Article Per Year (5 Year)
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All Journal ProGCouns: Journal of Professionals in Guidance and Counseling Journal of Education and Counseling (JECO)
Irfan Fahriza
Universitas Ma'soem
Humanities Education Languange, Linguistic, Communication & Media Public Health Social Sciences

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The Impact Of The Digital Era On The Mental Health Of Generation Z Syari Fitrah Rayaginansih; Siti Cahyati; Irfan Fahriza
Journal of Education and Counseling (JECO) Vol. 4 No. 2 (2024)
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jeco.v4i2.1080

Abstract

Generation Z grows and develops in a dynamic digital era so that technology itself becomes an integrated part of daily life. In a survey conducted by the Internet Service Providers Association (APJII) in 2024 based on age, Indonesia's highest internet penetration is generation Z (2997-2012) at 34.40%. However, high mastery of technology and social connections provide an unfavorable side to Generation Z such as increased stress, in a study conducted by the Institute Public de Sondage d'Opinion Secteur (IPSOS) it was said that out of 23,274 respondents, as many as 43% of Generation Z experienced higher stress than other generations. The purpose of this study is to review the literature related to the high impact of technology use on mental health. The results show that the regular use of technology can have a two-sided impact on its users, social support, mental health information and opportunities to express themselves are positive impacts that can be obtained, while cyberbullying, FOMO (Fear of Missing Out), increased anxiety and stress, and body image issues, are challenges that will be faced by technology users.
Cognitive Behavioral Counseling to Overcome Anxiety Facing Exams: A Quasi-Experimental Study on SMA Negeri 2 Pagaden Students Siti Nuriah; Muhammad Adzroi; Ahman Ahman; Irfan Fahriza; Tea Septina
Journal of Education and Counseling (JECO) Vol. 5 No. 1 (2024)
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jeco.v5i1.1222

Abstract

This research aimed to produce cognitive behavioral counseling services which are effective to help students overcome anxiety in facing the exam. The research used a quantitative approach and quasi-experimental research design nonequivalent pretest-posttest control group design. The research was conducted at SMA Negeri 2 Pagaden with the first semester students were taken randomly as research subject. The research instrument that was used was Anxiety Scale in facing exam. The results showed empirically, a cognitive behavioral counseling intervention has proven effective to overcome anxiety in students
Cognitive Empathy: A Key Learning Modality For Era 5.0 Mirna Ari Mulyani; Aprilia Setyowati; Irfan Fahriza; Ayu Yusaeni
Journal of Education and Counseling (JECO) Vol. 5 No. 2 (2025)
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jeco.v5i2.1494

Abstract

Learning in the era of society 5.0 is oriented towards the character and ability of students to behave prosocially amid technological convenience. However, many students are not fully able to integrate cognitive abilities and empathy in social interactions. This research aims to formulate the dimensions of cognitive empathy that support learning success in the 5.0 era, as well as identify relevant guidance activities in the development of cognitive empathy. The research method employed a Systematic Literature Review of 8 Scopus articles that met the inclusion criteria. The results of the study reveal the dimensions of cognitive empathy that are crucial for learning success in the 5.0 era, namely perspective-taking, contextual understanding, rational and ethical thinking, and human-centered problem-solving. Alternative guidance can use narrative media, technology-based interactive simulations (including AI), and design thinking training, all of which focus on developing pro-social perspectives and actions.
Digital empathy and adolescent social media behavior: Insights from a systematic review for counseling practice in Indonesia Irfan Fahriza; Siti Cahyati; Syari Fitrah Rayaginansih; Muhammad Sidiq Permana; Ervina Rahma Agustina
ProGCouns: Journal of Professionals in Guidance and Counseling Vol. 6 No. 2 (2025): Progcouns: Journal of Professionals in Guidance and Counseling
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/progcouns.v6i2.92169

Abstract

Indonesian adolescents who spend much of their social lives on social media face fear of missing out, pressure to curate idealized selves, and growing exposure to cyberbullying. Against this backdrop, the ability to recognize what others feel and to respond with care in screen-mediated interaction, digital empathy becomes a competency that school guidance and counseling can no longer treat as optional. This review asks three questions: which guidance and counseling interventions have been used to build digital empathy in Indonesian adolescents, where those interventions concentrate their efforts, and what their patterns imply for school counseling practice. Following PRISMA 2020 procedures, we searched Scopus, SINTA, Garuda, and Google Scholar for Indonesian-context publications from 2020 to 2025; after removing duplicates, screening titles and abstracts, checking full texts against eligibility criteria, and appraising quality, seven studies entered a thematic narrative synthesis. Across the seven studies, promising interventions weave together three strands: ethical digital citizenship, emotional literacy, and interactive media-based learning delivered through digital ecopedagogy, virtual group guidance, animated and comic-based media, and digital counseling services. Digital empathy emerges in a dual role: it works preventively against cyberbullying and developmentally as a foundation for emotional literacy. The review offers a counseling-specific map of this emerging field and argues for embedding digital ethics education. 
Academic Engagement in Higher Education Research: A PRISMA-Based Systematic Review of Scopus-Indexed Studies (2021–2024) Nabila Qurrotu Aini; Vina Dartina; Irfan Fahriza; Aisha Nadya; Nadia Khoerun Nissa; Tyas Septiani Savitri
Journal of Education and Counseling (JECO) Vol. 6 No. 2 (2026)
Publisher : Ma'soem University

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

Abstract

Academic engagement—students' behavioural, emotional, and cognitive investment in learning—is one of the most robust predictors of achievement, persistence, and well-being in higher education. However, the field is expanding so rapidly that periodic syntheses are needed to map how, where, and with whom engagement is being studied. This systematic review, conducted in accordance with the PRISMA 2020 statement, maps recent Scopus-indexed research on academic engagement. Records were retrieved from the Scopus database and limited to open-access, English-language journal articles in the psychology subject area published between 2021 and 2024. Of 40 records identified, 13 studies met all eligibility criteria. Four questions guided the synthesis, concerning the temporal distribution, research designs, populations, and geographic spread of the evidence. The results show that publication activity peaked in 2023 (five studies), that quantitative survey designs dominate the field (six studies), followed by mixed-methods (three), qualitative (two), and intervention-based designs (two). Contrary to common assumptions, twelve of the thirteen studies were conducted in higher education settings, and the corpus spans ten countries across five continents, with South Africa, Portugal, and China contributing two studies each. Six studies appeared in Q1 journals and six in Q2 journals, and the corpus has accumulated 184 citations, indicating the growing scholarly impact of the topic. The review concludes that pandemic-era disruption has repositioned academic engagement as a central lens for understanding technology-mediated learning, and it identifies longitudinal, qualitative, and Global South research as priority gaps for the next research cycle.
Co-Authors Ahman Ahman Aisha Nadya Aprilia Setyowati Ayu Yusaeni Ervina Rahma Agustina Mirna Ari Mulyani Muhammad Adzroi Muhammad Sidiq Permana Nabila Qurrotu Aini Nadia Khoerun Nissa Rayaginansih, Syari Fitrah Siti Cahyati Siti Cahyati Siti Nuriah Tea Septina Tyas Septiani Savitri Vina Dartina