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All Journal JURNAL PENELITIAN ILMU PENDIDIKAN Jurnal Penelitian dan Pengembangan Pendidikan Jurnal Konseling dan Pendidikan Journal of Education and Learning (EduLearn) Jurnal Pendidikan dan Pemberdayaan Masyarakat Jurnal Prima Edukasia Psikopedagogia Jurnal Psikologi Pendidikan dan Konseling PSYMPATHIC Al Ishlah Jurnal Pendidikan DWIJA CENDEKIA: Jurnal Riset Pedagogik IRJE (Indonesian Research Journal in Education) Psychology, Evaluation, and Technology in Educational Research G-Couns: Jurnal Bimbingan dan Konseling Epistema International Journal of Social Service and Research Journal of Education Research Journal Research in Islamic Education Jurnal Psikologi Pendidikan dan Konseling Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Arus Jurnal Psikologi dan Pendidikan Cerdika: Jurnal Ilmiah Indonesia Journal Of Psychology, Counseling And Education MANDALIKA: Journal of Social Sciences Proceedings Series of Educational Studies Indonesian Journal of Islamic Educational Review Jurnal Pendidikan Anak
Budi Astuti
Universitas Negeri Yogyakarta
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Social-emotional competence among vocational students: A gender-based comparative study Fayruziyah Ifroch Sabtana; Budi Astuti; M. Alvy Syahrin Mi’roj
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 10, No 1 (2026): April 2026
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v10i1.114582

Abstract

This study aims to analyze differences in social-emotional competencies between female and male students in vocational high schools in West Nusa Tenggara. The background of this study is based on the assumption that gender studies in social-emotional competencies need to be approached critically, rather than simplified into assumptions of natural differences. This study employs a descriptive comparative quantitative method with a sample of 711 vocational students selected through simple random sampling. Data were analyzed using cross-tabulation and Mann–Whitney tests. The findings reveal that the majority of students are in the moderate category (67.4%), indicating that social-emotional competencies are present but not yet optimally developed, while 31.4% fall into the low category, reflecting a substantial proportion of students who still require targeted support. Statistical analysis shows significant gender differences in three SEL dimensions: self-awareness (p = 0.019), self-management (p = 0.000), and relationship skills (p = 0.036), suggesting that gender may influence how students develop and express specific social-emotional competencies. These findings highlight the need for more responsive and inclusive approaches to Social Emotional Learning (SEL) that consider gender-related differences without reinforcing stereotypes. Practically, this implies the importance of designing SEL interventions that are adaptive, equitable, and sensitive to diverse student needs in both instructional and counseling contexts.
Need Assessment for the Development of A Training Model for Coping Learning in Kindergarten Muthmainah Muthmainah; Budi Astuti
Jurnal Pendidikan Anak Vol. 13 No. 1 (2024): Jurnal Pendidikan Anak
Publisher : Department of Early Childhood Education, Faculty of Education, Universitas Negeri Yogyakarta in in cooperation with in cooperation with the Perkumpulan Pengelola Jurnal PAUD (PPJ PAUD) Indonesia based on the MoU Number: 030/PPJ-PAUD/VIII/2020.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpa.v13i1.313

Abstract

Coping learning is critical for fostering children's ability to cope with their problems. This study explored the issues and requirements for creating a training model for coping learning in kindergartens in Yogyakarta. Following Borg and Gall's exploration stage of the research and development approach, this research analyzed four (4) principals' and five (5) educators' input. During the exploration stage, data on coping learning was collected through observations and interviews. Interactive analysis was employed as the data analysis technique.  The findings revealed some issues, specifically: 1) educators lack the necessary knowledge and skills to implement coping learning effectively, 2) the lack of a Standard Operating Procedure (SOP) for coping learning resulted in a haphazard approach to its implementation, 3) educators have limited knowledge and ability to manage children's emotional and behavioral problems, 4)  insufficient coping-based learning resources, and 5) certain parenting practices prevent children from developing coping skills. The needs assessment results will then be used to create a training model, which will then be submitted for expert judgment and field testing to determine its effectiveness.
Effect of Narrative Classroom Guidance on Generation Alpha Students' Emotional Regulation Nurul Azmi Saragih; Hafiz Ahmad Khan; Budi Astuti
Journal Of Psychology, Counseling And Education Vol. 4 No. 2 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/psy.v4i2.95

Abstract

This study aims to determine the effect of basic classical guidance services with a narrative approach on optimizing the emotional regulation of Generation Alpha students at SMP Negeri 8 Medan. The phenomenon of low emotional regulation ability in Generation Alpha students represents a specific urgency requiring intervention based on guidance and counseling services. The method used is a quasi-experimental design with a nonequivalent control group pretest-posttest design. The research sample consisted of 32 students in the experimental class and 29 students in the control class selected through purposive sampling technique. The data collection instrument used an emotional regulation questionnaire developed based on Gross's indicators in Putra et al. (2014), covering: strategies to emotion regulation, engaging in goal directed behavior, control emotion response impulse, and acceptance of emotional response. Hypothesis testing using the Independent Sample t-test showed a t-count value of 7.842 with sig. (2-tailed) = 0.000 < 0.05, so H₀ was rejected and H₁ was accepted. The mean posttest value of the experimental class (87.34) was significantly higher than the control class (68.17). Cohen's d effect size = 2.886 indicates a very large effect. The conclusion confirms that basic classical guidance services with a narrative approach significantly affect the optimization of emotional regulation of Generation Alpha students at SMP Negeri 8 Medan.
Peran Konselor Sekolah Dalam Mencegah Bullying: Tinjauan Literatur Tentang Strategi dan Efektivitas Intervensi Nurul Hidayatul Ulum; Budi Astuti; Agus Basuki
Cerdika: Jurnal Ilmiah Indonesia Vol. 5 No. 1 (2025): Cerdika: Jurnal Ilmiah Indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/cerdika.v5i1.2425

Abstract

Penelitian ini bertujuan untuk mengidentifikasi berbagai strategi intervensi yang digunakan oleh konselor sekolah dalam mencegah bullying dan mengevaluasi efektivitas dari strategi-strategi tersebut. Metode yang diterapkan adalah literature review, dengan analisis terhadap delapan artikel relevan yang berfokus pada peran konselor dalam konteks bullying. Hasil analisis menunjukkan bahwa konselor sekolah berperan sebagai informator, fasilitator, motivator, dan mediator dalam mengatasi masalah bullying. Berbagai strategi intervensi yang ditemukan meliputi bimbingan klasikal, konseling individu, dan pendekatan berbasis kelompok, yang secara signifikan dapat mengurangi perilaku bullying dan mendukung kesejahteraan siswa. Kesimpulan dari penelitian ini menegaskan pentingnya kolaborasi antara konselor, guru, orang tua, dan pihak terkait lainnya dalam merancang program pencegahan yang efektif. Penelitian ini memberikan rekomendasi bagi konselor sekolah untuk terus mengembangkan pendekatan intervensi yang komprehensif guna menciptakan lingkungan belajar yang aman dan inklusif bagi semua siswa.
Teacher Attitudes Based on Gender and Experience Eva Imania Eliasa; Ilfiandra; Suwarjo; Budi Astuti; Aprilia Tina Lidyasari; Sahril Buchori; Natri Sutanti; Indriyana Rachmawati; Nadia Aulia Nadhirah; Afanin Halqim
Jurnal Penelitian dan Pengembangan Pendidikan Vol. 9 No. 3 (2025): October
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppp.v9i3.86369

Abstract

Teachers, as key agents in peace education within schools, are expected to promote the development of an effective peace vision and to possess strong peace pedagogy in order to cultivate a peaceful school climate. This study aims to quantitatively describe the role of teachers in Indonesia in fostering a culture of peace in schools. The research employed a qualitative approach with a descriptive qualitative design. The sample consisted of 1,067 Indonesian teachers who provided informed consent prior to participation. Data were collected using the Teacher Peace Scale administered through Google Forms. Descriptive qualitative analysis was conducted to identify differences in teachers’ knowledge, attitudes, and skills related to peace concepts. The findings indicate that there were no significant variations in knowledge, attitudes, or skills as a function of training duration. Nevertheless, teachers are required to develop adequate knowledge, attitudes, and competencies related to peace in order to promote a peaceful school culture. These competencies constitute essential foundational capital for teachers in educating students about peace in school settings. Furthermore, the development of comprehensive and integrated peace competencies is expected to strengthen a culture of peace among teachers, enabling them to deliver peace education effectively and to recognize, analyze, and guide students’ behaviors constructively. The implications of this study provide empirical insights into the extent to which gender differences and teaching experience influence teachers’ attitudes toward instilling peace values in schools.
Teachers’ Perspectives on the Need for Integrating Guidance and Counseling Services in Schools Cristin Mutiara Damanik; Budi Astuti
G-Couns: Jurnal Bimbingan dan Konseling Vol. 10 No. 01 (2026): January 2026, G-Couns: Jurnal Bimbingan dan Konseling
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/g-couns.v10i01.6390

Abstract

The integration of Guidance and Counseling (BK) services at SMP Negeri 1 Bagan Sinembah, Riau, has not been implemented in accordance with the provisions of Law Number 20 of 2003 on the National Education System. This study aims to evaluate teachers' perceptions of the need for integrating BK services. The research method employed is a quantitative approach, utilizing a survey that involved 35 teachers as respondents. The results show that the majority of respondents (31.43%) fall into the "Moderate" category regarding the need for BK services, followed by the "Low" and "High" categories, each at 25.71%. Data analysis using correlation tests indicates a positive relationship between perspective and teaching experience, with a correlation coefficient of 0.290 (p < 0.05), suggesting that the higher the teaching experience, the more positive the perspective on the importance of BK services. The conclusions of this study can provide valuable insights for education policymakers, highlighting the importance of increasing teacher awareness through regular training and workshops, as well as collaborating with guidance and counseling professionals to integrate guidance and counseling services at SMP Negeri 1 Bagan Sinembah. Keywords: integration of guidance and counseling services, teachers’ perspectives, need for guidance and counseling services
Gender Differences in Social Emotional Learning (SEL) Ability: A Cross-Sectional Study in Adolescents in Indonesia Budi Astuti; Rizqi Lestari; Salma Salsabila Hasna; Natri Sutanti
G-Couns: Jurnal Bimbingan dan Konseling Vol. 10 No. 02 (2026): April 2026, G-Couns: Jurnal Bimbingan dan Konseling
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/g-couns.v10i02.8561

Abstract

This study aims to analyze gender differences in Social-Emotional Learning (SEL) abilities among adolescents in Yogyakarta, Indonesia. Using a cross-sectional approach, 521 adolescents (230 boys and 291 girls) aged 15–18 years participated in this study. The research instruments used have been culturally adapted to measure the five dimensions of SEL: emotion regulation, empathy, cooperation, leadership, and stress resilience. Data analysis using independent samples t-test and MANOVA showed that adolescent girls were significantly superior in emotion regulation (p < 0.001), empathy (p < 0.001), and cooperation (p = 0.002), while adolescent boys were better at leadership (p < 0.001) and stress resilience (p < 0.001). These findings indicate that gender differences in SEL are influenced by biological factors and Javanese social and cultural norms typical of Yogyakarta, where women are encouraged to be more empathetic and harmonious. At the same time, men are expected to be more independent and resilient. The study's implications emphasize the importance of developing SEL programs that are responsive to gender and local contexts, such as stress-management training for women and increased empathy and cooperation for men. Thus, appropriate interventions can more holistically support adolescent social-emotional development.  Keywords: social emotional learning, gender differences, adolescents, yogyakarta, javanese culture  
Critical Analysis of Social Cognitive Learning Theory and Its Implementation in Elementary Schools Arif Widodo; Budi Astuti
MANDALIKA : Journal of Social Science Vol. 2 No. 1 (2024): February
Publisher : Balai Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56566/mandalika.v2i1.148

Abstract

This article aims to provide a critical analysis of Social Cognitive Learning Theory, explore its relevance in the elementary school context, and explore the challenges and potential for its implementation in the basic education environment. This research uses a literature study method with a focus on critical analysis of social cognitive learning theory and its implementation in elementary schools. Identification of library sources is carried out through literature searches in academic databases such as PubMed, Google Scholar, and digital libraries. The search results show that the main concepts of social cognitive learning theory, such as observational learning and modeling, can be applied effectively in elementary schools. Adaptation of Concepts to Children's Learning Stages Based on literature searches, it shows that the main concepts of social cognitive learning theory can be adapted well to children's learning stages in elementary school. The use of peer modeling has also proven effective in creating an inclusive learning environment. Search results related to the main challenges in implementing social cognitive learning theory in elementary schools found resistance to change and limited teacher resources. From the results of literature searches and comparisons with related research, it can be concluded that social cognitive learning theory has great potential to be applied effectively in elementary schools. Key concepts can be adapted well, and their implementation provides both challenges and opportunities. To overcome these challenges, it is important to consider individual student differences, overcome resistance to change, and ensure adequate use of resources
Efektivitas Website Self-Management dalam Layanan Bimbingan Klasikal terhadap Motivasi Belajar Siswa SMA: Studi Kuasi Eksperimental Stefany Putri Agatha P; Budi Astuti; Afanin Halqim
Indonesian Journal of Islamic Educational Review Vol. 3 No. 2 (2026): Indonesian Journal of Islamic Educational Review
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/he29k460

Abstract

Motivasi belajar merupakan faktor penting yang memengaruhi keterlibatan dan keberhasilan siswa dalam belajar. Penelitian ini menguji efektivitas website self-management yang diintegrasikan dalam layanan bimbingan klasikal untuk meningkatkan motivasi belajar siswa SMA. Penelitian menggunakan desain kuasi-eksperimen pretest-posttest control group, dengan alokasi pada tingkat kelas/sekolah, bukan randomisasi individual. Partisipan berjumlah 120 siswa dari empat SMA di Kota Yogyakarta: 64 siswa kelompok eksperimen dan 56 siswa kelompok kontrol. Kedua kelompok mengisi skala motivasi belajar sebelum dan sesudah intervensi. Kelompok eksperimen memperoleh bimbingan klasikal berbantuan website self-management dalam tiga pertemuan yang mencakup penetapan tujuan, penyusunan rencana aksi, serta pemantauan dan evaluasi diri, sedangkan kelompok kontrol memperoleh bimbingan klasikal tanpa website. Efektivitas diuji menggunakan analisis kovarians (ANCOVA), dengan skor post-test sebagai variabel dependen, kelompok sebagai variabel independen, dan skor pre-test sebagai kovariat. Secara deskriptif, rata-rata motivasi kelompok eksperimen meningkat dari 60,28 menjadi 77,50, sedangkan kelompok kontrol meningkat dari 62,68 menjadi 75,00. Setelah skor pre-test dikendalikan, kelompok eksperimen menunjukkan skor motivasi post-test yang lebih tinggi dibandingkan kelompok. Temuan ini menunjukkan bahwa website self-management dapat mendukung layanan bimbingan klasikal apabila disertai fasilitasi konselor, akses digital yang memadai, dan pelaksanaan sesuai durasi yang direncanakan. Penelitian ini memiliki keterbatasan pada desain yang tidak sepenuhnya acak dan durasi intervensi yang singkat.
Analisis Tingkat Kepercayaan Diri dan Kebutuhan Modul Bimbingan Klasikal Self Challenge pada Siswa SMP Patima Aprilia Azzahra; Budi Astuti; Mohammad Ghufron Alfatah
Indonesian Journal of Islamic Educational Review Vol. 3 No. 2 (2026): Indonesian Journal of Islamic Educational Review
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/fe6zm787

Abstract

Kepercayaan diri merupakan salah satu aspek kepribadian penting yang menjadi fondasi siswa dalam bertindak, mengambil keputusan, dan mengekspresikan diri, sehingga keberadaannya perlu mendapat perhatian khusus dalam layanan pendidikan, termasuk di wilayah 3T seperti Kecamatan Ponjong. Penelitian ini bertujuan mendeskripsikan tingkat kepercayaan diri dan kebutuhan modul bimbingan klasikal pada siswa SMP Se-Kecamatan Ponjong, Kabupaten Gunungkidul. Pendekatan yang digunakan adalah kuantitatif deskriptif, dengan instrumen skala kepercayaan diri berdasarkan aspek Lauster (1994) dan angket kebutuhan modul, pada siswa kelas VII dari empat SMP Negeri Se-Kecamatan Ponjong. Hasil penelitian menunjukkan tingkat kepercayaan diri siswa didominasi kategori sedang (31%–58%), dengan proporsi kategori rendah yang cukup signifikan (7%–15%); aspek yang paling lemah secara konsisten adalah keyakinan terhadap kemampuan diri dan kemampuan berpikir rasional dan realistis. Sementara itu, kebutuhan layanan modul BK berada pada kategori sedang hingga tinggi (>88% di seluruh sekolah), menunjukkan urgensi kuat terhadap penyediaan modul bimbingan klasikal berbasis kepercayaan diri. Temuan ini menjadi dasar pertimbangan bagi guru BK dan pemangku kebijakan pendidikan dalam merancang intervensi yang relevan dan kontekstual.
Co-Authors Abdul Hadi Abdul Hadi Afanin Halqim Afanin Halqim Agus Basuki Agus Supriyanto Andika Ari Saputra Andika Ari Saputra Andika Ari Saputra Anggi Idwar Pratama Anifa Tuzzuhroh Nurbaiti Aprilia Tina Lidyasari Arif Budi Prasetya Arif Budi Prasetya Arif Widodo Arina Mufrihah Arini Febriana Asfarina Mutiara Budi Astuti Caraka Putra Bhakti Chici - Pratiwi Cristin Mutiara Damanik Diana Septi Purnama Eko Pramudya Laksana Eva Imania Eliasa Farikhah Yuniarti Fayruziyah Ifroch Sabtana Hafiz Ahmad Khan Handaka, Irvan Budhi Haryanto dan Edi Purwanta Suparno Haryanto dan Edi Purwanta Suparno Hayani Hayani Iis Solihah Ilfiandra Indriyana Rachmawati Irvan Budhi Handaka Laila Kodariyati Le Ngoc Ai Nhung M. Alvy Syahrin Mi’roj Margareth Eunike Payangan Martono Martono Mitta Kurniasari Mitta Kurniasari Moh. Farozin Mohammad Ghufron Alfatah Muh Farozin Muh Farozin Muh. Farozin Muhamad Mansur Mussa Saidi Abubakari Muthmainah Muthmainah Nadia Aulia Nadhirah Natri Sutanti Natri Sutanti Nurma Eliya Mujahidah Nurul Azmi Saragih Nurul Hidayatul Ulum Panji Nur Fitri Yanto Patima Aprilia Azzahra Prisa Sari Yantika Puri, Lintang Waskita Rafida Rafida Rindhi Rezqi Hertindha Rita Eka Izzaty, Rita Eka Rizqi Lestari Rizqi Lestari Rizqi Lestari Sahril Buchori Salma Salsabila Hasna Salsabila Zihan Nurisma Siti Aminah Stefany Putri Agatha P Sugiyatno Sugiyatno Sutanti, Tri Suwarjo Suwarjo, Suwarjo Taufik Sani Santoso Tiara Erganila Tri Sutanti Victor Gamma Kharisma Wahyu Nanda Eka Saputra, Wahyu Nanda Eka Yani Sahendra Yulia Ayriza