being among senior high school students Susantika Dwy; Heru Mugiarso; Muslikah
Jurnal Bimbingan Konseling Vol. 14 No. 2 (2025): August 2025
Publisher : Study Program of Guidance and Counselling, Post Graduate Program, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/av3f7709

Abstract

This research endeavors to analyze the influence of self-regulation, self-esteem, and peer support on digital well-being, as well as its implications for guidance and counseling. Employing a correlational design, the study involved a sample of 290 students selected using cluster proportional stratified random sampling. Student data were gathered using a 29-item self-regulation scale (Bandura), a 35-item self-esteem scale (Coopersmith), a 31-item peer support scale (Cowie & Wallace), and an 11-item digital well-being scale (adapted from Arslankara). The findings indicate a positive and significant influence of self-regulation (p=0.000<0.05), self-esteem (p=0.000<0.05), and peer support (p=0.000<0.05) on digital well-being. Furthermore, peer support was found to mediate the influence of self-regulation on digital well-being (Z=2.20>1.96) and also to mediate the influence of self-esteem on digital well-being (Z=7.24>1.96). It is recommended that school counselors utilize self-regulation, self-esteem, and peer support to enhance students' digital well-being through basic services in the personal-social domain. Future research is recommended to further investigate the influence of peer support on digital well-being in greater depth.
Effectiveness of brief CBT cognitive restructuring and self-instruction counseling for increasing academic hardiness of boarding school students Lailie Luthfiatie Zullie Lailie; Heru Mugiarso; Muslikah
Jurnal Bimbingan Konseling Vol. 15 No. 1 (2026): April 2026
Publisher : Study Program of Guidance and Counselling, Post Graduate Program, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jubk.v15i1.25574

Abstract

Boarding school is an educational system in which students reside in dormitories as an integral part of an academically demanding and challenging process. Therefore, students in boarding schools are expected to possess a high level of academic hardiness. This study aims to examine the effectiveness of brief cognitive behavioral therapy (CBT) group counseling using cognitive restructuring and self-instruction techniques in enhancing the academic hardiness of junior high school boarding students in Demak Regency. This research employed a Pretest-Posttest Two Experimental Groups Design with Follow-Up, involving a sample of 20 students selected through purposive sampling. Data were collected using the Academic Hardiness Scale (Kamtsios), consisting of 36 statement items with validity coefficients ranging from 0.403 to 0.754 and a reliability coefficient (Cronbach’s alpha) of 0.749. Data analysis techniques included the paired sample t-test to assess effectiveness and repeated measures ANOVA to evaluate changes over time. The results indicated a significant positive effect of brief CBT group counseling using cognitive restructuring and self-instruction techniques in improving the academic hardiness of boarding school students in Demak Regency. The findings also showed that the counseling interventions remained effective over time despite the interaction effects of time. Furthermore, there was no significant difference in the level of effectiveness between the cognitive restructuring and self-instruction techniques in enhancing students' academic hardiness. Based on these findings, it is recommended that school counselors implement more effective counseling services aimed at maintaining and improving academic hardiness, particularly for students in boarding schools
The Effectiveness of Psychoeducational Groups Using Cinematherapy Media to Improve Emotional Intelligence and Self-Efficacy of High School Students Bahrul Septiandari; Heru Mugiarso; Muslikah
Jurnal Bimbingan Konseling Vol. 14 No. 1 (2025): April 2025
Publisher : Study Program of Guidance and Counselling, Post Graduate Program, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jubk.v14i1.26739

Abstract

This study investigated the effectiveness of psychoeducational groups utilizing cinematherapy to enhance emotional intelligence and self-efficacy among high school students. A nonequivalent control group design was employed, involving 20 students purposively sampled and divided into experimental and control groups. Student data were collected using a 25-item emotional intelligence scale (Goleman-based) and a 15-item self-efficacy scale (Bandura-based), both developed by the researchers and demonstrating established validity and reliability. Data analysis involved the Wilcoxon signed-rank test and the Mann-Whitney U test. The Wilcoxon signed-rank test results indicated that psychoeducational groups with cinematherapy were effective in improving students' emotional intelligence and self-efficacy (p < 0.05). Furthermore, the Mann-Whitney U test revealed a significant difference between the experimental and control groups concerning the improvement of students' emotional intelligence and self-efficacy (p < 0.05). These findings recommend that school counselors implement psychoeducational groups with cinematherapy to enhance students' emotional intelligence and self-efficacy. Future researchers are encouraged to combine cinematherapy with other types of services and media for a more comprehensive approach.
The impact of resilience on psychological well-being through emotional intelligence among students at Islamic boarding schools in Kendal Regency Sintiani; Heru Mugiarso; Mulawarman; Stuart V. Guild
Jurnal Bimbingan Konseling Vol. 15 No. 1 (2026): April 2026
Publisher : Study Program of Guidance and Counselling, Post Graduate Program, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jubk.v15i1.29686

Abstract

Psychological well-being is essential for students' positive development, particularly in Islamic boarding schools, where adolescents must adapt to academic demands, religious responsibilities, and communal living. This study aimed to examine the relationship between resilience and psychological well-being through the mediating role of emotional intelligence among Islamic boarding school students in Kendal Regency, Indonesia. A quantitative approach with an ex-post facto design was employed, involving 387 students selected through multistage cluster sampling. Data were collected using the Ryff Scale of Psychological Well-Being (RPWB-18), Wong and Law Emotional Intelligence Scale (WLEIS-16), and Dispositional Resilience Scale (DRS-15). Data were analyzed using partial least squares structural equation modeling (PLS-SEM) with SmartPLS version 4. The results revealed that resilience was positively associated with emotional intelligence (β = .363, p < .001), while emotional intelligence was positively associated with psychological well-being (β = .283, p < .001). However, the direct relationship between resilience and psychological well-being was not statistically significant (β = .072, p = .265). The indirect relationship through emotional intelligence was significant (β = .103, p < .001), supporting an indirect-only mediation pattern. These findings highlight the importance of emotional intelligence in understanding the relationship between resilience and psychological well-being and suggest the relevance of integrating emotional competencies and resilience development into guidance and counseling programs in Islamic boarding schools.
How do coping strategies and learning environment increase academic buoyancy of state junior high school students? Nafaghis Tazkia Januba januba; Heru Mugiarso
Jurnal Bimbingan Konseling Vol. 15 No. 1 (2026): April 2026
Publisher : Study Program of Guidance and Counselling, Post Graduate Program, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jubk.v15i1.29916

Abstract

Academic buoyancy is an essential psychological resource that enables students to cope with everyday academic challenges and maintain adaptive learning behaviors. This study aimed to examine coping strategies and learning environment as predictors of academic buoyancy among public junior high school students in Malang Regency, Indonesia. A quantitative ex post facto design was employed, involving 198 students. Data were collected using a researcher-developed academic buoyancy scale and adapted coping strategies and learning environment scales. Multiple linear regression was conducted to examine the associations between the predictors and academic buoyancy. Descriptive findings indicated that coping strategies, learning environment, and academic buoyancy were generally categorized as low. The regression model explained 19.4% of the variance in academic buoyancy (R = .440, R² = .194). Coping strategies demonstrated a positive association with academic buoyancy (β = .374, t = 5.560), whereas learning environment showed a negative association after controlling for coping strategies (β = −.147, t = −2.184). These findings highlight the importance of coping resources in students' academic adjustment while revealing a complex relationship between learning environment and academic buoyancy. The study provides implications for school guidance and counseling services, particularly in developing adaptive coping skills and evaluating contextual factors associated with students' responses to academic challenges
The Effect of Self-Esteem on Academic Anxiety through Attribution Bias among Public Senior High School Students in Eastern Cirebon Farhah Prihasti Anggraeni; Heru Mugiarso; Sunawan
Jurnal Bimbingan Konseling Vol. 15 No. 2 (2026): August 2026
Publisher : Study Program of Guidance and Counselling, Post Graduate Program, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jubk.v15i2.32895

Abstract

Self-esteem refers to individuals’ perceptions of themselves, encompassing self-confidence and personal worth. Low self-esteem among students tends to affect their academic development, such as feeling incapable and lacking confidence in facing academic challenges, which in turn may increase academic anxiety. This study seeks to analyze the effect of self-esteem on academic anxiety through attribution bias among senior high school students in East Cirebon.  The research employed a correlational design with a sample of 351 students selected using proportional multistage random sampling.  Data were collected using the Rosenberg Self-Esteem Scale (RSE) with 10 items, the Academic Anxiety Scale with 11 items, and the Attribution Bias Instrument (ABI) with 32 items.  Hypothesis testing was conducted using Hayes Model 4.   The analysis revealed a nonsignificant indirect effect of self-esteem on academic anxiety (sig > 0.05).  Furthermore, the direct effect of self-esteem on academic anxiety in the presence of attribution bias was also found to be nonsignificant (p > 0.05).  Thus, attribution bias does not mediate the relationship between self-esteem and academic anxiety.  Nevertheless, these findings provide important implications for educational practitioners, particularly guidance and counseling teachers, to continue emphasizing the strengthening of students’ self-esteem and their attributional understanding in order to reduce academic anxiety.
Co-Authors Ali Formen Arya Wiraningrat Asriyana Bahrul Septiandari D.Y.P. Sugiharto Diky Arya Prakosa DYP. Sugiharto Ernest Ceti Septyanti Farhah Prihasti Anggraeni Heny Susilawati Ismi Fatimah Lailie Luthfiatie Zullie Lailie Latih Buran Tedra Muhammad Najib Najib Mulawarman Mulawarman Mungin Eddy Wibowo Wibowo Mungin Edy Wibowo Muslikah Muslikah Nafaghis Tazkia Januba januba Ninik Setyowani Nurkumalasari Sintiani Siti Taradita Wahyuningtiyas Stuart V. Guild Sugiyo Sugiyo Sunawan Sunawan Sunawan Susantika Dwy Uswatun Marhamah Yolanda Puspita Dewi