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All Journal Jurnal Penelitian dan Evaluasi Pendidikan Jurnal Penelitian Humaniora Jurnal Pendidikan dan Pengajaran Dinamika Pendidikan Paradigma Psikopedagogia Al Ishlah Jurnal Pendidikan Jurnal Bimbingan dan Konseling Terapan JMM (Jurnal Masyarakat Mandiri) COUNS-EDU: The International Journal of Counseling and Education Psychology, Evaluation, and Technology in Educational Research Insight: Jurnal Bimbingan dan Konseling Suluh: Jurnal Bimbingan dan Konseling G-Couns: Jurnal Bimbingan dan Konseling International Journal of Community Service International Journal of Humanities Education and Social Sciences Acta Islamica Counsenesia: Counselling Research and Applications JS (Jurnal Sekolah) KONSELOR
Sigit Sanyata
Universitas Negeri Yogyakarta
Religion 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 Neuroscience Physics Public Health Social Sciences Other

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Building a Professional Counsellor Identity: The Mediating Role of Competence in the Relationship between Mind Skills and Professional Identity among School Counsellors Nurbatin, Suci; Sigit Sanyata
KONSELOR Vol. 14 No. 3 (2025): KONSELOR
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/02025143137-0-86

Abstract

This research examines competency as a mediator between mind skills and professional identity among school counsellors in North Kalimantan Province. This research employed a quantitative-correlational approach. The research respondents were 101 school counsellors. Data collection used the Mind Skills psychological scale (α = 0.951), Competence (α = 0.951), and Professional Identity (α = 0.961), with very high reliability. The Sobel Test was 7.155 with a standard error of 0.091 and a p-value (sig) = 0.000 (<0.05). This shows that competence mediates between mind skills and professional identity.
Phubbing and Its Impact on Student Communication and Relationship: A Qualitative Study on Coping Strategies and Social Implications Mawadah Rahmah; Sigit Sanyata
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.5801

Abstract

Phubbing—ignoring someone during interactions to focus on a smartphone—has emerged as a prevalent issue that negatively affects communication and interpersonal relationships, particularly among students. This study examines the impact of phubbing on students' relationships and explores coping strategies to mitigate its effects. A qualitative research approach was employed, involving in-depth interviews with five students from diverse academic and social backgrounds. The small sample size facilitated a detailed exploration of individual experiences and perspectives. Findings indicate that phubbing significantly harms interpersonal relationships by fostering feelings of disrespect, reducing attention, and undermining trust and intimacy. Participants reported experiencing frustration and diminished social interaction quality. Coping strategies identified include direct communication to address distractions, engaging in alternative activities, adapting behaviors to social contexts, and using humor to alleviate tension. The study highlights the detrimental effects of phubbing on student relationships and underscores the importance of addressing this behavior. Coping strategies identified offer practical tools for mitigating phubbing's impact, promoting healthier communication and stronger interpersonal bonds. Phubbing poses a substantial challenge to student relationships, necessitating greater awareness and proactive measures to improve communication and relational dynamics. Future initiatives should focus on educating students about the consequences of phubbing and fostering strategies to enhance relationship quality.
The Effectiveness of Coping Skills in Improving Critical Thinking Skills of Junior High School Students Mukhamad Fadhir; Sigit Sanyata
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.v10i02.7623

Abstract

Coping skills are more widely used to address a range of problems and emotional issues. However, there is no information on the impact of improving critical thinking skills. This study examined the effectiveness of coping skills in improving the critical thinking ability of Muhammadiyah 10 Yogyakarta junior high school students. This study used a quasi-experimental design measurements were taken before and after the intervention using the California Critical Thinking Skills Test (CCTST) with a reliability of 0.883. The results of the N-Gain Score analysis showed that the average score of the experimental group was 85.97% (effective category), while the control group was 68.47% (moderately effective category). Individual scores in the experimental group ranged from 77.05% to 98.61%, while the control group ranged from 54.17% to 83.56%. These findings indicate that coping skills are significantly effective in improving students' critical thinking ability. Keywords: critical thinking skills, coping skills, junior high school
Developing Guidance and Counseling Administration Management Information System “Simas BK” to Increase the Accountability of Vocational Education School Counselors in Yogyakarta City Faiz Mudhokhi; Sigit Sanyata
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.v10i02.8053

Abstract

The success of guidance and counseling services in schools largely depends on School Counselors’ managerial abilities in planning, organizing, and evaluating services. However, many School Counselors are burdened with additional tasks beyond their main responsibilities, including administrative duties that are still handled manually, hindering optimal service delivery. Therefore, an information system is needed to simplify administrative tasks and reduce barriers to work. This study aims to examine: 1) the feasibility of an administrative information system in improving the accountability of School Counselors, 2) the practicality of an administrative information system in improving the accountability of School Counselors, and 3) the effectiveness of an administrative information system in improving the accountability of School Counselors. Using the Borg & Gall R&D model, the study involved vocational high school School Counselors and employed an administrative information system scale as the research instrument. The results showed that the system was deemed feasible by expert validation, practical by School Counselors, and effective in enhancing accountability. In the long term, SIMAS BK has the potential to be broadly implemented and integrated into national education systems to support data-driven counseling services. Keywords: administrative, information system, accountability
Development of a Structure Peer Counseling Model to Improve Assertive Behavior Among Junior High School Student Nurmastuti, Fitria; Sanyata, Sigit; Prawati, Rita
Suluh: Jurnal Bimbingan dan Konseling Vol. 11 No. 2 (2026): Suluh : Jurnal Bimbingan dan Konseling
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/suluh.v11i2.12405

Abstract

Background: Many junior high school students exhibit low assertiveness, particularly in expressing opinions, resisting negative peer pressure, and maintaining interpersonal boundaries, which may hinder their socio-emotional development. Aim: This study examined the urgency and effectiveness of structured peer counseling as an intervention to improve assertive behavior among junior high school students. Method: The research employed a quasi-experimental pretest–posttest control-group design involving 62 students, divided into an experimental and a control group. The intervention consisted of structured peer counseling sessions emphasizing active listening, empathy, modeling, and role-playing of assertive communication. Assertive behavior was measured using a four-point Likert scale instrument administered before and after the intervention. Data were analyzed using the Wilcoxon Signed-Rank Test to determine differences between pretest and posttest scores. Results and Discussion: The findings revealed a statistically significant improvement in the experimental group (Z = -4.643, p < 0.001) with a large effect size (r = 0.60), indicating meaningful behavioral change following peer counseling. In contrast, the control group did not show a significant improvement (Z = -1.924, p = 0.054). These results suggest that structured peer counseling provides an effective developmental context for practicing assertive communication skills through peer interaction and social modeling. Conclusion: The study confirms the urgent need for assertive behavior intervention in junior high schools and demonstrates that structured peer counseling is an effective approach to enhancing students' assertiveness, providing empirical support for its integration into school guidance and counseling programs.
PENGALAMAN KONSELOR DALAM PENERAPAN KETERAMPILAN EMPATI DAN MIND SKILLS PADA KONSELING SEBAYA (STUDI FENOMENOLOGI) Zuliyati Z, Indana; Sanyata, Sigit
JS (JURNAL SEKOLAH) Vol. 10 No. 2 (2026): MARET 2026
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/ve2as073

Abstract

Abstrak: Penelitian ini bertujuan untuk mengetahui: 1) Untuk mengungkapkan secara mendalam pengalaman peer counselor dalam mengkonstruksi makna empati berdasarkan pengalaman langsung. 2) Untuk mendapatkan pemahaman secara mendalam pengalaman peer counselor memaknai perannya dalam mengimplentasikan mind skills. 3) Untuk mengindentifikasi secara mendalam keterkaitan antara empati dan mind skills yang terbentuk melalui proses reflektif mahasiswa peer counselor. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian fenomenologi. Teknik analisis data yang digunakan dalam penelitian menggunakan IPA (Interpretativ Phenomenological Analysis). Hasil dari penelitian ini mengungkapkan bahwa: 1) mengkontruksi makna empati pada mahasiswa peer counselor dipahami sebagai keterampilan interpersonal yang terus dilatih dan dikembangkan melalui pengalaman konseli; 2) Implementasi mind skilss dalam pengalaman mahasiswa peer counselor telah menerapkan keenam aspek mind skills menurut Nelson jones. 3) Gambaran perkembangan empati dan mind skills pada peer counselor tidak terjadi secara instan, akan tetapi melalui proses yang dinamis dan berulang. Kata Kunci: Empati, Mind Skills, Peer Counselor, Studi Fenomenologi
Co-Authors A Maulani Habibi Anisa Siti Nurjanah Budi Astuti Ela Nurmalasari Faiz Mudhokhi Filastri Kurniasari Heri Retnawati Kanaya Serril Vania Dewi Kartika Nur Fathiyah Kurniasari, Filastri Luluk Nandya Maharani M. Fahli Zatrahadi Maharani, Luluk Nandya Mawadah Rahmah Muh Farozin Mukhamad Fadhir Munika Bastia Ramadani, Cut Nanang Erma Gunawan Natri Sutanti Nurbatin, Suci Nurjanah, Anisa Siti Nurmalasari, Ela Nurmastuti, Fitria Prawati, Rita Retno Purwasih Risti Ananda Putri Rojanah Rojanah Rojanah, Rojanah Siti Partini Siti Rohmah Nurhayati Suwarjo Suwarjo Suwarjo, Suwarjo Titi, Dwitias Wijayanti, Lanny Ilyas Wisnu Kurniawan Wisnu Kurniawan Zuliyati Z, Indana