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All Journal Jurnal Sosial Budaya JURNAL IQRA´ JURNAL KONSELING GUSJIGANG EDUPEDIA Jurnal Ilmiah Mandala Education (JIME) EDUKATIF : JURNAL ILMU PENDIDIKAN Didaktik : Jurnal Ilmiah PGSD STKIP Subang Journal of Research and Educational Research Evaluation COUNSENESIA Indonesian Journal of Guidance and Counseling Jurnal Pendidikan Dasar dan Sosial Humaniora Jurnal Muria Research Guidance and Counseling (MRGC) ARMADA : Jurnal Penelitian Multidisiplin Electronic Journal of Education, Social Economics and Technology Journal of Innovative and Creativity EDUCATIONE: Journal of Education Research and Review BIMBINGAN DAN KONSELING BANYUWANGI
Agung Slamet Kusmanto
Universitas Muria Kudus
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ETHNOGRAPHIC PERSPECTIVES IN CROSS-CULTURAL COUNSELING: AN INTEGRATIVE LITERATURE REVIEW Rusmiyati; Tyas Martika Anggriana; Agung Slamet Kusmanto
EDUCATIONE Volume 4, Issue 2, July 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/edu.v4i2.312

Abstract

Cross-cultural counseling requires more than knowledge of cultural categories; it requires disciplined attention to how clients construct meaning within social, historical, and relational contexts. This integrative literature review examines how ethnography can contribute to cross-cultural counseling while separating formal ethnographic research procedures from ethnographically informed counseling sensibilities. A structured search and citation audit covered English- and Indonesian-language scholarship published from 2004 to 7 August 2026 across Google Scholar, PubMed, ERIC, DOAJ, journal platforms, and citation chaining. From 72 candidate records, 40 sources were retained after duplicate, bibliographic, relevance, and evidence-boundary screening. Thematic synthesis produced five findings: ethnography is most defensible as a formal research methodology, whereas emic listening, reflexivity, contextual inquiry, and iterative meaning-checking can inform practice without converting counseling sessions into fieldwork; cultural humility and collaboratively adapted interventions have stronger direct counseling evidence than ethnography itself; local and Indigenous knowledge should be treated as dynamic and client-negotiated rather than culturally prescriptive; decolonial use of cultural knowledge requires positionality, ongoing consent, confidentiality, reciprocity, community validation, and attention to knowledge ownership; and counselor education can operationalize these principles through observable competencies. The review is limited by heterogeneous evidence and an integrative rather than exhaustive systematic design. Ethnographic perspectives therefore offer a valuable but ethically bounded complement to culturally responsive counseling.
Upaya Meningkatkan Prestasi Akademik Melalui Pendekatan Konseling Cognitive Behavioral Therapy (CBT) dengan Teknik Cognitive Restructuring Putri Maylani; Agung Slamet Kusmanto; Richma Hidayati
ARMADA : Jurnal Penelitian Multidisiplin Vol. 4 No. 8 (2026): ARMADA : Jurnal Penelitian Multidisplin, Agustus 2026
Publisher : LPPM Sekolah Tinggi Ilmu Ekonomi 45 Mataram

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Abstract

Prestasi akademik merupakan indikator penting keberhasilan siswa dalam pembelajaran, namun dapat terhambat oleh pola pikir negatif, rendahnya kepercayaan diri, dan ketakutan akan kegagalan. Penelitian ini bertujuan menganalisis penerapan konseling Cognitive Behavioral Therapy (CBT) dengan teknik restrukturisasi kognitif untuk meningkatkan prestasi akademik siswa. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus terhadap dua siswa SMK yang mengalami penurunan prestasi akademik akibat hambatan kognitif dan emosional. Data dikumpulkan melalui wawancara mendalam, observasi, dokumentasi konseling, dan catatan akademik sebelum serta sesudah intervensi. Keabsahan data diuji melalui triangulasi sumber dan teknik, sedangkan analisis menggunakan model interaktif. Hasil penelitian menunjukkan bahwa restrukturisasi kognitif membantu siswa mengidentifikasi dan mengganti pikiran irasional dengan keyakinan yang lebih adaptif. Perubahan tersebut diikuti peningkatan motivasi belajar, kepercayaan diri, partisipasi kelas, tanggung jawab akademik, dan kinerja akademik. Dengan demikian, konseling CBT dengan restrukturisasi kognitif efektif dalam mengatasi hambatan kognitif yang memengaruhi proses dan prestasi belajar siswa.
Co-Authors Ali Askan Amalia Widyastuti Arista Kiswantoro, Arista Atik Mustiati Aulia Nisa’ Cahya Ningrum Chatarina Umbul Wahyuni Diah Kurniati Dwi Ari Novianto Dwi Yuwono Puji Sugiharto, Dwi Yuwono Puji Edris Zamroni Eko Keswanto Fadhurosi, Adnan Fadkhurosi, Adnan Gudnanto, Gudnanto Indah Lestari, Indah Jayanti Putri Purwaningrum Jumanto, Ahmad Latifah Nur Ahyani Muhammad Agus Muljanto Naharul Muthmainnah Nila Purnaningtyas Nor Rohmawati Oktafia, Rulyana Mutiara Puji Yatmoko Putri Maylani Riawan Yudi Purwoko Richma Hidayati Rifki Nandito Rina Aristiani Rusmiyati Sa'adah, Nailis SANTOSO SANTOSO Sari, Siwi Villa Intan Sekar Dwi Ardianti Sofiyah Sucipto Sugiyo Sugiyo, Sugiyo Sumarwiyah Sumarwiyah Sumarwiyah, Sumarwiyah Susilo Rahardjo Susilo Rahardjo Su’ad, Su’ad Syaza Hazwani binti Zaini Tia Lestari, Tia Triningsih Tutik Lestari Tutik Lestari Tyas Martika Anggriana Umi Kartini Widanto, Fadhal Zannah, Siti Mistaqul