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All Journal Jurnal Psikologi Pendidikan dan Konseling PEDAGOGIA Pendas : Jurnah Ilmiah Pendidikan Dasar Edukasi Islami: Jurnal Pendidikan Islam GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling IKRA-ITH ABDIMAS JOMSIGN: Journal of Multicultural Studies in Guidance and Counseling NUKHBATUL 'ULUM : Jurnal Bidang Kajian Islam KONSELING: Jurnal Ilmiah Penelitian dan Penerapannya FOKUS : Kajian Bimbingan dan Konseling dalam Pendidikan BUSTANUL FUQAHA: Jurnal Bidang Hukum Islam WAHATUL MUJTAMA: Jurnal Pengabdian Masyarakat Jurnal Altifani Penelitian dan Pengabdian kepada Masyarakat As-Sidanah : Jurnal Pengabdian Masyarakat Cons-Iedu: Islamic Guidance and Counseling Journal Seminar Nasional Pengabdian Kepada Masyarakat Media Bina Ilmiah Indonesian Journal of School Counseling: Theory, Application, and Development TERAPUTIK: Jurnal Bimbingan dan Konseling Ininnawa: Jurnal Pengabdian Masyarakat International Journal of Multicultural Counseling and Development
M. Amirullah
Universitas Negeri Makassar
Religion Humanities Chemistry Computer Science & IT Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Nursing Physics Public Health Social Sciences Other

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GAMBARAN PERILAKU ACADEMIC SELF-HANDICAPPING PADA SISWA SMP DI KEPULAUAN SELAYAR Nur Madani Fitri; Farida Aryani; M. Amirullah; Sinta Nurul Oktaviana Kasim
FOKUS : Kajian Bimbingan dan Konseling dalam Pendidikan Vol. 9 No. 3 (2026): Vol 9, No 3 Mei 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/fokus.v9i3.31205

Abstract

Academic self-handicapping is a critical issue as it may hinder students’ academic achievement and personal development. This study aimed to describe the tendency of such behavior among junior high school students. A quantitative descriptive approach was employed. The participants consisted of 83 students who completed an academic self-handicapping questionnaire. Data were analyzed using descriptive statistics by categorizing scores into very high, high, moderate, and low levels, and by mapping them into behavioral and claimed self-handicapping dimensions. The findings revealed that 7 students (9%) were in the very high category, 39 students (47%) in the high category, 31 students (37%) in the moderate category, and 6 students (7%) in the low category. In terms of behavioral forms, 48 students (58%) predominantly exhibited behavioral self-handicapping, while 35 students (42%) showed greater tendencies toward claimed self-handicapping. These results indicate a relatively high level of self-handicapping, primarily expressed through observable behaviors that may negatively affect academic performance. The findings highlight the importance of guidance and counseling interventions to promote more adaptive learning strategies
Pengembangan E-Book Mindfulness Model Addie untuk Meningkatkan Self-Regulation Peserta Didik Arbain Fajar A. Hamid; Sahril Buchori; M. Amirullah
CONS-IEDU: Jurnal Program Studi Bimbingan Dan Konseling Islam Vol 6 No 1 (2026): CONS IEDU
Publisher : Program Studi Bimbingan Konseling Islam, Fakultas Tarbiyah Dan Ilmu Keguruan, Institut Ummul Quro Al-Islami Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51192/cons.v6i1.2726

Abstract

The low self-regulation ability among vocational high school (SMK) students is a fundamental problem affecting learning effectiveness and career readiness. This study aims to develop a mindfulness e-book as a guidance media to improve students' self-regulation, encompassing needs analysis, prototype development, validity testing, and practicality testing. The research employed a Research and Development (R&D) method using the ADDIE model, conducted at SMK Negeri 3 Makassar involving a number of students in the analysis phase, several expert validators, one school counselor, and a small group of students in the trial phase. Analysis results revealed that the majority of students had low self-regulation, with primary issues identified in the aspects of impulse control and goal setting. The e-book was developed across five chapters based on mindfulness aspects with proportional exercise distribution aligned to empirical needs analysis findings. Validity assessments by content and media experts yielded a highly valid category, while practicality evaluations by both the school counselor and students were entirely categorized as highly practical. The e-book is proven to meet quality standards as a valid and practical mindfulness intervention media for counseling and guidance services in vocational schools.
Group Guidance with the Value Clarification Technique to Enhance Empathy among Students Involved in Passive Bullying Titin KS; Nur Fadhilah Umar; M. Amirullah; Nurfaidah Ardis
GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling Vol. 16 No. 1 (2026)
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/gdn.v16i1.17687

Abstract

Passive bullying involvement refers to indirect participation in bullying situations, such as remaining silent, laughing, implicitly supporting the aggressor, or failing to assist the victim. Although this behavior is often overlooked in schools, it may reinforce the continuation of bullying and reflect limited empathic sensitivity among students. This study aimed to examine the empathy levels of students involved in passive bullying and to evaluate the effectiveness of group counseling using the Value Clarification Technique in enhancing empathy among eighth-grade students at SMP IT Darul Fikri Makassar. A quantitative approach with a quasi-experimental pretest–posttest nonequivalent control group design was employed. Twenty-four students participated and were assigned to an experimental group and a control group. The experimental group received group counseling using the Value Clarification Technique, whereas the control group received lecture-based services. Data were collected using an empathy scale and a passive bullying scale and were analyzed using descriptive statistics, N-gain analysis, and an independent-samples t-test. The results showed that the experimental group achieved a greater increase in empathy than the control group. The experimental group obtained a mean N-gain score of 0.52, categorized as moderate, whereas the control group obtained a mean N-gain score of 0.06, categorized as low. The difference in empathy improvement between the two groups was statistically significant (p < .001). Improvements were observed across the dimensions of perspective taking, fantasy, empathic concern, and personal distress. These findings indicate that group counseling using the Value Clarification Technique effectively helps students reflect on the values of care, justice, social responsibility, and moral courage when responding to bullying situations. The intervention can therefore be used by school counselors as a preventive and remedial strategy to enhance empathy and promote prosocial responses to bullying in schools.
Co-Authors Abdul Saman Achmad Noerkhaerin Putra Akhmad Harum, Akhmad Akid Saputra Alam Alim, Akhmad Amelia Amelia Anugerah, Muhammad Fahmi Arbain Fajar A. Hamid Ariesman M Askar Patahuddin Aswar Aswar Aswar Aswar Aswar Aulia, Syifa Azwar, Azwar Dini Permatasari Edil Wijaya Nur Edil Wijaya Nur Erna Setyawati, Erna Faidah Yusuf Farida Aryani Fatimah Khairunnisa Fitri, Qawiyyan Fitriana Fitriana Fitriana Fitriana Geminastiti Sakkir HAQ, NUZUL Iskandar Iskandar Latif, Suciani Meilsyah Cahyamadani Misnah Misnah Muhammad Ammar Naufal Muhammad Anas Muhammad Ilham Bakhtiar Muhammad Ilham Bakhtiar Mustang, Nur Dhian Novianti Sudirman Novira, Nuraeni Nur Halima, St Nur Madani Fitri Nur, Edil Wijaya Nurfaidah Ardis Rahayu, Hastriani Rahmat Rahmat Ratu, B Sahril Buchori Sahril Buchori, Sahril Salsabila, Putri Sinring, Abdullah Sinta Nurul Oktaviana Kasim Sitti Rahmi Suciani Latif Supriatna, Mamat Syamsuar Hamka Titin KS Umar Bin Makka Lanye Umar, Nur Fadhilah Verawati ITM Widi Rizka Retnaningrum Yessika Nurmasari Zulfikri Zulfikri Zulfikri Zulfikri, Zulfikri