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All Journal Jurnal Bimbingan dan Konseling Ar-Rahman GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling
Aminah Aminah
Universitas Islam Kalimantan Muhammad Arsyad Al-Banjari Banjarmasin
Education Social Sciences

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KARAKTERISTIK KONSELOR ISLAMI (KAJIAN EMPIRIS NILAI-NILAI PENDIDIKAN KARAKTER SYEKH MUHAMMAD ARSYAD AL-BANJARI) Khairullah Khairullah; Akhmad Rizkhi Ridhani; Aminah Aminah
JURNAL BIMBINGAN DAN KONSELING AR-RAHMAN Vol 4, No 2 (2018): December
Publisher : UPT Publikasi dan Pengelolaan Jurnal Universitas Islam Kalimantan MAB Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (449.312 KB) | DOI: 10.31602/jbkr.v4i2.1502

Abstract

Konselor sebagai tenaga profesional tentunya harus mampu memberikan pelayanan secara optimal, sistematis, objektif, logis, serta berkelanjutan kepada setiap individu agar individu tersebut dapat berkembang optimal sesuai dengan perkembangannya masing-masing. Indonesia merupakan mayoritas pendudukannya Islam tentunya merupakan tatantangan tersendiri bagi seorang konselor dalam memberikan layanan. Maka oleh sebab itu perlu dikaji bagaimana karakteristik konselor islami. Penelitian ini bertujuan untuk mengkaji nilai-nilai pendidikan karakter Syekh Muhammad Arsyad Al-Banjari sebagai dasar untuk mengetahui bagaimana bentuk karakteristik konselor islami. Metodologi yang digunakan ialah kualitatif dengan desain etnografi realis, yang dimana data diperoleh melalui orang ketiga, kemudian dari pada itu melaporkan secara objektif tentang informasi yang dipelajari dari partisipan di lapangan. Intrumen utama dalam penelitian ini ialah wawanacara. Hasil dari penelitian ini ialah terdapatnya nilai-nilai pendidikan karakter Syekh Muhammad Arsyad Al-Banjari dari kisah-kisah beliau semasa hidup. Selain dari pada itu tersusunya karakteristik konselor islami berdasarkan kajian empris dari nilai pendidikan karakter Syekh Muhammad Arsyad Al-Banjari.__________________________________________________________ Counselors as professionals must certainly be able to provide services optimally, systematically, objectively, logically, and sustainably to each individual so that individuals can develop optimally in accordance with their respective developments. Indonesia is the majority of its occupation Islam is certainly a separate challenge for a counselor in providing services. Therefore, it is necessary to examine the characteristics of Islamic counselors. This study aims to examine the character education values of Syekh Muhammad Arsyad Al-Banjari as a basis for knowing how the characteristics of Islamic counselors are. The methodology used is qualitative with a realist ethnographic design, in which data is obtained through a third person, then from that it reports objectively on information learned from participants in the field. The main instrument in this study is wawanacara. The results of this study are the existence of the character education values of Syekh Muhammad Arsyad Al-Banjari from the stories of him during his lifetime. Apart from that the characteristics of Islamic counselors are based on empirical studies of the character education values of Syekh Muhammad Arsyad Al-Banjari
Hubungan Antara Kecerdasan Emosional dan Perkembangan Sosial Terhadap Kedisiplinan Siswa Kelas X di SMK Negeri 1 Banjarbaru Sella Ananda Pristiya Dwi Hartati; Husnul Madihah; Aminah Aminah
GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Vol. 15 No. 4 (2025)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/gdn.v15i4.13575

Abstract

Student discipline is an important aspect of character development and educational success, particularly in vocational high schools where students are expected to demonstrate responsibility, self-control, and readiness for social and professional environments. Discipline is not only influenced by school rules but also by students’ emotional and social capacities. Emotional intelligence enables students to recognize, regulate, and manage emotions, while social development supports their ability to interact, adapt, and build positive relationships with others. This study aimed to examine the relationship between emotional intelligence and social development with student discipline among tenth-grade students at SMK Negeri 1 Banjarbaru. A quantitative approach with a descriptive correlational design was employed. The participants consisted of 189 tenth-grade students selected using purposive sampling. Data were collected using Likert-scale questionnaires measuring emotional intelligence, social development, and student discipline. The data were analyzed using multiple linear regression with SPSS version 25 after the assumptions of normality and linearity were fulfilled. The results showed that emotional intelligence and social development had a significant simultaneous relationship with student discipline, as indicated by an F value of 39.407 and a significance value of p < 0.05. Partially, emotional intelligence had a significant relationship with student discipline, with a t value of 5.342 and p < 0.05. Social development also had a significant relationship with student discipline, with a t value of 4.074 and p < 0.05. The coefficient of determination showed that emotional intelligence and social development contributed 58.6% to student discipline, while the remaining 41.4% was influenced by other factors outside this study. These findings indicate that students with higher emotional intelligence and better social development tend to demonstrate stronger discipline in school. This study provides practical implications for teachers, school counselors, and parents in strengthening students’ emotional and social competencies as part of character education and discipline-building programs.
Co-Authors Akhmad Rizkhi Ridhani Husnul Madihah Khairullah Khairullah Sella Ananda Pristiya Dwi Hartati